This research article focus on the coordinating staff who interact on regular basis with mentors and mentees and whom rarely are used as informants but can be a valuable source of information on mentoring relationship. But also give a more nuanced understanding of the complexity of youth mentoring relationships.
It reports a relationship quality from nine mentor-mentee dyads in a New Zealand school-based mentoring program, as well as reports from the program staff who supervised them.
By Ashmeet K. Oberoi, University of Miami, Dec. 2016
This review examines research on mentoring for first-generation immigrant and refugee youth and is organized around four aspects of mentoring for these youth—its documented effectiveness, factors conditioning effectiveness, intervening processes for linking mentoring to outcomes, and the extent of reach and engagement and the quality of implementation of mentoring programs.
Abstract Social programs have to deal increasingly with their effects and are required to prove them. The aspect of long-term effects is often neglected. The present study investigated the question of how short- and long-term outcomes can be measured by an impact assessment on the mentoring program ‘Nightingale’, focusing on two of its main objectives: the increase of the educational motivation and the strengthening of self-esteem. The work presents the possibilities and limitations regarding planning and hypothetical implementation of a long-term impact analysis in the field of social economy. Click here to Read more
Naida Silverthorn, David L. DuBois, Kendra M. Lewis, Amanda Reed, Niloofar Bavarian, Joseph Day, Peter Ji, Alan C. Acock, Samuel Vuchinich, and Brian R. Flay
This study evaluated effects of Positive Action (PA), a school-based social-emotional and character development program, on self-esteem levels and processes among minority, low-income, urban youth.
The result shows that students in PA schools had more favorable change and endpoint scores on indices of self-esteem in the domains of peer and school and use of both adaptive and (to a lesser extent) maladaptive processes for developing and maintaining self-esteem. Read more click here.
Motivation by Positive or Negative Role Models: Regulatory Focus Determines Who Will Best Inspire Us
By Penelope Lockwood, University of Toronto and Christian H. Jordan and Ziva Kunda, University of Waterloo
These researcher demonstrated that individuals aremotivated by role models who encourage their own/different concerns. Promotion-focused individuals, who favor a strategy of pursuing desirable outcomes and where participants’ academic motivation was increased by goal matching role models but decreased by goal congruent role models. Read more here.
Interesting article about the effect of mentoring
Professor Jean Rhodes, (University of Massachusetts,Boston) one leading experts on mentoring sais: if you talk to successful people about what made a difference in your lives, “it often comes down to the involvement of a caring adult over time and during critical moments,”, Mentoring sometimes involves helping you “figure out what you want to do with your life … who are the people who will help you get there … and how do you connect with them.”Rhodes has worked with a team of other psychologists and social scientists on a meta-analysis of 73 mentoring programs aimed at children and adolescents across the Canada. Read more about it here.
A new book about mentoring called “Critical mentoring”. Click here to read more.
An Ecological Perspective Of Mentor Satisfaction With Their Youth Mentoring Relationsships By Todd, & Sanchez 2016
Abstract: Research shows the benefits of mentoring in promoting positive youth development. Yet less is known about mentors and what predicts mentor satisfaction. Such knowledge is vital to understanding how to recruit and retain adult mentors for youth. Thus, in the current study, we examine mentors as embedded in a social ecology of relationships, such as relationships with their mentee, mentee’s family, and mentoring organization they volunteer with. We use data from 247 mentors to test how each of these relationships (mentor with the mentee, mentee’s family, and mentoring organization) independently and interactively predict mentor satisfaction. Findings indicate that all relationships are unique predictors of mentor satisfaction, and that relationships with the mentee’s family and mentors’ mentoring organization interact in predicting mentor satisfaction. Overall, considering multiple relationships shows how various dimensions of the social ecology uniquely and interactively predict mentor satisfaction. Limitations and implications for mentoring practice are discussed.
The article presents the results of the impact study of the Nightingale Project, in Girona. More than one hundred mentoring pairs (mentor and mentee) that took part in the intervention project were administered a questionnaire (N = 58). This same questionnaire was also given to a group of adolescents with the same profile but who did not participate in the project (N = 128) and who were treated as a control group. After six months of intervention the results show that students who participate in mentoring learn the language faster, create broader and more diverse networks of friends in school, develop higher educational aspirations and expectations, are better acquainted with the reception context (municipality they live in), and improve standards of self-confidence and self-esteem, among other characteristics.
Read more by clicking here and download the article.
In 2013 a study was made called “The Role of Risk: Mentoring Experiences and Outcomes for Youth with Varying Risk Profiles,” who examined mentoring program relationships, experiences and benefits for higher-risk youth.
Among the findings there are some positive results.
The strongest program benefit, and most consistent across risk groups, was a reduction in depressive symptoms — a particularly noteworthy finding given that almost one in four youth reported worrisome levels of these symptoms at baseline.
Findings also suggested gains in social acceptance, academic attitudes and grades.
In addition to benefits in specific domains, mentored youth also experienced gains in a greater number of outcomes than youth in the comparison group.
The study also confirmed that mentoring programs could be beneficial for youth with a broad range of backgrounds and characteristics. If training and support was tailored it has the potential to produce an even stronger benefits.
The study involved more than 1,300 youth, drawn from seven mentoring programs in USA.
Please download a new research paper by Karen Zilberstein entitled Breaking Bad here.
ABSTRACT This paper consist of mentoring relationship closures and consider how the rich empirical and theoretical literature on attachment can inform mentoring programme practice and possibly help to prevent premature and poorly relationship endings. It is also about endings in youth mentoring relationships, articulate an attachment perspective on mentoring relationships and their endings and offer recommendations informed by these literatures for how mentoring programmes can promote positive closure when relationships come to an end.