Mentoring Relationship Closures in Big Brothers Big Sisters Community Mentoring Programs: Patterns and Associated Risk Factors

Striving for safety, impact, and equity: A critical consideration of AJCP publications on formal youth mentoring programs

In this virtual special issue (VSI) we curate and reflect upon 22 articles on formal youth mentoring previously published in the American Journal of Community Psychology (AJCP). First, we provide historical context and highlight AJCP's 2002 special issue on mentoring, which played an important role in establishing youth mentoring as a vibrant area of research. Next, we review and discuss findings from subsequent AJCP studies in three interrelated lines of inquiry: (1) the importance of facilitating high-quality mentoring relationships; (2) associations among youth's presenting needs, relationship quality, and outcomes; and (3) program practices leading to stronger, more impactful relationships. Throughout, we highlight and expand upon critical commentary from AJCP contributors, calling on the field to move away from paternalistic models that overly localize risk with youth and families without interrogating structural oppression. Our recommendations include: (1) centering critical consciousness, racial equity, and social justice in program curricula and mentor trainings; (2) respectfully engaging grassroots programs developed for and by communities of color that are underrepresented in research; (3) making meaningful efforts to recruit mentors from marginalized communities and removing barriers to their participation; and (4) examining youth's racial, ethnic, and other areas of identity development processes during mentoring.

Pathways by which case managers' match support influences youth mentoring outcomes: Testing the systemic model of youth mentoring

Keller's systemic model of youth mentoring posits there are multiple pathways through which all stakeholders in the youth mentoring process, including the program staff who support the match (or case managers), influence youth outcomes. This study examines case managers' direct and indirect contributions to match outcomes and tests how transitive interactions facilitate a theorized sequence of mentoring interactions to effect greater closeness and length, specifically in nontargeted mentoring programs. A structural equations model of case manager contributions to match outcomes was tested using data from 758 mentor-mentee matches, supported by 73 case managers across seven mentoring agencies. Results reveal direct effects of mentor-reported match support quality on match length and indirect influences on match length through increasing youth-centeredness, goal-focused orientation, and closeness. The findings confirm the presence of multiple pathways of influence, including indirect effects on outcomes via transitive interactions in match support that scaffold youth-centeredness and goal-focused interactions in the match. Findings also suggest supervisors' evaluations of case managers may provide little information about how match support influences the nature of mentor-mentee interactions.

Going the distance: A longitudinal qualitative study of formal youth mentoring relationship development

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.

Dropping out of an online mentoring program for girls in STEM: A longitudinal study on the dynamically changing risk for premature match closure

Premature closure of mentoring relationships decreases positive effects of mentoring or can even lead to negative effects for mentees. Past studies retrospectively investigated mechanisms of premature match closure. However, a deeper understanding of the dynamics that lead to premature match closure is still missing. In our study, we longitudinally examined the preprogram characteristics, program adherence, as well as program communication and networking behavior of girls (N = 901, M = 13.80 years) who took part in a 1-year online mentoring program in science, technology, engineering and mathematics (STEM), comparing girls who dropped out of the program prematurely (N = 598) with girls who were considered as non-dropouts (N = 303). We used survival analysis methods to simultaneously analyze time-independent characteristics and time-dependent dynamics of mentees' communication and networking behavior. Besides mentees' interest in STEM and compliance with program specifications, a frequent and steady communication with their mentors decreased the risk for premature match closure, especially, if it focused on STEM. Mentors' mentoring experience, mentees' program-wide networking and their networking with other mentees reduced the risk for premature match closure. Regarding the STEM focus of networking, we found competing influences, which need to be further explored in future research.

Are adults influenced by the experience of mentoring youth? A scoping review

AIMS

A relatively large body of research exists on the effectiveness of mentoring programs directed at youth and numerous syntheses of this literature have proven useful for advancing both research and practice. Less studied, but also important is the potential for adults serving in the role of mentor to young persons to be influenced by this experience. A scoping review was conducted with the aim of identifying and critically assessing major trends in the methods and findings in this literature.

METHODS

Included sources were empirical studies reporting findings that address potential influences on adults (18+) serving as mentors to youth (<18) in formal programs designed for this purpose. The initial search resulted in 3155 records and 96 were included in the review.

