Las tutorías como estrategia para apoyar procesos de inclusión social juvenil: Evidencias y desafíos

Abstract

work is licensed under a Creative Commons IGO 3.0 AttributionNonCommercial-NoDerivatives (CC-IGO BY-NC-ND 3.0 IGO) license (http://creativecommons.org/licenses/by-nc-nd/3.0/igo/ legalcode) and may be reproduced with attribution to the IDB and for any non-commercial purpose. No derivative work is allowed.Any dispute related to the use of the works of the IDB that cannot be settled amicably shall be submitted to arbitration pursuant to the UNCITRAL rules. The use of the IDB's name for any purpose other than for attribution, and the use of IDB's logo shall be subject to a separate written license agreement between the IDB and the user and is not authorized as part of this CC-IGO license.Note that link provided above includes additional terms and conditions of the license.The opinions expressed in this publication are those of the authors and do not necessarily reflect the views of the Inter-American Development Bank, its Board of Directors, or the countries they represent. SummaryThe social development gains made by Latin America and the Caribbean have driven the need for differentiated services to enhance the inclusion of specific groups and to respond more effectively to their vulnerabilities. In the case of adolescence-a key stage in life during which skills are accumulated and conditions created for a full and independent adult life-tutoring programs have emerged as a promising alternative to reduce risk behaviors and encourage positive life paths.Establishing a bond of trust with an unrelated adult peer acts as a protective factor by offering a positive behavioral model at a key moment of the transition into adulthood. The expectation is that the mentoring process will generate impacts on the young person's social-emotional and cognitive development and the formation of his or her identity.In this study, we propose to analyze some recent evidence on individual mentoring programs. Aspects including mentor profile, length of relationship, and frequency and type of activities, among others, determine the effectiveness of this methodology. Outcomes also vary depending on the objective the program seeks to achieve, such as academic performance, self-esteem enhancement, or reduction of risk behaviors.In addition, the study presents three promising programs in the region that incorporate professional mentoring into their work with at-risk youth: Caminho Melhor Jovem, the state of Rio de Janeiro, Brazil; Abriendo Caminos, the Security and Opportunities Subsystem of the Social Protection System, Chile; and Jóvenes en Red, the national government of Uruguay.

THE INFLUENCE OF BEING A MENTOR ON LEADERSHIP DEVELOPMENT: Recommendations for Curricular and Co-Curricular Experiences

“…This rapid shift has created a renewed call for high-quality mentoring relationships (Bearman et al, 2007). As a widespread social intervention (Rhodes & DuBois, 2008) mentoring has been frequently employed to meet the needs of a changing landscape and foster positive relationships (Bearman et al, 2007;Males et al, 2017). However, the prevalence of mentoring relationships and programs is not necessarily an indicator of their effectiveness (Rhodes & DuBois, 2008).…”