Systematic Review of Mentoring to Prevent or Reduce Alcohol and Drug Use by Adolescents

Lorenzetti, Diane; Spragins, Wendy

doi:10.1016/j.acap.2013.03.007

Cited by 16 publications

(16 citation statements)

References 17 publications

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“…Not only does a mentor need to know what mentoring is and how to conduct successful mentoring ( mentoring insight ), but they also need to know more about the field in which the mentoring is being conducted ( domain insight ). An example of this is youth mentoring on substance abuse 118–120 . Moreover, a mentor also needs detailed knowledge about the special situation of their mentee: her goals, action repertoire (e.g., her knowledge, skills), her environment (e.g., support by or problems with parents, peers, teachers), and subjective action space (e.g., her self‐confidence) as well as about the systemic interactions of these determinants (i.e., actiotope insight ).…”

Section: Regulatory Insight Regulatory Power Space Conflicts and Tmentioning

confidence: 99%

“…An example of this is youth mentoring on substance abuse. [118][119][120] Moreover, a mentor also needs detailed knowledge about the special situation of their mentee: her goals, action repertoire (e.g., her knowledge, skills), her environment (e.g., support by or problems with parents, peers, teachers), and subjective action space (e.g., her self-confidence) as well as about the systemic interactions of these determinants (i.e., actiotope insight).…”

Section: Regulatory Insightmentioning

confidence: 99%

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Spaces of possibilities: a theoretical analysis of mentoring from a regulatory perspective

Ziegler

Gryc

Hopp

et al. 2020

Annals of the New York Academy of Sciences

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A review of the literature on the effectiveness of mentoring reveals a paradox: on the one hand, there is evidence that mentoring can be highly effective. On the other hand, meta-analyses usually only show small to moderate effect sizes, and sometimes even negative effects. To better understand this mentoring paradox, we discuss three fundamental problems in mentoring research. We propose working definitions and theoretical premises to overcome these problems. We apply various systemic concepts to the field of mentoring that might help to resolve the mentoring paradox. We introduce mentees' actiotopes and their interaction with other systems as the unit of analysis, and the regulations for which mentors are responsible for in the context of mentoring as the categories of analysis. To systemize and elaborate on the regulatory dimensions of mentoring, we introduce the nonagonal framework of regulation in mentoring (NFR-M). To facilitate the analysis of ongoing changes caused by mentoring and therefore a dynamic understanding of mentoring, we introduce the concept of spaces of possibilities in mentoring (M-spaces). Finally, we introduce the concepts of the Athena Mentor to explain why mentors can differ so dramatically in the effectiveness of the regulations they are responsible for in the context of mentoring. We conclude by describing how mentoring comparisons based on the NFR-M, mentors' regulatory insight, regulatory power, and M-spaces can help to resolve the mentoring paradox.

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Section: Regulatory Insight Regulatory Power Space Conflicts and Tmentioning

confidence: 99%

Section: Regulatory Insightmentioning

confidence: 99%

Spaces of possibilities: a theoretical analysis of mentoring from a regulatory perspective

Ziegler

Gryc

Hopp

et al. 2020

Annals of the New York Academy of Sciences

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“…A range of systematic reviews have been undertaken to scrutinise the available evidence on mentoring with regard to a range of different outcomes including academic, health, relational, and social outcomes of young people. Whereas only some reviews focussed solely on randomised control trial evaluations ( Thomas, Lorenzetti, & Spragins, 2011 ; Thomas, Lorenzetti, & Spragins, 2013a ; Thomas, Lorenzetti, & Spragins, 2013b ), others included a variety of study designs. The majority of reviews were based on programmes in the United States of America (USA) where most studies have been undertaken.…”

Section: Introductionmentioning

confidence: 99%

“…For instance, no statistically significant effects was found in the health domain in DuBois's systematic review ( DuBois et al, 2011 ) nor was any effect of mentoring observed on academic attitude, achievement and attendance in Randolph's review of school-based programmes ( Randolph & Johnson, 2008 ). Meta-analyses have reported no statistical significant effect of mentoring on young people's evaluation of psychological stress and strain ( Eby et al, 2008 ), motivation or involvement ( Eby et al, 2008 ), helping others ( Eby et al, 2008 ), measures of aggression ( Tolan et al, 2013 ), smoking ( Thomas et al, 2013b ) and there have been mixed findings with regard to young person's drug use or alcohol use ( Thomas et al, 2011 ; Thomas et al, 2013a ).…”

