'You Understand Me': Experiences of Peer Mentors Delivering Support for a Mindfulness Intervention to Family Carers of People With Intellectual and Developmental Disabilities.
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| Title: | 'You Understand Me': Experiences of Peer Mentors Delivering Support for a Mindfulness Intervention to Family Carers of People With Intellectual and Developmental Disabilities. |
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| Authors: | Gordon‐Brown, Alex (AUTHOR), Murray, Caitlin A. (AUTHOR), Hayden, Nikita K. (AUTHOR), Hastings, Richard P. (AUTHOR), Mahon, David (AUTHOR), Flynn, Samantha (AUTHOR) |
| Source: | Journal of Applied Research in Intellectual Disabilities. Jul2025, Vol. 38 Issue 4, p1-10. 10p. |
| Subjects: | Research funding, Mindfulness, Medical care, Interviewing, Mentoring, Parent attitudes, Internet, Descriptive statistics, Confidence, Learning, Motivation (Psychology), Research methodology, Family support, Caregiver attitudes, Self-perception |
| Abstract: | Background: Family carers of people with intellectual and developmental disabilities are at increased risk of stress and often face barriers to accessing appropriate supports. Peer support can enhance the effects of well‐being interventions, yet research is limited regarding family carers' experiences within peer support roles. Method: Semi‐structured interviews were conducted with 10 peer mentors (four adult siblings, six parent carers) paid to support other family carers undertaking an online mindfulness intervention. Interviews were recorded and transcribed. The data were analysed using Framework Analysis. Results: Peer mentors discussed their motivations, the importance of shared experiences within the mentoring relationships, increased confidence and self‐belief, and learning and growing throughout the mentoring role. Conclusion: Peer mentors spoke positively, discussing benefits within their personal lives and future employment opportunities. Further research is needed regarding the experiences of mentors who withdrew from the role, as well as fathers, brothers and people from ethnic minority communities. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Applied Research in Intellectual Disabilities is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Background: Family carers of people with intellectual and developmental disabilities are at increased risk of stress and often face barriers to accessing appropriate supports. Peer support can enhance the effects of well‐being interventions, yet research is limited regarding family carers' experiences within peer support roles. Method: Semi‐structured interviews were conducted with 10 peer mentors (four adult siblings, six parent carers) paid to support other family carers undertaking an online mindfulness intervention. Interviews were recorded and transcribed. The data were analysed using Framework Analysis. Results: Peer mentors discussed their motivations, the importance of shared experiences within the mentoring relationships, increased confidence and self‐belief, and learning and growing throughout the mentoring role. Conclusion: Peer mentors spoke positively, discussing benefits within their personal lives and future employment opportunities. Further research is needed regarding the experiences of mentors who withdrew from the role, as well as fathers, brothers and people from ethnic minority communities. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 13602322 |
| DOI: | 10.1111/jar.70102 |
