Category Archives: Mentoring

Youth-Nex Job Market Candidates 2023

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Source: Youth-Nex

Youth-Nex was founded in 2009 to expand and apply the science of positive youth development to address fundamental challenges facing societies around the world. Youth-Nex supports junior scholars and their professional development throughout their career. Learn more about the current candidates on the job market for 2023-24! These candidates are in alphabetical order by last name, including Maria Guzman Antelo, Dr. Jessica Forrester, Dr. Pamela Nicholas-Hoff, Dr. Toshna Pandey, Ariana Rivens and Jieun Sung.

Maria Guzman Antelo

María Guzmán Antelo (she/her) is a Ph.D. candidate in Curriculum and Instruction in the School of Education & Human Development at UVA. She is a bilingual speaker of Spanish and English with transnational teaching experience in Argentina, China, and the US. 

Her work focuses on preparing and supporting pre-service teachers to work with multilingual learners and their families and the role mentor teachers play in the preparation of future teachers. 

Research Interests: Teacher learning and development for teaching multilingual learners; practice-based pedagogies of teacher education; reflective teaching practices; core practices for teaching multilingual learners; advocacy, and social justice.

Faculty Advisors: Dr. Chris Chang-Bacon and Dr. Peter Youngs

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Dr. Jessica Forrester

Jessica Forrester (she/her) earned her Ph.D. in STEM Education from the University of Minnesota, where she combined her interest in STEM engagement with justice-oriented practices in education. For her dissertation, Jessica created culturally responsive mathematics activities for an after-school tutoring program by authentically connecting the traditionally rigid content area of mathematics with the beauty, brilliance, and histories of communities not always seen through an asset-based lens. Jessica’s passion for equity, community engagement, and participatory research methods is grounded in amplifying the voices and solution-driven ideas of historically marginalized communities and youth, especially in academic and research settings. In addition, Jessica embodies a culture of care and considers how adults can use their power to support youth as leaders of change.

Jessica is currently a postdoctoral researcher with Youth-Nex’s youth participatory action research (YPAR) initiative, Youth Action Lab. Jessica’s work with Youth Action Lab focuses on three key areas: 1) supporting existing community partnerships, including school-based YPAR classes and out-of-school programming; 2) developing a line of research on the processes and outcomes for all participating YPAR stakeholders (high school youth, teachers, youth organization leaders, undergraduate students, graduate researchers, affiliated faculty); and 3) challenging traditional research dissemination approaches (e.g., including youth and community voices in scholarly publications). In addition to her research endeavors, Jessica supports multiple research labs on implementing YPAR practices in their unique contexts and mentors graduate and undergraduate students as they navigate their research journeys.

Research Interests: Participatory action research, bridging theory and critical practice, culturally responsive mentoring, community engagement, qualitative methods, positive youth development, and decolonizing research methodologies  

Faculty Mentor: Dr. Nancy Deutsch

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Dr. Pamela Y. Nicholas-Hoff

Pamela Nicholas-Hoff is a postdoctoral research associate for the University of Virginia School of Education and Human Development’s Youth-Nex Center and Department of Curriculum, Instruction, and Special Education. Pam earned her B.S. in Middle School Education and M.Ed. in Physical Education with a concentration in Exercise Physiology from the University of Virginia. Before matriculating to the University of Virginia to earn her Ph.D. in Curriculum and Instruction, Pam taught in the Health, Physical Education, and Recreation Department of a historically Black institution. Prior to teaching at the collegiate level, Pam taught middle school. While teaching middle school, she developed a Health, Physical Education, and Social Emotional Learning curriculum that she implemented with her students attending an alternative middle school. Pam is interested in how pre- and in-service educators’ increased levels of mindfulness and social emotional competency may eliminate disproportionate rates of exclusionary discipline consequences for Black students by mitigating educators’ implicit racial bias. Her dissertation research, funded by an American Educational Research Association-National Science Foundation Dissertation Grant, employed zero-inflated negative binomial regression modeling to analyze and compare counts and incident risk rates of out-of-school suspension using federally-funded, national datasets spanning the Obama and Trump administrations.

Research Interests: Interventions for eliminating racial discipline disparities, Educators’ implicit racial bias, Educators’ social emotional competency, Focused awareness practices as interventions to mitigate implicit racial bias, Caring/compassion practices as interventions to mitigate implicit racial bias, Relationship between educators’ levels of mindfulness and implicit racial bias, Relationship between educators’ levels of social emotional competency and implicit racial bias, and Critical Race Theory.

Faculty Advisors: Nancy L. Deutsch, Ph.D. and Patricia (Tish) A. Jennings, Ph.D., M.Ed.