Section: Introductionmentioning

confidence: 99%

Developing a typology of mentoring programmes for young people attending secondary school in the United Kingdom using qualitative methods

Busse

Campbell²,

Kipping

2018

Children and Youth Services Review

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Mentoring programmes are commonplace and delivered in a range of different ways in the United Kingdom and North America. To better understand the type of programmes available and to inform future evaluations, we developed a typology of formal mentoring programmes for young people in secondary schools in the United Kingdom. Telephone interviews with 23 programme managers from purposively sampled mentoring organisations were conducted and analysed using thematic and framework analysis. The typology was consulted on with five experts in mentoring. The final typology differentiates mentoring programmes by three overarching categories: type of mentor (older student, school staff, adult volunteer, paid adult), programme setting (school, community, online) and programme aim. The findings suggest that although mentoring programmes are heterogeneous, it is possible to group programmes into ‘personal and developmental’ and ‘academic and employability’ mentoring programmes and to differentiate between 12 overall mentoring models. The typology helps understand what is being delivered and how, which is a necessary precursor to any evaluation of health, educational, relational and social outcomes.

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“…Thomas et al (2013) found a decrease in alcohol consumption and a reduction in the youngest adolescents' experimentation with drugs (Herrera et al, 2013). Lorenzetti et al (2011) analyzed the effects of mentoring on drug and alcohol consumption in children between the ages of 12 and 16, based on four experimental studies in this field.…”

Section: Areas In Which Outcomes Attributed To Mentoring Are Observedmentioning

confidence: 99%

Las tutorías como estrategia para apoyar procesos de inclusión social juvenil: Evidencias y desafíos

Maleš¹,

Ochoa²,

Sorio³

2017

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work is licensed under a Creative Commons IGO 3.0 AttributionNonCommercial-NoDerivatives (CC-IGO BY-NC-ND 3.0 IGO) license (http://creativecommons.org/licenses/by-nc-nd/3.0/igo/ legalcode) and may be reproduced with attribution to the IDB and for any non-commercial purpose. No derivative work is allowed.Any dispute related to the use of the works of the IDB that cannot be settled amicably shall be submitted to arbitration pursuant to the UNCITRAL rules. The use of the IDB's name for any purpose other than for attribution, and the use of IDB's logo shall be subject to a separate written license agreement between the IDB and the user and is not authorized as part of this CC-IGO license.Note that link provided above includes additional terms and conditions of the license.The opinions expressed in this publication are those of the authors and do not necessarily reflect the views of the Inter-American Development Bank, its Board of Directors, or the countries they represent. SummaryThe social development gains made by Latin America and the Caribbean have driven the need for differentiated services to enhance the inclusion of specific groups and to respond more effectively to their vulnerabilities. In the case of adolescence-a key stage in life during which skills are accumulated and conditions created for a full and independent adult life-tutoring programs have emerged as a promising alternative to reduce risk behaviors and encourage positive life paths.Establishing a bond of trust with an unrelated adult peer acts as a protective factor by offering a positive behavioral model at a key moment of the transition into adulthood. The expectation is that the mentoring process will generate impacts on the young person's social-emotional and cognitive development and the formation of his or her identity.In this study, we propose to analyze some recent evidence on individual mentoring programs. Aspects including mentor profile, length of relationship, and frequency and type of activities, among others, determine the effectiveness of this methodology. Outcomes also vary depending on the objective the program seeks to achieve, such as academic performance, self-esteem enhancement, or reduction of risk behaviors.In addition, the study presents three promising programs in the region that incorporate professional mentoring into their work with at-risk youth: Caminho Melhor Jovem, the state of Rio de Janeiro, Brazil; Abriendo Caminos, the Security and Opportunities Subsystem of the Social Protection System, Chile; and Jóvenes en Red, the national government of Uruguay.

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Systematic Review of Mentoring to Prevent or Reduce Alcohol and Drug Use by Adolescents

Cited by 16 publications

References 17 publications

Spaces of possibilities: a theoretical analysis of mentoring from a regulatory perspective

Spaces of possibilities: a theoretical analysis of mentoring from a regulatory perspective

Developing a typology of mentoring programmes for young people attending secondary school in the United Kingdom using qualitative methods

Las tutorías como estrategia para apoyar procesos de inclusión social juvenil: Evidencias y desafíos

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