A typology of school-based mentoring relationship quality

2018 05 30

olikfärgade flaskor
Implications for recruiting and retaining volunteer mentors
Barbara J.McMorrisa, Jennifer L.Doty, Lindsey M.Weiler, Kara J.Beckman and DiegoGarcia-Huidobro


A critical component of successful mentoring programs is the quality of relationships. In school-based settings, relationship quality measures tend to rely on single, unidimensional indicators reported by one informant. Using data from a school-based sample of both mentors and mentees enrolled in Big Brothers Big Sisters of the Greater Twin Cities (n = 244), we identified multidimensional profiles of mentoring relationships, factors associated with profiles, and associations between profiles and program-related mentor outcomes.


  • Considering both mentor and mentee report of match relationship quality is crucial.
  • Understanding patterns of match quality informs training.
  • Strong match relationship quality relates to match length and commitment.

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“I really wanted her to have a Big Sister”

2018 03 30
Mentoring programs often  focus on the mentor-mentee dyad. But this  research study show interest of the parent or caregiver in the mentoring relationship.
Semi-structured qualitative interviews were made in a Big Brothers Big Sisters mentoring program to explore reasons why they wanted mentors for their daughters.The results showed that the caregivers expected mentors to support their daughters as trusted companions, confidants, and conduits to opportunities and services. In addition, caregivers noted ways in which mentoring offered them respite and reinforced their parenting.
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An Examination of Strain and Mentor Response Strategies

2018 01 30

From the Abstract:

Mentoring is a popular and widespread intervention for at-risk youth that can positively influence this population’s adaptation to stressors and increase overall resilience. Yet there is a lack of attention to how mentoring relationships work or the attributes of mentoring that contribute to successful outcomes. In this study, we employ qualitative in-depth interviews with mentors in a school-based program to learn about their perceptions of the strain experienced by their mentees, and how they respond to it during sessions. We focus on emotional regulation, conflict resolution, future orientation, and active listening – four positive coping strategies associated with enhanced resilience among at-risk youth. This study considers how these positive strategies fit into mentors’ descriptions of their approaches and the implications for intervention programming

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By: Jennifer K. Wesely & Nicholas P. Dzoba & Holly Ventura Miller & Christine E. Rasche

Staff- a valuable source of information on mentoring relationship

2017 12 13


This research article focus on  the coordinating staff who interact on regular basis with mentors and mentees and whom rarely are used as informants but can be a valuable source of information on mentoring relationship.
But also give a more nuanced understanding of the complexity of youth mentoring relationships.

It reports a relationship quality from nine mentor-mentee dyads in a New Zealand school-based mentoring program, as well as reports from the program staff who supervised them.

Distal and experiential perspectives of relationship quality from mentors, mentees, and program staff in a school-based youth mentoring program
by Hilary Dutton, Kelsey L. Deane, Pat Bullen

Wise intervention

2017 12 08


In a by article by Jean E Rhodes she is writing: …those with mentors are more likely to graduate from high school, attend college, and obtain a Bachelor’s degree (Raposa, et al., 2017; Hagler et al., 2017; Christiansen, et al., 2017).

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Mentoring for first generation Immigrant Refugee Youth

2017 11 19
About 50 people attended a peaceful vigil in solidarity with refugees held outside the immigration detention centre on Camp Road, Broadmeadows in Melbourne's northern suburbs. The protest was called by the Refugee Action Collective of Victoria with less than 2 days notice as two refugees inside are on hunger strike. One Iranian man, aged 33 has been on a hunger strike for 9 days after his second rejection. He has been detained for 16 months. A second Iranian man 32, was given refugee status five months ago and is awaiting security clearance. Both men have not received proper medical assistance. There was a substantial police presence in front of the main gate, and in the surrounding area including the dog squad. The protest was peaceful with speakers, music and chants of "Freedom", "Azadi". Hundreds of helium filled balloons raised a banner above the crowd and flew across the gate, before first catching on a fence, and then the balloons getting snagged in a tree. Candles were lit spelling out "SOS". One of the Iranian inmates telephoned out and thanked the crowd for their support - knowing we were outside gives encouragement and energy to the refugees detained inside. 2012 marks the 20th anniversary since the introduction of mandatory detention in Australia.

