The Mentoring Factor

Taylor, Andrea S.; LoSciuto, Leonard; Fox, Margaretta; Hilbert, Susan M.; Sonkowsky, Michael

doi:10.1300/j024v20n01_07

Cited by 39 publications

(5 citation statements)

References 11 publications

(13 reference statements)

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“…In general, outcomes for youth involved in intergenerational mentoring relationships seem to be positive where certain programmatic conditions exist, such as mutuality of experience (Ereedman, 1988), a youth-driven approach (Styles & Morrow, 1992), or strong involvement on the part of the mentor (Taylor, LoSciuto, Eox, Hilbett, & Sonkowsky, 1999). On the other hand, research on outcomes and benefits for mentors suggests that older mentors reap significant personal rewards from the experience and also demonstrate improvements in physical health and perceived quality of life (Taylor et al, 1999;Morrow-Howell, Hinterlong, Rozario, Tang, 2003;Larkin, Sadler, & Mahler, 2005). However, these inferences should be handled with caution, as the considerations about research on mentoring benefits mentioned previously would indicate.…”

Section: A Growing Interest In Intergenerational Mentoringmentioning

confidence: 99%

Older Adult Mentors and Youth at Risk: Challenges for Intergenerational Mentoring Programs in Family-Centered Cultures

Molpeceres

Pinazo

Aliena

2012

Journal of Intergenerational Relationships

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This article poses some preliminary refiections about the viability of youth mentoring schemes in family-centered cultural contexts based on a pilot experience developed in Spain within the framework of a project aiming to train older adults as youth mentors in five European countries. After an introduction to the field of intergenerational mentoring, a description of the pilot program follows, with special attention paid to the development of theSpanish local project. Drawing on the project evaluation, some open questions are posed regarding (a) the optimal institutional framing for an intergenerational mentoring program and (b) the challenge with social representation of the mentor role.

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Section: A Growing Interest In Intergenerational Mentoringmentioning

confidence: 99%

Older Adult Mentors and Youth at Risk: Challenges for Intergenerational Mentoring Programs in Family-Centered Cultures

Molpeceres

Pinazo

Aliena

2012

Journal of Intergenerational Relationships

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“…RCS's inclusion of more meaningful service work likely allowed youth to develop additional skills and a sense of accomplishment leading to more improved outcomes. Furthermore, the mentoring opportunities incorporated into RCS likely fostered improvements in relationships, contributing to more improved peer relationships and reduced substance use (Geller, 2011;Kristjansson et al, 2010;Taylor et al, 1999). In contrast, SCS programs in the juvenile justice system may have provided opportunities for peer deviancy training when the CS was performed in a group format with minimal supervision (Dishion et al, 1999).…”

Section: Discussionmentioning

confidence: 99%

“…RCS provides more opportunities than SCS to develop positive social support, which may influence substance use outcomes. CS that facilitates positive interpersonal or mentoring experiences is associated with decreased substance use (Geller, 2011;Taylor et al, 1999). A randomized study of at-risk middle school students found that adding a mentoring component to CS was associated with lower levels of substance use when compared with standalone CS (Taylor et al, 1999).…”

mentioning

confidence: 99%

“…CS that facilitates positive interpersonal or mentoring experiences is associated with decreased substance use (Geller, 2011;Taylor et al, 1999). A randomized study of at-risk middle school students found that adding a mentoring component to CS was associated with lower levels of substance use when compared with standalone CS (Taylor et al, 1999). RCS may also enhance self-efficacy more than SCS through meaningful service projects, which is also associated with lower levels of substance use (Kadden & Litt, 2011).…”

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confidence: 99%

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Community Service Outcomes in Justice-Involved Youth: Comparing Restorative Community Service to Standard Community Service

Church

Marcus

Hamilton

2021

Criminal Justice and Behavior

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Traditional mandated community service (CS) typically consists of picking up trash or performing manual labor, distanced from the community. Some juvenile justice programs have begun to implement restorative community service (RCS) programs that enable youth to complete meaningful CS projects in a shame-free manner alongside community members. This study compared RCS with a standard community service (SCS) program in two counties in Washington State on psychosocial outcomes, including attitudes, peer relationships, school conduct, academic performance, and substance use. Recidivism was also examined. RCS was associated with reduced substance use and fewer school conduct difficulties compared with SCS, and also positively influenced peer relationships and attitudes. These findings suggest that adding a restorative component to CS may improve psychosocial outcomes for justice-involved youth, but there was no evidence that adding a restorative component to CS led to reduced recidivism. Additional systematic studies are needed to determine whether these findings replicate.

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“…Mentors are considered to play a significant role in the formation of a youth’s identity, both in the present and in the future (Rhodes & DuBois, 2008). In the present, mentor support is likely to contribute to a youth’s functioning at school, social relationships, familial relationships, and life skills (Grossman & Tierney, 1998; Taylor, LoSciuto, Fox, Hilbert, & Sonkowsky, 1999; Zimmerman, Bingenheimer, & Notaro, 2002).…”

Section: Youth–mentor Relationshipmentioning

confidence: 97%

The Different Role of Mentor Support Along the High-School Dropout Process

Itzhaki

2018

Youth & Society

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This study examined the contribution of mentor support to the following aspects of high-school dropouts’ lives: the personal (self-esteem, and the process of becoming less religious [BLR]), social (societal conditional positive and negative regard) and psychological (well-being and loneliness). The study, conducted among Ultraorthodox Jewish males, included 261 participants, aged 14 years to 21 years ( M = 17, SD = 1.17), who were at different stages in the dropout process. Findings indicated a significant difference in the contribution of mentor support. Among youths still in their yeshiva high schools, mentor support made only a minor contribution to the process of BLR; for youths in a program for dropouts, mentor support made a positive contribution to most aspects of their lives. However, among dropouts, mentor support contributed negatively to all aspects that were examined in the current study. Findings highlight the importance of further illuminating the role of mentor support and adapting it to youths’ needs.

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The Mentoring Factor

Cited by 39 publications

References 11 publications

Older Adult Mentors and Youth at Risk: Challenges for Intergenerational Mentoring Programs in Family-Centered Cultures

Older Adult Mentors and Youth at Risk: Challenges for Intergenerational Mentoring Programs in Family-Centered Cultures

Community Service Outcomes in Justice-Involved Youth: Comparing Restorative Community Service to Standard Community Service

The Different Role of Mentor Support Along the High-School Dropout Process

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