1
|
Feng B, Nakkula MJ, Jiang F. Toward building a better scaffold: how types of mentor support inform mentor-mentee match relationship quality. Front Psychol 2024; 14:1259040. [PMID: 38235283 PMCID: PMC10791768 DOI: 10.3389/fpsyg.2023.1259040] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2023] [Accepted: 08/29/2023] [Indexed: 01/19/2024] Open
Abstract
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.
Collapse
Affiliation(s)
- Bo Feng
- Center for Ideological and Political Education, Northeast Normal University, Changchun, China
| | - Michael J. Nakkula
- Human Development and Quantitative Methods Division, University of Pennsylvania Graduate School of Education, Philadelphia, PA, United States
| | - Fei Jiang
- Center for Ideological and Political Education, Northeast Normal University, Changchun, China
| |
Collapse
|
2
|
Keller TE, Drew AL, Herrera C, Clark-Shim H, Spencer R. Do program practices matter for mentors?: How implementation of empirically supported program practices is associated with youth mentoring relationship quality. JOURNAL OF COMMUNITY PSYCHOLOGY 2023; 51:3194-3215. [PMID: 36840743 DOI: 10.1002/jcop.23019] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/21/2022] [Revised: 01/05/2023] [Accepted: 02/10/2023] [Indexed: 06/18/2023]
Abstract
This study investigates how the implementation of program-level practices by formal youth mentoring programs is associated with the quality of youth mentoring relationships as contexts for youth development and also examines whether this connection is mediated by the mentor-staff working alliance. Using data from mentors (n = 542) participating in multiple programs (n = 55), multilevel path models examined hypothesized direct and mediated effects. Parallel analyses were conducted with assessments of program practices from staff (n = 219). Greater exposure to program practices was associated with higher ratings of mentoring relationship satisfaction, commitment, and security and lower mentor-youth relationship negativity. The mentor-staff working alliance either partially or fully mediated these associations. Staff-reported practices predicted mentoring relationship satisfaction and commitment without mediation by the working alliance. This study suggests program practices contribute to stronger youth mentoring relationships. The findings also highlight the mentor-staff working alliance in supporting the development of positive mentoring relationships.
Collapse
Affiliation(s)
- Thomas E Keller
- Portland State University School of Social Work, Portland, Oregon, USA
| | - Alison L Drew
- New York University Family Translational Research Group, New York City, New York, USA
| | - Carla Herrera
- Herrera Consulting Group, L.L.C., Washington, D.C., USA
| | - Hyuny Clark-Shim
- Portland State University School of Social Work, Portland, Oregon, USA
| | - Renée Spencer
- Boston University School of Social Work, Boston, Massachusetts, USA
| |
Collapse
|
3
|
Simpson SB, Hsu T, Raposa EB. Trajectories and impact of White mentors' beliefs about racial and ethnic discrimination in a formal youth mentoring program. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2023; 71:465-479. [PMID: 37040034 DOI: 10.1002/ajcp.12664] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/16/2022] [Revised: 02/07/2023] [Accepted: 02/14/2023] [Indexed: 06/06/2023]
Abstract
To examine associations between White mentors' beliefs regarding the presence of discrimination towards Black, Indigenous, and people of Color (BIPOC) individuals and mentoring relationship outcomes, mentors' beliefs about racial/ethnic discrimination were assessed before random mentee assignment and at the end of 9 months of mentoring. White mentors matched with BIPOC youth showed greater increases in beliefs that discrimination limits opportunities for Black Americans. Stronger endorsement of the impacts of discrimination for Hispanic Americans resulted in less youth relationship anxiety when White mentors were matched with White mentees, but not when they were matched with BIPOC mentees. Last, greater increases in beliefs that discrimination limits opportunities for Black Americans resulted in less relationship anxiety for White mentors matched with White mentees, but more relationship anxiety for those matched with BIPOC mentees. Programs should assess and address mentors' racial biases to minimize harm and augment the impact of mentoring programs for all youth.
Collapse
Affiliation(s)
- Savannah B Simpson
- Department of Psychology, University of South Carolina, Columbia, South Carolina, USA
| | - Ti Hsu
- Department of Psychological and Brain Sciences, University of Iowa, Iowa City, Iowa, USA
| | | |
Collapse
|
4
|
Lyons MD, Edwards KD. Strategies for monitoring mentoring relationship quality to predict early program dropout. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2022; 70:127-138. [PMID: 35230715 PMCID: PMC9542253 DOI: 10.1002/ajcp.12585] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/25/2021] [Revised: 11/13/2021] [Accepted: 01/07/2022] [Indexed: 06/14/2023]
Abstract
We examined data from a nationally implemented mentoring program over a 4-year period, to identify demographic and relationship characteristics associated with premature termination. Data were drawn from a sample of 82,224 mentor and mentees. We found matches who reported shared racial or ethnic identities were associated with lower likelihood of premature termination as was mentee's positive feelings of the relationship. We also found that, if data were used as a screening tool, the data were suboptimal for accuracy classifying premature closure with sensitivity and specificity values equal to 0.43 and 0.75. As programs and policymakers consider ways to improve the impact of mentoring programs, these results suggest programs consider the types of data being collected to improve impact of care.
