“Who Knows Me the Best and Can Encourage Me the Most?”: Matching and Early Relationship Development in Youth-Initiated Mentoring Relationships with System-Involved Youth

Abstract

Youth-initiated mentoring (YIM), in which youth select adults from within their communities to serve as mentors in relationships that are formalized through mentoring programs, has the potential to redress problems faced by many mentoring programs that could adversely affect system-involved youth, such as volunteer attrition and premature match closures. However, only a few programs have implemented YIM, and there is little research on this approach. This qualitative interview study examines the formation of YIM relationships and how they are experienced by mentors ( n = 14), youth ( n = 17), and the youths’ parent/guardian ( n = 6). Youth tended to select adults whom they had encountered through school or social services. Findings indicate that the YIM selection process contributed to mentor, youth, and parent/guardian investment in the mentoring relationship and to the youth’s rapid development of feelings of closeness and trust in the mentor. Knowing that mentors would be nonjudgmental, trustworthy, and dedicated appeared to facilitate positive relationship development, which is important given the difficulty of engaging and serving system-involved youth in mentoring programs.

An Exploration of Youth–Parent–Mentor Relationship Dynamics in a Youth-Initiated Mentoring Intervention to Prevent Out-of-Home Placement

“…In addition to previous qualitative research on the YIM approach (Schwartz et al, 2013; Spencer et al, 2016, 2018), our findings highlight the importance of the positioning process to become a YIM. The findings suggest what professionals call the natural paradox : How can professionals intervene to optimize relationship quality of the natural mentoring relationship without professionalizing this relationship too much?…”

“…The latter underscores the notion that parents are important during the mentor selection process. Previous research has shown that collaborating with parents during the selection process is appreciated and empowers them to suggest mentors or vetoing mentors they felt were not a good fit (Spencer, Gowdy, Drew, & Rhodes, 2018). Future research should indicate whether a natural mentor with “footing” increases epistemic trust in parents and youth (Harre et al, 2009), enabling the adolescent to benefit from the knowledge available in the social network (Bronfenbrenner & Morris, 2007; Fonagy et al, 2017).…”

“…This is one of the first studies examining the hybrid approach of natural mentoring in which youth, parents, and YIM are involved (cf. Spencer et al, 2018). Interviewing all participants on the same topics increased the internal validity (Everaert & van Peet, 2006), and by using a combination of structured and open questions, participants could express all relevant experiences (Galletta, 2013).…”

Understanding support network capacity during the transition from foster care: Youth-identified barriers, facilitators, and enhancement strategies

“…This recalls the tendency towards negative perceptions around helpseeking (Pryce, Napolitano, & Samuels, 2017; Seita, Day, Carrellas, & Pugh, 2016) associated with subgroups of young people aging out of care. Such limitations can potentially be addressed through a range of approaches that focus on building socio-relational skills and strengthening relationships with specific non-parental adults (e.g., Greeson & Thompson, 2017; Hall & Jones, 2018; Nesmith & Christophersen, 2014; Spencer, Gowdy, Drew, & Rhodes, 2018). …”

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

“…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).…”