The effects of developmental mentoring and high school mentors' attendance on their younger mentees' self-esteem, social skills, and connectedness

Instructional approach, sleep, and perceived academic well-being in adolescents during COVID-19: Evidence from the NESTED study

OBJECTIVES

At the peak of COVID-19, adolescent life was disrupted as schools adapted their instructional approaches such as online, in-person, or hybrid instruction. We and others have previously commented on how these shifts facilitated longer, later and (more developmentally appropriate) sleep. Here, we report how sleep contributed to associations between remote instruction and broader academic well-being (e.g., cognitive function, school connectedness, and stress).

METHODS

Adolescents from all 50 U.S. states (n = 4068) completed online self-report surveys in fall 2020. Instructional approach was operationalized from fully in-person instruction to fully asynchronous online education. Sleep parameters included sleep timing and duration, sleep disturbances, and sleep-related impairments. Perceived academic well-being was defined as cognitive function, school connectedness, and school-related stress. Sleep and perceived academic well-being are examined across instructional approaches, in their association, and in structural models.

RESULTS

Sleep and perceived academic well-being differed between hybrid and online instruction groups. Less variable or disturbed sleep was associated both with in-person instruction, and with positive outcomes in cognitive function, school connectedness, and stress domains. Sleep mediated a substantial portion of variance in perceived academic well-being attributable to instructional approach.

CONCLUSION

These data highlight the need to protect both healthy sleep and in-person instruction. Appropriate sleep timing and duration, fewer sleep disturbances and sleep-related impairments accounted for a substantial degree of variance in the association between remote instruction on academic outcomes. While many students experienced "lost learning" because of COVID-19, this study joins a broader discussion of ensuring developmentally appropriate school-start times to support both sleep and achievement.

Effectiveness of the Walking in ScHools (WISH) Study, a peer-led walking intervention for adolescent girls: results of a cluster randomised controlled trial

BACKGROUND

Most adolescent girls fail to meet current physical activity guidelines. Physical activity behaviours track from childhood into adulthood and providing adolescent girls with opportunities to be physically active may have health benefits beyond childhood. The effects of walking interventions on adult cardiometabolic health are known, however less is understood about the potential of walking to promote physical activity in adolescents. Following the Walking In ScHools (WISH) feasibility study, this definitive trial aimed to evaluate the effectiveness of a novel, low-cost, school-based walking intervention at increasing physical activity levels of adolescent girls (aged 12-14 years).

METHODS

Female pupils were recruited from eighteen schools across the border region of Ireland and in Northern Ireland. In intervention schools (n = 9), girls aged 15-18 years, were trained as walk leaders, and led the younger pupils in 10-15 min walks before school, at break and lunch recess. All walks took place in school grounds and pupils were encouraged to participate in as many walks as possible each week. The primary outcome measure was accelerometer determined total physical activity (counts per minutes, cpm).

RESULTS

In total, 589 pupils were recruited to the study. At baseline, pupils engaged in a median (interquartile range (IQR)) 35.7 (21.2) mins moderate-vigorous physical activity (MVPA) per day and only 12% (n = 66) of participants met physical activity guidelines (60 min MVPA per day). The intervention was delivered for a mean (standard deviation (SD)) 19.9 ± 0.97 weeks. The mean post-intervention total physical activity for the intervention group was 676 cpm and 710 cpm in the control group. Post-intervention total physical activity did not statistically differ between groups when adjusted for age, body mass index z-scores and baseline physical activity (mean difference, -33.5, 95% CI = -21.2 to 88.1; p = 0.213).

CONCLUSIONS

'Scaling-up' physical activity interventions is challenging and despite a promising feasibility study, the results of this fully powered trial suggest that in this context, the WISH intervention did not increase device measured physical activity. Since the COVID-19 pandemic, school environments have changed and although pupils enjoyed the programme, attendance at walks was low, indicating that there is a need to better understand how to implement interventions within schools.

TRIAL REGISTRATION

ISRCTN; ISRCTN12847782; Registered 2nd July 2019.

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.

Social acceptance from peers and youth mentoring: Implications for addressing loneliness and social isolation

Youth mentoring may be able to support lonely and socially isolated youth. This study examined the association between participating in youth mentoring programs and mentee perception of social acceptance from peers. Regression models considered the association between mentoring and peer social acceptance in terms of demographics, program features, and baseline peer relationship quality for 693 youth from 27 mentoring programs. The construct validity of a social acceptance scale was explored. The scale suggested two factors of peer social acceptance. No significant changes in peer social acceptance were observed before and after participating in mentoring programs. Trends in social acceptance indicated that positive/negative feelings in the mentor-mentee relationship were associated with positive/negative indicators of peer social acceptance. Mentoring programs may be able to help prevent loneliness and social isolation through positive aspects of the mentor-mentee relationships, but additional intervention activities are likely necessary to support lonely and socially isolated youth.

Leveraging the Expertise of the Community: A Case for Expansion of a Peer Workforce in Child, Adolescent, and Family Mental Health

The rise in child and adolescent mental health concerns has led to the need for an expanded workforce to meet the needs of our nation's families. Peer paraprofessionals (PPs) have proven to be impactful in the areas of adult mental health (MH) and substance use disorders, and for persons with chronic medical conditions. PPs can contribute to addressing child, adolescent, and family MH needs by being deployed in community settings and providing both emotional and tangible support to families and children. Additional use of PPs can address equity gaps in MH services by improving access to support and enhancing the cultural acceptability of MH interventions. A concentrated effort to expand and develop this workforce may help to alleviate the strain on the current MH system. The Georgetown University Infant and Early Childhood Certificate program is a paraprofessional training program that prepares community members to meet the MH needs of families with young children. The authors will describe the results of a qualitative study examining the landscape of peer paraprofessional services in DC that was conducted to support the expansion of the peer workforce to include individuals with expertise in infant and early childhood mental health.