RESULTS

Approximately half of the studies (58%) focused on younger adults (ages 18-22 years old, e.g., college students) serving as mentors; only a small minority of studies focused on adults over 35 years old (10%). Most studies were qualitative (n = 54). Studies with a quantitative component (n = 18 quantitative only; n = 24 mixed methods) exhibited a significant risk of bias for inferring effects on mentors due to limitations in study design (e.g., lack of comparison group). Studies most often addressed potential outcomes for mentors in academic/career (55%) and social (45%) domains, when findings suggested possible effects on mentors, they were nearly universally in a positive direction.

CONCLUSION

Existing research, although consistent with the potential for adults to benefit from the experience of mentoring youth, has insufficient rigor and representativeness to adequately address this question. Future research should utilize more rigorous quantitative designs and samples with greater representativeness of the different stages of adult development.

The Impact of Closeness to Non-Parental Adults in Social Networks on Substance Use among Young Men Who Have Sex with Men

Non-parental adults (NPAs), or adults in social networks other than parents and romantic/sexual partnersare an under-examined potential resource in the lives of young men who have sex with men (YMSM). Using survey and social network data from a sample (n = 169) of ethnically diverse YMSM in a Midwestern city, this article examines longitudinal associations between emotional closeness to NPAs and subsequent substance use among YMSM. After controlling for race/ethnicity, closer relationships with NPAs were associated with a lower likelihood of binge-drinking and marijuana use six months later. In an exploratory set of analyses, the level of connectedness between NPAs and other members of social networks was not associated with substance use. Future studies should continue to examine the protective role of NPAs for both substance use and other health behaviors among YMSM.

Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review

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.

Attachment Tendencies, Big 5 Personality Traits, and Self-Efficacy as Predictors of Mentors' Relationships with Aggressive Children

Youth mentoring is theorized as a relationship-based intervention in which a strong mentor-mentee bond functions as a mediator of positive outcomes. Given evidence for the importance of a positive relationship, the current study investigated whether differences in mentors' self-reported attachment tendencies (avoidance and ambivalence), Big Five personality traits, and self-efficacy predicted match quality after one academic semester. We also tested whether mentors' experience of conflict in the relationship moderated the relation between these characteristics and match quality. Participants were college student mentors (N = 190) paired with elementary school children identified via teacher and peer reports as highly aggressive. Separate regression analyses indicated that avoidance, openness, and self-efficacy significantly predicted mentor-rated (but not child-rated) match quality in expected directions. Moderator analyses revealed a mixed pattern of results: at low levels of conflict, ambivalence was a negative predictor of match quality, whereas extraversion and agreeableness were positive predictors. At high levels of conflict, openness and conscientiousness were positive predictors of match quality, whereas agreeableness was a negative predictor. The findings suggest it is important for mentoring programs to consider mentor characteristics when screening, training, and matching mentors, particularly in relationships with children identified as aggressive.

Can mentor organizations impact mentor outcomes? Assessing organizational norms on mentor intent to stay and willingness to "go the extra mile"

The current study explores how organizational norms within mentoring organizations predict mentor outcomes over and above individual mentor characteristics. Specifically, this study examines whether mean levels (as an indicator of organizational norms) of mentors' perceptions of their relationship quality with mentees' families predict mentor satisfaction, mentor intent to stay and mentor extra-role prosocial behavior over and above individual mentor perception of their relationship quality with mentees' families. Multilevel modeling was used to assess 204 mentors nested within 37 mentoring organizations. The current study found that mentor organization averages of perceived relationship quality with mentees' families positively predicted mentor extra-role prosocial behavior over and above the individual mentor perceptions of relationship quality with mentees' families. Additionally, organizational averages negatively predicted mentor intent to stay, while individual mentor perceptions positively predicted mentor intent to stay. Results have implications for mentoring organizations to create organizational norms that reduce burnout, increase continuity of mentor relationships, and help mentors go above and beyond on behalf of their mentees and mentoring organization.

