Evaluating community-based interventions for young people: measuring the impact of informal mentoring

Abstract

This paper emerges from a study conducted by the author into the effectiveness of a communitybased intervention scheme. The scheme, run in association with a professional football club, provided informal, personalised mentoring and a range of sports-based activities (primarily football) to young people in schools and housing estates in areas suffering from high levels of deprivation in the South of England. The interventions were intended to raise the aspirations of the young people and divert them away from crime and antisocial behaviour. While being mindful of the limitations of mentoring, this paper discusses the value of the positive male role models provided by the informal relationships between the young people and the football coaches and their role in enhancing the self-esteem and self-efficacy of the young people involved.

Connection, Challenge, and Change: The Narratives of University Students Mentoring Young Indigenous Australians

“…Colley defined the roles of mentors in such a program "…as that of transforming young people's attitudes, values, behaviours and beliefs -in short, their dispositions…" (p. 79). There is little disagreement in the literature about the possible benefits of mentoring, which is perceived as having a positive impact on the social and educational outcomes of young people (Dondero, 1997;Freedman, 1993;McGowan, Saintas & Gill, 2009;Rogers, 2011), however assessing the success of these mentoring programmes for both the mentees and mentors is another matter. Assessment is not straightforward since there are a number of difficult to measure soft outcomes for both parties (Rogers, 2011).…”

“…There is little disagreement in the literature about the possible benefits of mentoring, which is perceived as having a positive impact on the social and educational outcomes of young people (Dondero, 1997;Freedman, 1993;McGowan, Saintas & Gill, 2009;Rogers, 2011), however assessing the success of these mentoring programmes for both the mentees and mentors is another matter. Assessment is not straightforward since there are a number of difficult to measure soft outcomes for both parties (Rogers, 2011). It is more often the hard outcomes such as gaining employability and/or entering education that count for policy makers and funding sources (Colley, 2003), but many outcomes relate more closely to the development of "…self-esteem, problem solving, decision-making and general life skills" (MacCallum, Bellman & Palmer, 2005, p. 2).…”

Taking Responsibility for the Provision of Financial, Housing, and Emotional Support for Young People Leaving Care

“…However, in addition to financial support, all seven colleges were also found to be providing emotional support to care leavers and all commented on the value in having strong mentoring and counselling teams for young people. Previous research into the benefits of mentoring suggests that schools can often make a significant contribution to the development of 'resilience' in young people (Rogers, 2011b). Godshalk and Sosik argue that 'an effective mentoring relationship suggests an emotional alignment between mentor and protégé, understanding, caring and genuineness ' (2000, p. 307).…”

‘Indlela ibuzwa kwabaphambili’: Using indigenous knowledge practices to support first-year first-generation African students in their career transition to higher education

“…The tutoring programme can be empowering, nurturing and supportive if managed correctly. It can https://ajcd.africa Open Access consider the students' knowledge, positively impacting firstyear students' personal, social and academic outcomes (McGowan, Saintas, & Gill, 2009;O'Shea, Harwood, Kervin, & Humphry, 2013;Rogers, 2011). The tutors provide academic and personal support to students by encouraging participation and allowing for guidance.…”