Virtual Community Mentoring Models for Middle School Underachievers’ Psychosocial Development and Well-Being During COVID-19
Journal of Learning for Development
; 9(1):137-144, 2022.
Article
in English
| Scopus | ID: covidwho-1790519
ABSTRACT
Recent studies highlight the outcomes of COVID-19 on the psychosocial skills of early adolescents. It shows the unavailability of virtual community mentoring models for teenagers' individual and interpersonal growth in the virtual scenario. Hence, there emerges a need to explore and apply the available virtual communication resources by facilitators, families, and other community professionals for teenagers’ self-development. This article reports the application of virtual resources like WhatsApp, graphic design platforms (CANVA and Adobe), graphic interchange formats (GIPHY App), all-in-one visual content editing forums (InShot App), and memes (Meme Generator App) in engaging and supporting community mentoring capacities leading to psychosocial development and well-being for teenagers during COVID-19. Through this article, contemporary virtual models are explored and executed with community guidance to integrate the personal developmental skills of middle school underachievers. There is also a need to work with community interventions by using virtual mentoring skillsets for positive youth development. © 2022, Commonwealth of Learning. All rights reserved.
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Collection:
Databases of international organizations
Database:
Scopus
Language:
English
Journal:
Journal of Learning for Development
Year:
2022
Document Type:
Article
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