1
|
Javornicky Brumovska T, Seidlova Malkova G. Initial perception of the mentoring role and related mentors' approach of autonomy support or control in formal youth mentoring relationships. JOURNAL OF COMMUNITY PSYCHOLOGY 2023; 51:3265-3288. [PMID: 36758160 DOI: 10.1002/jcop.23004] [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: 05/16/2022] [Revised: 12/01/2022] [Accepted: 01/11/2023] [Indexed: 06/18/2023]
Abstract
Mentors' initial perceptions of the mentoring role in formal youth mentoring bonds; and the subsequent characteristics of autonomy support or autonomy control in mentoring interactions developed by mentors after 5 months of mentoring experience are discussed in this paper. The data is drawn from a longitudinal phenomenological study conducted in the Czech mentoring scheme between 2010 and 2017. In-depth semi-structured interviews were collected with 10 mentoring matches over 1 year of mentoring involvement. The results of Interpretive phenomenological analysis showed differences in mentors' initial perceptions of the role, and related autonomy-supportive or autonomy-controlling characteristics in mentors' approach. The benefits and risks of resulting autonomy support or control in mentoring interactions are discussed. The results argue for the theoretical conceptualisation of a child-centred perspective in youth mentoring that aims at mentees' support of autonomy, active agency and empowement, thus arguing for further in-depth exploration of natural mentoring principles in child-centred perspective, supporting approaches such as youth-initiated mentoring, and broadening the discussion on good evidence-based mentoring practice in the EU context.
Collapse
Affiliation(s)
- Tereza Javornicky Brumovska
- Horizon 2020 Marie Sklodowska-Curie Research fellow, Faculty of Humanities, Charles University, Prague, 8, Czech Republic
| | - Gabriela Seidlova Malkova
- Department of Psychology and Life Sciences, Faculty of Humanities, Charles University, Prague, 8, Czech Republic
| |
Collapse
|
2
|
Stelter RL, Stump KN, Rhodes JE, Kupersmidt JB. A randomized controlled trial of enhanced mentoring program practices for children of incarcerated caregivers: Assessing impacts on youth and match outcomes. JOURNAL OF COMMUNITY PSYCHOLOGY 2023; 51:3216-3242. [PMID: 36840934 DOI: 10.1002/jcop.23017] [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: 06/02/2022] [Revised: 12/17/2022] [Accepted: 02/08/2023] [Indexed: 06/18/2023]
Abstract
Parental incarceration is an adverse childhood experience that is associated with heightened risk for negative outcomes in youth. Mentoring programs seek to mitigate this risk by providing children of incarcerated parents (COIP) with a supportive relationship that fosters positive outcomes. The current study presents findings from a longitudinal evaluation of enhanced mentoring program practices designed for supporting COIP. One thousand three hundred and thirty-four COIP mentees, their parents or guardians, and their mentors were randomly assigned to receive either enhanced or business as usual (BAU) mentoring. Mentees who received enhanced mentoring demonstrated improved positive self-cognitions, and reduced internalizing behavior problems, intentions to use substances, and substance use, compared with youth who received BAU mentoring. The enhancements had no impact on the quality of mentoring relationships and the enhanced matches had shorter mentoring relationships compared with BAU matches. This evaluation demonstrates that the enhanced mentoring program practices for COIP had significant, positive impacts on outcomes for this special population of youth and suggests that enhanced practices tailored to COIP should be implemented throughout the duration of the mentoring relationship to be most effective.
Collapse
Affiliation(s)
| | - Kathryn N Stump
- Innovation Research and Training, Durham, North Carolina, USA
| | - Jean E Rhodes
- Department of Psychology, University of Massachusetts at Boston, Boston, Massachusetts, USA
| | | |
Collapse
|
3
|
Anderson AJ, Jones KV, Melton TN, Keller TE, DuBois DL. Identifying predictors of psychological well-being among volunteer mentors in Big Brothers Big Sisters. JOURNAL OF COMMUNITY PSYCHOLOGY 2023; 51:2802-2827. [PMID: 37459294 DOI: 10.1002/jcop.23073] [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: 03/21/2023] [Revised: 06/20/2023] [Accepted: 06/21/2023] [Indexed: 08/10/2023]
Abstract
Big Brothers Big Sisters (BBBS) facilitates mentoring relationships between youth and volunteer mentors. Although research has examined outcomes for youth in BBBS, relatively less investigation has been undertaken for volunteer outcomes. This study explored factors associated with changes in psychological well-being among BBBS volunteer mentors. Participants included 593 mentors (Mage = 31) surveyed at study baseline and 15-month follow-up. A classification and regression decision tree approach was used to predict residualized change in psychological well-being from study baseline with match length included as the first split variable, and demographic, individual, and relationship variables included as candidate predictors. Analyses indicated that mentors with longer relationships (>4.5 months) reported more positive change in psychological well-being compared with mentors with shorter relationships. Perceived quality of program supervision was a further predictor within both groups of volunteers. Findings suggest that longer relationships and greater program support may contribute to mentor well-being.
