Understanding the Mentoring Process between Adolescents and Adults

Abstract

The popularity of mentoring programs for disadvantaged youth is on the rise, but little is known about the processes that underpin successful mentoring relationships. Indepth semistructured interviews were conducted with adolescent and adult pairs who had been in a continuous mentoring relationship for a minimum of 1 year. Using relational theories as the guiding framework, this study examined four relational processes, which are detailed in this article: authenticity, empathy, collaboration, and companionship.

Exploring the Self-Disclosure Process in Peer Mentoring Relationships for Transition-Age Youth With Developmental Disabilities

“…Both Social Exchange Theory and Equity Theory suggest the need for a balance in the exchange of resources such as knowledge and support for positive relationship formation (Ensher et al, 2001;Reis & Shaver, 1988). This need for balance is consistent with the importance of mutuality in mentoring relationship quality (Spencer, 2006). When considering balance in the exchange and mutuality, relational responses may facilitate greater development of a connection, as they may have a greater potential to reciprocate the intimacy of a disclosure, particularly a highly intimate disclosure.…”

“…The effectiveness of mentoring programs in supporting positive development has been repeatedly demonstrated (Deutsch & Spencer, 2009;Eby et al, 2013;Spencer, 2006). Previous research has explored mentoring relationship quality as an indicator of the degree of success in these relationships.…”

“…Relationships where mentors value mutuality and collaboration are likely to be of higher quality as well, such as those where mentors collaborate with mentees to solve problems (Spencer, 2006).…”

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“…The mentoring process is also believed to be complex because the channel of leading mentees through levels of dependency to autonomy and self-reliance is non-linear (Rhodes and DuBois 2008). Besides, understanding of the relational processes that underpin the mentor-mentee bond is relatively limited (Spencer 2006).…”

Foster Youth and the Transition to Adulthood

“…Qualitative studies suggest that certain characteristics of caring adults are important for a successful mentor relationship, including affirmation, attention, availability, authenticity, companionship, empathy, respect, and trust (e.g., Drapeau, Saint-Jacques, Lépine, Bégin, & Bernard, 2007;Greeson & Bowen, 2008;Hines et al, 2005;Laursen & Birmingham, 2003;Munson, Smalling, Spencer, Scott, & Tracy, 2010;Spencer, 2006). Several studies demonstrate that social support, or the psychological and informational resources available to individuals through their relationships with family, friends, communities, and professionals (House, 1981), is one of the primary ways that mentor relationships may protect atrisk youth (Casey-Cannon, Pasch, Tschann, & Flores, 2006;Greeson & Bowen, 2008;Osterling & Hines, 2006).…”