Examining heterogeneity in mentoring: Associations between mentoring discussion topics and youth outcomes

The current study aims to apply a staged approach to document heterogeneity in discussions in mentoring relationships, chiefly, discussion topics from weekly mentoring sessions with undergraduate women mentors (n = 40), then link each of the eight topics (relationships with friends, family, teachers, and romantic relationships, as well as goals, academic skills, academic problems, and hopes for the future) to developmental outcomes for middle school girls (n = 41) who participated in a school-based mentoring program. In doing so, the authors hope to better understand the mechanisms that influence variability in mentoring treatment effects. Mentoring dyads engaged in unstructured one-on-one sessions and structured group meetings across the 2018-2019 academic year. The primary predictors for this study are weekly mentor-reported discussion topics and activities addressed during unstructured one-on-one mentoring sessions, with 11 social-emotional, academic, and behavioral outcomes measured via pre- and postsurveys administered by research assistants to mentees during the fall and spring. A series of 11 path analyses indicate small to moderate associations, both beneficial and negative, between key discussion topics, such as hopes for the future, family relationships, and goals, and several mentee-reported outcomes of interest at the end of the intervention, including extrinsic motivation, life satisfaction, and self-esteem. Study findings provide information about heterogeneity in mentoring practices to inform how various mechanisms of mentoring (e.g., discussions focused on relationships, goals and skills, and strengths) influence developmentally-relevant effects for youth.

Interacting with supportive adults predicts greater same-day psychosocial functioning among adolescents in a self-driven learning program

INTRODUCTION

Supportive adults are a critical component of effective out-of-school time (OST) youth programs, yet the short-term dynamics that underlie their role are poorly understood. Within GripTape, a US-wide self-driven learning program, we examined if interactions with program-assigned adults (i.e., Champions) correspond with youths' daily psychosocial functioning (i.e., sense of purpose, self-concept clarity, and self-esteem).

METHOD

Participants were 204 North American adolescents (M [SD] = 16.42 [1.18] years; female = 70.1%, male = 25.0%) enrolled in GripTape, a remote OST program that empowers under-resourced teens to pursue their passions for ~10 weeks. During enrollment, youth are given autonomy to structure their learning goals and methods to best match their needs; a stipend of up to 500 USD; and an adult Champion to act as a touchpoint. Data collection consisted of a baseline survey before the program launch and a 5-min survey on each day of enrollment.

RESULTS

Across ~70 days, we found that youth reported greater psychosocial functioning on days they reported interacting with their Champion. After controlling for same-day psychosocial functioning, we failed to find evidence that Champion interactions predicted youths' next-day psychosocial functioning.

CONCLUSION

In addition to being among the first studies to investigate the daily benefits of youth-adult interactions within OST programming, this study documents the short-term incremental change that may underlie previous work on OST program outcomes.

Cross-age peer mentoring for youth: A meta-analysis

Although most mentoring programs for youth are structured around intergenerational relationships, a growing number of programs rely on cross-age peer mentoring. Such programs capitalize on the availability of youth mentors to promote positive outcomes in younger peers. This study used a multilevel meta-analytic approach to estimate the effect size of cross-age peer mentoring programs and evaluate potential moderators of peer mentoring program effectiveness. Analyses included six studies and revealed a medium-sized overall effect of cross-age peer mentoring programs (g = 0.45). Several characteristics moderated effect sizes, with larger effects for programs that were conducted outside of the school setting (i.e., weekend, summer, or in community settings), conducted in urban settings, and had moderate/high levels of adult oversight and supervision. Results highlight the potential benefits of cross-age peer mentoring for youth.

What is the impact of structural and cultural factors and interventions within educational settings on promoting positive mental health and preventing poor mental health: a systematic review

Mental health (MH) difficulties are on the increase among children and young people (CYP). Evidence has shown that educational settings contain both risk and protective factors for MH. This review investigated which structural and cultural factors and interventions within educational settings promote positive MH and prevent poor MH in 4–18 year olds. Searches were conducted in PsychINFO, Embase, ERIC, ASSIA and British Education Index, and reference lists from key studies and relevant systematic reviews were hand-searched. Intervention, cohort, and qualitative studies were included. Of the 62 included papers, 36 examined cultural factors (30 social/relational and six value-related) while 12 studies examined structural factors (eight organisational and four physical) and 14 studies examined multiple factors. There was strong evidence for the impact of positive classroom management techniques, access to physical activity, and peer mentoring on student MH. Studies examining the impact of positive school culture, teacher training in MH and parent involvement in school MH activities also found predominantly positive results for student MH, albeit the evidence was of lower quality or from a low number of studies. Few studies explicitly examined the impact of interventions on MH inequalities; those that did indicated limited if any reduction to inequalities. A very small number of studies suggested that interventions targeting those at risk of poor MH due to socioeconomic factors could successfully improve wellbeing and reduce depression, anxiety and behavioural problems. Studies exploring the effect of management and leadership strategies within schools, policies, and aspects of the physical environment other than green space were scarce or absent in the literature. This review highlights the need to consider the ways in which educational settings are organised, the culture that is created and the physical space in order to improve the MH of CYP.

Youth Mentoring Relationships and College Social and Academic Functioning: The Role of Mentoring Relationship Quality, Duration, and Type

The aim of the present study was to examine how college students' retrospective reports of youth-mentoring experiences were associated with current sense of belonging and community, academic motivation, and college self-efficacy, and to determine hows these outcomes vary as a function of mentoring relationship quality, duration, and type (e.g., natural versus program-sponsored). Analyses were conducted in Mplus 8.0 on a sample of 400 college students. Our findings suggest that most college students endorse a mentoring relationship. We found that having a mentor was associated with increased college self-efficacy. Among those with a youth mentor, relationship quality was positively associated with sense of belonging and college self-efficacy while duration of the mentoring relationship and relationship type were not associated with college-related outcomes. Further analyses were conducted to assess how the associations between relationship quality and the college-related outcomes varied as a function of mentoring duration and type. Relationship quality was uniquely associated with these college-related outcomes over and above student gender, race, and first-generation status. Our findings suggest it may be important to prioritize the enhancement of mentor relationship quality as a mechanism to affect change in academic-related outcomes.

