Mentorship & Training Of Peer Supporters

Traditionally, senior researchers’ mentor early career less-experienced researchers in the field of scientific research. Through mentorship, scientists share knowledge and skills; andoversee the work of junior researchers and link them to funding and further research and publication opportunities. With the recognition of various stakeholders that play a significant role in research, the need to extend mentorship and training has grown. Peer supporters, treatment supporters and youth CABs do not always have enough knowledge and skills to implement their research responsibilities and need training and support to effectively execute their research mandate. Dubois et al (2006) allude to the complexity of mentoring young people and place an emphasis on the youth-mentor relationship as one of the core principles of community psychology necessary in empowering them to take up their roles. This station looks into the development and delivery of mentorship and training programmes in preparing young people to take up their various research responsibilities.

Key points when mentoring young people in research.

Clarity:

Research is complex and has stringent rules to ensure rigour and validity. Young people who are coming into research as either study participants, members of the youth advisory boards, or as members of the research team (e.g. as peer facilitators) need support from the mentors or trainers whose role it is to provide clear messages about the objectives of the research, rules of the research and responsibilities of the young people in research. Mentors need to be available as peer supporters to clarify the need for treatment adherence and provide guidance to the adolescents that are navigating the new and complex world of research.

Communication:

Mentorship and training are tools for opening up communication between the research staff, youth CABs and young research participants. Clear lines of communication are necessary to demonstrate to young people the tiers of communication in professional research settings.

Commitment

Research and health intervention occur over a period of time and require commitment to the process in order to achieve the desired outcomes. Mentors play a crucial role in keeping in touch with young people that are participating in research. Research staff need to provide regular training to peer supporters who ensure commitment through the adherence programmes.

Benefits of mentoring adolescents in research

Research is often a new, overwhelming but equally exciting experience for adolescents.
Mentors demonstrate positive values and share accurate research information to assist adolescents who are research participants in clinical trials and socio-behavioural research.
Mentorship and training empower young people, improve their self-esteem, increase their social and emotional development, and improve their attitude towards life and their studies in general.
Adolescents who are participating in clinical trials are motivated to adhere to their treatment because mentors encourage them to link academic goals and health goals.

In general, a Youth Mentor programme in the United States reported that:

Adolescents who meet regularly with their mentors are 52% less likely than their peers to skip a day of school and 37% less likely to skip a class.
Youth who meet regularly with their mentors are 46% less likely than their peers to start using illegal drugs and 27% less likely to start drinking.
Seventy-six percent at-risk young adults who had a mentor aspire to enrol in college.
Mentoring reduces “depression symptoms” and increases “social acceptance, academic attitudes and grades.”

How to assist adolescents in research?

Mentors, peer educators, navigators and peer supporters provide accurate information, support and guidance to adolescents that are newly enrolled into clinical trials. Mentors also facilitate access to research site and other resources that can improve the research experience for adolescent study participants. Through one-on-one interactions and group meetings, mentors are expected to be:

Good listeners
Be friendly and not be figures of authority
Assertive and set realistic goals and expectations
Fun loving
Supportive and allow research participants to have voice and control the direction of conversations
Respectful and demonstrate appropriate behaviour among adolescents

BY YOLISWA NTSEPE (MA, PhD)
ADOLESCENT PROGRAMMES MANAGER

UPDATED NOV 22, 2023

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REFERENCES & ADDITIONAL RESOURCES:

Research methodology and youth mentoring: https://www.researchgate.net/publication/227600705_Research_methodology_and_youth_mentoring