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Understanding and Facilitating the Youth Mentoring Movement
... Characteristics of the mentoring relationship seem to affect outcomes more successfully than programmatic features. For example, in mentoring relationships, quality and length of relationship seem to be far more impactful than content (Rhodes and DuBois, 2006;Rhodes and Grossman, 2002) In a review of mentoring literature, Rhodes and DuBois (2006) find that mentoring relationships are most effective when they are close and enduring. ...
... Characteristics of the mentoring relationship seem to affect outcomes more successfully than programmatic features. For example, in mentoring relationships, quality and length of relationship seem to be far more impactful than content (Rhodes and DuBois, 2006;Rhodes and Grossman, 2002) In a review of mentoring literature, Rhodes and DuBois (2006) find that mentoring relationships are most effective when they are close and enduring. ...
... However, the literature clearly indicates that relationships that are close and lengthy are of great impact. Rhodes and DuBois (2006) offer recommendations based on the literature when seeking mentors: require a 12month commitment, utilize mentors who have backgrounds in professional helping careers, train and support mentors, involve parents (or have mentors willing to be involved with parents), and recognize that youth can be harmed as well as helped. In contrast to mentoring, the CASA program is more structured, and seemingly more legitimized in its role and function. ...
... This overview extends previous efforts (e.g., [10,26,28]), which were more limited in scope, typically focusing on specific publications or research to support the conceptual or theoretical literature, but did not conduct a methodical search of literature or a broad systematic review. For instance, Deutsch and Spencer [26] dealt primarily with measurement issues in CBM, school-based mentoring (SBM), and natural mentoring. ...
... Schwartz et al. [29] summarized the effects of mentoring relationships on self-esteem and the processes through which these relationships exert such effects in CBM, SBM, and natural mentoring. The review by Rhodes and DuBois [10] surveyed mentoring best practices across a broad spectrum of youth-serving settings in an effort to promote better alignment of research and practice. Stewart and Openshaw [28] addressed the difficulties of defining the term "mentor" and mentoring benefits. ...
... The mentor relationship could be either short-term (<12 months) or long-term (≥12 months), as well as applying multi-component programs, such as skills-group components. For the current review, we consider mentoring as comprising a one-on-one interaction between a non-parental adult figure and a specific younger person (aged [6][7][8][9][10][11][12][13][14][15][16][17][18][19][20][21][22][23][24][25] to promote positive outcomes for the latter through the relationship. ...
Formal community-based youth mentoring relationships (CBM) are a popular form of intervention worldwide in which caring, non-parental adult figures are matched with at-risk children (i.e., children who experience an intense and/or chronic risk factor, or a combination of risk factors in personal, environmental and/or relational domains that prevent them from pursuing and fulfilling their potential) to promote development and health. Common models suggest that a close mentoring relationship is needed for the success of the intervention. However, it remains unclear which key relational processes and variables promote relationship quality to generate the most significant benefits. Using the PRISMA framework, 123 articles were identified as relevant for this review which explores the state of the literature on CBM relationships describing the main findings regarding the characteristics of the relationship and the mediating and moderating variables. An essential ingredient that consistently emerged for generating mentoring outcomes is characterized by feelings of support, sensitivity, and trust and accompanied by a purposeful approach to shaping the goals of the relationship. A balanced approach comprised of recreational, emotional, and catalyzing aspects has been reported as essential for mentoring success. Mentors’ positive attitudes toward underprivileged youth, maturity in terms of age and experience are essential in forging positive relationships. Mentees who have better relational histories and more positive personality traits exhibited higher relationship quality. However, data imply the possibility of addressing mentees from moderate risk status. Preliminary evidence on thriving as a mediating variable was found. Program practices, such as training, parental involvement, and matching based on perceived similarities and similar interests, emerged as important factors. Generating many research suggestions, the review identifies research questions and uncharted territories that require inquiry.
... Es tracta d'un tipus de mentoring diferenciat del que es pugui donar en el camp de l'educació i la indústria, i que sol estar més relacionat amb persones vulnerables. Per altra banda, s'ha destacat la importància que té aquest mentoring per aquests perfils de joves vulnerables, ja que és en els perfils on els efectes del mentoring tenen més força (DuBois et al., 2002a Rhodes i DuBois, 2006. ...
... No obstant, tot i aquests efectes positius dels programes de mentoring per a joves en risc destacats en la literatura, els beneficis dels programes són sovint modestos i varien depenent dels subgrup de joves en el que ens fixem (DuBois et al.,, 2011;Herrera et al., 2013citats a Weiler et al., 2019. Rhodes i DuBois (2006) fan un recull d'aquelles pràctiques i característiques del youth mentoring que han donat bons resultats. El que s'ha pogut comprovar és la importància d'adoptar una perspectiva centrada en la persona jove, en el desenvolupament de les seves necessitats. ...
... I tal i com hem vist, la xarxa, els contactes, el capital social són de gran importància per a sortir de situacions vulnerables i situacions d'atur. Amb tot, Rhodes i DuBois (2006) destaquen la importància d'avaluar els programes en tot el procés d'implantació per comprovar que s'està aprofitant la tècnica. A més, Weiler et al.(2019) destaquen que l'avaluació pot servir també per intentar detectar casos de joves vulnerables on la qualitat de la relació i la durada del contacte no està sent prou bona com per donar resultats positius en termes de creació de contactes, trobar feina, etc. Per altra banda, és important destacar que els bons resultats obtinguts pels programes que inclouen el mentoring o coaching com a element central també desenvolupen altres mesures que ajuden a la inserció laboral de la persona jove, fonamentalment programes de formació, eina destacada en programes com Emplois d'Avenir o PICE. ...
La recerca que aquí es presenta defensa la importància del paper del capital social, entès com el conjunt de relacions que faciliten l'accés directe e indirecte a recursos valuosos per a les persones a l’hora d’aconseguir millors oportunitats d’inserció laboral.
La recerca busca estudiar el paper que tenen les polítiques actives d'ocupació en la generació i mobilització de capital social útil per trobar una ocupació entre el col·lectiu de joves amb menys oportunitats d’inserció laboral
... Likewise, workplace mentoring occurs in organizational settings, contributing to the mutual growth of mentor and mentee (Ashforth et al., 2016;Durbin & Tomlinson, 2014;Ragins & Kram, 2007). Scholars assert that empathy, trust, and genuine concern are essential for effective mentoring across all these domains (Allen & Eby, 2007;Rhodes & DuBois, 2006). ...
... This is consistent with the existing literature on mentoring relationships, which highlights the common endings of dropout or avoidance . The quality of the mentoring relationship is also critical, as low-quality relationships are more likely to break down over time (DeWit et al., 2016;Rhodes & DuBois, 2006). ...
This study brings a novel dimension to mentoring theory by exploring the relatively unexamined aspect of cross-gender infatuation between mentors and mentees. At the heart of the mentoring relationship, according to this study, lies personal identification, which is characterized by feelings of connectedness, belonging, and a strong desire to forge a relationship. To examine into this topic, the study employed phenomenological methods, conducting thorough interviews with a balanced group of 20 participants. This group included five male mentors, five male mentees, five female mentors, and five female mentees. The data gathered from these interviews were meticulously analyzed using first and second cycle coding techniques, and the findings are articulated through a process model. Drawing on psychoanalytic theory, the study posits that gender differences play a crucial role in the process of personal identification within mentoring relationships. It examines situations where infatuation, driven by sexual desires, arises in one or both parties involved. The study discusses how societal gender norms often compel individuals to suppress these intimate desires. This suppression and avoidance can lead to sexual repression, manifesting as disruptive behavior and hindering the development of personal identification. Consequently, this dynamic adversely affects the caregiving aspect of the mentor-mentee relationship. The findings of this study enrich mentoring theory by shedding light on the impact of gender roles in the identification process within mentorship relationships. It highlights the complex interplay of personal emotions and societal norms in mentoring dynamics, offering a deeper understanding of the factors that influence these relationships.
... Natural mentors can fill a diverse range of roles in students' lives from role models and caring adults to advisors and advocates. Research suggests that natural mentoring relationships can benefit youth through cognitive, social-emotional, and identity development (Miranda-Chan, Fruiht, Dubon, & Wray-Lake, 2016;Rhodes, 2005;Rhodes & Dubois, 2006). Mentors may broaden students' cognitive frameworks by exposing them to new ways of thinking and alternative perspectives. ...
... Positive relationships with mentors can help develop social-emotional skills by modeling effective communication and providing a sounding board to help youth better regulate their emotions (Deutsch, Mauer, Johnson, Grabowska, & Arbeit, 2020;Hurd & Sellers, 2013;Sánchez, Esparza, & Colón, 2008;Van Dam et al., 2018). Mentors can expand adolescents' self-perceptions and aspirations of who they might become by exposing them to a greater range of "possible selves" (Hurd, Sánchez, Zimmerman, & Caldwell, 2012;Rhodes & Dubois, 2006). ...
... Youth mentoring centers on adult mentor-youth mentee relationships. Although youth mentoring research has evolved with youth program growth, mixed results on youth outcomes continue to perplex program leaders and researchers Raposa et al., 2019;Rhodes & DuBois, 2006). Youth mentoring has shown encouraging impacts on areas like education and self-esteem, albeit with modest effect sizes Karcher, 2005;Raposa et al., 2019;). ...
... Youth mentoring research has expanded but the majority of literature focuses on one-to-one models, often delivered by volunteers, rather than youth development professionals. Studies have found comparable positive outcomes from models that utilized older peers, teams, and multiple adult mentors Rhodes & Dubois, 2006). More hybrid models, such as youth-initiated mentor selection, combine informal and formal strategies and indicate potential for positive youth outcomes (Van Dam et al., 2021). ...