Be under your own influence: Effectiveness of a Culturally-Adapted drug prevention campaign targeting Reservation-Dwelling American Indian youth

Be Under Your Own Influence (BUYOI) is a previously validated school-based intervention designed to delay adolescent substance use (SU) initiation. This study examined the effectiveness of a culturally-adapted version of BUYOI in delaying SU initiation among reservation-dwelling American Indian (AI) youth. Five reservation-based middle schools participated. Three schools were randomly assigned to receive BUYOI-AI (N = 321), and two schools served as controls (N = 176). Beginning in 7th grade, all participating students completed four assessments over the study period. Discrete time hazard models estimated the effects of BUYOI on students' risk of initiating alcohol, alcohol intoxication and marijuana before the end of 8th grade. AI students exposed to BUYOI had a lower risk of initiating alcohol use or intoxication, though sex moderated the effect on intoxication. These findings provide preliminary support for the effectiveness of a culturally-adapted version of BUYOI in delaying AI youth's first-time alcohol use and intoxication.

Mentees and their mothers: The association between maternal relationship difficulties and targeted outcomes of mentoring

Maternal relationship characteristics have been found to impact academic and behavioral outcomes for youth. However, less is known about how and through what mechanisms these characteristics impact outcomes for mentored youth. In this study, we examined if mentoring relationship quality mediated the relations between maternal relationship characteristics and academic and behavioral outcomes targeted by mentoring programs. Data were drawn from 205 participants who participated in a mentoring program that pairs adolescent girls with college women mentors for 1 year of mentoring. Mentoring relationship quality was the hypothesized mechanism of change and was included in the analysis as a mediator. Results revealed that maternal relationship characteristics (i.e., maternal quality communication/trust and maternal alienation) were directly related to academic and behavioral outcomes of mentoring. The relationship between maternal relationship characteristics and behavioral outcomes was mediated by mentoring relationship quality. Results suggested that girls with stronger maternal quality communication and trust as well as girls who felt more alienated from their mothers may benefit more from mentoring. Results can be used to inform mentor training to include a focus on relationship development with girls experiencing a variety of relational difficulties with their mothers to help improve targeted mentoring outcomes.

A Meta-analysis of the Effects of Mentoring on Youth in Foster Care

Research suggests that mentoring programs may promote a range of positive outcomes in youth populations. Less is known, however, about the extent to which such programs are effective in specialized youth populations, such as youth involved in the foster care system. The current study aimed to investigate the extent to which mentoring interventions promote positive outcomes among youth involved in the foster care system and to systematically explore factors that may moderate the effectiveness of mentoring interventions. Using a multilevel meta-analytic approach, this study estimated the effect size of nine formal mentoring programs in the United States serving youth involved with the foster care system (total n = 55,561). Analyses revealed a small-to-medium-sized overall effect (g = 0.342). Moderator analyses revealed weaker effects for studies containing higher proportions of youth with emotional abuse histories. Programs deploying near-peer mentors were more than twice as effective as intergenerational mentors. The findings highlight the salience of emotional abuse history, suggesting the utility of providing mentor trainings in trauma-informed care for this population.

Examining the mental health outcomes of school-based peer-led interventions on young people: A scoping review of range and a systematic review of effectiveness

Schools worldwide have implemented many different peer-led interventions with mixed results, but the evidence base on their effectiveness as mental health interventions remains limited. This study combines a scoping review and systematic review to map the variations of peer-led interventions in schools and to evaluate the quality of the existing evidence base. This scoping review and systematic review evaluated the existing literature across 11 academic databases. Studies were included if they reported a peer-led intervention that aimed to address a mental health or wellbeing issue using a peer from the same school setting. Data were extracted from published and unpublished reports and presented as a narrative synthesis. 54 studies met eligibility criteria for the scoping review, showing that peer-led interventions have been used to address a range of mental health and wellbeing issues globally. 11 studies met eligibility criteria for the systematic review with a total of 2,239 participants eligible for analysis (929 peer leaders; 1,310 peer recipients). Two studies out of seven that looked at peer leaders showed significant improvements in self-esteem and social stress, with one study showing an increase in guilt. Two studies out of five that looked at peer recipient outcomes showed significant improvements in self-confidence and in a quality of life measure, with one study showing an increase in learning stress and a decrease in overall mental health scores. The findings from these reviews show that despite widespread use of peer-led interventions, the evidence base for mental health outcomes is sparse. There appear to be better documented benefits of participation for those who are chosen and trained to be a peer leader, than for recipients. However, the small number of included studies means any conclusions about effectiveness are tentative.

Empathy, cognitive functioning, and prosocial behavior in mentored children

Assessing the effect mentors have on their mentees is methodologically challenging: most programs merely provide relatively short mentoring durations (typically in the range of 1 year), age ranges are usually rather small, and examining dyads with anything other than questionnaires has proven to be challenging in the past. Thus, although some excellent causal studies do exist, in general causal research is limited in the field and studies are opened up to social desirability. Using a controlled laboratory setting, the current study investigates the causal effect of a mentor's presence on the mentee's empathic accuracy, cognitive functioning, and prosocial behavior. The sample is characterized by a wide age range for mentees and long mentoring durations. Results support the hypothesis that mentees' performance is improved in all three domains when their mentor is present as compared to when their mentor is absent. Furthermore, mentoring duration was positively associated with the mentee's cognitive functioning when controlling for the mentee's age. The current findings extend our knowledge of the benefits of youth mentoring programs and demonstrate the necessity to include laboratory research when investigating mentoring dyads.

