Children and Young People “In Care” Participating in a Peer‐Mentoring Relationship: An Exploration of Resilience

Abstract

The aim of this study was to explore how a 1‐year peer‐mentoring relationship contributed to change in young women “in care.” Twenty semistructured, one‐to‐one interviews were conducted with mentors (n = 11) and mentees (n = 9) recruited from two different London local authorities. Participants’ accounts were interpreted through a developmental lens to uncover developmental aspects and locus mechanisms through which transformative change took place. Resilience as a healthy outcome was the result of the dual function the mentoring relationship performed. The mentoring relationship was protective against the risks associated with transitioning to independent living and/or adulthood, and promoted internal assets and competencies whereby the mentees’ ability to resist them was enhanced. Establishing a trustworthy connection with a role model promoted developmental domains within mentees.

Benefits, positive factors and difficulties perceived by mentors participating in a mentoring programme aimed at youth in residential care

“…(2014). Our results, and recent research (Jacobs, 2020; Mantovani et al, 2020) suggest a need for further research on mentor self‐perceived benefits in the field of social awareness and personal growth. It is worth exploring how the mentoring experience can trigger personal development in the volunteer, such as becoming aware of other people's problems (and thus, relativising one's own), reconnecting with one's own past personal experiences, and developing skills, such as patience.…”

Care Experienced Adults in Education: Barriers and Facilitators

“…In terms of attachment, these participants experience some deprivation, but they still seemed to maintain a positive attachment state of mind which enabled them to engage with education (Bernier et al, 2004; Struck et al, 2020). Lack of a supportive relationship with parents was in many cases replaced by a trusting relationship with another (grandad, uncle, social worker, teacher) which has been shown in previous research to compensate in the developmental process (Mantovani et al, 2019).…”