Feeling Better: Experiences and Needs of Adolescents and Professionals Regarding Their Mentoring Relationship in Residential Youth Care

Abstract

Background In residential youth care, group care workers and teachers often serve as a mentor for individual adolescents. Although favorable mentoring relationships are associated with positive adolescent outcomes, few studies examined the role of mentoring in residential youth care. Objective The present study aims to assess adolescents’, care workers’ and teachers’ mentoring relationship needs in terms of their one-on-one conversations during residential care. Methods We conducted structured interviews with eleven adolescents, ten group care workers and two teachers and content analysis to assess the data Results All respondents are rather satisfied with their conversations, which are often concerned with how the adolescent is doing. Adolescents mostly consider their family and home-situation as difficult topics, while care workers mostly consider sexuality as a difficult topic to talk about. Although ‘improvement’ with the youth is often the aim, most adolescents report that they do not (know if they) show changes because of these conversations. Moreover, only one of the twelve professionals thinks that it is his core task to achieve behavior change with the adolescents. According to the professionals, conversations often aim at building a good relationship, coaching, determining treatment goals, and gaining insight into the adolescent. Adolescents prefer a mentor who is calm, has respect, listens, and is reluctant in giving advice. Most professionals do not use a specific method and doubt whether they want to have conversations according to a manual or support tool. Conclusions Despite being rather satisfied, adolescents and professionals indicate several points for improvement of one-on-one conversations.

Reflections on Care Experiences Among Early, Middle, and Late Adolescents in Residential Care

“…In the present study, RGC staff were serving in this capacity. Although Harder (2022) found residential care staff were not interested in manualized approaches to mentoring, mentorship training based on best practices and evidence-supported guidelines may help prepare staff and facilitate a recognition of mentoring as a key part of the residential care worker role.…”

“…Researchers have turned to qualitative methods to further explore youth outcomes in residential care. These inquiries, largely based on European samples (e.g., Harder et al, 2022; Johansson & Andersson, 2006; McCarthy, 2016; Schofield et al, 2017, Slaato et al, 2022) suggest greater nuance than what has often been portrayed in the literature and policy discourse (e.g., Annie E. Casey, 2010; Dozier, 2014). In their systematic review of 12 peer-reviewed, qualitative studies of youth in residential care, Cameron-Mathiassen et al (2022) identified themes in the areas of autonomy and control, relationships and support, safety and security, and transitioning from care.…”