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.
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From the Abstract:
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
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By: Jennifer K. Wesely & Nicholas P. Dzoba & Holly Ventura Miller & Christine E. Rasche
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.
Distal and experiential perspectives of relationship quality from mentors, mentees, and program staff in a school-based youth mentoring program
by Hilary Dutton, Kelsey L. Deane, Pat Bullen
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.
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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.
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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”.
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An Ecological Perspective Of Mentor Satisfaction With Their Youth Mentoring Relationsships
By Todd, & Sanchez 2016
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.
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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.
Click here to view the full study
Please download a new research paper by Karen Zilberstein entitled Breaking Bad here.
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.
Examining commitment and relational maintenance in formal youth mentoring relationships
This study by Patricia E. Gettings and Steven R. Wilson from Purdue University, USA utilizes a social exchange perspective to examine mentors’ reported commitment and relational maintenance in formal youth mentoring relationships. One
hundred and forty-five adult mentors from four mentoring programs completed surveys about aspects of their current youth mentoring relationship.
Mentoring- An invisible gift
Above you will find a very interesting paper “Researching the Impact of Student Mentoring in the Community” by Alethea Melling, Ridwanah Gurjee. It explores the impact of mentoring relationships on student mentors at the University of Central Lancashire in the UK and looks at student experiences, personal and professional development from mentoring over one academic year. As such the results of this study are also valuable to us.
It includes both qualitative and quantitative methods in order to draw comparisons and detailed insight into the interactions of all parties involved in the mentoring programme, including mentors, mentees and the community organization.
The findings is that mentors receive an ‘invisible gift’ that is not formally acknowledged. The ‘gift’ is manifested as key skills for lifelong learning and employability. Also, the findings highlighted that mentoring has a significant impact on the mentee regarding enhancing confidence, self esteem, skill development and engagement in pro-social behavior; thus, identifying ‘hard’ and ‘soft’ outcomes.
This research also concludes that the mentoring process should utilize a ‘mentee-centered approach.’ A balance of both ‘instrumental and ‘expressive’ processes in order to support, encourage and guide mentees to achieve their full potential.
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