Although federal funding has been provided to add mentoring to youth development programs for decades, we still lack knowledge about the impacts of mentoring on youth outcomes. This research seeks to fill a gap by documenting youth outcomes from an enhanced mentoring approach for urban Boys and Girls Clubs (BGC) in the Southeastern United States delivered by paid staff who serve as mentors through group activities and 1:1 interactions with youth. We perform logistic regressions of secondary data from a cohort of BGCs to understand the relationships between enhanced mentoring and youth outcomes related to program retention, behaviors, and academics. We find the presented approach has a significant relationship with retention with those mentored being 1.92 times more likely to return the following program year. Mentored youth also experienced higher expectations from staff and were less likely to be involved in a physical fight with peers.
... Mentors involved in community/social mentor programs often have flexibility to spend time with their mentee in a range of settings and activities and discuss youth's reallife concerns (Rhodes & DuBois, 2006). The conversation topics and activities are informal in nature to give rise to a close and natural bond between the mentor and mentee (Rhodes & DuBois, 2006). ...
... Mentors involved in community/social mentor programs often have flexibility to spend time with their mentee in a range of settings and activities and discuss youth's reallife concerns (Rhodes & DuBois, 2006). The conversation topics and activities are informal in nature to give rise to a close and natural bond between the mentor and mentee (Rhodes & DuBois, 2006). The main objective by social/community mentors is to engage in activities and conversations to promote relationship-building skills, leadership development, and other SEL skill such as responsible decision-making and self-management within their mentee (Garringer et al., 2017). ...
English learners are a very diverse population with unique academic, linguistic, social, cultural, and emotional needs. For decades, English learners in the USA have been found to perform significantly lower than their monolingual peers in standardized academic tests. Many efforts to address the academic and language needs of ELs have been documented in the extant literature; however, little research has been conducted on the effects of social mentoring on the diverse needs of ELs. In this paper, we summarize the results of a systematic literature review that examined the benefits, opportunities, and implications of social based mentoring programs for emergent bilinguals in either community or school settings. Although only five studies met our criteria for inclusion, these studies highlight the benefits of using social mentors to support the social, emotional, cultural, linguistic, and academic needs of ELs. Common themes of positive outcomes or reported experiences from participating EL youth or mentors are reported. In addition, we discuss implications of social mentoring under a transformative social-emotional learning (SEL) framework. Limitations of the existing research on mentoring for EL youth and recommendations for future research directions are also discussed.
... Natural mentors can fill a diverse range of roles in students' lives from role models and caring adults to advisors and advocates. Research suggests that natural mentoring relationships can benefit youth through cognitive, social-emotional, and identity development (Miranda-Chan, Fruiht, Dubon, & Wray-Lake, 2016;Rhodes, 2005;Rhodes & Dubois, 2006). Mentors may broaden students' cognitive frameworks by exposing them to new ways of thinking and alternative perspectives. ...
... Positive relationships with mentors can help develop social-emotional skills by modeling effective communication and providing a sounding board to help youth better regulate their emotions (Deutsch, Mauer, Johnson, Grabowska, & Arbeit, 2020;Hurd & Sellers, 2013;Sánchez, Esparza, & Colón, 2008;Van Dam et al., 2018). Mentors can expand adolescents' self-perceptions and aspirations of who they might become by exposing them to a greater range of "possible selves" (Hurd, Sánchez, Zimmerman, & Caldwell, 2012;Rhodes & Dubois, 2006). ...
... As the mentors help the mentees meet shorter-term goals and provide advice, counsel, and suggestions about the instrumental skills, they foster longer-term relationships and emotional and social skills (Karcher et al. 2006). Such combinations are positively correlated with developmental and interpersonal processes that can help youth overcome challenges and reach their full potential (Dubois et al. 2011;Lyons et al. 2019;Rhodes and DuBois 2006). ...
... Brown et al. 2021;Coles 2011;Goff 2011;Lyons et al. 2019;MENTOR 2009MENTOR , 2016Rhodes and DuBois 2006;Tierney and Garcia 2014). Mentors provide opportunities for knowledge sharing and emotional and social support while helping students transition to their first year of college (Gandara and Mejorado 2005;Levine and Nidiffer 1996). ...
The higher education gap persists in the United States for underserved, first-generation, low-income minority students. They often have little knowledge of college application and future success. This mixed-method study evaluated a Northeastern university-sponsored tutorial-mentorship 2-year program, Soar (pseudonym), for 80 metropolitan first-generation junior and senior high school students. One research question guided the study: Does Soar as a precollege program for underserved, first-generation, minority high school students help them successfully complete applications and prepare them for higher educational success? With college-oriented classes and workshops, the students submitted applications and received 205 acceptances from 96 colleges. Quantitative surveys and qualitative forums showed significant improvement in socioemotional and cognitive skill development and knowledge. Themes derived from qualitative focus groups supported the quantitative results. For juniors: Confidence, Aligning Schools and Strengths, Financial Literacy. For seniors: College Aspirations; Successfully Complete College Applications; Confidence, Self-Advocacy, Communication; Knowledge About Diversity of Schools and Critical Thinking. For mentors: Matching, Closeness, Trust; Confidence, Voice, Perseverance, Strengths, Goal Pursuit; Civic Engagement. The findings illustrate how an outreach program can result in higher education attainment and success for underserved, first-generation, minority high school students. Soar can become a model for college preparation for similar underserved students in other urban areas.
... Youth mentoring centers on adult mentor-youth mentee relationships. Although youth mentoring research has evolved with youth program growth, mixed results on youth outcomes continue to perplex program leaders and researchers Raposa et al., 2019;Rhodes & DuBois, 2006). Youth mentoring has shown encouraging impacts on areas like education and self-esteem, albeit with modest effect sizes Karcher, 2005;Raposa et al., 2019;). ...
... Youth mentoring research has expanded but the majority of literature focuses on one-to-one models, often delivered by volunteers, rather than youth development professionals. Studies have found comparable positive outcomes from models that utilized older peers, teams, and multiple adult mentors Rhodes & Dubois, 2006). More hybrid models, such as youth-initiated mentor selection, combine informal and formal strategies and indicate potential for positive youth outcomes (Van Dam et al., 2021). ...
Although federal funding has been provided to add mentoring to youth development programs for decades, we still lack knowledge about the impacts of mentoring on youth outcomes. This research seeks to fill a gap by documenting youth outcomes from an enhanced mentoring approach for urban Boys and Girls Clubs (BGC) in the Southeastern United States delivered by paid staff who serve as mentors through group activities and 1:1 interactions with youth. We perform logistic regressions of secondary data from a cohort of BGCs to understand the relationships between enhanced mentoring and youth outcomes related to program retention, behaviors, and academics. We find the presented approach has a significant relationship with retention with those mentored being 1.92 times more likely to return the following program year. Mentored youth also experienced higher expectations from staff and were less likely to be involved in a physical fight with peers.
... When children have experienced significant adversity, they may have issues with trust and an insecure attachment to caregivers (Corcoran & McNulty, 2018;Gobin & Freyd, 2014). Therefore, building relationships with adults that are stable, consistent, and have a longer duration in their lives provides an opportunity for healing and positive growth (Rhodes & DuBois, 2006). Relationship consistency and duration are key components of any relationally focused programming (Rhodes & DuBois, 2006). ...
... Therefore, building relationships with adults that are stable, consistent, and have a longer duration in their lives provides an opportunity for healing and positive growth (Rhodes & DuBois, 2006). Relationship consistency and duration are key components of any relationally focused programming (Rhodes & DuBois, 2006). ...
Youth in communities across the world are exposed to adversity and trauma at high levels. In this article, we describe a research-informed, resilience-promoting framework that can be incorporated into a variety of touch points for youth (e.g., school, family, community, extra-curricular activities). The PEEPS Framework is relational in nature and includes the following five interconnected components: (a) positive adult relationships, (b) esteem, (c) empathy, (d) peer relationships, and (e) strengths-based approach. We outline the research that supports each component, describe how we are currently implementing the PEEPS framework in the form of a volunteer training, and offer research-based suggestions for implementation and tools that other professionals can utilize.
... Established in 1997, YWLP is a research-based mentoring program that incorporates all of 13 recommended "best practices" in mentoring (Rhodes & DuBois, 2006). Through YWLP, girls receive a year of mentoring from a trained college woman mentor. ...
... Others have pointed to the importance of the staff-youth relationship in after-school programs (e.g., Hirsch, 2005;Jones & Deutsch, 2010;Rhodes, 2004) and to the teacher-student relationship in classrooms (e.g., Hamre & Pianta, 2003;Pianta, 1999). Furthermore, research indicates that mentoring relationships are only associated with positive youth outcomes when the relationships are sustained and close, that is, the youth engages in the relationship (Rhodes & DuBois, 2006). Given the importance of adult and peer relationships to adolescent development, we believe that a focus on the processes behind and specific setting features that enhance relational engagement is a promising path for promoting youth engagement in settings, especially for girls. ...
This study explored engagement in interpersonal relationships within the context of combined group and one-on-one mentoring. Using flow theory, we propose that “relational flow” requires an optimal balance between an individual's relational skills and the challenges inherent in relationship development. The Young Women Leaders Program (YWLP) is a relationally based after-school program for early adolescent girls that combines structured group time with one-on-one mentoring. Researchers explored relational engagement through interviews with seventh-grade participants and group observations. Results indicated that four relational processes occurred that made girls feel more comfortable: (1) giving advice and helping, (2) asking questions/reaching out, (3) sharing and opening up, and (4) spending time with/being there for them. These processes helped the adolescent girls feel closer to and more comfortable with both mentors and peers by reducing feelings of anxiety or self-consciousness, thus freeing them to experience relational flow. The group also provided a safe context for girls to stretch their relational skills and appeared to mitigate the relational challenges associated with a new one-on-one mentoring relationship. This study presents a conceptual model of relational engagement and suggests that this may be a critical component for girls in out-of-school programming.
