(Dis)ability-informed mentors support occupational performance for college students with learning disabilities and attention-deficit/hyperactivity disorders through problem-solving and a focus on strengths.
Introduction: Students with learning disabilities and attention-deficit/hyperactivity disorder are well represented on college campuses. However, they experience challenges to meeting occupational and role expectations associated with being in college. Mentors serve as natural supports for young peo...
| Published in: | British Journal of Occupational Therapy Vol. 84; no. 5; pp. 263 - 271 |
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| Main Authors: | , , |
| Format: | research tables/charts Journal Article |
| Published: |
Sage Publications Inc.
May2021
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=150230235&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 150230235 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03080226 GZQ jtl: British Journal of Occupational Therapy issn: 03080226 maglogo: Y pubinfo: dt: May2021 vid: 84 iid: 5 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 150230235 146257555 150230235 150230235 10.1177/0308022620937636 150230235 ppf: 263 ppct: 8 formats: tig: atl: (Dis)ability-informed mentors support occupational performance for college students with learning disabilities and attention-deficit/hyperactivity disorders through problem-solving and a focus on strengths. aug: au: Kreider, Consuelo M Medina, Sharon Koedam, Hannah M. affil: Department of Occupational Therapy, University of Florida, Gainesville, FL, USA sug: subj: Students with Disabilities Mentorship Support, Psychosocial Job Performance Students, College Intellectual Disability Attention Deficit Hyperactivity Disorder Problem Solving Occupational Therapy Human Thematic Analysis Qualitative Studies Students, Graduate Students, Undergraduate Executive Function Funding Source ab: Introduction: Students with learning disabilities and attention-deficit/hyperactivity disorder are well represented on college campuses. However, they experience challenges to meeting occupational and role expectations associated with being in college. Mentors serve as natural supports for young people within college environments. This study investigates the ways in which graduate-student mentors, who were supported in understanding learning disabilities and attention-deficit/hyperactivity disorder and their mentee's strengths and challenges through an occupational lens, provided problem-solving supports for undergraduate mentees with learning disabilities and attention-deficit/hyperactivity disorder. Methods: Thematic qualitative analysis was used to investigate problem-solving supports provided by mentors (n = 57) of undergraduate mentees (n = 52) with learning disabilities and attention-deficit/hyperactivity disorder. Results: Three themes, executive functioning, adult life skills, and academics, represent areas in which mentors worked with mentees in guiding and co-creating strategies to address academic, social, and daily life challenges. Mentors' understanding of their mentees' disability-related challenges and strengths within everyday life situations was important for fostering the occupational performance of mentees. Conclusion: The inclusion of biopsychosocial approaches is needed in the development of disability-related mentorship interventions where occupational therapists can leverage disciplinary understanding of disabilities and the fostering of occupational performance to support social functioning and participation in college. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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