Juggling the roles of parents, therapists, friends and teachers – a working model for an integrative conception of mentoring

Goldner, Limor; Mayseless, Ofra

doi:10.1080/13611260802433783

Cited by 28 publications

(36 citation statements)

References 59 publications

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“…At the same time, mentoring relationships can be deeply personal, requiring trust, empathy, and closeness (Nakkula & Harris, ; Rhodes, ). This may be a further indication of the unique, hybrid nature of mentor–mentee relationships (Goldner & Mayseless, ; Keller & Pryce, ), in which the rules of personal (e.g., familial and peer) and professional (therapist and teacher) relationships intermingle and lose clarity.…”

Section: Discussionmentioning

confidence: 99%

“…This balancing act may be particularly important for youth mentors because each of the above-described relationships-therapist-client, parent-child, and peer-are relevant to the hybrid nature of youth-mentoring relationships. Goldner and Mayseless (2008) argue for a conceptualization of mentors in which mentors combine dimensions of being a parent, a therapist, a friend, and a teacher and thus inhabit a unique role of support for young people. Keller and Pryce (2010) extend this conceptualization and offer a framework of mentors as a hybrid of other relationships, using the dimensions of power and permanence that distinguish vertical and horizontal relationships (Laursen & Bukowski, 1997).…”

Section: Risks Of Self-disclosurementioning

confidence: 99%

“…Mentoring relationships have been conceptualized as a hybrid; part parent, therapist, teacher, and friend, mentors are a unique and important resource for young people (Goldner & Mayseless, ; Keller & Pryce, ). Mentoring can occur naturally with nonparental adults who provide informal and ongoing support to a young person (DuBois & Silverthorn, ), or they can occur more formally with relationships arranged, supported, and supervised through programs to promote youth well‐being and development.…”

Section: Introductionmentioning

confidence: 99%

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“It is OK to let them know you are human too”: Mentor self‐disclosure in formal youth mentoring relationships

Dutton

Bullen

Deane

2019

Journal Community Psychology

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This study aims to capture descriptive data on how mentors self‐disclose to their adolescent mentees. Self‐disclosure is a normative communication process that facilitates trust and closeness in interpersonal relationships. Despite being a relational intervention, little is known about self‐disclosure in youth‐mentoring relationships. A total of 54 mentors from 2 community‐based mentoring programs in Auckland, New Zealand, participated in this mixed‐methods study about their experiences of disclosing to mentees via an online questionnaire. In this sample, mentors disclosed about various topics, including hobbies, school and work, health, beliefs, self‐esteem, substance use, emotions, sex, and money. Qualitative analysis identified themes regarding how mentors self‐disclose, disclosure influencing positive relationship characteristics, the influence of mentoring programs, challenges with mentee interest and culture clashes, and the perceived effect of self‐disclosure on mentees and the mentoring relationship. These mentors disclosed broadly and viewed generally self‐disclosure in a positive way, but they also experienced challenges and complexities.

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Section: Discussionmentioning

confidence: 99%

Section: Risks Of Self-disclosurementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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“It is OK to let them know you are human too”: Mentor self‐disclosure in formal youth mentoring relationships

Dutton

Bullen

Deane

2019

Journal Community Psychology

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“…This means that mentors’ perceptions of the youth they serve can dramatically inform the shape their mentoring takes. Although a growing literature considers the complexity of the mentoring role (e.g., Goldner & Mayseless, 2008; Keller & Pryce, 2010; Morrow & Styles, 1995), understanding how and why mentors negotiate their role as they do remains little explored or understood.…”

Section: Introductionmentioning

confidence: 99%

Youth mentoring relationships in context: Mentor perceptions of youth, environment, and the mentor role

Lakind

Atkins

Eddy

2015

Children and Youth Services Review

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Youth mentoring is primarily understood as a relationship between mentor and mentee, yet mentors often enter into home, school, and other community settings associated with youth they serve, and interact regularly with other people in mentees’ lives. Understanding how and why mentors negotiate their role as they do remains underexplored, especially in relation to these environmental elements. This qualitative study drew on structured interviews conducted with professional mentors (N = 9) serving youth at risk for adjustment problems to examine how mentors’ perceptions of their mentees and mentee environments informed their sense of how they fulfilled the mentoring role. Mentors commonly characterized problems youth displayed as byproducts of adverse environments, and individual-level strengths as existing “in spite of” environmental inputs. Perceptions of mentees and their environments informed mentors’ role conceptualizations, with some mentors seeing themselves as antidotes to environmental adversity. Mentors described putting significant time and effort into working closely with other key individuals as well as one-on-one with mentees because they identified considerable environmental need; however, extra-dyadic facets of their roles were far less clearly defined or supported. They described challenges associated with role overload and opaque role boundaries, feeling unsupported by other adults in mentees’ lives, and frustrated by the prevalence of risks. Community-based mentoring represents a unique opportunity to connect with families, but mentors must be supported around the elements of their roles that extend beyond mentor-mentee relationships in order to capitalize more fully on the promise of the intervention.

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“…The project that was the basis of this paper is set against a backdrop of professional learning research that considered perceptions of mentoring as professional intervention relationships (across ethnicity, gender, and experience). It examined professional relationships in relation to their function and usefulness -for social support and social learning (Goldner & Mayseless, 2008;Sosik & Godshalk, 2005), mentoring styles and their contribution to academic success (Leidenfrost, Strassnig, Sschabmann, Spiel, & Carbon, 2011), and the nature of mentoring structures within institutions (Packard, Walsh, & Seidenberg, 2004).…”

Section: Introductionmentioning

confidence: 99%

Academic Life-support: The Self Study of a Transnational Collaborative Mentoring Group

Bristol

Adams

Johannessen³

2014

Mentoring & Tutoring: Partnership in Learning

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In this paper, we examined the collaborative mentoring processes of a transnational network. A narrative approach was employed to explore the mentoring practices and experiences of 19 women involved in the CURVE-Y-FRiENDs (C-Y-F) network. Their mentoring practices go beyond transnational, ethnic, discipline, and university borders. The processes employed in the network can be conceptualized as pathways to professional relationships. The narratives of C-Y-F members illustrated collaborative mentoring as an expression of the personal and professional dimensions of support, which must be part of academic life. Collaborative mentoring relationships and discourse provided a response to the current inconsistencies in faculty mentoring practices and have implications for the ways in which administrations and faculty in general initiate more empathetic structures and procedures that better meet the mentoring needs of women and minority faculty in academia.

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Juggling the roles of parents, therapists, friends and teachers – a working model for an integrative conception of mentoring

Cited by 28 publications

References 59 publications

“It is OK to let them know you are human too”: Mentor self‐disclosure in formal youth mentoring relationships

“It is OK to let them know you are human too”: Mentor self‐disclosure in formal youth mentoring relationships

Youth mentoring relationships in context: Mentor perceptions of youth, environment, and the mentor role

Academic Life-support: The Self Study of a Transnational Collaborative Mentoring Group

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