The Role of Psychosocial Resources in the Adjustment of Migrant Adolescents

Adolescents who immigrate face particular adjustment challenges. This study investigated (a) levels of wellbeing and depression in migrant adolescents and their Australian native counterparts, (b) associations between adjustment and four psychosocial resources, and (c) moderating effects of country of birth on the relationships between these resources and adjustment indices. The sample ( N = 327) included students born in Australia, English-speaking countries other than Australia, and non-English-speaking countries. Students born outside of Australia in English-speaking countries reported highest mean levels of wellbeing and ethnic identity. Ethnic identity did not have the expected protective effects on migrant adolescent adjustment. In contrast, a sense of school membership affected Australian-born adolescents more positively than it did their overseas-born peers. The results raise questions regarding sources of support and connectedness that might particularly help migrant adolescents.

Results of Mentoring in the Psychosocial Well-Being of Young Immigrants and Refugees in Spain

This study examined the change processes associated with the Nightingale project, a community-based mentoring programme whose aim is to promote the social inclusion of minors of immigrant origin. A pre-test-post-test study was conducted on a group of 158 young immigrants between the ages of 8 and 15, in which the influence of the mentoring programme on the youths' psychosocial well-being was measured. Non-parametric tests were used to calculate the results before and after mentoring, comparing the results over a six-month period and controlling for sex and age. The analyses reflected associations between mentoring and improvements in specific aspects of the emotional well-being of young immigrants and highlighted the potential of mentorships to cushion the stressful events they are subjected to in the process of adapting to a new social reality.

Meaning in life, connectedness, academic self-efficacy, and personal self-efficacy: A winning combination

Limited research has been conducted so far to explore how meaning in life can promote key academic and psychological benefits in a school context. The research reported here aimed to address this issue by assessing how meaning in life is associated with dimensions of connectedness, academic self-efficacy (Study 1) and personal self-efficacy (Study 2). Participants were two samples of Hong Kong secondary school students. Study 1 revealed that meaning in life was associated with a higher level of connectedness to parents, school, peers, and teachers, and academic self-efficacy (study skills, time management, critical and creative thinking, and involvement in learning). Most connectedness dimensions were linked to lower academic self-efficacy, apart from connectedness to school. Study 2 showed that meaning in life was linked to higher levels of connectedness and personal self-efficacy dimensions (positive self-concept, problem-solving, self-management, and self-reflection). Apart from connectedness to school, other connectedness dimensions were associated with lower personal self-efficacy. Across studies, meaning in life had indirect effects on both self-efficacy through the mediating influence of connectedness. Theoretical and practical implications are discussed.

Investigating mentor commitment in youth mentoring relationships: The role of perceived program practices

Highly committed mentors may be less likely to end their mentoring relationships with their mentees. Theory suggests commitment is predicted by relationship satisfaction, investment, and perceptions of available alternatives. Mentoring program practices may influence commitment, but little research has investigated potential mechanisms. Using data from 537 mentors representing 55 mentoring programs, this study examined a theoretical path model in which mentor perceptions of program practices, specifically setting expectations, prematch mentor training, and matching based on mentor preferences, predict mentor satisfaction, investment, perceptions of available alternatives, and ultimately, relationship commitment. As expected, commitment was associated positively with satisfaction and investment and negatively with available alternatives. Perceptions of the program setting clear expectations, the amount of prematch training, and matching by preferences predicted mentor commitment. These associations were mediated by relationship satisfaction, investment, and available alternatives, respectively. These findings identify program practices that can support mentor commitment.

Establishing effective STEM mentoring relationships through mentor training

Science, technology, engineering, and math (STEM) mentoring programs typically have the goals of generating interest and excitement in STEM topics and careers and supporting STEM career achievement persistence. These outcomes are fostered through positive and trusting relationships with mentors. Mentors in STEM programs often have extensive subject matter expertise in a STEM content area, but they may lack the knowledge, attitudes, and skills that are important for establishing an effective mentoring relationship with a young person. The purpose of this review is to describe (1) a set of topics recommended for inclusion in STEM mentor training, based on a literature review, and (2) the current state of implementation of these recommended training topics among STEM mentoring programs in the United States. We have identified four major topic areas to include in the training of STEM mentors: (1) knowledge and attitudes regarding disparities in STEM career achievement, (2) mentor roles that promote STEM outcomes, (3) behaviors to promote mentees' positive attitudes about STEM, and (4) program-specific topics. Training for mentors should prepare them with the knowledge they need to support their mentee being successful in a STEM education or career while fostering the skills they need to establish an effective mentoring relationship.

The Supporting Role of Mentees' Peers in Online Mentoring: A Longitudinal Social Network Analysis of Peer Influence

Studies show that online mentoring is an effective measure to support girls in STEM (science, technology, engineering, and mathematics), especially if it also allows for networking with other participants on the mentoring platform. However, research is missing on peer influence. This topic seems especially crucial in programs for adolescents as peer influence plays an important role at this age. In our study, we investigated peer influence on mentoring outcomes - confidence in own STEM abilities and STEM-related activities - in an online mentoring program in STEM for secondary school girls (N = 124, M = 14.3 years, SD = 2.2 years, age range: 11-19 years). The program provides girls with at least 1 year of one-on-one interaction with a personal female mentor who has a college degree in a STEM subject. Participants can also interact with other participants on the platform. We used a longitudinal social network analysis approach to examine peer influence on mentoring outcomes. Our results indicate that both mentoring outcomes - mentees' confidence in own STEM abilities and STEM-related activities - are influenced by peers moderated by the mentees' own age. Younger mentees tended to become more similar to their peers regarding confidence in own STEM abilities and STEM-related activities, whereas older mentees tended to become more dissimilar over time. In addition, peer group size had a positive effect on confidence in own STEM abilities, but not on STEM-related activities. This effect was moderated by the mentee's age. Overall, peers have a positive influence on the measured mentoring outcomes, especially for young mentees.

