'We are all bringing, like a unique sort of perspective': The core elements of a strengths-based digital arts mentoring program for autistic adolescents from the perspective of their mentors

IntroductionWhile the adoption of strengths-based approaches to supporting autistic adolescents is growing in popularity, the application of this approach to a digital arts mentoring program has yet to be explored. This study reports on the core elements contributing to the success of a community digital arts mentoring program for autistic adolescents from the mentors' perspective. This paper presents an in-depth exploration of mentors' experiences, comprising a component of a broader line of research investigating a digital arts mentoring program for autistic adolescents emphasising positive youth development.MethodsThe digital arts mentoring program spanned 20 weeks across two Australian school terms and was attended by two groups of autistic adolescents (N = 18) aged between 11 and 17 years. A qualitative approach was utilised in exploring the perspective of their mentors (N = 6). Qualitative data were collected at the end of each school term for each group with the mentors using an interpretive phenomenological approach and Colaizzi's seven-step analysis method. Thirteen individual interviews were conducted with six mentors.Consumer and Community InvolvementThis research was conducted with a disability arts provider to provide a digital arts mentoring program to autistic adolescents. The mentors employed have lived experience with disorders such as attention deficit hyperactivity disorder (ADHD) and anxiety.ResultsFive primary themes emerged from the data: positive connections, mentor knowledge and experience, mentoring approaches, autism education, program organisation, resources and environment. Subthemes underpinned the primary themes related to positive connections (three subthemes), mentoring approaches (four subthemes) and program organisation, resources and environment (three subthemes).ConclusionThe findings suggest that prior experience, sufficient training, a supportive environment and a flexible and adaptable approach were essential for success. Understanding the core elements of a strengths-based digital arts program in occupational therapy provides a comprehensive framework for utilising clients' inherent strengths and creativity as therapeutic tool, creating an empowering environment, fostering meaningful outcomes for clients. This study looked at what makes a community digital arts program for autistic teenagers successful, from the point of view of the mentors running the program. This paper presents the mentor experiences in detail, as part of a larger research project focussing on positive youth development. The digital arts mentoring program is a 20-week program running across two Australian school terms. Two groups of autistic adolescents with a total of 18 adolescents aged between 11 and 17 years attended the program. We met with the mentors at the end of each school term to discuss their experiences. In total, there were 13 individual meetings with six mentors. The study found five primary themes: positive connections, mentor knowledge and experience, mentoring approaches, autism education, program organisation, resources and environment. The findings show that having past experience, getting good training, having support and using a flexible approach were important for the program's success. Understanding the important elements of a digital arts mentoring program can help occupational therapists to use clients' strengths and creativity as therapeutic tool, creating a supportive environment and fostering better outcomes for clients.