Characteristics and Correlates of Supportive Peer Mentoring: A Mixed Methods Study

Holt, Laura J.; Lopez, Melva J.

doi:10.1080/13611267.2014.983326

Cited by 12 publications

(10 citation statements)

References 28 publications

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“…Indeed, these skills and outcomes are integral to a positive peer mentoring experience, both for the mentor and mentee, which is why we believe there is utility to examining attachment in the context of a peer mentor program. Further, recent qualitative findings from our research group suggest that even in a peer mentoring program with an academic focus, 56% of mentors reported serving as a trusted friend or confidante to their mentees (Holt & Lopez, 2014), which is consonant with Gershenfeld's (2014) finding that 55% of the collegiate mentoring programs reported that their mentors provided psychosocial or emotional support. Without question, more research on peer mentor attachment style and its associated outcomes is needed to establish whether our findings are generalizable to peer mentors at other institutions of higher education, particularly mentors in dissimilar environments, such as public institutions or community colleges.…”

Section: Limitations and Future Directionssupporting

confidence: 57%

Peer Mentor Characteristics That Predict Supportive Relationships With First-Year Students: Implications for Peer Mentor Programming and First-Year Student Retention

Holt

Fifer

2016

Journal of College Student Retention: Research, Theory & Pr

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Peer mentoring programs frequently are implemented on college campuses to enhance first-year college student retention; however, few studies have examined characteristics of peer mentors that are associated with more supportive mentormentee relationships, leaving college personnel with a limited understanding of how to improve these vital programs. Accordingly, in this prospective study, we examined whether mentors' attachment style and self-efficacy to mentor predicted peer mentors' (n ¼ 76) or mentees' (n ¼ 999) ratings of mentor-provided support. Results showed that mentor self-efficacy mediated the relation between an avoidant attachment style and mentor-reported support; that is, peer mentors with a more avoidant attachment style reported lower self-efficacy to mentor and, in turn, endorsed providing lower levels of support for mentees. Mentor-mentee contact, however, was the only predictor of mentees' ratings of mentor support. Future research should aim to extend these preliminary findings so as to inform the selection, training, and Journal of College Student Retention: Research, Theory & Practice 0(0) 1-25 ! The Author(s) 2016 Reprints and permissions: sagepub.com/journalsPermissions.nav

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Section: Limitations and Future Directionssupporting

confidence: 57%

Peer Mentor Characteristics That Predict Supportive Relationships With First-Year Students: Implications for Peer Mentor Programming and First-Year Student Retention

Holt

Fifer

2016

Journal of College Student Retention: Research, Theory & Pr

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“…The importance of trust, open communication, and connectedness to mentees has been shown to be an essential component for effective peer mentoring practices (Holt & Lopez 2014;James et al 2014;Willis et al 2012). The young mentors recognized that relationship could not be built with vulnerable mentees if these elements of a relationship were not developed.…”

Section: Discussionmentioning

confidence: 99%

“…The importance of trust, open communication, and connectedness to mentees has been shown to be an essential component for effective peer mentoring practices (Holt & Lopez ; James et al . ; Willis et al .…”

Section: Discussionmentioning

confidence: 99%

Rewriting stories of trauma through peer‐to‐peer mentoring for and by at‐risk young people

Douglas

Jackson

Woods

et al. 2019

Int J Mental Health Nurs

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Adverse childhood experiences are strongly associated with the development of mental health disorders during the life span. When mental health issues are not effectively dealt with during the adolescent period, young people can become long‐term consumers in the mental health system. A widely accepted method of intervention is the provision of mentoring. More recently, young people have been fulfilling the role of mentor to their peers and mentoring has played a large role in supporting young people who are considered at‐risk of not achieving the expected psychosocial, educational, and/or developmental goals. What is not known is why young people, previously identified as being at‐risk, are motivated to mentor their at‐risk peers. The study aim was to examine what motivates previously recognized at‐risk young people to provide mentoring to their at‐risk peers. Participants were twelve previously recognized at‐risk young people recruited through a formal peer‐to‐peer mentoring programme. Semi‐structured interviews were conducted, and the data analysed through narrative inquiry and reported in accordance with the consolidated criteria for reporting qualitative research guidelines (COREQ). Results indicate that young people are motivated by their own lived experiences of trauma(s) to provide at‐risk peer mentoring. The experience of mentoring afforded opportunities to rewrite individual personal journeys of trauma through mentoring their at‐risk peers, thus constructing a more positive self‐identity. Outcomes of developing positive peer relationships and prosocial behaviours could significantly assist mental health clinicians in providing more acceptable care to clients in an age group known to be reluctant to accept traditional mental health intervention.