Why mentor? A validation study of the volunteer functions inventory for use in youth mentoring

This study explores the functional motivations of volunteers in youth mentoring programs and tests the validity of the Volunteer Functions Inventory (VFI) for this population. Participants included 473 volunteer mentors matched within a one-to-one mentoring program. The study utilizes a mixed-methods approach to validate the VFI, which was administered before the match. Exploratory and confirmatory factor analyses were employed to test for content validity and determine fit. These were complemented by an emergent theme analysis from a semi-structured interview, which included questions assessing mentor motivations. Findings suggest a five-factor structure model best captures functional motivations. In addition, results from the qualitative analysis suggest there may be previously unexplored domains to consider for contemporary volunteer populations. These include community/civic responsibility, organizational structure and reputation, and self-concept. Future research should seek to refine scales that are uniquely predictive of mentor motivations to expand practical applications for use.

Efficacy of "Mentoring to Be Active" on Weight Loss, Body Mass Index, and Body Fat among Obese and Extremely Obese Youth in Rural Appalachia

PURPOSE

This study compares the efficacy of a behavioral skills mentoring program (Mentored Planning to Be Active [MBA]) to a teacher-led program (Planning to Be Active [PBA]) for increasing physical activity in Appalachian teens on health outcomes (weight loss, body mass index (BMI), and body fat).

METHODS

Secondary analysis of a larger group-randomized controlled trial was conducted in 20 rural Appalachian schools. Descriptive Pearson correlations and multivariate analyses with between-subject effects were conducted. Effect sizes (ES) using Cohen's d and odds ratios (OR) with 95% confidence intervals were calculated.

FINDINGS

The obese MBA group lost 77.5% more weight by T3 compared to the PBA group; T2 was (F = 8.51, P = .000) and T3 was (F = 7.62, P = .000). ES was 0.34. OR = 1.45 (95% CI: 0.558-3.792) at T2 and OR = 3.32 (95% CI: 1.103-9.978) at T3. Extremely obese in the MBA group lost 80.0% more weight compared to the PBA group; T2 was (F = 5.23, P = .025) and at T3 (F = 6.33, P = .015) ES was 0.58. OR = 4.36 (95% CI: 0.981-19.34). Extremely obese females lost more weight compared to males (F = 4.75, P = .034). BMI and body fat had similar results; youth in the MBA group had the most improvement.

CONCLUSIONS

Rural Appalachian youth are disproportionately extremely obese. BMI does not capture adiposity or cardiovascular risk. BMI, BMI percentile, raw weight, fat mass, and percent body fat are more complete analyses of adiposity and cardiovascular risk.

How Mentor Support Interacts With Mother and Teacher Support in Predicting Youth Academic Adjustment: An Investigation Among Youth Exposed to Big Brothers Big Sisters of Canada Programs

This study examines three potential contributions (i.e., additive only, hierarchical compensatory, and hierarchical conditional) of mentor support to youth academic adjustment, taking into account interactions with support from mothers and teachers. We derived data from a larger study of the Big Brothers Big Sisters (BBBS) of Canada community mentoring program. The sample included 427 youth (average age 9.8 years; 64% girls, 56% White) who received one-to-one community-based mentoring for at least three months. We assessed perceptions of support from mothers and teachers before the match and assessed perceptions of support from mentors five times throughout the mentoring experience. Hierarchical linear regression analyses showed that mentor support predicted positive changes in youth academic adjustment (i.e., school attitude, academic self-efficacy, assistance seeking, and problem solving) mainly when mentees already reported high support from their mother. This finding clearly supports the conditional model and invites researchers to question the assumption that mentoring constitutes a corrective experience for young people (i.e., the compensatory model). BBBS agencies are strongly encouraged to involve parents in the mentoring process and to view them as experts, assets, and allies in their effort to meet the youth's needs.

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.

Birds of a feather: Is matching based on shared interests and characteristics associated with longer youth mentoring relationships?

Youth mentoring practitioners and researchers have shown a growing interest in determining the ways in which mentor-youth matching practices might influence the duration and effectiveness of mentoring relationships. The current project tested whether mentor-youth similarities at baseline, in terms of demographic variables and interests in certain activities (e.g., sports, art), predicted a longer duration of mentoring relationships. Analyses used baseline and follow-up data from over 9,000 youth who participated in community-based mentoring programs in the northeastern United States, as well as their volunteer mentors. Racial and ethnic similarity between mentor and youth was predictive of longer match duration. Moreover, a shared dislike of activities was associated with longer matches than either shared interests or discordant interests in activities. Findings have important implications for determining the ways in which mentor-youth matching practices influence the length and effectiveness of mentoring relationships.

Cultural Adaptation of the Be under Your Own Influence Media Campaign for Middle-School American Indian Youth

American Indian (AI) adolescents living on reservations report much higher substance use rates compared to other youth yet there are few effective prevention interventions developed for them. This paper presents findings from formative research undertaken to guide adaptation for AI youth of a prevention intervention, Be Under Your Own Influence (BUYOI), previously found to be effective in reducing substance use among middle-school youth. We conducted focus groups with 7th graders, the primary target audience, and photovoice with 11th graders, the role models who would help deliver the campaign, to inform surface and deep structure adaptation. Both age groups noted the pervasiveness of substance use on the reservation and indicated that this posed a major challenge to being drug and alcohol free. Students also described aspects of their community that tied to signs of social disorganization. However, these youth have much in common with other youth, including high future aspirations, involvement in activities and hobbies, and influence from family and friends. At the same time, there were important differences in the experiences, environment, and values of these AI youth, including emphasis on different types of activities, a more collectivist cultural orientation, tribal identity and pride, and the importance of extended families.