Collapse
Affiliation(s)
- Michael D. Lyons
- Department of Human Services, School of Education and Human DevelopmentUniversity of VirginiaCharlottesvilleVirginiaUSA
| | - Kelly D. Edwards
- Department of Human Services, School of Education and Human DevelopmentUniversity of VirginiaCharlottesvilleVirginiaUSA
| |
Collapse
|
5
|
Lindstrom Johnson S, Jones V, Ryan L, DuBois DL, Fein JA, Cheng TL. Investigating Effects of Mentoring for Youth with Assault Injuries: Results of a Randomized-Controlled Trial. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2022; 23:1414-1425. [DOI: 10.1007/s11121-022-01406-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/01/2022] [Indexed: 11/29/2022]
|
6
|
Enhancing Education and Career Pathways Through Peer and Near-Peer Social Capital. J Youth Adolesc 2021; 51:1287-1304. [PMID: 34787785 PMCID: PMC9135862 DOI: 10.1007/s10964-021-01540-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2021] [Accepted: 11/02/2021] [Indexed: 11/18/2022]
Abstract
Social capital strengthens emerging adults’ ability to reach life goals, but little is known about how peers and near-peers (slightly older and/or more experienced peers who serve in mentorship or coaching roles) support social capital development especially among young people of color. To address this gap, the current study examined how social capital derived from peers and near-peers contributes to emerging adults’ ability to actively mobilize social capital in pursuit of their education or career goals (i.e., self-initiated social capital) and, in turn, their education and career outcomes. A total of 841 emerging adults who participated in one of five community-based education and/or workforce support programs were surveyed (72% female; Mage = 20.1, SD = 1.84; 35% Latinx, 30% Black, 19% Asian, 16% Other). Peer social capital was indirectly associated with outcomes (i.e., progress towards education/career goals, commitment to paying-it-forward, collective efficacy to change systems) via greater self-initiated social capital, whereas near-peer social capital was both directly and indirectly associated with outcomes. The mechanisms by which peer and near-peer social capital support emerging adults as they work towards their goals may differ and have important program implications.
Collapse
|
7
|
Lennon T, Cheng T, Lindstrom Johnson S, Jones V, Fein J, Manning Ryan L. Factors associated with successful mentor matching in an intervention study of youth violence. JOURNAL OF COMMUNITY PSYCHOLOGY 2021; 49:2194-2199. [PMID: 33411341 DOI: 10.1002/jcop.22503] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/01/2020] [Revised: 11/09/2020] [Accepted: 12/15/2020] [Indexed: 06/12/2023]
Abstract
One challenge of conducting intervention studies is ensuring that study participants are exposed to the intervention. For example, in our randomized controlled trial of Take Charge!, a mentor-implemented and research-informed violence prevention program that partners with one-on-one community-based mentoring agencies, only 50% of intervention youth with fight-related injuries were successfully matched with a mentor. We examined the differences between matched (n = 49) and unmatched (n = 49) youth with regard to demographics, time from injury to study enrollment, perceived seriousness of injury, belief that future injury can be avoided, and household chaos. Youth who were successfully matched with a mentor were more likely to perceive the injury as very serious or somewhat serious compared with unmatched youth (95.9% vs. 79.6%, p = .028). All other factors were not significantly associated with successful mentor matching. Future violence prevention interventions should consider youth perceptions as a factor that may influence the completion of desired interventions.
Collapse
Affiliation(s)
- Tyler Lennon
- Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, Maryland, USA
| | - Tina Cheng
- Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, Maryland, USA
| | | | - Vanya Jones
- Department of Health, Behavior and Society, Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland, USA
| | - Joel Fein
- Department of Pediatrics, Children's Hospital of Philadelphia, Philadelphia, Pennsylvania, USA
| | - Leticia Manning Ryan
- Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, Maryland, USA
| |
Collapse
|
8
|
Goldner L, Ben-Eliyahu A. Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18115666. [PMID: 34070652 PMCID: PMC8198211 DOI: 10.3390/ijerph18115666] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/06/2021] [Revised: 05/15/2021] [Accepted: 05/16/2021] [Indexed: 12/03/2022]
Abstract
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.
Collapse
Affiliation(s)
- Limor Goldner
- The Emili Sagol Creative Arts Research Center, Faculty of Welfare and Health Sciences, School of Creative Arts Therapies, University of Haifa, Haifa 3498838, Israel
- Correspondence:
| | - Adar Ben-Eliyahu
- Department of Human Development and Counseling, Faculty of Education, University of Haifa, Haifa 3498838, Israel;
| |
Collapse
|
9
|
Lindquist EG, Raposa EB. A Two-way Street: Mentor Stress and Depression Influence Relational Satisfaction and Attachment in Youth Mentoring Relationships. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2020; 65:455-466. [PMID: 31863497 DOI: 10.1002/ajcp.12412] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Over the past two decades, youth mentoring programs have increased in popularity as an intervention for children exposed to a range of stressful life circumstances. Such programs have been shown to promote positive youth development and reduce risk for emotional and behavioral problems; yet, the effect size of youth gains remains small. The current study examined the influence of college student mentors' history of early life stress and baseline depressive symptoms on their effectiveness in youth mentoring relationships using 340 randomized mentor-youth pairs from College Mentors for Kids, a well-established mentoring program with chapters across the United States. Hierarchical linear models revealed that mentors with higher levels of depressive symptoms reported lower relationship satisfaction and increased avoidance in the mentoring relationship. In contrast, mentors who experienced higher levels of early life stress had youth who reported greater satisfaction in the mentoring relationship and decreased relational anxiety. These findings are some of the first to examine the impact of mentor characteristics on mentor-youth relationships and highlight the importance of considering factors relevant to psychosocial functioning and emotional distress when recruiting, training, and supporting college student mentors.
Collapse
Affiliation(s)
- Emma G Lindquist
- Department of Psychological Sciences, William & Mary, Williamsburg, VA, USA
| | - Elizabeth B Raposa
- Department of Psychological Sciences, William & Mary, Williamsburg, VA, USA
| |
Collapse
|