Time-Limited, Structured Youth Mentoring and Adolescent Problem Behaviors

Weiler, Lindsey M.; Haddock, Shelley A.; Zimmerman, Toni Schindler; Henry, Kimberly L.; Krafchick, Jennifer L.; Youngblade, Lise M.

doi:10.1080/10888691.2015.1014484

Cited by 22 publications

(13 citation statements)

References 54 publications

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“…Together, these perspectives support what Cavell and Elledge () later referred to as mentoring‐as‐context, in which mentoring is used as a context for prevention‐focused programming, even in short‐term relationships. See Haddock et al., and Weiler et al., for complete information on the program model.…”

Section: Methodsmentioning

confidence: 99%

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Youth Risk and Mentoring Relationship Quality: The Moderating Effect of Program Experiences

Weiler

Boat

Haddock

2019

American J of Comm Psychol

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Highlights• Youth environmental risk was negatively associated with mentoring relationship quality.• Youth individual risk was not associated with mentoring relationship quality.• Mentors' program experience was positively related to mentoring relationship quality.• Mentors' program experience buffered the link between environmental risk and relationship quality.Abstract Because program experiences are more amendable than mentor or mentee characteristics, they may be important factors to consider in buffering the negative impact of youth risk on the quality of the mentor-mentee bond. Data from 455 mentees (ages 11-18; 57% male) and their undergraduate student mentors (82.3% female) from the Campus Connections mentoring program were used to assess whether youth risk and mentors' program experiences (i.e., program structure, supportive relationships with staff, opportunities for skill building, support for efficacy and mattering, and opportunities to belong) were associated with mentoring relationship quality and whether mentors' experience within the program moderated the association between youth risk and mentoring relationship quality. Results indicated that environmental, but not individual, risk was negatively associated with relationship quality. Mentors' experiences with the program were positively associated with mentoring relationship quality, and in many cases, above and beyond youth level of risk. Finally, mentors' perception of program structure, supportive relationships, and opportunities for skill building attenuated the negative relationship between environmental, but not individual, risk and relationship quality. Mentors' experiences of program support for efficacy and mattering and opportunities to belong were not significant moderators in any model. Implications for programs and future research directions are presented.

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Section: Methodsmentioning

confidence: 99%

“…However, in these models, the relationship is situated, in various ways, within a larger setting. For example, mentoring may occur in a time‐limited setting with pre‐planned goals or activities (Cavell & Henrie, ; Taussig, Culhane, & Hettleman, ; Weiler et al, ).…”

Section: Introductionmentioning

confidence: 99%

Youth Risk and Mentoring Relationship Quality: The Moderating Effect of Program Experiences

Weiler

Boat

Haddock

2019

American J of Comm Psychol

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“…Participants for the study were obtained as part of a larger study of Campus Connections (a 12week, after-school mentoring program for at-risk youth; Weiler, Haddock, Henry, Zimmerman, Krafchick, & Youngblade, 2015). For the purposes of the larger study, youth were referred by community agencies in Northern Colorado to Campus Connections.…”

Section: Methodsmentioning

confidence: 99%

Family Problem-Solving and Attachment Quality: Associations With Adolescent Risk-Taking Behavior

Keyzers

Weiler

Haddock

et al. 2019

JYD

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Close parent-child relationships are protective against the development of delinquent behavior. By creating a context for open communication and trust, parents positively influence adolescent development. The current study examined the associations among attachment quality, family problemsolving, and adolescent risk-taking behavior, as well as the mediating effect of family problem-solving on the relationship between attachment quality and adolescent risk-taking behavior. Participants included 520 adolescents (ages 10 to 19, M = 14.24) and their parents or guardians (N = 520). Two path analyses were conducted to test study hypotheses. As predicted, attachment quality was negatively associated with parent and adolescent perceptions of adolescent risk-taking behavior and positively related to family problem-solving ability, after controlling for age, gender, and race/ethnicity. Contrary to our hypothesis, family problem-solving ability did not mediate the effect of attachment quality on parent or youth perceptions of adolescent risk-taking behavior. Preventive interventions that encourage warm, supportive bonds between parents and youth may aid families in deterring youth from negative risk-taking behavior. Further research should examine other family-level factors that might influence adolescent risk-taking via direct and indirect pathways.

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“…The sample consisted of adolescents and their mentors who participated in a previously published evaluation of a preventive intervention for high-risk youth known as Campus Connections (CC), formerly Campus Corps (Weiler, Haddock, Henry, Zimmerman, Krafchick, & Youngblade, 2015). Youth were referred by the Office of the District Attorney, the Probation Department, and restorative justice and diversion programs through the Department of Human Services and two local agencies.…”

Section: Methods Participantsmentioning

confidence: 99%

Mentor Response to Youth Academic Support–Seeking Behavior

et al. 2017

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Mentoring-based interventions for adolescent offenders are promising strategies for reducing the likelihood of academic underachievement, truancy, and school dropout. Program effectiveness, however, varies widely. Investigation into factors that strengthen the impact of mentoring on academic-related outcomes is warranted. One factor might be academic attunement, or the degree to which a mentor's emphasis on academics is consistent with youth's academic support-seeking behavior and desire for academic help. This within-group study examined the relationship between mentor attunement and academic outcomes among youth (N=204; ages 11-18; 54.5% male) who participated in a time-limited mentoring program. Latent profile analysis identified three distinct groups: attuned mentors, over-focused mentors, and under-focused mentors. In general, youth with attuned mentors reported better post-intervention scores as compared to youth with misattuned (i.e., over-focused or under-focused) mentors on perception of school usefulness and importance, academic self-efficacy, and truancy, but not grade point average. Findings suggest the importance of monitoring academic attunement.

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Time-Limited, Structured Youth Mentoring and Adolescent Problem Behaviors

Cited by 22 publications

References 54 publications

Youth Risk and Mentoring Relationship Quality: The Moderating Effect of Program Experiences

Youth Risk and Mentoring Relationship Quality: The Moderating Effect of Program Experiences

Family Problem-Solving and Attachment Quality: Associations With Adolescent Risk-Taking Behavior

Mentor Response to Youth Academic Support–Seeking Behavior

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