What this section should help with:
- Trouble-shooting for challenges that could happen
- Further resources that might be helpful to HOPEFUL mentors
Hope is important to give you room to wander around. It’s easy to be trapped in your own mind, fixed in problems or mood. It’s not a way out, but provides the mind a little room to wander around. A refuge, in that sense.
Neurodiversity and Learning Differences
People who are neurodiverse (e.g., are autistic or have ADHD) or have learning difficulties (e.g., dyslexia) may require some adaptations to be able to use HOPEFUL. It’s important not to make assumptions about anyone on the basis of a diagnosis or suspected diagnosis – everyone is different. We include suggestions below of possible adaptations that might be helpful for people with particular challenges. Discuss with the young person about what might help them. Nonetheless, if you can make some time to prepare for HOPEFUL meetings, we suggest doing the following steps (as many as you have time for). We have listed them in order, starting with what we think will be most helpful.
| Challenge | Techniques |
| Reading and writing | Read out instructions rather than expecting the young person to read them. |
| Encourage the young person to record voice-notes rather than them needing to write by hand/type. | |
| Support the young person to select activities that focus on creative arts and visualisations. | |
| Figurative language/ metaphor | Some of the videos and activities may use metaphors, imagery, or other figurative language- and some young people may not find these easy to understand. It will be helpful if you can explain concepts in plain and simple language that is explicit and direct, perhaps using examples from the young person’s life. |
| Attention and concentration | Timing – meet the young person at the time of day they find it easiest to concentrate, consider more frequent meetings of shorter durations. |
| Location – aim to meet in locations that have limited distractions, one regular location may be best for any young people who find change more challenging. | |
| Focus and pacing – aim to work in short chunks, without introducing too many concepts too quickly and break up longer sessions and discussions by going for a short walk, watching a video or doing something else to sustain interest and engagement. | |
| Reminding – provide reminders about meetings and break during sessions/activities to have brief reflections on what has been discussed and learned. | |
| Mood, anxiety, and emotions | Explore a young person’s coping strategies so that you can remind them of these if they do experience anxiety or emotional distress – if they don’t have many or any existing strategies, you can help them to test some new ones out. |
| If a young person experiences mood states intensively, sometimes talking about these emotions or breathing/relaxation exercises may not be very helpful. Instead, doing something physical (such as going for a walk) or a hobby they enjoy might be the best way they can regulate their emotions. |