If momma ain't happy with the mentoring relationship, ain't nobody happy with the mentoring relationship: Parental satisfaction as a predictor of mentoring match strength and length

Much evidence exists on whether an individual's perception of a match relationship impacts match strength and length, but relatively less is known about whether parental perceptions of the match (i.e., whether the match is meeting their goals) impacts the length and strength of mentoring relationships. These relationships were examined in a sample of 350 newly formed youth-mentor matches who completed multiple measures of match strength and satisfaction with the match. Parents/guardians were also surveyed about their level of satisfaction with the match. The primary finding of this paper was that parent/guardian dissatisfaction with the match relationships meeting goals was the only significant predictor of a higher likelihood of match closure. Although youth and mentor self-reports of satisfaction with how match time was spent were the strongest predictors of volunteer and youth match strength ratings, parent/guardian satisfaction with the match relationship also remained a strong predictor of match strength. The implications of these findings are discussed.

Predictors of mentoring relationship quality: Investigation from the perspectives of youth and parent participants in Big Brothers Big Sisters of Canada one-to-one mentoring programs

AIMS

This study examined predictors of mentoring relationship quality (MRQ) as reported by youth and parents participating in Big Brothers Big Sisters (BBBS) of Canada one-to-one mentoring programs.

METHODS

Mentoring program capacity and other external supports, youth personal and environmental risk, youth and parent attitudes and motives, and mentoring relationship processes and attributes were examined as predictors of MRQ at 18 months following youth referral to the program using data from a longitudinal study of the Canadian BBBS mentoring programs.

RESULTS

For youth (n = 335), significant predictors of MRQ included: minimal difficulties pairing youth and mentors, perceptions of shared attributes with their mentor, mentor emotional engagement and support, and longer relationships. For parents (n = 356) higher MRQ was correlated with parent report of minimal difficulties pairing youth and mentors, a high-quality relationship with the youth's mentor, and longer relationships.

CONCLUSION

Implications for program and policy development are discussed.

Developing a taxonomy to characterise trusted adult support in the lives of adolescents

Introduction

A systematic review of trusted adult interventions for adolescents revealed that there was no common terminology, agreed explicit definition, or detail, regarding the personal qualities, functions and roles fulfilled by trusted adults that was used consistently across the papers. To provide clarity, we therefore aimed to produce a taxonomy of trusted adult input, using evidence drawn from our review.

Methods

Data from the review findings were used to compile the taxonomy, moving from the general to the more specific, in a four stage process. This involved: (1) compilation of elements described in individual papers, (2) grouping of elements derived from stage 1 into categories, (3) examination of context and nature of the relationship, (4) development of a categorisation of trusted adult input.

Findings

The resulting taxonomy encapsulates core essential qualities provided by people acting in trusted adult or mentoring roles, and gives details relating to what a young person might expect from individuals they put their trust in. The taxonomy consists of six categories relating to: delivery context, roles of trusted adults, nature of support, personal qualities, actions/functions, and impact.

Conclusions

The taxonomy describes key elements that define the trusted adult role, and has the potential to inform the development of policies and guidelines relating to support provision. It may be used as a framework for the reporting of trusted adult interventions within research, and act as a helpful guide if a young person is in doubt about the behaviour or qualities displayed by an adult in their environment.

Does having a similar disability matter for match outcomes?: A randomized study of matching mentors and mentees by visual impairment

Mentoring is modestly effective for youth with a chronic illness or physical disability; however, program effectiveness may be enhanced when mentors and mentees are matched on shared interests and experiences. To test this hypothesis, mentees were randomly assigned to having a mentor with or without visual impairment (VI). Results showed that mentors without VI were younger and more likely to work or be educated in a helping profession and less likely to have a fixed mindset and extremely high positive expectations than mentors with VI. The main analyses on match outcomes showed that mentors with VI had significantly fewer and shorter match meetings, had a weaker relationship with their mentees, and were more likely to end their match prematurely. Mentor age, helping profession background, and fixed mindset were confounds in several analyses and reduced the significance of the relationship between VI group and match meeting quantity. The only relationship that remained significant controlling for covariates showed that matches including a mentor with VI were significantly more likely to end in premature closure than matches including a mentor without VI. Implications of the findings for future research and program practices related to matching were discussed.

