References

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  1. Role: Create a welcoming environment
  2. Example: Amir's story
  3. Strategy 1: Give assurance to the peer researcher
  4. Strategy 2: Validate their feelings and experiences
  5. Strategy 3: Notice and celebrate success
  6. Summary
  7. References ← You are here
  8. Back to Roles and Strategies

Information about this role and strategies came from these research articles:

Bertilsdotter Rosqvist, H. (2019). Knowing What to Do: Exploring Meanings of Development and Peer Support Aimed at People with Autism. International Journal of Inclusive Education, 23(2), 174–187.

Frawley, P., & Bigby, C. (2014). “I’m in Their Shoes”: Experiences of Peer Educators in Sexuality and Relationship Education. Journal of Intellectual & Developmental Disability, 39(2), 167–176.

Hillier, A., Fish, T., Cloppert, P., & Beversdorf, D. Q. (2007). Outcomes of a Social and Vocational Skills Support Group for Adolescents and Young Adults on the Autism Spectrum. Focus on Autism and Other Developmental Disabilities, 22(2), 107–115.

Nind, M., Coverdale, A., & Croydon, A. (2020). Learning from each other in the context of personalisation and self-build social care. Disability & Society. https://doi.org/10.1080/09687599.2020.1812378

Ryan, C. T., Kramer, J. M., & Cohn, E. S. (2016). Exploring the Self-Disclosure Process in Peer Mentoring Relationships for Transition-Age Youth With Developmental Disabilities. Intellectual and Developmental Disabilities, 54(4), 245–259. https://doi.org/10.1352/1934-9556-54.4.245

Schwartz, A. E., Kramer, J. M., Rogers, E. S., McDonald, K. E., & Cohn, E. S. (2020). Stakeholder-driven approach to developing a peer-mentoring intervention for young adults with intellectual/developmental disabilities and co-occurring mental health conditions. Journal of Applied Research in Intellectual Disabilities : JARID, 33(5), 992–1004. https://doi.org/10.1111/jar.12721

Singh, N. N., Lancioni, G. E., Winton, A. S., Singh, J., Singh, A. N., & Singh, A. D. (2011). Peer with intellectual disabilities as a mindfulness-based anger and aggression management therapist. Research in Developmental Disabilities, 32(6), 2690–2696. https://doi.org/10.1016/j.ridd.2011.06.003

Schwartz, A. E., & Kramer, J. M. (2018). “I just had to be flexible and show good patience”: Management of interactional approaches to enact mentoring roles by peer mentors with developmental disabilities. Disability and Rehabilitation, 40(20), 2364–2371. https://doi.org/10.1080/09638288.2017.1334835

Strnadová, I., Collings, S., Loblinzk, J., & Danker, J. (2019). Parents with intellectual disabilities and their perspective of peer support: “It depends on how they give it.” Journal of Applied Research in Intellectual Disabilities : JARID, 32(4), 879–889. https://doi.org/10.1111/jar.12579

Williams, V., & Porter, S. (2017). The Meaning of “choice and control” for People with Intellectual Disabilities who are Planning their Social Care and Support. Journal of Applied Research in Intellectual Disabilities : JARID, 30(1), 97–108. https://doi.org/10.1111/jar.12222

Wright, C., Diener, M., Wright, S., Rafferty, D., & Taylor, C. (2019). Peer Teachers with Autism Teaching 3D Modeling. International Journal of Disability, Development and Education, 66(4), 438–453.

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