... For example, the development and sustaining of trust and empathy are combined with goal setting [4]. Research has shown positive correlations of youths' developmental and interpersonal processes that increase positive academic, behavioral, and social-emotional outcomes and enable them to reach their full potential [5]. ...
Low-income students from underrepresented communities experience significant educational inequalities, including chronic absenteeism, mental health crises, trauma exposure, and social injustices. These conditions escalate risks of dropping out and justice system involvement. Middle-school youth must navigate intense social and emotional change. To address such challenges, The Arthur Project (TAP) provides intensive, in-school, therapeutic mentoring and family support. The program teaches students essential life skills, such as problem-solving, communication, and academic engagement. Students are empowered to strengthen their resilience, perseverance, self-actualization, and confidence. TAP provides up to 500 h of therapeutic mentoring yearly over three years, delivered individually and in small groups by social work interns. The research question was as follows: Does structured, intensive in-school therapeutic mentoring with social work interns increase the socioemotional, cognitive, noncognitive, and academic skills and engagement of underserved middle-school students? This evaluation for the school year 2022–2023 is based on the program of 200 students and 30 mentors, with quantitative mentee, mentor, teacher, and caregiver surveys and qualitative interview data. The program and evaluation methodology are described, with results and conclusions. Students showed significant improvement in all domains; mentors reported student increases in confidence, perseverance, problem-solving, and communication; and teachers and caregivers reported students’ increased academic engagement. The Arthur Project program can become a national middle-school mentoring model to address widespread student inequalities.
... Nakkula and Harris (2005) argued that because of the importance of match relationship quality to a range of outcomes, it should be better understood in order to provide "best practice" guidance for both mentors and mentees. A growing body of research is deepening our understanding of relationship quality to the mentoring process (e.g., DuBois and Silverthorn, 2005;Rhodes and DuBois, 2006;Whitney et al., 2011;Chan et al., 2013). The development of adolescents in the domains of social-emotional, cognitive, and identity presupposes the development of a close, caring relationship, such as those that can occur through high quality mentoring . ...
In the field of youth mentoring, mentor support, as an important scaffold for youth development, is linked to match relationship quality between mentors and mentees. This study examined associations between the support provided by different categories of mentors and internal match quality among 240 mentors in youth mentoring programs. Four clusters of mentors emerged, representing different combinations of purposes for mentor-mentee interactions. Mentors who focused less on the character development of their mentees showed reduced benefits in other forms of interactions, such as fun, sharing, future outlook, or academics in promoting high overall mentor-mentee internal match quality, including relational quality and instrumental quality. While mentors who focused less on future outlook in their mentoring interactions showed reduced benefits for other purposes in promoting internal instrumental quality. These findings were not influenced by mentors’ demographic differences such as gender, age, race, and educational background. The significance of the findings for future research and practice is discussed.
... Mentoring is being delivered effectively to youth in a variety of settings (e.g., communities and schools) and has been shown to promote gains in emotional, behavioral, and academic outcomes, including among at-risk youth (Bouffard & Bergseth, 2008). The extent of the benefits of mentoring, on the other hand, is moderate and has remained virtually unchanged over the last decade, despite significant advances in understanding the determinants of higher-quality mentoring relationships (DuBois, Holloway, Valentine, & Cooper, 2002;DuBois et al., 2011;Rhodes & DuBois, 2006). ...
The purpose of this study was to look into potential relationships or associations between various Principal mentoring practices in the mentorship scheme and student retention at a day secondary school in Nakuru County, Kenya. Low secondary school retention has long been an issue in much of the existing literature, and therefore complex, multifaceted, and poorly understood. The purpose of this research was to find out how principals' student mentorship practices affected student retention in Nakuru County public-day secondary schools. The study found a positive but insignificant relationship between principal mentoring practices and student retention rates in day public secondary schools (p > 05). Based on this finding, principals should strengthen mentorship practices in order to increase student retention and foster a positive learning environment for academic performance.
... Mentoring for youths can differ with respect to various aspects such as their target population, goals, structure, and medium. For example, traditionally, community-based youth mentoring programs focused on helping vulnerable youths (DuBois & Neville, 1997;Grossman & Tierney, 1998;Rhodes & DuBois, 2006, 2008. Program goals range from preventing risk behaviors (e.g., drug use) to changing attitudes and behaviors (e.g., increased attendance in school). ...
Mentoring is a highly individualized educational measure that can support youth development in communities, schools, and talent domains. Depending on the target population, goals, structure, and medium, mentoring for youths can differ considerably. This article first reviews the main types of mentoring programs and practices for youth development in communities, schools, and talent domains. Despite the popularity of mentoring programs, many programs fail to realize the full potential of mentoring as meta-analyses consistently show relatively small effects of mentoring. The discrepancy between the potential and actual effect of mentoring is referred to as the mentoring paradox. Crucial aspects that are held responsible for the mentoring paradox, such as adequate planning and implementation of mentoring programs, adherence to research-based mentoring practices, as well as quality assurance of mentoring programs through systematic program research and evaluation are described. Finally, implications on how to professionalize mentoring are provided for different stakeholders.
... Finally, the mentoring program must monitor the relationship. Clear boundaries to the relationship are important (Foster and Finnegan 2014), and both the mentor and the mentee should jointly agree to the goals of the relationship (Rhodes and DuBois 2006;Wise and Sait 2008;Foster and Finnegan 2014), keeping in mind that setting too many goals might discourage a mentee and cause them to give up (KPMG 2013). ...
... Esta tem sido validada em numerosos estudos que indicam que a tutoria constitui uma atividade educativa que deverá incluir treino dos tutores e apoio à sua prática (Cunha et al., 2022;DuBois et al., 2011;Lejonberg;Christophersen, 2015;Martins et al., 2023;Santos, 2012). A formação ou treino dos professores-tutores deverá clarificar o seu papel e seus objetivos (Lejonberg;Christophersen, 2015), bem como proporcionar-lhes estratégias estruturadas para providenciar apoio aos alunos (Martins et al., 2023;Rhodes;DuBois, 2006). De fato, a investigação vem sugerindo que a formação ou o treino dos professores-tutores parece contribuir para níveis mais elevados de autoeficácia do professor e, consequentemente, para uma percepção mais positiva da qualidade da relação desenvolvida entre os intervenientes (Askew, 2006;Lejonberg;Christophersen, 2015). ...
O presente estudo analisa as variáveis do professor-tutor preditoras dos benefícios da tutoria em contexto escolar: a qualidade da relação de tutoria, a autoeficácia do tutor, o compromisso afetivo e a experiência enquanto tutor. Participaram 140 professores de diferentes zonas de Portugal, através do preenchimento de um questionário online. O modelo de regressão linear múltipla revelou que a qualidade da relação e a autoeficácia do tutor são preditores estatisticamente significativos dos benefícios da tutoria percebidos pelo professor-tutor. Não foram encontrados resultados significativos nos restantes preditores. Os dados sugerem a necessidade de se investir na formação dos professorestutores e na monitorização da sua prática, de forma a promover a qualidade da relação tutor-tutorando e a autoeficácia do tutor. O compromisso afetivo e a experiência enquanto tutor não são suficientes para o sucesso dos programas de tutoria, de modo que urge rever as práticas de organização da tutoria nas escolas (e.g., critérios de seleção dos tutores).
... A recent meta-analysis found that cross-age peer mentorship has a medium-sized overall effect on positive outcomes for youth and was particularly effective in programs in which peer mentors had strong oversight and supervision from adults [63]. Research suggests that receiving mental health support from peers is acceptable and effective for adolescents [57,64]. Improved social emotional functioning and decreased family conflict is also reported by adolescents who receive peer support mental health services [65]. ...
The rise in child and adolescent mental health concerns has led to the need for an expanded workforce to meet the needs of our nation's families. Peer paraprofessionals (PPs) have proven to be impactful in the areas of adult mental health (MH) and substance use disorders, and for persons with chronic medical conditions. PPs can contribute to addressing child, adolescent, and family MH needs by being deployed in community settings and providing both emotional and tangible support to families and children. Additional use of PPs can address equity gaps in MH services by improving access to support and enhancing the cultural acceptability of MH interventions. A concentrated effort to expand and develop this workforce may help to alleviate the strain on the current MH system. The Georgetown University Infant and Early Childhood Certificate program is a paraprofessional training program that prepares community members to meet the MH needs of families with young children. The authors will describe the results of a qualitative study examining the landscape of peer paraprofessional services in DC that was conducted to support the expansion of the peer workforce to include individuals with expertise in infant and early childhood mental health.
... In these cases, LES counsellors become a kind of informal mentors, even though they are not aware of it. This is related to the importance of informal mentoring for disadvantaged young people, as reported by Inzer and Crawford (2005), who showed that beyond the importance of mentoring programmes for the most vulnerable youth profiles (Rhodes & DuBois, 2006), informal mentoring seems to be more beneficial than formal mentoring because it is usually between people who can easily identify with each other and involves longer-term relationships. ...
This article focuses on the role that local employment services (LES) play in informal social capital building for young people with a disadvantaged social background. The personal networks of these young people usually embed few useful resources for labour market integration, and LES actions may be an opportunity to informally build a network of contacts with better resources. To explore this possibility, biographical interviews were conducted with 24 young adults who used LES actions, and their employment trajectories were analysed. The findings highlight that these actions—especially those consisting of training or internships—provide social capital that is useful for labour market (re)integration. Linking social capital is the type of social capital that is most useful for job seeking, and it is especially effective in non‐metropolitan rural areas.
... alike. Research on the effectiveness of mentoring has shown that quality matters in these relationships, with youth in closer and more enduring relationships deriving greater benefits (Dam et al., 2022;Grossman & Rhodes, 2002;Grossman et al., 2012;Rhodes & DuBois, 2006;Silke et al., 2019). Yet our understanding of what factors and processes contribute to the development of such relationships remains quite limited. ...