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“…The mentoring literature largely focuses on the experiences and outcomes of mentoring partnerships (Crisp et al , 2017). Measurable direct and indirect outcomes for both the mentor and mentee noted in the literature include a strong emphasis on mentor outcomes (Engler, 2015; Holt and Lopez, 2014; North-Samardzic and Cohen, 2016) and impact on mentees participating in the partnerships (Baier et al , 2016; Crisp, 2009). Crisp and Cruz (2009) argued participating in college student mentoring programs yielded four outcomes: psychological and emotional support, degree and career support, academic subject knowledge support and role modeling.…”

Section: Literature Reviewmentioning

confidence: 99%

Talking to the mentees: exploring mentee dispositions prior to the mentoring relationship

Taylor

Black

2018

IJMCE

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Purpose The purpose of this paper is to explore how postsecondary mentoring programs address mentee dispositions prior to the mentee entering the reciprocal relationship, particularly which mentee dispositions are valued across mentoring program types, including peer, community-to-student, faculty-to-student and faculty-to-faculty programs. Design/methodology/approach This study employed quantitative content analysis to examine 280 institutional US postsecondary mentoring websites across four different institution types (public, four-year; private, four-year, non-profit; private, four-year, for-profit; public, two-year) and four different mentoring program types (peer or student-to-student, community-to-student, faculty-to-student and faculty-to-faculty programs). Grounded coding strategies were employed to generate these four mentoring program types, supported by extant research (Crisp et al., 2017). Findings Of 280 mentoring programs, 18.6 percent articulated mentee dispositions prior to entering the reciprocal relationship. When mentoring programs did address mentees, most programs articulated mentor duties aligned with mentee expectations (47.5 percent of programs) and program outcomes for mentees (65.7 percent of programs) rather than what the mentee can and should bring into a reciprocal relationship. Research limitations/implications This study is delimited by its sample size and its focus on institutional website content. Future studies should explore how mentoring programs recruit and retain mentees, as well as how website communications address the predispositions and fit of mentees within different types of mentoring programs. Practical implications This study provided evidence that many postsecondary mentoring programs in the USA may not be articulating programmatic expectations of mentees prior to the mentoring relationship. By failing to address mentee predispositions, mentoring programs may not be accurately assessing their mentor’s compatibility with their mentees, potentially leading to unproductive mentoring relationships. Originality/value This study affirms extant research (Black and Taylor, 2017) while connecting mentor- and coaching-focused literature to the discussion of a mentee dispositions scale or measurement akin to Crisp’s (2009) College Student Mentoring Scale and Searby’s (2014) mentoring mindset framework. This study also forwards an exploratory model of mentoring program inputs and outputs, envisioning both mentor and mentee characteristics as fundamental inputs for a mentoring program rather than traditional models that view mentors as inputs and mentee achievements as outputs (Crisp, 2009; Searby, 2014).

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Characteristics and Correlates of Supportive Peer Mentoring: A Mixed Methods Study

Cited by 12 publications

References 28 publications

Peer Mentor Characteristics That Predict Supportive Relationships With First-Year Students: Implications for Peer Mentor Programming and First-Year Student Retention

Peer Mentor Characteristics That Predict Supportive Relationships With First-Year Students: Implications for Peer Mentor Programming and First-Year Student Retention

Rewriting stories of trauma through peer‐to‐peer mentoring for and by at‐risk young people

Talking to the mentees: exploring mentee dispositions prior to the mentoring relationship

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