A Study of a Cross-Age Peer Mentoring Program on Educationally Disconnected Young Adults

A small body of literature has identified cross-age peer mentoring (CAPM) as an effective mentoring model that is reciprocal in nature, affecting the outcomes of both mentees and mentors. To date, however, much of the attention and research focused on CAPM models have been conducted within school settings and few have described programs with an emphasis on disconnected young adults. This current study reports on the findings of a process evaluation that used qualitative methods to examine the impact of a cross-age group peer mentoring program on educationally disengaged young adults serving as mentors. For mentors, benefits of engaging in the CAPM program included (a) giving back, (b) preventing idleness, and (c) creating a sense of community. The results suggest that CAPM has the potential to serve as an intervention model for programs working with disengaged young adults. The article concludes with a discussion on implications for social work practice.

Peer mentor versus teacher delivery of a physical activity program on the effects of BMI and daily activity: protocol of a school-based group randomized controlled trial in Appalachia

BACKGROUND

Rural Appalachian populations have poorer health and fewer positive health-related behaviors compared to other United States populations. Appalachians are the most sedentary U.S. population and teens are particularly sedentary. Obesity prevention through improving physical activity is a top priority in Rural Healthy People 2020. Obesity prevalence among Appalachian teens exceeds the national rates of 13.9% and has consistently been greater than 26%. Organized sports has not been effective at improving daily physical activity or health outcomes for Appalachian teens. The purpose of this study is to test the efficacy of a 10-week school-based intervention in promoting self-regulation of physical activity among adolescents not participating in organized sports. By using accelerometers, our study will measure both sedentary time and planned exercise during waking hours.

METHODS

The design for this four-year study is a group-randomized controlled trial (G-RCT). We will recruit high schools in 3 waves, with 4 in Wave 1, 8 in Wave 2, and 8 in Wave 3, for a total of 20 schools. For each wave of schools, we will randomly assign half of the schools to each condition--intervention (peer-to-peer mentoring [MBA]) and comparison (teacher-led [PBA])--for a total of 10 schools in each of the two conditions by study's end. We will collect data at baseline (T₁), 3 months post intervention (T₂), and 6 months post intervention (T₃). Linear Mixed Models (LMMs) and Generalized Linear Mixed Models (GLMMs) will be used to test the main hypotheses. Power for this study was based the primary analysis comparing BMI outcomes at T₂ between the groups, adjusting for baseline BMI values.

DISCUSSION

This study provides age-appropriate lifestyle education and skill building. Peer-to-peer mentoring by local high school students and school-based tailored support strengthens sustainable behavioral change. Focusing on unique healthy-lifestyle challenges prevalent in low-resource areas such as Appalachia such as overcoming environmental, social, and psychological barriers may improve adherence to physical activity. Serving as role models, peer mentors may improve their own lifestyle behaviors, providing a dual intervention.

TRIAL REGISTRATION

NCT02329262 .

The School Contextual Effect of Sexual Debut on Sexual Risk-Taking: A Joint Parameter Approach

BACKGROUND

Previous research has identified individual and school-level characteristics that are associated with sexual risk-taking, but the impact of school-level mechanisms on sexual risk-taking is not well understood. We examine the aggregated effects that early sex at the school level have on risky sexual behaviors.

METHODS

We use 3 waves of data from the National Longitudinal Study of Adolescent Health. An individual's first sexual intercourse before age 15 was recorded along with various risky sexual behaviors at debut. Two variables at respondent's later stage of life were also included: having sex in exchange for drugs or money, and contraction of sexually transmitted disease (STD). Longitudinal analysis was conducted using a joint parameter model that tested unobserved school effects on individual behaviors simultaneously.

RESULTS

An increase in early sexual initiation at the school level was associated with higher probability of sexual debut, along with increased involvement in sexual risk-taking controlling for student family background.

CONCLUSIONS

School behavioral mechanisms are directly related to sexual health behaviors among youth. Our findings have implications for school-based interventions, education programs, and the role of parents.

School Environment Is Related to Lower Health and Safety Risks Among Sexual Minority Middle and High School Students

PURPOSE

The objective of this study was to examine the relationship between school involvement and connectedness with measures of sexual risk, substance use, and experience of violence among students who had sexual contact with the same sex or with both sexes.

METHODS

A sample of middle school and high school students who participated in a study conducted in a large urban school district were selected based on their reported experience of having initiated sexual activity with same-sex partners. In classroom-based surveys, we assessed self-reported involvement in school-based activities and feelings of school connectedness, as well as self-reported sexual risk, substance use, and experience of violence.

RESULTS

Significant protective associations were found between school involvement and lifetime alcohol and marijuana use, and between school connectedness and ever having been in a fight, feeling safe at school, and drug use other than marijuana (all p < .05).

CONCLUSIONS

Findings suggest that efforts to increase school involvement and connectedness provide a starting point for addressing significant health and safety concerns among students with same-sex sexual activity.

School Sense of Community, Teacher Support, and Students' School Safety Perceptions

This study examined the association between two characteristics of school climate (sense of community and teacher support, measured both at the individual and at the school level) and students' feelings of being unsafe at school. The study involved a sample of 49,638 students aged 10-18 years who participated in the 2010-2012 California Healthy Kids Survey. Using hierarchical linear modeling (HLM), our findings revealed that, at the individual level, students perceiving higher levels of sense of community and teacher support at school were less likely to feel unsafe within the school environment. At the school level, sense of community was negatively associated with unsafe feelings, whereas there was no association between school-level teacher support and feelings of being unsafe at school.