By Ashmeet K. Oberoi, University of Miami, Dec. 2016

This review examines research on mentoring for first-generation immigrant and refugee youth and is organized around four aspects of mentoring for these youth—its documented effectiveness, factors conditioning effectiveness, intervening processes for linking mentoring to outcomes, and the extent of reach and engagement and the quality of implementation of mentoring programs.

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How to Measure the Long-term Outcome?

2017 11 16

Wie wirkts langfristig?

Master thesis by Verena Kofler (in German)

Social programs have to deal increasingly with their effects and are required to prove them. The aspect of long-term effects is often neglected. The present study investigated the question of how short- and long-term outcomes can be measured by an impact assessment on the mentoring program ‘Nightingale’, focusing on two of its main objectives: the increase of the educational motivation and the strengthening of self-esteem. A research design has been developed, which is able to show short and long-term changes (outcomes) using a quasi- experiment design and the double-difference method. By involving a comparison group, it allows the outcomes to be causally linked to the program. This non-memory-based approach takes into account both intended and non-intended personality-oriented outcomes. With the ‘five-factor model’ (Bleidorn and Ostendorf 2009) and the ‘self-value scale’ (Schütz and Selling 2006), established instruments were chosen that correspond to the scientific main quality criteria. This research design has then been discussed with relevant stakeholders on acceptance and practicability, based on qualitative, partially structured expert interviews. Information resulting from the interviews were extended with selected data deriving from analysis of current evaluations of ‘Nightingale’. Thereby both, the acceptance and the feasibility of the research design, could (conditionally) be confirmed. The work presents the possibilities and limitations regarding planning and hypothetical implementation of a long-term impact analysis in the field of social economy
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2017 09 19

2014-12-28 11.31.21
Effects of a School-Based Social-Emotional and Character Development Program on Self-Esteem Levels and Processes: A Cluster-Randomized Controlled Trial

Naida Silverthorn, David L. DuBois, Kendra M. Lewis, Amanda Reed, Niloofar Bavarian, Joseph Day, Peter Ji, Alan C. Acock, Samuel Vuchinich, and Brian R. Flay

This study evaluated effects of Positive Action (PA), a school-based social-emotional and character development program, on self-esteem levels and processes among minority, low-income, urban youth.

The result shows that students in PA schools had more favorable change and endpoint scores on indices of self-esteem in the domains of peer and school and use of both adaptive and (to a lesser extent) maladaptive processes for developing and maintaining self-esteem.  Read more click here

2017 06 24

rejkjavik HDR kopia

Do youth mentoring programs change the perspective and improve the life opportunities of at-risk youth?
By Núria Rodrígues Planas, Germany

Positive but modest effects of mentoring was found, especially for females, the most disadvantaged or at-risk youths. The results  however vary depending on the characteristic of the individuals involved and the quality of the relationships formed between mentors and mentees. So the researcher ask: Do the short-term changes generated by mentoring programs persist, or do they fade over time? Do they translate into longer-term payoffs, as measured by different life achievements?


2017 04 27

olikfärgade flaskor

An Interpretive Phenomenological Analysis of Long-Term Mentoring Relationships from the Youth Perspective

By Kevin Richard Jones, Portland State University (2016)

When mentoring programs are well-designed and well-implemented, young people can experience positive gains in a number of social, emotional, behavioral, and educational areas. But the lack of participant voice in mentoring research suggests that an important source of empirical and interpretive information is unavailable to the field in the process of designing, implementing, and researching mentoring programs.

This study used interpretive phenomenological analysis (IPA) to explore how youth participants in the Friends of the Children (FOTC) mentoring program experience and understand their long-term mentoring relationships.

Interesting? Read more here