The objective is to develop and test dimensionality and validity of a new measure of five mentoring intervention processes drawn from emphases across prior mentoring efforts that might be the basis for effects: identification with the mentor, social and emotional support, teaching and education, and advocacy, and shared time and activity. Partial validation of value was drawn from moderation role in a meta‐analysis of mentoring (Tolan, Henry, Lovegrove, Schoeny, & Nichols, 2014. J. Exp. Criminol., 10, 179–201). Data collected of candidate items completed by 740 mentors and 302 mentees (mean age = 16.59 years) were subjected to confirmatory factor analyses based on the five theorized dimensions. Scales derived from best‐fitting solutions were examined for convergent validity in relation to other indicators of mentoring relationship qualities. A bifactor model with five specific factors was supported for adult mentor reports while a simplified single factor model fit youth reports. Correlations between derived scale scores and validity indicators of mentoring relationship qualities were consistent with expectations. Multiple activities that comprise mentoring can be identified in adult mentor reports but not youth reports. This scale provides a promising basis for testing how variation in emphasis during mentoring affects impact and help guide training emphases.

Growing awareness of the prevalence and impact of adverse childhood experiences has spurred implementation, research, and policy on trauma-informed approaches in schools. School staff buy-in to trauma-informed schools (TIS) is an essential early step to building a schoolwide trauma-informed culture. Buy-in is developed by building knowledge and shifting attitudes through a full staff professional development training on trauma. Measuring school staff attitudes relevant to TIS can help ensure the effectiveness of TIS implementation. One available tool for this purpose is the Attitudes Related to Trauma-Informed Care (ARTIC) Scale. Even when school staff develop TIS-favorable attitudes after training, the TIS initiative can be difficult to maintain. Therefore, this chapter closes with a discussion of several key factors known to support the sustainability of complex educational interventions that can be incorporated into the TIS implementation plan.

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