By Jonas Aspelin & Anders Jonsson It is not a study about mentoring but about relational competence in teacher education by introducing a Swedish project which focuses on interpersonal aspects. However there are some similarities with mentoring regarding relational competences.
The concluding discussion focuses on lessons learned from the study regarding how to promote teacher students’ relational competence.
Implications for recruiting and retaining volunteer mentors Barbara J.McMorrisa, Jennifer L.Doty, Lindsey M.Weiler, Kara J.Beckman and DiegoGarcia-Huidobro
Abstract A critical component of successful mentoring programs is the quality of relationships. In school-based settings, relationship quality measures tend to rely on single, undimensional indicators reported by one informant. Using data from a school-based sample of both mentors and mentees enrolled in Big Brothers Big Sisters of the Greater Twin Cities (n = 244), we identified multidimensional profiles of mentoring relationships, factors associated with profiles, and associations between profiles and program-related mentor outcomes.
Considering both mentor and mentee report of match relationship quality is crucial.
Understanding patterns of match quality informs training.
Strong match relationship quality relates to match length and commitment.
Mentoring programs often focus on the mentor-mentee dyad. But this research study show interest of the parent or caregiver in the mentoring relationship. Semi-structured qualitative interviews were made in a Big Brothers Big Sisters mentoring program to explore reasons why they wanted mentors for their daughters.The results showed that the caregivers expected mentors to support their daughters as trusted companions, confidants, and conduits to opportunities and services. In addition, caregivers noted ways in which mentoring offered them respite and reinforced their parenting.
Mentoring is a popular and widespread intervention for at-risk youth that can positively influence this population’s adaptation to stressors and increase overall resilience. Yet there is a lack of attention to how mentoring relationships work or the attributes of mentoring that contribute to successful outcomes. In this study, we employ qualitative in-depth interviews with mentors in a school-based program to learn about their perceptions of the strain experienced by their mentees, and how they respond to it during sessions. We focus on emotional regulation, conflict resolution, future orientation, and active listening – four positive coping strategies associated with enhanced resilience among at-risk youth. This study considers how these positive strategies fit into mentors’ descriptions of their approaches and the implications for intervention programming
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.
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.
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.