Cross-age Peer Mentoring in Action: the process and outcomes

Dearden, Jackie

doi:10.1080/0266736980130406

Cited by 14 publications

(9 citation statements)

References 3 publications

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“…Thompson and Smith (2011) found that mentors felt they had learned to deal with difficult situations, and developed communication skills, problem-solving skills and increased confidence. In a small-scale single-time point study in an English secondary school, the majority of peer supporters agreed with statements relating to improved interpersonal skills and personal development (Dearden, 1998). Karcher, Davidson, Rhodes, and Herrera (2010) suggest that cross-age peer mentoring promotes mentors' developmental competencies, citing evidence from US evaluations including Pastoral Care in Education 105 improvements in academic engagement and self-esteem.…”

Section: Introductionmentioning

confidence: 96%

Becoming grown-ups: a qualitative study of the experiences of peer mentors

James

Smith

Radford

2014

Pastoral Care in Education

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Peer mentoring is the most common type of peer support framework used in English secondary schools, involving a one-to-one supportive relationship between pupils. Interpersonal benefits have been found for pupils who provide support to others, but there has been little exploration of the experience of being a peer mentor. This qualitative study aimed to provide an initial in-depth look at young people's experiences. A semi-structured focus group was conducted with seven pupils aged 16-17 years in an English secondary school, who were acting as peer mentors to younger mentees or were becoming a mentor. Central thematic categories were identified using abbreviated grounded theory analysis. The central category Becoming grown-ups reflected the way the peer mentors felt the role helped to prepare them for adulthood. Other categories revealed that the role involved a nurturing relationship which benefited mentors but was also challenging. These findings extend the literature by revealing that these pupils may experience personal growth due to both positive and negative aspects of the role. It is recommended that further qualitative exploration of the experiences of peer mentors across multiple settings should be conducted, with findings used to enhance pupil training.

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Section: Introductionmentioning

confidence: 96%

Becoming grown-ups: a qualitative study of the experiences of peer mentors

James

Smith

Radford

2014

Pastoral Care in Education

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“…Moreover, the current study employed the strategy of using cross-age peers (i.e., students in higher grade levels who help younger students). The use of cross-age peers has been cited as an effective influencer of younger youth due to perceptions of increased message credibility (Dearden 1998). The intervention therefore combines two components-media and peers-with each having considerable potential to influence attitudes and behaviors related to violence.…”

Section: Introductionmentioning

confidence: 98%

Efficacy of a Randomized Trial of a Community and School-based Anti-violence Media Intervention Among Small-town Middle School Youth

Swaim

Kelly

2008

Prev Sci

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In a community randomized controlled trial, intervention middle school students from small towns were exposed to a community and school-based anti-violence intervention ("Resolve It, Solve It"). The primary intervention was a media campaign in which local high school students served as models in print, radio, and television PSAs and spearheaded local school and community activities. The media campaign was supported with school and community events that reinforced campaign messages. Tests of recognition and recall indicated widespread exposure to the media intervention. Multiple group latent growth models indicated that relative to control students, intervention students reported significant differences in rates of growth for intent for violence, physical assault against people, verbal victimization, and perceived safety at school. No differences were found for verbal assault, physical assault against objects, physical victimization, or self-efficacy for avoiding violence. When examined by sex, it was determined that results for physical assault against people were obtained only among female students, and changes in verbal victimization and perceived school safety were observed only among male students. These results suggest that a media and reinforcing community intervention led by older peers can alter rates of growth for some measures of violence and associated factors among small-town youth. Further research is indicated to determine how different campaign messages influence students by sex.

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“…Mentors require appropriate and relevant knowledge and experience of both life and learning. When both pupils and mentor alike enjoy the companionship provided by a tutoring relationship, the potential for learning is usually greater (Dearden, 1998).…”

Section: Approaches To Mentoringmentioning

confidence: 99%

“…They can also establish a way of learning-learning from one another-which may well be the main informal learning mode in life after school. Peer mentoring has the potential for embedding it in the curriculum (Dearden, 1998).…”

Section: Other Forms Of Mentoringmentioning

confidence: 99%

Mentoring with Disaffected Pupils

Reid¹

2002

Mentoring & Tutoring: Partnership in Learning

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This article focuses on a critical evaluation of progress being made by a number of major innovative schemes which are aimed at raising standards in schools and combating disaffected behaviour. Prominent amongst these schemes are the new Connexions Service, Excellence in Cities and Education Action Zones as well as other major initiatives. This article is the rst to pull these strands together by examining their current approaches with disaffected pupils. It concludes by indicating that it is unlikely that these schemes and their mentoring approaches will be fully successful until viable alternative and vocational curriculum schemes are applied nationally for the 14-19 age group.

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Cross-age Peer Mentoring in Action: the process and outcomes

Cited by 14 publications

References 3 publications

Becoming grown-ups: a qualitative study of the experiences of peer mentors

Becoming grown-ups: a qualitative study of the experiences of peer mentors

Efficacy of a Randomized Trial of a Community and School-based Anti-violence Media Intervention Among Small-town Middle School Youth

Mentoring with Disaffected Pupils

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