Mentoring Youth at High Risk: The Perspectives of Professional Mentors

Lakind, Davielle; Eddy, J. Mark; Zell, Adrienne

doi:10.1007/s10566-014-9261-2

Cited by 28 publications

(33 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The characteristics of mentoring experiences that promote the relationship include demonstrating consistency and being fully present (Smith et al, 2015), and having knowledge of the youth's past along with demonstrating acceptance (Spencer, Gowdy, Drew, & Rhodes, 2018). The facilitation of an effective mentoring connection also requires flexibility, good listening skills, empathy, and trustworthiness (Lakind, Eddy, & Zell, 2014). Feelings of satisfaction are also of great importance to mentors as they commit to mentoring and utilize relationship maintenance techniques to maintain their relationships (Gettings & Wilson, 2014).…”

Section: Introductionmentioning

confidence: 99%

Mentors' experiences of mentoring justice‐involved adolescents: A narrative of developing cultural consciousness through connection

Duron

Williams‐Butler

Schmidt

et al. 2020

Journal Community Psychology

View full text Add to dashboard Cite

Mentoring provides a relational intervention that can promote positive youth development among adolescents who are involved in the juvenile justice system. The perspectives of mentors engaging these youth, particularly insights considered through a cultural humility lens, have been largely absent from the literature to date. This study examined predominately White, middle‐ to upper‐class adult mentors' experiences mentoring racially diverse, working‐class youth. Semi‐structured qualitative interviews were completed with 23 mentors participating in a community‐based mentoring program. Themes were derived from inductive content analysis. Emergent themes illustrative of the mentoring process included (a) establishing a connection despite differences, (b) identifying mentees' personal and environmental challenges, and (c) raising consciousness around structural issues. Despite coming from different backgrounds and experiences, mentors who worked with justice‐involved adolescents were motivated to connect with their mentees. Mentors developed a greater awareness of structural challenges influencing adolescents by learning about the multifaceted experiences and needs of their mentees.

show abstract

Section: Introductionmentioning

confidence: 99%

Mentors' experiences of mentoring justice‐involved adolescents: A narrative of developing cultural consciousness through connection

Duron

Williams‐Butler

Schmidt

et al. 2020

Journal Community Psychology

View full text Add to dashboard Cite

show abstract

“…The current study builds on a prior study (Lakind, Eddy, & Zell, 2014) examining the conceptualizations of “professional” youth mentors (mentors serving in a long-term full-time salaried capacity) who worked with rosters of youth perceived to be at heightened risk for adjustment problems and negative life outcomes. In that study, we focused on how serving in a professional capacity affected how mentors conceptualized their role, as well as how they viewed the program model and organizational structure.…”

Section: Introductionmentioning

confidence: 99%

“…In our previous study (Lakind, Eddy, & Zell, 2014), we discussed mentors’ claim that a crucial and unique feature of their role was their ability to cross over into multiple key settings. They emphasized that it was not only that they had sufficient time to engage in these settings because of the number of hours each week they devoted to their work, but that entering into these settings as “professionals” provided them with authority and credibility that enhanced access and cooperation.…”

Section: Introductionmentioning

confidence: 99%

Youth mentoring relationships in context: Mentor perceptions of youth, environment, and the mentor role

Lakind

Atkins

Eddy

2015

Children and Youth Services Review

Self Cite

View full text Add to dashboard Cite

Youth mentoring is primarily understood as a relationship between mentor and mentee, yet mentors often enter into home, school, and other community settings associated with youth they serve, and interact regularly with other people in mentees’ lives. Understanding how and why mentors negotiate their role as they do remains underexplored, especially in relation to these environmental elements. This qualitative study drew on structured interviews conducted with professional mentors (N = 9) serving youth at risk for adjustment problems to examine how mentors’ perceptions of their mentees and mentee environments informed their sense of how they fulfilled the mentoring role. Mentors commonly characterized problems youth displayed as byproducts of adverse environments, and individual-level strengths as existing “in spite of” environmental inputs. Perceptions of mentees and their environments informed mentors’ role conceptualizations, with some mentors seeing themselves as antidotes to environmental adversity. Mentors described putting significant time and effort into working closely with other key individuals as well as one-on-one with mentees because they identified considerable environmental need; however, extra-dyadic facets of their roles were far less clearly defined or supported. They described challenges associated with role overload and opaque role boundaries, feeling unsupported by other adults in mentees’ lives, and frustrated by the prevalence of risks. Community-based mentoring represents a unique opportunity to connect with families, but mentors must be supported around the elements of their roles that extend beyond mentor-mentee relationships in order to capitalize more fully on the promise of the intervention.

show abstract

“…Mentoring involves a process of negotiation and renegotiation that balances (1) the need to build a trusting relationship in which young people feel protected and are full participants and (2) the provision of enough structure to promote and help them succeed. Overall, the role conceptualizations of mentors and the organizational culture within which the mentors work are important in helping at-risk youth succeed (Lakind, Eddy, and Zell 2014). The mentee's progress is nonlinear, and the mentoring relationship needs to have a persistent adaptive element for rebuilding trust at every step, strengthening resilience against new forms of obstacles, and building confidence to accomplish success in acquiring new skills.…”

Section: Lessons Learned On How To Implement Mentoringmentioning

confidence: 99%

Back to School: Pathways for Reengagement of Out-of-School Youth in Education

Rajasekaran¹,

Reyes²

2019

View full text Add to dashboard Cite

Books in this series are published to communicate the results of Bank research, analysis, and operational experience with the least possible delay. The extent of language editing varies from book to book. This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. Nothing herein shall constitute or be considered to be a limitation upon or waiver of the privileges and immunities of The World Bank, all of which are specifically reserved.

show abstract

Mentoring Youth at High Risk: The Perspectives of Professional Mentors

Cited by 28 publications

References 25 publications

Mentors' experiences of mentoring justice‐involved adolescents: A narrative of developing cultural consciousness through connection

Mentors' experiences of mentoring justice‐involved adolescents: A narrative of developing cultural consciousness through connection

Youth mentoring relationships in context: Mentor perceptions of youth, environment, and the mentor role

Back to School: Pathways for Reengagement of Out-of-School Youth in Education

Contact Info

Product

Resources

About