Collapse
Affiliation(s)
- Amy J Anderson
- Department of Educational Psychology, University of North Texas, Denton, Texas, USA
| | - Kristian V Jones
- School of Social Work, University of Washington, Seattle, Washington, USA
| | - Theresa N Melton
- College of Behavioral, Social, and Health Sciences, Clemson University, Clemson, South Carolina, USA
| | - Thomas E Keller
- School of Social Work, Portland State University, Portland, Oregon, USA
| | - David L DuBois
- Division of Community Health Sciences, School of Public Health, Institute for Health Research and Policy, University of Illinois Chicago, Chicago, Illinois, USA
| |
Collapse
|
4
|
Werntz A, Poon CYS, Rhodes JE. Striking the Balance: The Relative Benefits of Goal- and Youth-Focused Approaches to Youth Mentoring Relationships. J Youth Adolesc 2023; 52:1448-1458. [PMID: 36807229 DOI: 10.1007/s10964-023-01751-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2022] [Accepted: 02/06/2023] [Indexed: 02/23/2023]
Abstract
Targeted, goal-focused approaches to mentoring can improve behavioral and mental health outcomes than more recreational, non-specific approaches. However, a focus on goals needs to be balanced with openness to including mentees' preferences. This study builds on prior work by exploring the benefits of goal- and youth-focused approaches to mentoring relationships from the youth mentee's perspective, including their associations with relationship measures (closeness and tension) and mental health outcomes (i.e., conduct problems, emotional symptoms, and depressive symptoms). This study was a secondary analysis of data from 2165 youth participating in thirty nationally representative mentoring programs in the United States. On average, youth were 12.3-years-old (SD = 1.43, range = 9-16) and the majority were female (55%); 36.7% were Black/African American, 22.4% were White, and 23.5% were Latino/Hispanic. Path analyses revealed 1) youth- and goal-focused approaches were positively associated with closeness, 2) youth-focused approaches were negatively associated with tension, 3) goal-focused approaches were positively associated with tension. At follow-up, a stronger mentoring relationship (less tension and greater closeness) was related to positive youth outcomes. As the field of mentoring corrects for an overemphasis on intuitive approaches and moves towards more targeted directions, it should resist veering too far from what sets the field apart from skills-training models: the role of a caring relationship.
Collapse
Affiliation(s)
- Alexandra Werntz
- Center for Evidence-Based Mentoring, University of Massachusetts, 100 Morrissey Boulevard, Boston, MA, 02125, USA.
| | - Cyanea Y S Poon
- Center for Evidence-Based Mentoring, University of Massachusetts, 100 Morrissey Boulevard, Boston, MA, 02125, USA
| | - Jean E Rhodes
- Center for Evidence-Based Mentoring, University of Massachusetts, 100 Morrissey Boulevard, Boston, MA, 02125, USA
| |
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
|
E-Mentoring Pilot Program in Academic Internships: Effectiveness in Improving Participants’ Competencies. SUSTAINABILITY 2022. [DOI: 10.3390/su14074025] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/10/2022]
Abstract
This research is interested in the role that mentoring can play as a strategy for academic and professional support in the academic internships of undergraduate students of a marketing program in a Colombian university, aiming to validate an e-mentoring model to stimulate the acquisition of professional competencies in students of academic internships. Thus, a quantitative approach-related group pre-posttest experimental type study (a pilot study) was carried out to validate the e-mentoring program. The sample consisted of 18 mentees with their respective 18 mentors, who were evaluated in three different phases (pretest mentee, posttest mentees, and posttest mentors). The results showed positive results, especially in four distinctive competencies (project management, problem-solving, autonomous work, and teamwork). On the other hand, the mentors confirmed elements associated with high satisfaction with the e-mentoring program through its design, purpose, the training provided, and the level of professional, logistical, and technological support.
