School-Based Mentoring

Herrera, Carla; Karcher, Michael J.

doi:10.4135/9781412996907.n14

Cited by 43 publications

(79 citation statements)

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“…1, based on previous mentoring research [2,4,7] was the initial step. This model served as the foundation for designing program-specific activities, training, and evaluation.…”

Section: Approachmentioning

confidence: 99%

“…Each week, mentors are expected to spend 1-h with their mentees over at least 1, and preferably 2 academic years. Mentors are asked to spend half of their time reading with the mentee and addressing one of seven revolving health topics, chosen because previous mentoring research has highlighted the potential for mentoring relationships to influence youth behaviors in these areas [1,[3][4][5][7][8][9]. The other half of the time is spent on recreational activities determined by the mentor/mentee.…”

Section: Approachmentioning

confidence: 99%

“…High-quality mentoring relationships have promoted child health through improvements in academic performance, positive feelings of self-worth, perceived social acceptance, relationships with others, and decreases in high-risk behaviors like alcohol/tobacco use and violence [1][2][3][4][5][6][7][8]. Directors of mentoring programs, however, frequently face challenges successfully pairing mentors with mentees as well as monitoring the activities of the relationships.…”

Section: Introductionmentioning

confidence: 99%

“…Directors of mentoring programs, however, frequently face challenges successfully pairing mentors with mentees as well as monitoring the activities of the relationships. Disadvantaged or vulnerable youths tend to benefit the most from mentorship [4,7], but defining a mentor-mentee pair as ''successful'' can be difficult [9]. Several factors are associated with successful relationships, including setting clear visit expectations, focusing on building trust and friendship, recruiting mentors with experience working with children, providing adequate mentor orientation and ongoing training, and facilitating mentors' feelings of effectiveness [2][3][4][5]10].…”

Section: Introductionmentioning

confidence: 99%

“…School-based mentor (SBM) programs, however, are the fastest growing form of mentorship [7,12]. These SBMs reach a unique population of children since referrals come from teachers rather than parents, and because they provide a unique mentor pool of typically younger adults and college students [7].…”

Section: Introductionmentioning

confidence: 99%

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Youth Development Through Mentorship: A Los Angeles School-Based Mentorship Program Among Latino Children

Coller

Kuo

2013

J Community Health

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Despite higher risk for school failure, few school-based mentoring (SBM) studies have focused on low-income at-risk Latino children. We describe the development and evaluation of the Youth Empowerment Program (YEP), a sustainable, high-quality, SBM program among urban Latino students. Based on evidence from work in other communities, YEP was created as a partnership between the 4th and 5th grades at a Los Angeles Title I elementary school and university undergraduates. We tested the feasibility of applying a previously validated relationship quality assessment tool in this population. Since 2008, 61 mentor and mentee pairs have participated in YEP, with an average relationship length of 1.5 years. Through 2010, over 95 % of pairs had relationships lasting at least 1 year, while 47 % lasted 2 or more years. Seventy-percent of mentees and 85 % of mentors were female, and an increased trend for early relationship termination was observed among male mentees. Through 2011, relationships lasted under 1 year among 29 % of male mentees compared to 7 % of female mentees (p = 0.15). A previously validated relationship quality assessment tool was easily incorporated into YEP, with relationships exhibiting youth-centeredness, emotional engagement and low dissatisfaction. After 5 years, YEP has become a feasible and sustainable SBM program providing long-term relationships for low-income Latino children. These relationships may improve youth health through fewer risky behaviors and attitude improvements. Future work should focus on supporting male mentors and mentees.

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“…1, based on previous mentoring research [2,4,7] was the initial step. This model served as the foundation for designing program-specific activities, training, and evaluation.…”

Section: Approachmentioning

confidence: 99%

Section: Approachmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Youth Development Through Mentorship: A Los Angeles School-Based Mentorship Program Among Latino Children

Coller

Kuo

2013

J Community Health

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Applied Developmental Science

Wertlieb

2003

Handbook of Psychology

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Cross-age peer mentoring programs, in which teenagers mentor younger children, have proliferated in recent years, yet there is disagreement about the effectiveness of such programs.Prior research suggests that both peer mentors' attitudes and the children's (or mentees') characteristics may moderate program effectiveness. This study tested whether teen mentors' attitudes about children interacts with their mentees' characteristics to moderate outcomes of cross-age peer mentoring. The sample included 221 high school volunteers, 205 mentees, and 182 control group youth. Latent profile analyses yielded two profiles of students who differed on academic performance, social acceptance, and classroom behavior, and which we therefore called academically connected and disconnected types. Outcome analyses revealed that the academically disconnected mentees who were paired with mentors holding relatively positive attitudes toward youth were more emotionally engaged in the mentoring relationship than disconnected mentees with more negative mentors and subsequently reported stronger relationships with their teachers at year's end than did the disconnected children in the control group. Implications for mentor selection and training are discussed.

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An Examination of the Role of Mentees’ Social Skills and Relationship Quality in a School‐Based Mentoring Program

Schenk

Sentse

Lenkens

et al. 2019

American J of Comm Psychol

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Research on youth mentoring highlights the importance of the relationship quality between mentor and mentee; mentoring results in more positive outcomes when the mentee perceives the relationship as satisfying and trustworthy. Research on relationship quality shows that social skills are important for constructing new relationships. However, whereas improved social skills are often one of the main goals of youth mentoring, little is known about the importance of social skills for relationship quality in youth mentoring relations. In this study, we examined whether mentee's pre‐intervention social skills were related to mentor–mentee relationship quality as perceived by the mentee, and in turn, if relationship quality was associated with post‐intervention social skills. We additionally examined possible gender and age differences in these associations. Data were used from a two‐wave study that assessed relationship quality and social skills before and after one semester of mentoring of 390 secondary school students in a school‐based mentoring program. Results indicated that relationship quality was positively associated with post‐intervention social skills. However, only for young mentees pre‐intervention social skills were associated with better relationship quality. Moreover, only for young mentees, relationship quality mediated the association between pre‐ and post‐intervention social skills.

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School-Based Mentoring

Cited by 43 publications

References 0 publications

Youth Development Through Mentorship: A Los Angeles School-Based Mentorship Program Among Latino Children

Youth Development Through Mentorship: A Los Angeles School-Based Mentorship Program Among Latino Children

Applied Developmental Science

An Examination of the Role of Mentees’ Social Skills and Relationship Quality in a School‐Based Mentoring Program

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