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Dr. Toshna Pandey

Toshna Pandey earned her Ph.D. in Special Education from Virginia Commonwealth University. She is currently working as a postdoctoral research associate with Catherine Bradshaw, Jessika Bottiani, and Katrina Debnam on projects that seek to prevent challenging student behaviors, facilitate positive student-teacher engagement, and improve teachers’ equity stamina and racial literacy. Pandey’s research focuses on optimizing coaching to enhance teachers’ implementation fidelity of evidence-based practices. Specifically, she serves as the Co-PI on an internal research grant that explores the core components of classroom-based coaching models that lead to high intervention implementation fidelity. She is interested in supporting teachers’ use of social, emotional, and behavioral school-based interventions to reduce students’ challenging behaviors and consequently, exclusionary discipline. Concurrently, she is working on a NIMHD-funded grant that uses a school-level randomized controlled trial (RCT) design to test the integration of a universal, classroom-based evidence-based social-emotional learning program for Anne Arundel County Public Schools students with elements of from the Double Check professional development framework and an equity-based coaching component. She has extensive experience collecting classroom data using observational measures and has served in leadership roles to train members of various research teams in similar measures. At present, she serves as a project coordinator for an IES-funded follow-up study that seeks to explore teachers’ practices, attitudes, beliefs, and personality traits that influence their use and perceptions of the Good Behavior Game intervention and MyTeachingPartner. She has proficient interviewing skills and extensive experience using qualitative and mixed-methods research designs. She also serves as a project coordinator for an NIH-funded grant that aims to generate new theories regarding the context and development of romantic relationships for young Black women using grounded theory.

Research Interests: School-based preventative behavior interventions, classroom management, classroom observations, teacher professional development using coaching models, implementation fidelity, cultural-responsiveness, disproportionate exclusionary discipline among racially and ethnically minoritized students, school mental health, qualitative research methods, mixed-methods research.

Faculty Mentor: Dr. Catherine Bradshaw

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Ariana Rivens

As a doctoral candidate at the University of Virginia and predoctoral intern at the University of Pennsylvania, Ariana Rivens has received substantial clinical science training and clinical experience. These experiences have informed her commitment to being a clinical psychologist who conducts rigorous research and evidence-based clinical practice. Her research program leverages qualitative and mixed methodology to examine the multifaceted experiences of Black adolescents and emerging adults, with a particular focus on mental health service utilization and higher education. She is passionate about using research findings to reduce racial health disparities, inform the adoption of culturally responsive clinical practices, and address structural inequalities in behavioral health systems. As a clinician, Ariana seeks to continue working among the most marginalized individuals experiencing psychological distress by focusing on pathways to care.Thus, Ariana is seeking postdoctoral positions that will facilitate her growth as a clinical psychologist who utilizes empirical research coupled with evidence-based assessment, intervention, and supervision skills to improve mental health service use. She is particularly interested in working in multidisciplinary team environments where she is able to leverage and refine the clinical and research expertise she has developed throughout her doctoral training, as well as contribute to equity efforts.

Research Interests: Black youth and emerging adults, culturally responsive practice, pathways to care, mental health service utilization, trauma-informed practice, collegiate mental health, community engagement, higher education, applied research, mixed methods, qualitative methods, 

Clinical Interests: Pathways to care,evidence-based treatment, cultural adaptations and considerations for those with marginalized identities (i.e., racial/ethnic, LGBTQ+, low-income), suicide prevention and treatment, trauma-focused care

Faculty Advisors: Dr. Noelle Hurd, Dr. Joseph Allen, & Dr. Seanna Leath

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Jieun Sung

Jieun Sung is a Ph.D. Candidate in the Social Foundations program at the University of Virginia School of Education and Human Development. Her work is concerned broadly with ways that education, schooling, ethical formation, and the preparation of individuals to participate in social, cultural, political, and civic life are interrelated. She is particularly interested in the educational experiences of newcomer families and the significance of non-school contexts as influential sites for youth development. Her current research explores how immigrant families’ experiences of education, cultural adaptation, and overall adjustment are shaped by interactions with significant community organizations and networks. Her dissertation focuses on efforts by Korean American and Korean immigrant parents to navigate the formal education of children, and on the role of Korean ethnic church communities in shaping families’ relationship to schools.

Research Interests: Youth development and non-school contexts, community engagement, education of newcomer youth, immigrant integration, global migration and diaspora, ethnic and racial identity development, belonging, and ethical formation

Faculty Advisors: Dr. Rachel Wahl

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If you have any comments or questions about this post, please email Youth-Nex@virginia.edu. Please visit the Youth-Nex Homepage for up to date information about the work happening at the center.

Mentoring Children with Traumatic Experiences

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By: Dana M. Sox & Helen Min

Highlights:

  • Research suggests there is a potential increase in child adversity exposures, or trauma, post-pandemic.
  • In general, mentoring relationships may help because they can lead to greater self-esteem, stronger connections to school, peers, and family, lower levels of depression, and less involvement in bullying and fighting (January is Mentoring Month).
  • Mentoring relationships involving children with past traumatic experiences need to be trauma-informed and last for at least a year.
Source: Youth-Nex

On the heels of the COVID-19 pandemic, many have begun to focus on the pediatric mental health crisis. According to researchers, this crisis has been years in the making but was exacerbated by stressors related to the pandemic1. One primary concern within the pediatric mental health crisis is child traumatic experiences.

