Influence of program staff on quality of relationships in a community-based youth mentoring program

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

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

Do program practices matter for mentors?: How implementation of empirically supported program practices is associated with youth mentoring relationship quality

This study investigates how the implementation of program-level practices by formal youth mentoring programs is associated with the quality of youth mentoring relationships as contexts for youth development and also examines whether this connection is mediated by the mentor-staff working alliance. Using data from mentors (n = 542) participating in multiple programs (n = 55), multilevel path models examined hypothesized direct and mediated effects. Parallel analyses were conducted with assessments of program practices from staff (n = 219). Greater exposure to program practices was associated with higher ratings of mentoring relationship satisfaction, commitment, and security and lower mentor-youth relationship negativity. The mentor-staff working alliance either partially or fully mediated these associations. Staff-reported practices predicted mentoring relationship satisfaction and commitment without mediation by the working alliance. This study suggests program practices contribute to stronger youth mentoring relationships. The findings also highlight the mentor-staff working alliance in supporting the development of positive mentoring relationships.

Unlocking the transformative power of mentoring for youth development in communities, schools, and talent domains

Mentoring is a highly individualized educational measure that can support youth development in communities, schools, and talent domains. Depending on the target population, goals, structure, and medium, mentoring for youths can differ considerably. This article first reviews the main types of mentoring programs and practices for youth development in communities, schools, and talent domains. Despite the popularity of mentoring programs, many programs fail to realize the full potential of mentoring as meta-analyses consistently show relatively small effects of mentoring. The discrepancy between the potential and actual effect of mentoring is referred to as the mentoring paradox. Crucial aspects that are held responsible for the mentoring paradox, such as adequate planning and implementation of mentoring programs, adherence to research-based mentoring practices, as well as quality assurance of mentoring programs through systematic program research and evaluation are described. Finally, implications on how to professionalize mentoring are provided for different stakeholders.

Identifying predictors of psychological well-being among volunteer mentors in Big Brothers Big Sisters

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.

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.

(Not) minding the gap: A qualitative interview study of how social class bias can influence youth mentoring relationships

This study sought to examine how social class bias may be enacted by mentors and mentoring program staff within community-based youth mentoring relationships and how these biases may influence the mentoring relationship. A narrative thematic analysis was conducted with interviews from mentors, mentees' parents/caregivers, and mentoring program staff representing 36 matches participating in a larger, prospective, mixed-methods study examining factors associated with early match closures. Findings indicate that although some mentors were able to partner with the youth and family to effectively navigate challenges related to the family's economic circumstances, other mentors and some mentoring program staff held deficit views of the youth and their family that appeared to be at least partially rooted in negative social class-based assumptions about attitudes and behaviors. Specifically, we observed tendencies on the part of some mentors and program staff toward (a) deficit-based views of families and youth, (b) individual-level attributions for the family's economic circumstances and blaming of caregivers, and (c) perceiving mentors as being underappreciated by the youth's caregiver. These deficit perspectives contributed to the minimization of parent/caregiver voice in the mentoring process and negative interpretations of parent/caregiver and, in some cases, youth attitudes and behaviors.

The Comparative Roles of Mentor Self-Efficacy and Empathy in Fostering Relationship Quality with Youth

Youth mentors’ efficacy beliefs and relational skills should both influence the quality of their connections with their mentees, but a lack of research based on large, dyadic and longitudinal samples limits understanding of how mentor characteristics impact relationship quality. This study used three staged and process-focused structural equation models to (1) investigate the mutually reinforcing effects of mentor self-efficacy and empathy over time; (2) compare the longitudinal effects of mid-program mentor efficacy and empathy on end of program mentor and mentee perceptions of relationship quality; and (3) test a similar comparative model using cross-sectional end of program assessments to account for developmental changes in these variables over time. The sample consisted of 664 college-age mentor (76.5% female; \documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$${\bar{x}}$$\end{document}x¯ age = 24.5, range = 21–53; 23.5% non-White) and youth mentee (41% female; \documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$${\bar{x}}$$\end{document}x¯ age = 14.1, range = 10–19; 41.9% non-White) dyads. Mentor empathy predicted mentor perceptions of relationship quality at both time points and mentee perceptions at the end of the program. Mentor efficacy only predicted mentor reported relationship quality at the end of the program. The findings emphasize the importance of investing in empathy training for mentors to support both partners’ positive evaluation of the relationship. Program support to increase mentor self-efficacy should also have added value for mentors.

Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review

Formal community-based youth mentoring relationships (CBM) are a popular form of intervention worldwide in which caring, non-parental adult figures are matched with at-risk children (i.e., children who experience an intense and/or chronic risk factor, or a combination of risk factors in personal, environmental and/or relational domains that prevent them from pursuing and fulfilling their potential) to promote development and health. Common models suggest that a close mentoring relationship is needed for the success of the intervention. However, it remains unclear which key relational processes and variables promote relationship quality to generate the most significant benefits. Using the PRISMA framework, 123 articles were identified as relevant for this review which explores the state of the literature on CBM relationships describing the main findings regarding the characteristics of the relationship and the mediating and moderating variables. An essential ingredient that consistently emerged for generating mentoring outcomes is characterized by feelings of support, sensitivity, and trust and accompanied by a purposeful approach to shaping the goals of the relationship. A balanced approach comprised of recreational, emotional, and catalyzing aspects has been reported as essential for mentoring success. Mentors’ positive attitudes toward underprivileged youth, maturity in terms of age and experience are essential in forging positive relationships. Mentees who have better relational histories and more positive personality traits exhibited higher relationship quality. However, data imply the possibility of addressing mentees from moderate risk status. Preliminary evidence on thriving as a mediating variable was found. Program practices, such as training, parental involvement, and matching based on perceived similarities and similar interests, emerged as important factors. Generating many research suggestions, the review identifies research questions and uncharted territories that require inquiry.

Key issues in professionalizing mentoring practices

Mentoring has experienced a tremendous upswing over the past decades, which has only recently slowed down somewhat. One possible factor explaining mentoring's popularity are numerous case studies suggesting that it is one of the most effective ways of helping individuals to develop. Meta-analyses indicating effect sizes for mentoring that are below what would theoretically be possible appear to contradict the success stories, however. This circumstance raises questions about the professionalization of mentoring practices. We focus on seven key issues for future efforts at professionalizing mentoring. Key issues 1 and 2 address observation of the state of the art within formal mentoring when programs are planned and implemented: the consideration of recent research and of best practices. While both areas can overlap, they provide complementary sources of pertinent information for the professionalization of mentoring. Key issues 3-6 address the need to align mentoring activities to the specific context and goals of individual mentoring programs by observing idiographic program characteristics, mentoring dynamics, the orchestration of mentoring goals, and the provision of mentoring resources. Finally, key issue 7 highlights ongoing evaluation as the basis of the effective, continuous improvement of mentoring programs.