More enduring formal youth mentoring relationships tend to be more effective, but our understanding of how such relationships develop and are sustained remains limited. This prospective, qualitative study examined the development of 67 one‐to‐one, community‐based mentoring relationships over a 2‐year period. Data included interviews with mentors, youth, and the youth's parent/guardian across multiple time‐points and agency case notes. Five developmental trajectories were identified: (a) continued growth, (b) initial growth that plateaued, (c) initial growth followed by decline and then recovery, (d) initial growth followed by decline with no recovery, and (e) little to no growth or connection. Matches in the continued growth and recovery groups were more enduring and experienced by participants as meaningful connections. Factors that appeared to have contributed to these different trajectories were youth interest in the mentoring relationship, mentor empathy, flexibility, and commitment, and program support.
... Research suggests that beneficial outcomes associated with mentoring are only demonstrated when the mentor and youth are able to form a connection based on trust and empathy (relationship quality) within a consistent and long-lasting relationship (mentoring quantity) (Rhodes & DuBois, 2006). ...
The current study seeks to understand the potential benefits of culturally matched cross-age peer mentoring for Black and Latinx adolescent mentors residing in low-income, urban communities. Data for the study were derived from a 4-year longitudinal project examining the effectiveness of community-based cross-age mentoring. Data from the current sample ( N = 249, 60.6% female, M = 16.72 years) were analyzed using HLM. Findings indicated that the mentoring relationship bond rather than attendance predicted change on several positive outcomes. Adolescent mentors were found to experience improvements in several areas of positive youth development, ethnic identity, and GPA after the program was completed and at 9 to 12 months follow up. Researchers propose an adapted theoretical model of the impacts of youth cross-age mentoring in low-income communities of color. Findings from the current study offer key information on the value of facilitating empowering, person-focused services in concert with members of marginalized communities.
... As reported byVan Dam et al. (2018), these are generally beneficial regardless of risk-status in young people-centered mentoring programs.Mentoring programs are widely accepted as positive for the youth of all backgrounds and abilities(Bruce and Bridgeland, 2014). Median-small to moderate positive effects were identified through youth high-quality and enduring mentoring programs, including improvement of social relationships, academic achievement and school engagement, reducing problem behaviour, improving psychological and physical well-being, supporting a more positive vision of the future for mentees(DuBois et al., 2011, Rhodes and DuBois, 2006. Nevertheless, several questions remain about the extent to which mentoring interventions can effectively affect youth development. ...
Adolescents often migrate unaccompanied by a caregiver, facing specific risks. Mentoring has been identified as a strategy with positive results for youth at risk. Its application with unaccompanied minors (UM) refugees and asylum seekers has gained momentum within EU countries receiving refugee citizens from the EU relocation program. Portugal hosts the fourth highest number of Middle East and North Africa UM refugees and asylum seekers among EU countries. Thus, it´s relevant to review strategies and intervention programs, focused on mentoring to inform future programs in Portugal supporting UM. This article aims to describe the use of mentoring strategies towards integrating UM refugees, and how this has been taking place in Portugal. This review has the potential to inform professionals, namely social education professionals involved in the Portuguese refugee relocation program and encourage the discussion about creating based mentoring-based programs for this target group.
... A recent search found no less than 50 definitions of mentoring in social science that is based on various settings where it can be a concept or process or a set of activities. Youth mentoring addresses various issues relating to the young people such as in education, work, and career/employment; mental health; problem or at-risk behaviour; health and wellbeing (Rhodes and DuBois, 2006). However, a recent definition from the European Mentoring and Coaching Council (EMCC) can be applied in the context of this paper: ...
There has been a lot of literature and study on youth mentoring. However, little has been found in the literature that explains the form of leadership model that is being practiced in a mentoring relationship. Moreover, this is a complex issue since mentoring takes place in many settings, and in the partnering relationship. A mentor also plays a variety of roles, and that there is reciprocal influences and power suggesting that leadership is at play and practiced by both parties. This paper therefore explores, examines, and discusses the forms of leadership that could best ‘fit’ in a youth mentoring programme. This will also include literature on mentoring and its practices in the youth, its non-formal learning context, a variety of several leadership concepts and theories; discussed those literature and determine the leadership practices that best fit this context of youth leadership. The findings had suggested a ‘bottom-up multidimensional’ approach to leadership employing various leadership concepts and models. This can then serve to be a generic model for practice, as well as for further study to establish a leadership model for different settings, such as in the context of youth learning mentorship programme that can contribute to positive youth change.
... . Uma associação positiva entre as relações de mentoria nos jovens universitários e os resultados satisfatórios no seu desenvolvimento pessoal e académico, que evidência o tempo despendido por ambos (mentor e mentorado) para esse efeito, como responsável por esses resultados (Rhodes & DuBois, 2006); ...
As Instituições de Ensino Superior para além de agentes de transmissão de conhecimento científico, também devem contribuir para o desenvolvimento de qualidades humanas e de competências sociais dos seus estudantes, de modo a se tornarem cidadãos mais ativos e conscientes. No contexto do Ensino Superior, a prática
de voluntariado tem sido estudada, e tem sido demonstrado que os seus estudantes saem beneficiados com tal atividade (Fortunato, 2019; Martins, 2015; Moore & Allen,1996; Taveira, 2001).
A participação em ações de voluntariado poderá contribuir para uma educação e formação de excelência, pois permitirá desenvolver competências pessoais e interpessoais, desenvolver o espírito de solidariedade e atitudes de cidadania; aumentar a rede de contactos pessoais e profissionais, ajudar as instituições da comunidade
envolvente e enriquecer o curriculum vitae dos estudantes.
Ao mesmo tempo, o voluntariado potencia aprendizagens não formais e informais, constituindo um veículo promotor de empregabilidade e um contributo importante para a intervenção em problemas sociais contemporâneos, como o desemprego ou a formação (Rego, 2017).
Neste capítulo apresentamos as práticas de gestão do voluntariado
implementadas no Instituto Politécnico de Tomar (IPT), uma instituição de ensino superior politécnico, dotada de valências nas áreas das artes, das engenharias, da gestão, das tecnologias, do design, da comunicação e das artes da imagem. O IPT é constituído por 3 escolas: Escola Superior de Gestão de Tomar, Escola Superior de Tecnologia de Tomar e a Escola Superior de Tecnologia de Abrantes e está localizado no centro de Portugal, mais concretamente, na região do Médio Tejo.
... Young persons who lack a strong relationship with a caring adult while growing up are much more vulnerable to a host of difficulties, ranging from academic failure to involvement in serious-risk behaviours. Research shows that resilient youth-those who successfully transition from risk-filled backgrounds to the adult world of work and good citizenshipare consistently distinguished by the presence of a caring adult in their lives (Rhodes and Dubois 2006). ...
This study forms part of an EU-funded project led by The Malta College of Arts, Science and Technology (MCAST)-Malta's leading VET institute. Overall, the project seeks to understand the challenges and barriers students in Malta face throughout their learning journey. For this purpose, one of the interventions, applied to MCAST via this project, was that of implementing a mentoring programme for students studying at MCAST up until MQF Level 3. This paper will focus on how the programme was perceived by mentors and mentees, as well as examine the effectiveness it has had as an intervention to reduce possible challenges and barriers students face.
... Mentoring initiatives have been shown to have multifaceted and broad impacts on youths, including improved social and academic achievement, reduced problem behavior, and improved psychological and physical well-being [1][2][3][4][5][6][7][8][9][10]. ...
While a substantial body of literature suggests that lasting community mentoring relationships can have a range of positive effects on youths, little is known about these effects in the Nordic welfare context, where community mentees may have lower risk profiles compared to many previous samples. This study explores how the duration (length) of child mentoring relationships predicts parental perceptions of child well-being among 197 children served by Denmark’s most extensive community-based youth mentoring program. We find that children who have had a mentor for at least one year are perceived to have significantly higher well-being. In contrast, we find no significant differences in well-being between children who had mentors for less than one year and children on a waiting list. Previous research, conducted in primarily North American contexts, finds that longer mentoring relationships substantially improve school behavior and reduce risk taking. Our results add to the literature by indicating that a minimum mentoring relationship duration of one year appears to be similarly important in promoting well-being for youths involved in community-based mentoring programs in a Nordic welfare context.
... Closeness in mentoring relationships is seen to be associated with improvements in mentee development (Spencer, 2007). Studies conducted in this aspect, suggest that the success of mentoring interventions depends a great deal on the quality of relationship and closeness to the mentor (Rhodes et al., 2006). Goldner and Mayseless (2009) conducted a study to find the relationship between the quality of mentoring relationships and mentoring success. ...
Mentoring may be viewed as a relationship where an experienced and wise individual assists in the growth and development of another person (Hart, 2009). Today mentoring has taken many forms and is known to be associated with favorable behavioral, health-related, motivational, and career outcomes (Eby, et al. 2007). In present times of Covid 19 pandemic, there has been lot of unrest and anxiety among people of all age groups. Here mentoring, which has come to be recognized and accepted as an effective tool for positively influencing people (Eby and Dolan, 2015) may come to their rescue (Bordes and Arredondo, 2005).
Caring, supportive and healthy relationships have become crucial in current times. When the world is challenged by the greatest pandemic of the century, virtual mentoring and the use of artificial intelligence to make mentoring relationship more effective and productive, is being looked at seriously. Also, informal mentoring relationships which are considered to be more effective, can they be replaced by virtual mentors? The present study seeks to explore the possibility if conventional mentoring can still remain relevant in this current times of advanced technology and distress.