Collapse
|
7
|
McQuillin SD, Hagler MA, Werntz A, Rhodes JE. Paraprofessional Youth Mentoring: A Framework for Integrating Youth Mentoring with Helping Institutions and Professions. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2022; 69:201-220. [PMID: 34318526 DOI: 10.1002/ajcp.12546] [Citation(s) in RCA: 11] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
The demand for child mental health services, including those provided by psychologists, counselors, and social workers, exceeds the supply. This trend is expected to continue or worsen unless there are substantial structural changes in how mental health services are provided. We propose a framework for paraprofessional youth mentors, defined as a subgroup of professionally supervised, non-expert volunteer or paid mentors to whom aspects of professional helping tasks are delegated. Our proposal is aligned with historical and modern solutions to scaling mental health services, and this framework could simultaneously increase the number of youth receiving evidence-based mental health services and reduce the burden on existing systems of care. The framework defines three plausible tasks for paraprofessional mentors: (1) reducing barriers to mental health service, (2) increasing engagement in services, and (3) providing direct services. The safety and effectiveness of these task-shifting efforts will hinge on competency-based training and evaluation, supervision by professionals, and documentation of services rendered, all of which the field of youth mentoring currently lacks. We describe several requisite scientific, institutional, and regulatory advances that will be necessary to realize this variant of youth mentoring for a subgroup of youth who are presenting for assistance with mental health problems.
Collapse
Affiliation(s)
- Samuel D McQuillin
- Department of Psychology, University of South Carolina, Columbia, SC, USA
| | - Matthew A Hagler
- Department of Psychology, University of Massachusetts Boston, Boston, MA, USA
| | - Alexandra Werntz
- Department of Psychology, University of Massachusetts Boston, Boston, MA, USA
| | - Jean E Rhodes
- Department of Psychology, University of Massachusetts Boston, Boston, MA, 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
|
Cavell TA, Spencer R, McQuillin SD. Back to the Future: Mentoring as Means and End in Promoting Child Mental Health. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY 2021; 50:281-299. [DOI: 10.1080/15374416.2021.1875327] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/07/2023]
|
10
|
Jones V, Becote-Jackson M, Parnham T, Lewis Q, Ryan LM. Violence Prevention Through Mentoring for Youth with Emergency Department Treated Peer Assault Injuries. THE JOURNAL OF PEDIATRICS: X 2021; 6:100064. [PMID: 37333430 PMCID: PMC10236538 DOI: 10.1016/j.ympdx.2021.100064] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2020] [Revised: 01/15/2021] [Accepted: 01/27/2021] [Indexed: 11/30/2022] Open
Affiliation(s)
- Vanya Jones
- Health, Behavior and Society, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD
| | | | - Taylor Parnham
- Health, Behavior and Society, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD
| | - Quiana Lewis
- Population, Family and Reproductive Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD
| | - Leticia Manning Ryan
- Pediatric Emergency Medicine, Johns Hopkins University School of Medicine, Baltimore, MD
| |
Collapse
|
11
|
Liu F, Bowers EP, Gai X, Ren W. Enhancing the intentional self‐regulation skills of Chinese adolescents living in orphanages: A school‐based intervention. ASIAN JOURNAL OF SOCIAL PSYCHOLOGY 2020. [DOI: 10.1111/ajsp.12407] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Affiliation(s)
- Fangqing Liu
- School of Psychology Northeast Normal University Changchun China
| | - Edmond P. Bowers
- College of Behavioral, Social and Health Sciences Clemson University Clemson South Carolina USA
| | - Xiaosong Gai
- School of Psychology Northeast Normal University Changchun China
| | - Wei Ren
- Jilin Province Orphan School Changchun China
| |
Collapse
|
12
|
Castillo-Eito L, Armitage CJ, Norman P, Day MR, Dogru OC, Rowe R. How can adolescent aggression be reduced? A multi-level meta-analysis. Clin Psychol Rev 2020; 78:101853. [PMID: 32402919 DOI: 10.1016/j.cpr.2020.101853] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/24/2019] [Revised: 02/27/2020] [Accepted: 04/09/2020] [Indexed: 12/12/2022]
Abstract
Aggressive behaviour among adolescents has significant social and economic costs. Numerous attempts have been made to intervene to reduce aggression in adolescents. However, little is known about what factors enhance or diminish intervention effectiveness. The present systematic review and meta-analysis, therefore, seeks to quantify the effectiveness of interventions to reduce aggressive behaviour in adolescents and to identify when and for whom such interventions work best. Sixteen databases were searched for randomised controlled trials that assessed interventions to reduce aggression among adolescents. After screening 9795 records, 95 studies were included. A multi-level meta-analysis found a significant overall small-to-medium effect size (d = 0.28; 95% CI [0.17, 0.39]). More effective interventions were of shorter duration, were conducted in the Middle East, were targeted at adolescents with higher levels of risk, and were facilitated by intervention professionals. Potentially active ingredients were classified using the Behaviour Change Technique Taxonomy. Behavioural practice and problem solving were components of more effective interventions targeted at the general population. Overall the findings indicate that psychosocial interventions are effective in reducing adolescent aggression. Future trials need to assess the effect of individual techniques and their combination to identify the key components that can reduce aggression in adolescents.