“Who Knows Me the Best and Can Encourage Me the Most?”: Matching and Early Relationship Development in Youth-Initiated Mentoring Relationships with System-Involved Youth

Youth-initiated mentoring (YIM), in which youth select adults from within their communities to serve as mentors in relationships that are formalized through mentoring programs, has the potential to redress problems faced by many mentoring programs that could adversely affect system-involved youth, such as volunteer attrition and premature match closures. However, only a few programs have implemented YIM, and there is little research on this approach. This qualitative interview study examines the formation of YIM relationships and how they are experienced by mentors ( n = 14), youth ( n = 17), and the youths’ parent/guardian ( n = 6). Youth tended to select adults whom they had encountered through school or social services. Findings indicate that the YIM selection process contributed to mentor, youth, and parent/guardian investment in the mentoring relationship and to the youth’s rapid development of feelings of closeness and trust in the mentor. Knowing that mentors would be nonjudgmental, trustworthy, and dedicated appeared to facilitate positive relationship development, which is important given the difficulty of engaging and serving system-involved youth in mentoring programs.

Mentoring Relationship Quality and Maltreated Children's Coping

Coping strategies are believed to protect against the harmful effects of maltreatment on children's psychosocial outcomes. Caregivers are thought to be critical in helping children develop adaptive coping strategies, yet many maltreated children have poor and/or insecure relationships with their parents. A quality relationship with a caring, non-parental adult (e.g., a mentor), however, may be one strategy to promote healthy coping among maltreated children. Children (N = 154) in this study participated in a mentoring and skill-based program for maltreated preadolescents placed in foster care. Hierarchical regression was used to assess the association between children's reports of their relationship with their mentor at the end of the intervention and four coping strategies (i.e., Active, Support-seeking, Avoidance, and Distraction) 6 months following the intervention, while accounting for baseline coping strategies and other demographic factors. Above and beyond the covariates, better mentoring relationship quality was associated with children's greater use of Active and Distraction coping 6-month post-intervention. Mentoring relationship quality was not significantly associated with children's Avoidance or Support-seeking coping. The findings suggest that mentoring programs may be a fruitful approach to improving vulnerable children's coping skills. Healthy coping is hypothesized to protect against the harmful effects of maltreatment and to promote resilience in the face of multiple stressors (Banyard & Williams, ; Boxer & Sloan-Power, 2013; Cicchetti & Rogosch, 2009). It remains unclear, however, how best to promote positive coping among maltreated children, who are disproportionately exposed to numerous adverse childhood experiences (Raviv, Taussig, Culhane & Garrido, 2010). Theories of coping emphasize the importance of coping socialization through quality parent-child relationships (Kliewer et al., 2006; Skinner & Wellborn, ). Unfortunately, many maltreated children are exposed to poor quality and/or inadequate caregiving (Baer & Martinez, 2006), which may place them at risk for engaging in unhealthy or inappropriate forms of coping. It is reasonable to expect that positive relationships with other non-parental adults (e.g., mentors) would affect coping behaviors given the positive impact that quality relationships have on a myriad of emotional and behavioral child outcomes (DuBois, Portillo, Rhodes, Silverthorn & Valentine, 2011; Keller & Pryce, 2012; Thomson & Zand, ). Because children in foster care often transition in and out of schools and home environments, a quality relationship with a mentor (a consistent presence in the child's life) may be well suited to promote healthy coping strategies.

Predictors of Premature Match Closure in Youth Mentoring Relationships

Although mentoring is a popular and effective means of intervention with youth, the positive effects of mentoring can be diminished by premature match closure of relationships. Program, mentor, and mentee characteristics were examined as predictors of premature match closure. Secondary data analyses were conducted on a large national database of mentoring programs consisting of match and youth risk information from 170 mentoring programs and 6468 matches from across the U.S. Premature closure was associated with mentee age at match inception and 19 individual mentee characteristics. The set of mentee characteristics were examined as part of a cumulative risk index encompassing seven conceptually combined categories including family background characteristics, school functioning problems, engagement in risky health behaviors, self-regulation difficulties, engagement in illegal or criminal activities, and internalizing and externalizing behavior problems. Both the age of mentees when matched and the cumulative risk index score significantly predicted premature closure. Results are discussed in terms of directions for future research and suggestions for enhancing mentoring program practices.