... Mutuality, trust, and empathy in the mentoring relationship are prerequisites to the mentee's social, emotional, cognitive, and identity development, which all contribute to positive outcomes. Studies suggest that the success of mentoring interventions depends a great deal on the quality of relationship and closeness to the mentor (Rhodes et al., 2006). Goldner and Mayseless (2009) conducted a study to find the relationship between the quality of mentoring relationships and mentoring success. ...
Abstract
Mentoring is seen as a process by which an experienced/wise individual invests his/her time, energy and personal know-how in assisting another person. Although mentorship in colleges/universities is common in the west, and it is also growing in Indian educational institutions, not much research has been done to capture the effectiveness of mentor- mentee relationship. The sparse existing literature highlights the significance of closeness and proximity in effective mentoring; however, there is hardly any study which focuses on the frequency of mentor- mentee interaction. The current study attempts to bridge this research gap and investigates the relationship between the frequency of mentor-mentee interaction and its effectiveness. The primary data were collected from 161 students from a reputed management university of Rajkot (Gujarat) having formal mentoring programme in place. The mode of data collection was online structured questionnaires and informal discussions with the students. Bi-variate cross-tabulation and statistical tests such as Chi-square and Z-test were used to analyse the data. The results highlight that when the frequency of the mentor–mentee interaction is within a month, formal mentoring is significantly more effective as compared to when the frequency is beyond a month. However, when the interaction is too frequent, say within a fortnight, it is not more productive but statistically same as when the frequency is within a month. This suggests that the practitioners in this field should focus on a desirable frequency which is neither too recurrent nor too distant, so as to reap the maximum benefits of this mentoring programme.
Key words: Frequency of mentoring, Formal mentoring, Informal mentoring, Effective mentoring, Student mentoring.
... Puede tratarse de un mentoring one to one, donde una sola persona apoya a otra; o bien puede ser una persona que da apoyo a varias personas, one to many; o puede tratarse de un group mentoring donde todas las personas dentro de un grupo juegan el rol de mentee o protégé y mentor (Mentoring and Befriending Foundation, 2015). En el caso del youth mentoring también se pone en práctica el peer mentoring donde jóvenes-adultos se vuelven los mentores de aquellos más jóvenes que ellos (Rodhes y DuBois, 2006). Estos modelos se pueden llevar a cabo cara a cara, telefónicamente o por internet. ...
Las recientes crisis económica y sociosanitaria han puesto de manifiesto las debilidades de un mercado de trabajo que acaba expulsando a los colectivos más débiles. Entre ellos, este documento pone el foco en el colectivo de jóvenes y sus dificultades para desarrollar trayectorias laborales estables. Diferentes estudios muestran los efectos negativos de la escasa conexión con el mercado de trabajo, en forma de empleos con escasa estabilidad y/o continuidad o a causa del desempleo, por parte de determinados perfiles de jóvenes. Esta desconexión puede provocar dinámicas de exclusión o aislamiento laboral, lo que retroalimenta la pérdida de recursos de carácter relacional que pueden ser útiles para la reinserción laboral de estos jóvenes.
Este Working Paper presenta algunos de los hallazgos obtenidos sobre esta problemática a partir del análisis de los datos obtenidos en dos estudios diferentes desarrollados en el seno del Centre d’Estudis Sociològics sobre la Vida Quotidiana i el Treball. El primero ha permitido identificar y analizar distintos tipos de trayectorias juveniles de inestabilidad laboral a partir de los datos obtenidos mediante el uso de entrevistas de carácter híbrido. En el segundo de ellos se ha realizado una aproximación cualitativa y biográfica al estudio de las trayectorias juveniles más precarias, con el objetivo de estudiar el papel que los servicios locales de empleo pueden tener en la aportación de recursos, especialmente de carácter relacional.
... Not surprisingly, the Tierney et al. (1995) "impact study," as it is often called, had its own impact on public perceptions of mentoring, greatly accelerating its growth and leading to increased funding for and government involvement in mentoring (Rhodes & DuBois, 2006). Findings from this early study also influenced the science of mentoring. ...
Youth mentoring is a potentially powerful tool for prevention and intervention, but it has garnered little attention from clinical child and adolescent psychologists. For decades, the practice of youth mentoring has out-paced its underlying science, and meta-analytic studies consistently reveal modest outcomes. The field is now at an important crossroads: Continue to endorse traditional, widely used models of mentoring or shift to alternative models that are more in line with the tenets of prevention science. Presented here is a bilateral framework to guide the science and practice of mentoring going forward. Our premise is that mentoring relationships can serve as both means to a targeted end and as a valued end unto itself. We present a functional typology of current mentoring programs (supportive, problem-focused, & transitional) and call for greater specification of both the process and expected outcomes of mentoring. Finally, we argue that efforts to leverage mentoring relationships in service of youth development and the promotion of child and adolescent mental health will likely require disrupting the science, practice, and policy that surrounds youth mentoring.
... In a recent national survey, mentor recruitment was identified as the top challenge faced by programs (Garringer et al., 2017). Unfortunately, many programs attempt to attract more mentors by relaxing recruitment criteria and expectations, which can result in the delivery of poor-quality mentoring relationships to highly vulnerable youth (Rhodes & DuBois, 2006). YIM replaces the traditional matching process with one by which program staff work with the young person and their family to identify adults who can be recruited to serve as a mentor to that youth. ...
Youth‐initiated mentoring (YIM) is an approach to mentor recruitment that represents a significant departure from how formal mentoring typically has been conceptualized and carried out, most notably by having youth identify their own mentors. Despite enthusiasm for YIM, implementation can require significant shifts in program practices. Given the limited resources with which most mentoring programs have to work, it is important to discern staff investment in YIM and what it takes for programs to implement this approach. This study explored YIM implementation at the organizational level through interviews with mentoring program staff (n = 11) and addressed motivations of mentoring program staff to implement YIM, how their programs implemented this approach, and their perceptions of the facilitators and barriers to successful YIM implementation.
Students’ relationships with adults in educational environments require careful consideration from researchers and practitioners as we seek to improve educational outcomes, particularly for those who have been historically underserved. This qualitative case study extends research on the development of student-teacher trust to a broader group of adults within the school by focusing on the work of City Year (CY) AmeriCorps members (ACMs), serving as in-school student success coaches and their in-school CY leaders, Impact Managers. We use data from adult student success coaches and leaders in two urban districts to examine how young adults temporarily serving in student support roles developed trusting relationships with youth and how they perceived their contribution to students’ academic and social-emotional growth. Findings show despite the temporal nature of their role, CY staff across sites and grade levels develop trust with students by using human-centered approaches, being vulnerable and honest with students, and setting clear boundaries. The participants’ voices in this study provide interpersonal strategies for teachers, teaching assistants, counselors, mentors, and staff to consider when building holistic and authentic relationships with students.
Cet article s’intéresse à trois associations de promotion de l’égalité des chances, secteur qui a connu une très forte croissance ces trois dernières décennies en France, en particulier à destination des quartiers populaires. Il vise à interroger les raisons du succès de ces associations, qui se réclament de logiques néomanagériales très fortes. Dans une première partie, nous présentons la croissance de ces associations, les objectifs chiffrés qu’elles se fixent et les process prévus pour les atteindre, qui les inscrivent dans une logique de « startupisation » du monde associatif. Nous nous demandons ensuite si cette croissance accélérée et ces dynamiques néomanagériales sont des gages d’efficacité du point de vue des publics suivis. Nous montrons que les associations ne se dotent pas véritablement d’outils d’évaluation permettant de l’attester, et que les enquêtes menées par ailleurs pointent des effets très limités de ces dispositifs sur les bénéficiaires. En revanche, ces dynamiques ont des conséquences bien réelles sur les conditions de travail des salariés associatifs, qui sont assez dégradées, tout en contribuant à la délégitimation des acteurs publics de l’orientation et de l’insertion. Dès lors, comment comprendre les raisons du succès de ces associations ? Nous tentons de le faire dans une troisième partie, en soulignant la proximité de leurs dirigeant·es avec leurs interlocuteur·rices public.ques et privé.es ainsi que leur inscription dans les transformations récentes des politiques éducatives et institutionnelles.
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Dzieci osób pozbawionych wolności stanowią grupę ryzyka zagrożoną wykluczeniem, niedostosowaniem społecznym oraz przestępczością. Stosowane wobec nich oddziaływania opierają się przede wszystkim na tworzeniu ulokowanych w społeczności sieciach wsparcia i zasobów. Budowanie wspierających relacji ze społecznością pozwala młodzieży znajdującej się w sytuacji pozbawienia wolności rodzica przezwyciężyć trudności. Jednym z takich oddziaływań jest mentoring. Niestety wciąż za mało mamy badań ewaluacyjnych dotyczących programów opartych na relacji mentor–podopieczny. Te już przeprowadzone wskazują jednak, że może on przynieść pozytywne skutki, niwelując niektóre zagrożenia związane z sytuacją pozbawienia wolności rodzica.
À travers une enquête auprès de 65 associations, cet article examine le récent déploiement du mentorat en France. En analysant les représentations du mentorat portées par les structures et les mentor·es et la façon dont celles-ci structurent les perceptions et expériences des mentoré·es, cette étude montre que le mentorat est un outil équivoque pour la politique publique de jeunesse. Si des effets positifs sont bien perçus à l’échelle individuelle, notamment pour l’estime de soi, le mentorat se déploie et agit très différemment selon l’origine sociale des jeunes. En cela, ce dispositif participe à la légitimation et à la reproduction des inégalités qui pèsent sur les jeunes les plus vulnérables en véhiculant une vision asociale et dépolitisée de l’égalité des chances.