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.

A Structured Peer-Mentoring Method for Physical Activity Behavior Change Among Adolescents

Despite national guidelines for regular physical activity, most adolescents are not physically active. Schools serve an estimated 60 million youth and provide an educational environment to meet the current physical activity guidelines. The obesity epidemic and chronic disease comorbidities associated with physical inactivity are not likely to be reversed without a strong contribution from local schools. This article describes how a structured peer-mentoring method provides a feasible, flexible, and tailored means to meet the current guidelines for best practice in a school setting. Structured peer mentoring using trained high school mentors to support behavior change in younger peers is an innovative method to meeting the School Health Guidelines to Promote Healthy Eating and Physical Activity Through structured peer mentoring, adolescents are provided consistent social support in a caring and personalized manner. This support builds skills and competencies enhancing self-efficacy to sustain a lifetime of physical activity behavior.

Can We Foster a Culture of Peer Support and Promote Mental Health in Adolescence Using a Web-Based App? A Control Group Study

BACKGROUND

Adolescence with its many transitions is a vulnerable period for the development of mental illnesses. Establishing effective mental health promotion programs for this age group is a challenge crucial to societal health. Programs must account for the specific developmental tasks that adolescents face. Considering peer influence and fostering adolescent autonomy strivings is essential. Participation in a program should be compelling to young people, and their affinity to new technologies offers unprecedented opportunities in this respect.

OBJECTIVE

The Companion App was developed as a Web-based app giving adolescents access to a peer mentoring system and interactive, health-relevant content to foster a positive peer culture among adolescents and thereby strengthen social support and reduce stress.

METHODS

In a control group study design, a group of employed (n=546) and unemployed (n=73) adolescents had access to the Companion App during a 10-month period. The intervention was evaluated using a combination of quantitative and qualitative approaches. Linear mixed effects models were used to analyze changes in chronic stress levels and perception of social support. Monthly feedback on the app and qualitative interviews at the end of the study allowed for an in-depth exploration of the adolescents' perception of the intervention.

RESULTS

Adolescents in the intervention group did not use the Companion App consistently. The intervention had no significant effect on chronic stress levels or the perception of social support. Adolescents reported endorsing the concept of the app and the implementation of a peer mentoring system in particular. However, technical difficulties and insufficiently obvious benefits of using the app impeded more frequent usage.

CONCLUSIONS

The Companion Project implemented a theory-driven and innovative approach to mental health promotion in adolescence, taking into account the specifics of this developmental phase. Particularities of the implementation context, technical aspects of the app, and insufficient incentives may have played considerable roles concerning the difficulties of the Companion Project to establish commitment. However, adopting peer mentoring as a strategy and using an app still seems to us a promising approach in mental health promotion in adolescents. Future projects should be careful to invest enough resources into the technical development of an app and consider a large use of incentives to establish commitment. When targeting risk groups, such as unemployed adolescents, it may be expedient to use more structured approaches including face-to-face support.

Effectiveness of Positive Youth Development Interventions: A Meta-Analysis of Randomized Controlled Trials

Positive youth development is thought to be essential to the prevention of adolescent risk behavior and the promotion of thriving. This meta-analysis examined the effects of positive youth development interventions in promoting positive outcomes and reducing risk behavior. Ten databases and grey literature were scanned using a predefined search strategy. We included studies that focused on young people aged 10-19 years, implemented a positive youth development intervention, were outside school hours, and utilized a randomized controlled design. Twenty-four studies, involving 23,258 participants, met the inclusion criteria and were included in the analysis. The impact of the interventions on outcomes including behavioral problems, sexual risk behavior, academic achievement, prosocial behavior and psychological adjustment were assessed. Positive youth development interventions had a small but significant effect on academic achievement and psychological adjustment. No significant effects were found for sexual risk behaviors, problem behavior or positive social behaviors. Intervention effects were independent of program characteristics and participant age. Low-risk young people derived more benefit from positive youth development interventions than high-risk youth. The studies examined had several methodological flaws, which weakened the ability to draw conclusions. Substantial progress has been made in the theoretical understanding of youth development in the past two decades. This progress needs to be matched in the intervention literature, through the use of high-quality evaluation research of positive youth development programs.

Empirical investigation of moderating and mediating variables in between transformational leadership and related outcomes

Purpose

– The purpose of this paper is to evaluate the multi-layer effect of transformational leadership (TL) on employee-related outcomes, i.e. relational identification (RI) and satisfaction with leader (SWL). Further, role of leader member exchange (LMX) and the association period in between TL and RI as well as SWL shall also be examined. So, the present paper attempts to evaluate the moderated-mediated effect of TL on RI and SWL.

Design/methodology/approach

– The model has been tested in the higher education sector. Information regarding TL, LMX, SWL and RI has been procured from teachers. The data have been duly validated with the help of confirmatory factor analysis. Reliability has been assessed through Cronbach’s α and composite reliability. Structural equation modelling has been used for testing the hypotheses. Moderation has been checked through multi-group analysis.

Findings

– The results indicate that association period moderates the TL and LMX relationship. LMX mediates the TL and RI and SWL relationship. Finally, moderated- mediated impact of TL on RI and SWL have been found. Managerial, practical, social, economic implications and scope for future research have also been discussed.

Research limitations/implications

– This study represents a cross-sectional investigations as responses were gathered from respondents at a particular point of time. Moreover, the study is confined to government degree colleges operating in Jammu district only. In future longitudinal study can be conducted. Comparative study between private and public colleges can be undertaken in future.

Practical implications

– Leaders should focus on creating positive environment, where personal work goals of the subordinates are linked with organisational goals, with the help of role-person integration. Leaders should make their decisions more transparent by exhibiting consistency in their logic and reasoning. Remaining impartial in decision making will help leaders to instil trust and respect in the minds of subordinates. Trust among the followers can be increased through commitments and achievement of goals. Leaders should create more enthusiasm and optimism amongst the employees.