Collapse
Affiliation(s)
- Laura Castillo-Eito
- Department of Psychology, The University of Sheffield, Cathedral Court, 1 Vicar Lane, Sheffield S1 2LT, United Kingdom.
| | - Christopher J Armitage
- Manchester Centre for Health Psychology, School of Health Sciences, University of Manchester, M13 9PL, United Kingdom; Manchester University NHS Foundation Trust, Manchester Academic Health Science Centre, Manchester, M13 9PL, United Kingdom.
| | - Paul Norman
- Department of Psychology, The University of Sheffield, Cathedral Court, 1 Vicar Lane, Sheffield S1 2LT, United Kingdom.
| | - Marianne R Day
- Department of Psychology, The University of Sheffield, Cathedral Court, 1 Vicar Lane, Sheffield S1 2LT, United Kingdom.
| | - Onur C Dogru
- Department of Psychology, The University of Sheffield, Cathedral Court, 1 Vicar Lane, Sheffield S1 2LT, United Kingdom.
| | - Richard Rowe
- Department of Psychology, The University of Sheffield, Cathedral Court, 1 Vicar Lane, Sheffield S1 2LT, United Kingdom.
| |
Collapse
|
13
|
Spencer R, Keller TE, Perry M, Drew AL, Clark‐Shim H, Horn JP, Miranda‐Díaz M, McCormack MJ. How youth mentoring relationships end and why it matters: a mixed‐methods, multi‐informant study. Ann N Y Acad Sci 2019; 1483:67-79. [DOI: 10.1111/nyas.14290] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2019] [Revised: 11/18/2019] [Accepted: 11/25/2019] [Indexed: 10/25/2022]
Affiliation(s)
- Renée Spencer
- School of Social Work Boston University Boston Massachusetts
| | | | - Meghan Perry
- School of Social Work Portland State University Portland Oregon
| | - Alison L. Drew
- School of Social Work Boston University Boston Massachusetts
| | | | - John Paul Horn
- School of Social Work Boston University Boston Massachusetts
| | | | | |
Collapse
|
14
|
Keller TE, DuBois DL. Influence of program staff on quality of relationships in a community-based youth mentoring program. Ann N Y Acad Sci 2019; 1483:112-126. [PMID: 31868259 DOI: 10.1111/nyas.14289] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/08/2019] [Revised: 11/21/2019] [Accepted: 11/25/2019] [Indexed: 11/30/2022]
Abstract
In many mentoring programs, mentor-youth pairs have the latitude to engage in a wide range of activities together across varying community settings. Within this context, program staff are tasked with supporting development of high-quality relationships between mentors and youth. To date, however, this role of program staff has been largely overlooked in research. The current study investigates potential contributions of program staff to mentoring relationships in the Big Brothers Big Sisters community-based mentoring program over their first 15 months of relationship development with a sample of 450 mentor-youth pairs that were supported by 76 program staff across 10 agencies. Two-level analyses (mentoring relationships nested within program staff) examined characteristics and approaches of program staff as prospective predictors of several facets of mentoring relationship quality as reported by youth: closeness, help with coping, youth-centeredness, growth orientation, and attachment. Staff-reported work engagement and emphasis on adherence to program guidelines as well as supervisor-rated staff competence predicted more favorable mentoring relationship quality. By contrast, a nondirective approach to supporting mentors, as reported by staff, predicted lower relationship quality. These findings suggest that further investigation of program staff influences on mentoring relationship development could be fruitful and ultimately provide a basis for enhancing program effectiveness.