Youth are more likely to succeed when they feel safe at school and have access to caring relationships with adults. Systemic racism interrupts access to these assets. Within schools, racially/ethnically minoritized youth encounter policies rooted in racism, leading to decreased perceptions of school safety. Having a teacher mentor may mitigate some of the harmful effects of systemic racism and discriminatory practices. Yet, teacher mentors may not be accessible to all students. In this study, the authors tested a putative explanatory hypothesis for differences between Black and white children's access to teacher mentors. Data from the National Longitudinal Study of Adolescent Health were used. Linear regression models were used to predict access to teacher mentors, and a mediational analysis was conducted to determine the effect of school safety on the relationship between race and teacher mentor access. Results indicate that students from higher SES backgrounds and those with parents who have greater educational attainment are more likely to have a teacher mentor. Furthermore, Black students are less likely than white students to have a teacher mentor, and school safety mediates that relationship. The implications of this study suggest that challenging institutional racism and structures may improve perceptions of school safety and teacher mentor accessibility.
Nos últimos 30 anos a religiosidade e a espiritualidade têm sido conceptualizados em psicologia como constructos convergentes e indissociáveis, repercutindo esta conceção nos domínios clínico e educacional. Porém, a literatura psicológica tem identificado problemas neste modelo conceptual que compromete uma maior inclusão de posturas espirituais e religiosas diversas – i.e., espiritualidade ateísta, religião secular. Considerando, assim, a diferenciação da religiosidade e da espiritualidade enquanto constructos em psicologia, nós nos propomos averiguar o perfil psicológico de religiosos e sujeitos espirituais na vivência do locus de controlo e das emoções, extrapolando os dados numa proposta educativa. Recolheu-se uma amostra de conveniência com 279 participantes que preencheram um questionário composto pela Escala de Sentido Religioso, Escala de Consciência Espiritual, Escala I. P. C. de Levenson e a PANASVRP. Os dados permitiram concluir que existem diferenças significativas entre os perfis do religioso e do sujeito espiritual. Os religiosos tendem a uma preponderância do locus de controlo externo e a uma vivência emocional circunscrita ao sentimento de ação. Por seu lado, os sujeitos estritamente espirituais experimentam um locus de controlo interno em detrimento do externo e apresentam um leque amplo de vivências emocionais positivas. Os dados sugerem, também, uma revisão das atuais propostas educativas assentes na “literacia espiritual” e um revisitar de modelos inclusivos para um desenvolvimento progressivamente humano das crianças.
The problem of youth passivity is one of the main ones, according to experts who work with youth in Ukraine. Increasing the involvement of young people in the social and economic life of society is a priority of the youth policy of Ukraine. These tasks can be implemented more effectively with the introduction of mentoring as the most sensitive to the needs and problems of young people format of interaction. In Ukraine, the term “mentoring” is mainly used in social work with children and adolescents from vulnerable categories and in education. At the same time, professionals who work with young people and implement youth policy at the local level use extensively the various forms of mentoring and act on the principles of mentoring. But mentoring as long-term relationships with young people is not practised in Ukraine in youth work. It is a long-term relationship that gives a positive effect for a young person - in self-realization, in behaviour, concerning others and the community. In Ukraine, the term “mentoring in youth work” is not officially enshrined in any document, and is not actively used, although this term is found in texts about youth work as one of its forms of work with youth at the individual or group level. The United States and Europe have extensive experience in implementing, evaluating, and analyzing youth mentoring programs. The article analyzes the tools of mentoring as a format of effective interaction between mentor and ward, such as the role of mentor (learning consultant, coach, counsellor, information resource, role model, critical friend) in the process of interaction with young people based on US youth experience and developed European countries. The article also analyzes the functions of mentors in building relationships with wards, and areas of mentoring identified based on these functions. The analysis of the experience of mentoring helps to raise awareness of professionals working with young people about the mechanisms of building effective relationships with young people and, ultimately, greater inclusion of young people in public life and promote their self-realization.
The vast majority of international migrants from developing countries are of working age. And yet, their integration in the formal local labor market of their host countries continues to be a challenge. This paper reviews the scope of mentoring programs as a more systematic policy instrument to facilitate the integration of migrants into the labor market. It synthesizes the multidisciplinary academic research on mentoring. The review highlights the diversity of outcomes indicators and the relevance of context in the choice of mentoring program design. Determinants of success include the personal characteristics of the mentee and of the mentor and the efforts to match them but also the efforts made to account for the human, institutional, financial, and political context in the overall design of programs. Despite the significant progress achieved in understanding the determinants of mentoring effectiveness, the survey shows that there are still many sources of uncertainty on the optimal design of mentoring programs. This justifies a research agenda in a field with growing and significant political and social prominence of direct relevance to both developed and developing countries.
Results of a prior study of 205 middle school girls in the Young Women Leaders Program, a mentoring program that pairs middle school girls with college women, revealed that better quality maternal communication/trust as well as higher levels of maternal alienation were associated with stronger mentoring relationship quality for early adolescent girls. These results suggest that for early adolescent girls there is a distinction between foundational maternal relationship challenges and relationship challenges that are developmentally situated. Based on these results, the current study examines post-program interviews for a sub-sample of the five mentees with the highest and lowest scores for maternal communication/trust and maternal alienation as well as their mentors to gain an understanding of how relationship issues impact mentoring relationship development. Results indicate that for girls experiencing maternal communication and trust issues, first impressions and trust are very important to relationship development. Additionally, mentors of girls with communication and trust issues tended to have difficulty developing a relationship with their mentees’ families. For girls experiencing maternal alienation, mentors commonly served as a bridge between mentees and their mothers and helped mentees navigate difficult conversations with their mothers. Additionally, mentors in this group developed strong relationships with their mentees’ families. Findings contribute to the literature on mentoring relationship development and help to inform programs regarding training for mentors.
Wie erfolgreich wirken Patenschaften und Mentoring? Warum wirkt diese freiwillige Unterstützung für Kinder und Jugendliche überhaupt? Und was sind zentrale Gelingensfaktoren dabei? Seit gut 25 Jahren ist die Forschung dabei, diese Fragen wissenschaftlich unabhängig zu klären, zuerst vor allem in den USA, inzwischen auch in Deutschland. Der Artikel gibt einen Überblick über zentrale Einsichten aus einer Vielzahl von Studien unterschiedlicher Fachrichtungen. Dabei wird auch eigens auf die besondere Zielgruppe junger geflüchteter Menschen eingegangen.
This study investigated three innovative group mentoring programs and examined findings from data collected in two earlier studies of mentoring programs. The three programs were YouthFriends, which provided technical assistance to school districts establishing school-based mentoring programs; TEAMWORKS, which organized teams of mentors to meet with groups of middle school students; and the Group Mentoring Program of the Be-A-Friend Big Brothers and Big Sisters Program, which assigned paid staff to mentor small groups of youth. Researchers interviewed program and school staff, youth, and mentors, and held focus groups with 12 additional mentors. The previous study involved interviewing mentors working with groups of youth and working one-on-one. Results indicate that group mentoring attracts volunteers who are less likely to volunteer for individual mentoring. The onsite programming of many group programs facilitates recruitment of youth who may have been missed by traditional recruitment efforts. Although most group mentors want to develop personal relationships with youth, they place more emphasis on improving peer interactions. While mentor-youth relationships can develop in group settings, the quality of these relationships varies widely. Participants reported improvements in youth's social skills, relationships with nongroup members, and academic performance and attitudes. (Contains 15 tables and 43 references.) (SM)
Since the inception of the "new" era of feminist scholarship, several constructs have achieved prominence and popularity as explanations of women's behavior. These include fear of success, androgyny, and the notion of a different voice vis-à-vis moral development. It is argued that such popularity is more a political than an intellectual event. Furthermore, the case is made that genre of concepts deters rather than advances the goals of feminist psychology. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
In this introductory chapter, we first briefly consider definitions of mentoring as well as the prevalence and scope of current forms of youth mentoring that are addressed in the
Handbook. We then discuss the significance of theory, research, and practice and their interrelationship to the field, drawing on contributions to the
Handbook as illustrations. We conclude by highlighting the need for scholarship to keep pace with the fast-expanding and evolving practice of youth mentoring. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A conceptual model was tested in which mentoring relationships were hypothesized to reduce substance use both directly and indirectly through improvements in adolescents' self-perceptions and close relationships. The study included 928 young adolescents (M age = 12.25), all of whom applied to Big Brothers Big Sisters programs. The adolescents were randomly assigned to either the treatment or control group and administered questions at baseline and 18 months later. The hypothesized model was not substantiated particularly well with data from the entire sample but was strongly supported when it was estimated with a subgroup of youth who were in longer lasting relationships. Being matched for longer than 12 months had significant impacts on the frequency of substance use and on parental relationships. Consistent with our conceptual model, parental relationships mediated the relationship between mentoring and substance use. Implications of these findings for research and interventions are discussed.
Mentoring programs for youth have grown tremendously in popularity in recent years and in many important respects reflect core principles of community psychology. Mentoring of youth is a complex phenomenon, however, with a range of significant processes occurring at the levels of individual youth and their mentors, youth–mentor relationships and other interpersonal systems, programs, and the larger policy context. The research methods used to study youth mentoring need to be well suited to capturing this complexity. In this article, we argue, furthermore, that investigations of youth mentoring relationships and programs should be tailored to address concerns associated with each major phase of the intervention research cycle (i.e., preintervention, intervention, and preventive service systems research). Existing research pertinent to these differing phases frequently has not employed state-of-the-art methodology in the areas of sampling, design, assessment, and analysis. We also find that there are important gaps in the types of research conducted, and that in many instances, needed linkages across phases of the research cycle are lacking. Recommendations for strengthening future research on youth mentoring are discussed. © 2006 Wiley Periodicals, Inc.
