Innovative Approaches to Improving Outcomes for Children Involved with Child Welfare: Youth Mentoring

Taussig, Heather N.; Weiler, Lindsey M.

doi:10.1007/978-3-030-05858-6_19

Cited by 2 publications

(1 citation statement)

References 38 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For instance, therapeutic mentoring has shown promise for reducing the impact of trauma for youth in foster care (Johnson & Pryce, 2013 ). Other research similarly points to the potential for mentoring to benefit youth with parents who are incarcerated (Jarjoura, 2016 ), youth who are refugees or recent immigrants (Oberoi, 2016 ), youth whose parents are connected with the military (Basualdo‐Delmonico & Herrera, 2014 ; Spencer et al, 2020 ), youth transitioning from foster care (Collins et al, 2009 ; Taussig & Weiler, 2017 ), and for those reentering their schools and communities after juvenile confinement (Eddy & Schumer, 2016 ). Thus, although research does not exist on the effectiveness of mentoring during a global pandemic, there is indirect evidence to suggest that the continuity of a mentoring relationship during such a time of crisis may be highly beneficial.…”

Section: Introductionmentioning

confidence: 99%

Mentoring in the Time of COVID‐19: An Analysis of Online Focus Groups with Mentors to Youth

Kaufman

Wright

Simon³

et al. 2021

American J of Comm Psychol

View full text Add to dashboard Cite

This study explored the experiences of mentors to youth during the early months of the COVID‐19 pandemic. The study aims were to examine (1) the role of the pandemic on mentor–mentee interactions and relationships and (2) the ways in which mentors could be supported during the health crisis to better meet youth needs. Six online focus groups were conducted with 39 mentors. Mentor participants included 26 females and 11 males (two did not disclose gender), and 51% identified as white. Any mentor currently in a mentoring relationship, regardless of type, was eligible. Using Facebook groups, moderators posted questions and prompts, and mentor participants responded using textual comments. The text from each group was recorded, extracted, and coded and analyzed using thematic analysis. As mentors transitioned to a primarily online format, text and video chat became the most common communication methods. Mentees’ access to technology and privacy were the biggest challenges faced. Mentor concerns for their mentees varied, including mental health, school, family finances, and access to instrumental support and food. Mentor help involved routinely connecting with mentees and providing academic support. Mentors requested ideas and resources for connecting with mentees and an online mentor support group. During the early weeks of the pandemic, mentors continued to engage with mentees, offering valuable support during a confusing and scary time. Mentoring programs can broaden their approach, intentionally integrating online connecting in an effort to provide safe, appropriate, and continued support to both mentors and mentees.

show abstract

Section: Introductionmentioning

confidence: 99%