Social implications

– Leaders in education institutes should create social and emotional learning environment in the colleges. This can be done by arranging informal meetings, some kinds of fares, painting competitions and festive celebrations at collaborative level. This strategic action will help to provide an opportunity to all employees’ to come forward in an informal friendly environment, which will help to reduce stress, anxiety, and depression; and improve the quality of relationship and ultimately enhance satisfaction among followers’ with respect to their leaders. The followers work for the achievement of departmental as well as the organisational goals in collaboration with their leaders.

Originality/value

– The paper has evaluated the moderation of association period between TL and LMX relationship in higher education sector which has not been explored earlier in leadership studies. Many studies have evaluated the direct impact but moderated-mediated impact of TL on RI and SWL has not been evaluated earlier, which will contribute equally to academic as well as business world.

“It's Not What I Expected”

Although estimates are that only about half of youth mentoring relationships established through formal programs last beyond a few months, almost no attention has been paid to understanding mentoring relationship failures. In-depth semistructured interviews were conducted with 20 adult and 11 adolescent male and female participants in a community-based one-to-one mentoring program whose relationships ended early. Line-by-line coding and a narrative approach to a thematic analysis of the interview transcripts yielded six salient factors that contributed to the demise of these mentoring relationships: (a) mentor or protégé abandonment, (b) perceived lack of protégé motivation, (c) unfulfilled expectations, (d) deficiencies in mentor relational skills, including the inability to bridge cultural divides, (e) family interference, and (f) inadequate agency support.

Developing and piloting a peer mentoring intervention to reduce teenage pregnancy in looked-after children and care leavers: an exploratory randomised controlled trial

BACKGROUND

Looked-after children (LAC) are at greater risk of teenage pregnancy than non-LAC, which is associated with adverse health and social consequences. Existing interventions have failed to reduce rates of teenage pregnancy in LAC. Peer mentoring is proposed as a means of addressing many of the factors associated with the increased risk of teenage pregnancy in this group.

OBJECTIVE

To develop a peer mentoring intervention to reduce teenage pregnancy in LAC.

DESIGN

Phase I and II randomised controlled trial of a peer mentoring intervention for LAC; scoping exercise and literature search; national surveys of social care professionals and LAC; and focus groups and interviews with social care professionals, mentors and mentees.

SETTING

Three local authorities (LAs) in England.

PARTICIPANTS

LAC aged 14-18 years (mentees/care as usual) and 19-25 years (mentors).

INTERVENTION

Recruitment and training of mentors; randomisation and matching of mentors to mentees; and 1-year individual peer mentoring.

MAIN OUTCOME MEASURES

PRIMARY OUTCOME

pregnancy in LAC aged 14-18 years.

SECONDARY OUTCOMES

sexual attitudes, behaviour and knowledge; psychological health; help-seeking behaviour; locus of control; and attachment style. A health economic evaluation was also carried out.

RESULTS

In total, 54% of target recruitment was reached for the exploratory trial and 13 out of 20 mentors (65%) and 19 out of 30 LAC aged 14-18 years (63%) (recruited during Phases I and II) were retained in the research. The training programme was acceptable and could be manualised and replicated. Recruitment and retention difficulties were attributed to systemic problems and LA lack of research infrastructure and lack of additional funding to support and sustain such an intervention. Mentees appeared to value the intervention but had difficulty in meeting weekly as required. Only one in four of the relationships continued for the full year. A future Phase III trial would require the intervention to be modified to include provision of group and individual peer mentoring; internal management of the project, with support from an external agency such as a charity or the voluntary sector; funds to cover LA research costs, including the appointment of a dedicated project co-ordinator; a reduction in the lower age for mentee recruitment and an increase in the mentor recruitment age to 21 years; and the introduction of a more formal recruitment and support structure for mentors.

CONCLUSIONS

Given the problems identified and described in mounting this intervention, a new development phase followed by a small-scale exploratory trial incorporating these changes would be necessary before proceeding to a Phase III trial.

FUNDING

This project was funded by the NIHR Health Technology Assessment programme and will be published in full in Health Technology Assessment; Vol. 19, No. 85. See the NIHR Journals Library website for further project information.

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

Previous research suggests that early mentoring relationship (MR) closures may have harmful consequences for the health and well-being of youth participating in community-based mentoring programs. However, knowledge of the factors that lead some MRs to close early has been slow to emerge. This study examined patterns and correlates of early versus on-time MR closures among 569 youth participating in Big Brothers Big Sisters community mentoring programs. Thirty-four percent of youth experienced an early MR closure prior to the end of the program's 12 month period of commitment. The probability of closure was highest at 12 months into the MR. Early closures were positively associated with youth gender (girls), behavioral difficulties, and match determination difficulties. Early and on-time closures were associated with youth extrinsic motives for joining the program. Early MR closures were negatively associated with youth perceptions of parent emotional support, parent social support, high quality MR, weekly contact in MR, and parent support of the MR. Implications for programming are discussed.

Expanding Horizons: A Pilot Mentoring Program Linking College/Graduate Students and Teens With ASD

A small pilot program of 9 youth 13 to 18 years old with high-functioning autism spectrum disorder (ASD) or Asperger's syndrome assessed the feasibility, acceptability, and potential efficacy of an individualized mentoring program. Youth met weekly for 6 months with trained young adult mentors at a local boys and girls club. Participants reported improvements in self-esteem, social anxiety, and quality of life. Participants, parents, mentors, and staff reported that the program improved participants' social connectedness. Although the pilot study was small, it provides preliminary data that mentoring for youth with ASD has promise for increasing self-esteem, social skills, and quality of life.