Natural mentors may play an important role in the lives of adolescents. We interviewed 770 adolescents from a large Midwestern city. Fifty‐two percent reported having a natural mentor. Those with natural mentors were less likely to smoke marijuana or be involved in nonviolent delinquency, and had more positive attitudes toward school. Natural mentors had no apparent effect on anxiety or depression. Using the resiliency theory framework, natural mentors were found to have compensatory but not protective effects on problem behaviors, and both compensatory and protective effects on school attitudes. Direct and indirect (mediated) effects of natural mentors are explored for problem behaviors and school attitudes. The potential importance of natural mentors is supported, and implications for future research are considered.
Currently, blame for the difficulties facing youth is too often laid on one particular segment of the community - whether parents, school personnel or the children themselves. However, the problems of today's young people are problems for all generations.
In response, the past decade has seen unparalleled proliferation of planned mentoring initiatives. Across Ages, the multi-faceted and multigenerational intervention described in this volume, uses older adult volunteers as mentors for young people. By acting as advocates, challengers, nurturers, role models and friends, older mentors help children develop the awareness, self-confidence, and skills they need to overcome overwhelming obstacles.
Across Ages is cost-effective and feasible even where resources are fairly limited. Although designed as a school-based model, this program can easily be adopted to other settings. Each of the four major program components - mentoring, community service, `life skills' instruction, and family support - is described in step-by-step detail.
A major thesis of this volume is that the definition of a social problem is time, place, and context bound.1 It is not difficult to cite examples from the disciplines of law, psychiatry, sociology, and psychology. In the not very distant past the question of children’s rights was a rather simple matter; children’s rights were entrusted to the hands of their parents or parental substitutes (e.g., school officials) and required little legal scrutiny. Yet today it is not unusual to hear calls for a children’s liberation movement. There is now more than enough debate to justify entire legal casebooks devoted to problems on children and the law that refer to much psychological knowledge (eg., Mnookin, 1978). In the 19th century, certain problems of the rights of blacks could be defined away by the United State Supreme Court’s assumption that blacks were property rather than citizens (Dred Scott v. Sanford). Similarly, when homosexuality was no longer thought of as a disease by the American Psychiatric Association, it both reflected and changed the nature of the relationship between the larger society and a subset of its members. When intelligence is seen as genetically determined and stable, we are posed with different questions and social problems than when we see it as environmentally determined and malleable (Gould, 1981; Hunt, 1961). If women are assumed to belong more in the home than in the work place, then child-rearing practices may present a different set of problems than when day care is seen as an essential service contributing to family life. Our social values with regard to “crimes without victims” influence our solutions to social problems as diverse as delinquency, prostitution, gambling, and mental illness (Shur, 1973; Szasz, 1970). The list could go on; and it is the time, place, and context-bound nature of such social problem definitions that this book is about. The volume suggests new ways to think about social problems and different ways to see people, do things, and ask research questions.
Surveys of faculty in various disciplines, as well as my own discussions with colleagues, suggest that teachers of philosophy believe service learning is not relevant to their discipline. In this paper I argue that service learning is a valuable pedagogical tool even (and perhaps especially) in abstract disciplines like philosophy. After a short review of the literature on service learning's effectiveness, I discuss four of the most common objections to its use in philosophy classes, addressing the objections at both theoretical and practical levels. Finally, I describe service-learning components I have used successfully in two introductory philosophy courses.
This study tests the hypothesis that in a setting in which service volunteers are likely to experience meager egoistic benefits their longevity of participation is inversely related to the extent to which they feel motivated to volunteer by the need for???or expectation of???egoistic benefits. We confirmed this hypothesis in a multiple-regression analysis based on the case records of all volunteers who terminated their participation during a nine-month period in a Big Brothers/Big Sisters program.
This study evaluated a program to develop help-recruiting competencies as a strategy to facilitate the transition of adjudicated male youths with disabilities residing in a segregated institution. six adjudicated male youths with disabilities participated in the study. a multiple baseline design across behaviors was used to evaluate the youths' acquisition of help-recruiting skills. self-reported measures of the actions taken by the youths in the process of pursuing transition goals were also collected. youths' performance in role-play situations and generalization probes indicated consistent improvements in help-recruiting skills following training. the youths established a total of 17 transition goals at the beginning of the study, of which 11 were attained as planned, 4 were still in progress at the end of data collection, and 2 were dropped. participants also increased the size of their social support network and reported improved satisfaction with their social competencies. the limitations and benefits of developing help-recruiting competencies to facilitate attainment of transition goals among at-risk youths with disabilities are discussed.
Abstract—With the widespread emergence of required community-service programs comes a new opportunity to examine the effects of requirements on future behavioral intentions. To investigate the consequences of such “mandatory volunteerism” programs, we followed students who were required to volunteer in order to graduate from college. Results demonstrated that stronger perceptions of external control eliminated an otherwise positive relation between prior volunteer experience and future intentions to volunteer. A second study experimentally compared mandates and choices to serve and included a premeasured assessment of whether students felt external control was necessary to get them to volunteer. After being required or choosing to serve, students reported their future intentions. Students who initially felt it unlikely that they would freely volunteer had significantly lower intentions after being required to serve than after being given a choice. Those who initially felt more likely to freely volunteer were relatively unaffected by a mandate to serve as compared with a choice. Theoretical and practical implications for understanding the effects of requirements and constraints on intentions and behavior are discussed.
More than 85% of managers believe employees leave because they have been pulled away by "more pay" or "better opportunity." Yet, more than 80 percent of employees say it was "push" factors related to poor management practices or toxic cultures that drove them out. This gaping disparity between belief and reality keeps organizations from addressing the costly problems of employee disengagement and regrettable turnover with on-target solutions.The 7 Hidden Reasons Employees Leave gives readers a deeper understanding of why conventional exit interviewing doesn't work, and what organizations can do to identify, prevent, and correct the root causes of these problems. This valuable book shows how to avoid job-person mismatches, how to align employee expectations with the realities of the position and the company, how to provide constructive feedback and coaching that breeds employee confidence, and much more.The 7 Hidden Reasons Employees Leave incorporates data from surveys of 19,700 employees performed by the Saratoga Institute, an internationally recognized research organization.
This study examines the relationships developed between elder mentors and at-risk youth in the following exemplary intergenerational programs: (1) IUE/The Work Connection (Saugus, Massachusetts); (2) Teen Moms (Portland, Maine); (3) School Volunteers for Boston (Massachusetts); (4) Teenage Parent Alternative Program (Lincoln Park, Michigan); and (5) Teaching-Learning Communities (TLC) Mentors Program (Ann Arbor, Michigan). Information was obtained from site visits, a conference, interviews with professionals in the field of adolescent development, a review of the literature on adolescent institutions, and a brief review of intergenerational programming. Summary findings include the following: (1) primary and secondary relationships between elders and youth will form in programs designed for that purpose; (2) primary relationships are characterized by attachments approximating kinship, while secondary relationships maintained more emotional distance; (3) both elders and youth cited benefits from the relationships; (4) the most effective elders were those who had not lived what would be considered "successful" lives; (5) intergenerational bonds form because of shared emotional needs; and (6) programs were most effective when elders were placed in nonprofessional roles, given on-going support, and contact was structured. The appendices include a directory of the programs studied, a list of reviewers and the experts interviewed, and a topic guide used in interviewing the older people. A 75-item list of references is also included. (FMW)
As part of a 4-year research initiative on adult/youth relationships programs, this study assessed relationships between elders and at-risk youth at the following four Linking Lifetimes intergenerational mentoring demonstration sites developed by Temple University's Center for Intergenerational Learning in Philadelphia (Pennsylvania): (1) Neighborhood Youth Association in Los Angeles (California); (2) Metro Dade Department of Youth and Family Development in Miami (Florida); (3) Porter Leath Children's Center in Memphis (Tennessee); and (4) Corporation for Public Management in Springfield (Massachusetts). Elders were 55 years old and older, and youth were 12 to 17 years old. Using 26 pairs of 1 youth and 1 elder, the study examined pair activities, the relationship formation process, and effective and ineffective practices in the relationships. Elders met between 4 and 10 hours a week with youth and received stipends and reimbursements for expenses. Separate face-to-face semistructured interviews with all subjects were conducted at two times. Seventeen pairs were satisfying and 9 pairs were dissatisfying to the participants. The pairs' particular activities did not determine satisfaction. Differences existed in participants' interaction styles. Elders in satisfying relationships allowed the content and timing of the relationships to be youth-driven. Included are 5 tables, 33 references, and 2 appendixes describing the Linking Lifetimes initiative and study methodology in 2 tables. (JB)
Longitudinal evaluation of a substance abuse prevention program that involved older adults mentoring adolescents, community service activities, and school-based life skills education. Surveys of low-income 6th graders who participated in intervention, curriculum only, or control conditions indicated that mentoring resulted in significantly fewer problem behaviors and substance abuse and higher self-confidence, self-control, cooperation, and attachment to school and family. (SM)
Applied experimental research investigates the effects of deliberate intervention in situations of practical importance. The basic elements of experimental research are well-known. To ensure that the conclusions about intervention effects drawn from experimental design are correct, the design must have both sensitivity and validity.
