Young Mentors Research Articles

Scoping review of intergenerational learning methods for developing digital competence and their outcomes

Due to the rapid digitalization of healthcare, it is important to strengthen professionals’ digital competence, particularly to support older professionals to stay in work until retirement age. People of different ages have different digital competencies. Younger generations are ‘digital natives’ who have learned to use digital devices fluently from a young age, while older generations have had to learn to use them in adulthood. The increasing number of new technologies causes in some cases stress, especially for more older healthcare workers. Intergenerational learning methods for developing digital competence may offer a way to narrow digital competence gaps in healthcare. The aim of this scoping review was to identify current evidence regarding intergenerational learning methods for developing digital competence, and their outcomes. The results can be used to help develop methods for intergenerational digital competence development and improve healthcare professionals’ digital competence. A scoping review was conducted across four databases (Scopus, CINAHL, Web of Science, ProQuest) without time limits. The search produced 2905 references, of which 23 studies are included in the review. Thematic analysis was used to analyze these studies’ results. The results showed that a key method for intergenerational digital competence development is reverse mentoring, where a less experienced person serves as a mentor to a more experienced one. Intergenerational digital competence development methods can be done one-on-one or in groups, in classes or on digital platforms. The outcomes of these methods illustrated that they promote mutual learning, increase the digital competence of older adults and the work life skills of young mentors, and narrow the gap between generations. Using such methods, it is possible to make better use of each generation’s expertise. Intergenerational learning could suggest ways of narrowing the digital gap and enhancing intergenerational communication. Healthcare could benefit from implementing intergenerational learning methods for developing digital competence, increasing the digital competence of healthcare professionals, and narrowing the gap between generations.

"The future of world psychiatry program": An insight into the shaping of young psychiatrists.

During the 2015 WPA International Congress, Taiwan Young Psychiatrist Organization (TYPO) together with the collaboration of over 100 young psychiatrists launched "The Future of World Psychiatry Program" to facilitate collaboration among young psychiatrists and mentors globally. The program consisted of two "Meet the Expert Workshops," four "Young Psychiatrists Symposiums," and pre- and post-WPAIC online social networking, where the mentors gave valuable advice and young psychiatrists shared their latest research findings. Future training programs may consider using this model and transform it into a virtual context to benefit more young psychiatrists globally.

Peer Support at Schools: the Buddy Approach as a Prevention and Intervention Strategy for School Bullying

Previous research has shown that peer support could positively impact children’s school experience and well-being and could function as school bullying intervention and prevention. This qualitative study aimed to highlight the ‘buddy approach’ and provide insight into the positive impact it can have on both the young mentors and the mentees. A total of 29 participants, divided between student mentees (n = 19) and student mentors (n = 10), took part in a series of semi-structured interviews, where open-ended questions related to the efficacy of the ‘buddy approach’. Based on the finding, the buddy approach is valued by both mentees and mentors and is pivotal in supporting students in promoting a sense of friendship, safety, belonging and protection, while also building a sense of responsibility, satisfaction and pride. The buddy approach could potentially be used as an early prevention and intervention strategy for school bullying. Limitations and implications are discussed in detail.

Young mentors’ relationship capacity: Parent–child connectedness, attitudes toward mentees, empathy, and perceived match quality

Because the responsibility of developing strong connections to mentees often depends on mentors themselves, examining mentor qualities and relational capacity may identify malleable factors—or potential points of intervention—to improve perceived match quality. Relational capacity has been proposed as a theoretical concept for understanding how mentors’ previous experience, characteristics, and skills relate to mentoring quality. Our conceptual model posited that parent–child relationships build young mentors’ relational capacity for successful mentoring relationships. Using data from young mentors age 15–26 participating in the Big Brothers/Big Sisters school-based mentoring program ( n = 155), this study extends current knowledge by examining potential mediators of the relationship between young mentors’ perceived parent–child connectedness and perceived match quality. Attitudes toward mentees and empathy skills mediated the relationship between parent–child connectedness and perceived match quality. Findings suggest that parent–child connectedness contributes to attitudes and skills that may strengthen perceived match quality. From a positive youth development perspective, young mentors with low relational capacity may require support to ensure high-quality matches.

Learning to Hunt by Tending the Fire: Xavante Youth, Ethnoecology, and Ceremony in Central Brazil

Xavante (A'uwe˜) hunting with fire in the cerrado landscape of Central Brazil has garnered considerable attention by the public for its purported threat to the environment and by the scientific community as an example of responsible Indigenous landscape management. The practice and transmission of associated traditional knowledge now face acute challenges due to territorial circumscription, increased sedentarization, and economic change. In this article, I draw on my observations during a ceremonial hunting trek to discuss the process by which boys and young men acquire knowledge and skills required to autonomously participate in group hunting with fire in ways their elders consider proper, effective, and sustainable. I focus on a particular didactic strategy whereby young mentors assume primary responsibility for encouraging restrained participation by their even younger protégés while elders create opportunities for youth to gradually participate in increasingly direct capacities. This cultural configuration encourages active learning and entrusts younger people to assume responsibility for their own acquisition and production of knowledge pertaining to the ecology of anthropogenic fire, the burning calendar, group hunting strategies, and ceremonial aspects of the hunt.

Gender Differences in Computer-Mediated Communication Among Adolescents with Disabilities: A Case Study

In this study researchers explored gender differences in computer-mediated communication between peers with disabilities and between these young people and adult mentors. Contents of 10,044 email messages of teens with disabilities within a mentoring community were analyzed. Participants were part of a nationally-recognized program to promote the participation of individuals with disabilities in science, technology, engineering and mathematics (STEM) fields. Differences in the content of communications between male and female participants were found to be consistent with traditional gender roles. Males were more likely to both provide and seek information about the Internet and technology than females, yet females communicated more frequently overall, shared more personal information, and sent more messages with a "personal tone." Research findings can be used to guide programs in mediating electronic communities by attending to gender differences. They can also inform project activities designed to help young women claim roles in challenging fields where they are underrepresented.