Building relationships between mentors and youth: Development of the TRICS model

Donlan, Alice E.; McDermott, Elana R.; Zaff, Jonathan F.

doi:10.1016/j.childyouth.2017.06.044

Cited by 19 publications

(11 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Similar to earlier research, mentors described building a connection with adolescents as essential to achieving a positive influence, one that promotes adolescent success (Donlan, McDermott, & Zaff, 2017;Jones & Deutsch, 2011;Rogers, Luksyte, & Spitzmueller, 2016). Mentors also reflected how a strong bond with adolescents (DeWitt et al, 2016) and offering psychosocial and instrumental supports (Eby et al, 2013) facilitated greater adolescent transparency about needs and challenges.…”

Section: Discussionmentioning

confidence: 66%

Mentors' experiences of mentoring justice‐involved adolescents: A narrative of developing cultural consciousness through connection

Duron

Williams‐Butler

Schmidt

et al. 2020

Journal Community Psychology

View full text Add to dashboard Cite

Mentoring provides a relational intervention that can promote positive youth development among adolescents who are involved in the juvenile justice system. The perspectives of mentors engaging these youth, particularly insights considered through a cultural humility lens, have been largely absent from the literature to date. This study examined predominately White, middle‐ to upper‐class adult mentors' experiences mentoring racially diverse, working‐class youth. Semi‐structured qualitative interviews were completed with 23 mentors participating in a community‐based mentoring program. Themes were derived from inductive content analysis. Emergent themes illustrative of the mentoring process included (a) establishing a connection despite differences, (b) identifying mentees' personal and environmental challenges, and (c) raising consciousness around structural issues. Despite coming from different backgrounds and experiences, mentors who worked with justice‐involved adolescents were motivated to connect with their mentees. Mentors developed a greater awareness of structural challenges influencing adolescents by learning about the multifaceted experiences and needs of their mentees.

show abstract

Section: Discussionmentioning

confidence: 66%

Mentors' experiences of mentoring justice‐involved adolescents: A narrative of developing cultural consciousness through connection

Duron

Williams‐Butler

Schmidt

et al. 2020

Journal Community Psychology

View full text Add to dashboard Cite

show abstract

“…These findings shed new light on the objective and the course of the traditional view of the mentoring relationship, which prioritized a developmental and emotional approach rather than a goal-directed and instrumental mode [ 79 ]. Moving beyond the conceptualization of instrumental versus emotional relationships, qualitative studies have also explored the underlying relational processes that foster close mentoring relationships [ 80 , 81 , 82 ]. Three key active ingredients have been recognized: emotional, recreational, and promoting-catalyzing [ 82 , 83 , 84 ].…”

Section: Resultsmentioning

confidence: 99%

“…Three key active ingredients have been recognized: emotional, recreational, and promoting-catalyzing [ 82 , 83 , 84 ]. The emotional component, which is the most frequently engaged, includes aspects of trust, reliability, consistency, support, and authenticity in mentoring programs in all formats operating with American, European, Israeli, and Australian youth [ 78 , 80 , 85 , 86 , 87 , 88 , 89 , 90 , 91 , 92 , 93 , 94 , 95 , 96 ]. The emotional component also encompasses other qualities, such as listening, empathy, attunement [ 62 , 96 , 97 , 98 ], genuine respect [ 99 ], and sensitivity [ 39 , 94 , 100 ].…”

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review

Goldner

Ben-Eliyahu

2021

IJERPH

View full text Add to dashboard Cite

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.

show abstract

“…More recent mentorship theories emphasize its functional role in an organization. After the crisis of 2008-2010, management science and pedagogy considered a mentoring system as an opportunity to retain promising young hopefuls [21,22]. Also, mentorship was able to solve such problems as personnel turnover, establishment and development of horizontal communications in a team, and, consequently, increment of the social capital of an organization [23] was addressed.…”

Section: Literature Reviewmentioning

confidence: 99%

Approach to development of mentoring potential in technical universities through the example of the Ural Region of the Russian Federation

Guryanova¹,

Burilkina²,

Martynova³

et al. 2018

J Appl Eng Science

View full text Add to dashboard Cite

New Federal State Higher Educational Standard introduces signifi cant changes in the sense of purpose of education and overburdens professional adaptation of a starting teacher. In this regard, introduction of effective methods for developing a mentoring mechanism in the higher education system is updated. The goal of the research was to develop an approach to the defi nition and development of the mentoring potential in higher education institutions through the example of the Ural Region of the Russian Federation. Interviewing helped to analyze the need for mentorship and the level of its potential in universities of the Ural Region. A system of criteria for assessing the potential of a mentor in higher school was substantiated and structured. Using Harrington's scale, qualitative levels of the potential of a young professional's mentor in higher education institutions were determined based on quantitative scores. A mentor identifi cation model was proposed, taking into account qualitative and quantitative criteria of the mentoring potential. A system of optimization measures for developing the mentoring mechanism in the higher education system of the Ural Region was substantiated. Practical implementation of the fi ndings would facilitate effective adaptation of young professionals to teaching activities and develop their pedagogical potential.

show abstract

Building relationships between mentors and youth: Development of the TRICS model

Cited by 19 publications

References 37 publications

Mentors' experiences of mentoring justice‐involved adolescents: A narrative of developing cultural consciousness through connection

Mentors' experiences of mentoring justice‐involved adolescents: A narrative of developing cultural consciousness through connection

Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review

Approach to development of mentoring potential in technical universities through the example of the Ural Region of the Russian Federation

Contact Info

Product

Resources

About