My goal in this chapter is to help researchers to "tune" experimental design to maximize sensitivity. However, before I can offer a close examination of the practical issues related to design sensitivity, I need to present a refined framework for describing and assessing the desired result—a high probability of detecting a given magnitude of effect if it exists. Topics discussed in this chapter are: the statistical power framework; optimizing statistical power; design strategy to enhance power; and what effect size is worth detecting. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
For the past 15 years, mentoring has been the single most publicly talked about, written about, and broadly popular social intervention in America to improve the lives of disadvantaged youth. It now appears as an approved activity in many pieces of public social legislation, from the 1996 Welfare Reform Act to the Workforce Investment Act of 1998. Foundation officials say that mentoring now appears in almost all human service funding proposals, whether requested or not. How did mentoring fare so well in these times? Is mentoring now a durable part of American social policy? If so--is this unalloyed good news? I will address each of these questions in the present chapter and conclude with recommendations for both research and practice in the area of youth mentoring. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This book examines six urban after-school centers, studied over a period of 4 years. Little has been written about the comprehensive after-school centers that are the subject of this book. Most academics have focused on a program or activity that corresponds to their scholarly interests. However, the need for good data and theory about comprehensive centers is pressing. Many in the policy world would like to see after-school programs focus exclusively on academics. Most of those who work in the after-school field beg to differ. Practitioners need more compelling data and theory to make their case. This book provides at least some of those scholarly supports. This book is written for all of those who are concerned with after-school programs, urban youth, or the social contexts of early adolescence--including the research community as well as those who are directly involved in the world of practice. Among researchers, the book will be of interest to both qualitative and quantitative researchers. The research involved a mixed method approach that used a variety of qualitative and quantitative procedures. Among those in the world of youth practice, the book will be useful to policymakers, administrators, and frontline youth workers. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This chapter explores psychosocial interventions in youth sports. It provides practical guidelines for practitioners who wish to work in the area of youth sports. The chapter presents Coaching Effectiveness Training (CET; F. L. Smoll and R. E. Smith, 2001) as an illustration of an empirical approach to the development and evaluation of intervention strategies in the youth sport setting. Specifically, overviews of (1) the development of CET, (2) the content of CET and procedures for its implementation, and (3) empirical studies used to assess the efficacy of CET are provided. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Whereas mentoring programs are well received as support services, very little empirical research has been conducted to assess the effectiveness of these programs to meet the diverse needs of different special populations of youth. Potentially useful theoretical orientations (attachment, parental acceptance-rejection, social support, adult development, host provocation) and a sociomotivational model of mentoring are presented to complement Rhodes's (2002) model. Mentoring research literatures for five special populations of youth (abused and neglected youth, youth who have disabilities, pregnant and parenting adolescents, juvenile offenders, academically at-risk students) are critiqued. Systemic, longitudinal research must address the cooccurrence of risk factors, populations, and interventions. We conclude with specific recommendations for future research. © 2006 Wiley Periodicals, Inc.
We investigated a process-oriented model of mentoring using data on 50 relationships in a Big Brothers/Big Sisters program. Data were collected on a monthly basis from both mentors and youth over a one-year period; relationship benefits for youth were assessed at the end of the year by each type of informant. The degree to which relationships were continued throughout the one-year period also was assessed. Path analyses using both youth and mentor report data revealed relations among study variables consistent with the proposed model. Mentors' ratings of their efficacy, obtained prior to the start of relationships, predicted greater amounts of mentor/youth contact as well as more positive experiences in relationships (e.g., fewer obstacles). Feelings of closeness between mentors and youth, in turn, were a final common component in model pathways that linked mentor/youth contact and most other measures to greater perceived benefits and relationship continuation. Implications for the design and evaluation of mentoring programs for youth are discussed. © 2002 Wiley Periodicals, Inc.
This research examined associations among characteristics of relationships formed in two community-based mentoring programs and their linkages with ratings of perceived benefits for youth. Volunteer mentors in a Big Brothers/Big Sisters program completed a questionnaire on a monthly basis for a period of six months, whereas undergraduate students serving as mentors through a service-learning course completed a questionnaire on one occasion only. Mentors' ratings of emotional closeness with youth were found to be associated with reports of fewer contacts with program staff and relationship obstacles in each program. Reports of more extensive amounts of mentor-youth contact and feelings of closeness were, in turn, each associated with ratings of greater benefits for youth. Findings also indicated a tendency for mentors in longer term relationships in the Big Brothers/Big Sisters program to perceive greater benefits for youth, but this was evident only after controlling for a countervailing tendency of mentors in these relationships to report spending less time with youth. Implications for the design and evaluation of youth mentoring programs are discussed. © 1997 John Wiley & Sons, Inc.
This article describes positive youth development as a process in which young people's capacity for being motivated by challenge energizes their active engagement in development. The first part of the article discusses the conditions under which this motivation is activated and considers obstacles to its activation in daily life. The second part discusses ways in which caring adults, including mentors, can support this process of positive development. Several frameworks that provide models of how adults can provide needed structure and guidance while supporting youth's development as agents of their own growth are discussed. (c) 2006 Wiley Periodicals, Inc.
This study examined the role of the working alliance between teacher mentors and student protégés on protégés' academic functioning. High-risk students (n = 25) participated in an educational program involving a major mentoring component (experimental group) and were matched on academic records, gender, and study program with 25 students who did not participate (control group). Students in the experimental group who agreed with their mentors that their working alliance was productive (i.e., agreement on goals, positive bonding) were more likely than were other mentored students and students in the control group to improve their academic competence, participation in class, tendency to seek help from teachers, and academic perseverance. Results are discussed in line with relationship-based processes operating in mentoring relationships.
Studies have begun to document the academic and psychosocial benefits of Big Brothers/ Big Sisters programs for at-risk youth (Rhodes, Grossman, & Resch, 2000). However, investigators have noted a problem with mentor attrition (Meissen & Lounsbury, 1981). The purpose of the current study was twofold. First, we explored the relative importance of specific dimensions of perceived similarity (including similarity in attitudes, interests, race, and personality) as well as mentors' expectation-reality discrepancies in predicting mentors' expressed intention to remain in Big Brothers/Big Sisters programs. Second, we examined a model whereby interpersonal attraction and relationship quality served as mediators of these associations. Our results suggest that perceived similarity in extraver-sion as well as the discrepancy between mentors' ideal versus actual roles were significant predictors of mentors' expressed intention to remain in the relationship. Relationship quality and interpersonal attraction appeared to mediate these findings.
This study investigated whether participation in structured after-school activities moderates the association between detached parent–adolescent relationships and adolescent depressed mood. A representative sample of 539 14-year-olds and their parents were assessed concerning adolescent participation in after-school activities, the parent–adolescent relationship, and adolescent depressed mood. Results showed that adolescents with detached relations to their parents reported high levels of depressed mood. Adolescents who participated in after-school activities reported low levels of depressed mood compared to adolescents not participating in such activities; however, this was primarily true of participants who perceived high support from their activity leader. Support from after-school activity leaders was particularly important for a subgroup of youth characterized by highly detached relations to their parents. Although girls reported higher levels of depressed mood than did boys, the associated benefits of perceived support from an activity leader were consistent across gender. © 2002 John Wiley & Sons, Inc.
Initiatives to promote mentoring relationships in the lives of young people have become immensely popular in recent years. Programs with this aim now number well into the thousands and benefit from significant levels of governmental, corporate, and philanthropic support. The research base that is necessary to inform the practice of mentoring, by comparison, has lagged behind. To address the field's need for a stronger scientific foundation, MENTOR/National Mentoring Partnership convened the National Research Summit on Mentoring in 2003. A policy brief that resulted from the summit identified several priority areas for future research on youth mentoring, as well as strategic mechanisms to support this work. This special issue features reports from working groups at the summit that were organized around the following themes: evaluation and research methodology, relationships, programs, contexts, special populations, developmental and cultural perspectives, and community organizing and advocacy. Collectively, the reports highlight the need for research to clarify a wide range of important theoretical and pragmatic issues in efforts to promote effective mentoring of youth. © 2006 Wiley Periodicals, Inc.
A conceptual model was tested in which the effects of mentoring relationships on adolescents' academic outcomes were hypothesized to be mediated partially through improvements in parental relationships. The parameters of the model were compared with those of an alternative, in which improved parental relationships were treated as an outcome variable rather than a mediator. The study included 959 young adolescents (M age = 12.25 years), all of whom applied to Big Brothers Big Sisters programs. The adolescents were randomly assigned to either the treatment or control group and administered questions at baseline and 18 months later. The hypothesized model provided a significantly better explanation of the data than the alternative. In addition to improvements in parental relationships, mentoring led to reductions in unexcused absences and improvements in perceived scholastic competence. Direct effects of mentoring on global self-worth, school value, and grades were not detected but were instead mediated through improved parental relationships and scholastic competence. Implications of the findings for theory and research are discussed.
Pregnancy and the early years of the child's life offer an opportune time to prevent a host of adverse maternal, child, and family outcomes that are important in their own right, but that also reflect biological, behavioral, and social substrates in the child and family that affect family formation and future life trajectories. This article summarizes a 27-year program of research that has attempted to improve early maternal and child health and future life options with prenatal and infancy home visiting by nurses. The program is designed for low-income mothers who have had no previous live births. The home-visiting nurses have three major goals: to improve the outcomes of pregnancy by helping women improve their prenatal health, to improve the child's health and development by helping parents provide more sensitive and competent care of the child, and to improve parental life course by helping parents plan future pregnancies, complete their education, and find work. The program has been tested in three separate large-scale, randomized controlled trials with different populations living in different contexts. Results from these trials indicate that the program has been successful in achieving two of its most important goals: (a) the improvement of parental care of the child as reflected in fewer injuries and ingestions that may be associated with child abuse and neglect and better infant emotional and language development; and (b) the improvement of maternal life course, reflected in fewer subsequent pregnancies, greater work-force participation, and reduced dependence on public assistance and food stamps.
In this study, we focused on the academic attainment of African American adolescents as they made the transition from pregnancy or recent delivery to 2 years postpartum. We examined the duration, characteristics, and effects of relationships that endured over 2 years postpartum, and the role of adolescents' mentor versus maternal support. Compared to participants who did not identify mentors at either time point, participants whose mentor relationships endured over the course of the 2-year study were more likely to have remained in school or graduated. Subsequent analyses revealed that long-term mentor relationships were characterized by weekly and, in many instances, daily interactions. Additionally, participants in long-term mentor relationships reported deriving more emotional support from their mentors than from their mothers, were more satisfied with mentor support, and indicated that this support was more important to them than maternal support.