Collapse
Affiliation(s)
- Thomas E Keller
- School of Social Work, Portland State University, Portland, Oregon
| | - David L DuBois
- Community Health Sciences, School of Public Health, University of Illinois at Chicago, Chicago, Illinois.,Institute for Health Research and Policy, University of Illinois at Chicago, Chicago, Illinois
| |
Collapse
|
15
|
Spencer R, Gowdy G, Drew AL, McCormack MJ, Keller TE. It Takes a Village to Break Up a Match: A Systemic Analysis of Formal Youth Mentoring Relationship Endings. CHILD & YOUTH CARE FORUM 2019. [DOI: 10.1007/s10566-019-09520-w] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
|
16
|
Lyons MD, McQuillin SD, Henderson LJ. Finding the Sweet Spot: Investigating the Effects of Relationship Closeness and Instrumental Activities in School-based Mentoring. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2019; 63:88-98. [PMID: 30548458 PMCID: PMC6590442 DOI: 10.1002/ajcp.12283] [Citation(s) in RCA: 28] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/19/2023]
Abstract
School-based mentoring programs are popular prevention programs thought to influence youth development; but rigorous evaluations indicate that these programs often have small effects on youth outcomes. Researchers suggest that these findings may be explained by (a) mentors and mentees failing to develop a close relationship and (b) mentors not setting goals or focusing on specific skills necessary improve outcomes. We assessed these explanations using data from approximately 1360 mentor and mentee pairs collected through a national study of school-based mentoring (called, "The Student Mentoring Program"). Specifically, we tested the influence of mentee-reported relationship quality and mentor-reported use of goal-setting and feedback-oriented activities on academic, behavioral, and social-emotional outcomes. Results suggested that youth reported relationship quality was associated with small to medium effects on outcomes. Moreover, goal-setting and feedback-oriented activities were associated with moderate to large effects on outcomes. We also found significant interactions between relationship quality and goal-setting and feedback-oriented activities on youth outcomes. We conclude that there appears to be a "sweet-spot" wherein youth outcomes are maximized. The results of this study suggest a need for school-based mentoring programs to monitor and support mentors in developing a close relationship while also providing opportunities to set goals and receive feedback.
Collapse
Affiliation(s)
- Michael D. Lyons
- Department of Human ServicesUniversity of VirginiaCharlottesvilleVAUSA
| | | | - Lora J. Henderson
- Department of Human ServicesUniversity of VirginiaCharlottesvilleVAUSA
| |
Collapse
|
17
|
Chesmore AA, Weiler LM, Taussig HN. Mentoring Relationship Quality and Maltreated Children's Coping. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2017; 60:229-241. [PMID: 28792079 DOI: 10.1002/ajcp.12151] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
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.
Collapse
Affiliation(s)
- Ashley A Chesmore
- Department of Family Social Science, University of Minnesota, Saint Paul, MN, USA
| | - Lindsey M Weiler
- Department of Family Social Science, University of Minnesota, Saint Paul, MN, USA
| | - Heather N Taussig
- Graduate School of Social Work, University of Denver, Denver, CO, USA
- Kempe Center for the Prevention and Treatment of Child Abuse and Neglect, University of Colorado School of Medicine, Aurora, CO, USA
| |
Collapse
|
18
|
Golinkoff RM, Hirsh-Pasek K, Grob R, Schlesinger M. "Oh, the Places You'll Go" by Bringing Developmental Science Into the World! Child Dev 2017; 88:1403-1408. [PMID: 28810066 DOI: 10.1111/cdev.12929] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
Urie Bronfenbrenner and Ernest Boyer argued for leaving the laboratory to conduct rigorous developmental research in the real world where children are found-in the places they go. Contributions to this special issue meet Bronfenbrenner and Boyer's call while at the same time recognizing the continued importance of laboratory research. These articles range from a review of research on the arts to a language intervention in Senegal to large-scale dissemination and intervention projects designed to communicate the best developmental science to families, public agencies, and schools. Together these articles illustrate how we can study development in the world and enrich our work on the factors that promote development. Taking this path presents us with a set of additional hurdles to be addressed, such as how to communicate with the public and how to scale up our interventions in the face of diversity along many dimensions.
Collapse
|