The implementation of Australian Youth Mentoring Programmes: An examination of strengths and limitations through stakeholder engagement

Abstract

In recent years, youth mentoring programmes (YMPs) have received significant attention as an intervention tool delivered to young people with the aim of fostering positive psychosocial development. The aim of the current study was to conduct a needs assessment that examined the current trends in YMPs across Australia to inform their implementation. Utilizing the COM-B model, a mixed-method design that consisted of an exploratory survey administered to young people and semi-structured interviews conducted with key YMP stakeholders was adopted. The findings of this study provided several compelling insights regarding the need for YMPs and the barriers and enablers to their implementation, while also highlighting several positive outcomes that are commonly experienced by young people who engage in mentoring. Based on these promising findings, several recommendations for the implementation of YMPs are provided herein in order to maximize their effectiveness in fostering positive psychological and behavioural outcomes among young people.

Exploring Teacher Educators’ Perspectives of Play-Based Learning: A Mixed Method Approach

“…Within the field of education, the COM-B model has helped researchers to design programmes to improve collaborative and peer-assisted learning [51], youth mentoring and positive behaviour support [52]. Thus, through embracing key tenets of behavioural science [53], educationalists can understand aspects driving teacher behaviour and subsequently develop professional development opportunities that will effectively support changes to practice. This represents a shift from merely providing training and other supports, to implementing behaviour change strategies that are specifically tailored to teachers' capability, opportunity and motivation to engage in a given behaviour.…”