Two Years of Relationship-Focused Mentoring for First Nations, Metis, and Inuit Adolescents: Promoting Positive Mental Health
Two Years of Relationship-Focused Mentoring for First Nations, Metis, and Inuit Adolescents: Promoting Positive Mental Health
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DOI：
10.1007/s10935-016-0457-0
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发表时间：
2017-04-01
影响因子：
1.7
通讯作者：
Chiodo, Debbie
中科院分区：
文献类型：
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作者：
Crooks, Claire V.;Exner-Cortens, Deinera;Chiodo, Debbie
原住民、梅蒂斯人和因纽特人 (FNMI) 青年受到一系列负面健康结果的影响尤为严重，包括情绪和社会心理健康状况不佳。与此同时，人们越来越意识到这些年轻人的特定文化保护因素，例如文化联系和身份。本文报告了一项混合方法、探索性纵向研究的结果，该研究涉及针对 FNMI 青少年的文化相关的校内辅导计划的影响，该计划的重点是促进心理健康和文化认同的发展。参与者包括一群 FNMI 青少年，我们对他们从小学到中学的过渡进行了追踪。我们利用了年度调查 (n = 105) 和我们采访的一部分年轻人 (n = 28) 的数据。定量分析对参加过 1 或 2 年辅导计划的青少年与未参加过的青少年进行了比较。在第 3 波中，为期 2 年的辅导小组表现出更好的心理健康状况和改善的文化认同，这说明了第 1 波的功能。当模型中考虑到性别和学校氛围时，这些结果得以维持。性别并没有成为重要的调节因素；然而，简单斜率的事后分析表明，就这两个结果而言，辅导计划对女孩的益处多于男孩。访谈数据通过多阶段过程进行编码和主题化，并显示辅导计划帮助参与者发展他们的个人和人际交往技能，并增强他们的文化和健康关系知识基础。总的来说，这项研究的定量和定性部分表明，多年的文化相关指导是促进 FNMI 青年福祉的一种有前途的方法。
First Nations, Metis, and Inuit (FNMI) youth are disproportionately affected by a range of negative health outcomes including poor emotional and psychosocial well-being. At the same time, there is increasing awareness of culturally-specific protective factors for these youth, such as cultural connectedness and identity. This article reports the findings of a mixed-methods, exploratory longitudinal study on the effects of a culturally-relevant school-based mentoring program for FNMI youth that focuses on promoting mental well-being and the development of cultural identity. Participants included a cohort of FNMI adolescents whom we tracked across the transition from elementary to secondary school. We utilized data from annual surveys (n = 105) and a subset of youth whom we interviewed (n = 28). Quantitative analyses compared youth who participated in 1 or 2 years of mentoring programs with those who did not participate. At Wave 3, the 2-year mentoring group demonstrated better mental health and improved cultural identity, accounting for Wave 1 functioning. These results were maintained when sex and school climate were accounted for in the models. Sex did not emerge as a significant moderator; however, post hoc analyses with simple slopes indicated that the mentoring program benefited girls more than boys for both outcomes. Interview data were coded and themed through a multi-phase process, and revealed that the mentoring program helped participants develop their intrapersonal and interpersonal skills, and enhanced their cultural and healthy relationships knowledge base. Collectively, the quantitative and qualitative components of this study identify multiple years of culturally-relevant mentoring as a promising approach for promoting well-being among FNMI youth.