A model for the influence of mentoring relationships on youth development

Abstract

Anecdotal reports of the protective qualities of mentoring relationships for youth are corroborated by a growing body of research. However, few researchers have explored the processes by which mentors influence developmental outcomes. In this article, we present a conceptual model of the mentoring process, drawing from theory and research on child and adolescent development and close relationships. Although we view the processes outlined in this model as generally applicable to mentoring relationships in childhood and adolescence, we recognize that the effects of mentoring are likely to depend upon the age and circumstance of the youth, as well as the quality and duration of the relationship. Accordingly, we discuss issues in the development and assessment of mentoring

The Functions and Longitudinal Outcomes of Adolescents’ Naturally Occurring Mentorships

“…Similarly, longitudinal research has shown the benefit of having a natural mentor in adolescence for predicting optimism in later adolescence (Kogan, Brody & Chen, 2011) as well as life satisfaction and psychological well-being in young adulthood (Hurd & Zimmerman, 2014). Mentors offer support and care, which can help adolescents develop a more positive self-concept and in turn lead to better psychological functioning (Rhodes, Spencer, Keller, Liang & Noam, 2006). Mentors can also model emotion regulation and provide opportunities to develop these skills.…”

“…Mentors provide adolescents with opportunities to learn new strategies such as positive ways of responding and behaving in social situations and emotion regulation skills (Rhodes et al, 2006). These skills are predictive of relationship satisfaction in adulthood (Bradbury & Scaffer, 2012;Malouff, Schutte & Thorsteinsson, 2014).…”

“…These skills are predictive of relationship satisfaction in adulthood (Bradbury & Scaffer, 2012;Malouff, Schutte & Thorsteinsson, 2014). Among adolescents, mentoring has been shown to relate to greater trust in adults (DuBois et al, 2002;Rhodes et al, 2006), as well as improved social functioning (Langhout et al, 2004). Further, having a mentor in adolescence is predictive of better social functioning in young adulthood (Hurd & Zimmerman, 2014).…”

“…To comprehensively understand the role of naturally occurring mentors, we analyzed and categorized adolescents' qualitative responses about how mentors helped them. Rhodes et al (2006) provide a theoretical model of the three key ways that youth mentors support socioemotional, cognitive, and identity development of children and adolescents. While this model offers a useful starting point for understanding some of the key functions of youth mentors, the model has rarely if ever been tested and thus lacks empirical support.…”

Mentoring Relationship Closures in Big Brothers Big Sisters Community Mentoring Programs: Patterns and Associated Risk Factors

“…Probably one of the most critical mentoring processes for the preservation of healthy MRs is relationship quality. Rhodes, Spencer, Keller, Liang and Noam (2006) assert that feelings of closeness and warmth between the mentor and mentee lie at the heart of the MR and must be solidified for mentoring to make a noticeable impact in the lives of youth. In their view, relationships that do not have these qualities are doomed for failure (Rhodes et al, 2006).…”