Defining & Measuring Traumatic Experiences

Many definitions describe traumatic experiences, but the Substance Abuse and Mental Health Services Administration (SAMHSA) definition is the most inclusive and outlines how traumatic experiences can impact an individual. The SAMHSA defines individual trauma as resulting “from an event, series of events, or set of circumstances that is expressed by an individual as physically or emotionally harmful or life-threatening and that has lasting adverse effects on the individual’s functioning mental, physical, social, emotional, or spiritual well-being.”2 Children with traumatic experiences are more likely to disengage from school3, repeat a grade4, drop out of school5, be involved in the juvenile justice system6, and have a decreased IQ and reading achievement7.

A common tool for measuring traumatic experiences, used by trained professionals, is the ACE (adverse childhood experience) questionnaire8, which scores an individual on the number of different adverse experiences an individual has during childhood. These experiences are based on two categories:

  • Abuse (i.e., psychological, physical, or sexual), and
  • Household dysfunction (i.e., substance abuse, mental illness, mother’s abuse, criminal behavior in the household).

Here are some additional resources if you are interested in learning more about the ACE questionnaire and childhood traumatic experiences.

Increases in Trauma Experiences & How Mentoring Can Help

In 2019, before the pandemic, the Child and Adolescent Health Measurement Initiative found that approximately one in five children had at least one ACE9. A post-pandemic study of high school students found that 73.1% of participants reported at least one ACE during the COVID-19 pandemic10. This large number of child adversity exposures calls for mechanisms that can support children with traumatic experiences.

One such mechanism is mentoring. Mentored students have been shown to have higher levels of self-esteem, a more positive and stronger connection to school, peers, and family, lower levels of depression, and less involvement in bullying and fighting11,12.

Through the consistent support of a nurturing mentor, an individual with past trauma could begin to see themselves more positively and may begin to realize that positive relationships are possible.

However, not all mentoring relationships are equally effective. The length of the mentoring relationship is very important. Specifically, mentoring relationships that last longer than one year are most effective for all children regardless of their background and previous experiences13,14. However, children with a high ACE score are more likely to have a mentoring relationship end prematurely15,16. Mentoring children with traumatic experiences can be challenging, and mentors can feel ill-equipped to handle these challenges without proper training and support. Trauma-informed training for mentors could mitigate these challenges and better support mentoring relationships.

Trauma-informed programs are meant to serve all individuals by acknowledging the impact of trauma, recognizing the signs and symptoms of trauma, and responding to trauma using trauma-sensitive practices and policies while actively seeking to avoid re-traumatization2. Developing a trauma-informed mentorship program could help support mentoring relationships and lead to fewer premature relationship closures.

Other Forms of Mentoring

Natural occurring mentoring relationships are formed organically within a child’s preexisting community. Some examples of natural mentors are family members, teachers, coaches, and neighbors. Naturally formed mentoring relationships have been associated with positive social, emotional, and academic development in children17. These naturally formed relationships also tend to last longer18,19. Still, these mentoring relationships often lack formal training. As a teacher, I was a natural mentor to a variety of students with different experiences, challenges, and needs. This proved challenging not only because it was an additional role, but because I was not trained in trauma-informed practices or mentoring strategies. I often felt like I was doing my best while wondering if my best was enough. Trauma-informed training could be offered to a wider audience to help support individuals in these non-traditional mentoring roles, thereby supporting more adults and students alike. If you are interested in learning more about trauma-informed practices, here are a few educator resources:

Peer mentoring also supports children with traumatic experiences. A recent study found that older children with traumatic experiences were eager and willing to mentor peers with traumatic experiences20. These relationships benefited both the mentor and mentee by providing opportunities for each pair to rewrite their story and construct a more positive self-identity. Allowing peers to mentor one another could be a very effective mentoring strategy, particularly for communities with limited resources and access to formal mentoring programs. However, before implementing a peer mentoring program, it is important to acknowledge that these student mentors must be intentionally supported and protected. The following are some recommendations for how to support your student mentors:

  • Become trained on how to train students for peer mentoring programs.
  • Develop a student mentor training process that is trauma-informed.
  • Make sure students are interested in acting as peer mentors. Just because a student has exposure to a traumatic experience does not mean they will always want to support another student through mentoring.
  • Learn how to identify signs of retraumatization and work to not retrigger students.
  • Make sure adult supervision is always present.  

More investigation is needed to determine the most successful conditions, but trauma-informed mentoring relationships (i.e., formal, natural, peer-to-peer) could be a strong mechanism for supporting children with traumatic experiences. Additionally, several factors can buffer against the negative consequences of ACEs and bolster resilience. The following are some resources that detail these factors:

Download the footnote references.Download

If you have any comments or questions about this post, please email Youth-Nex@virginia.edu. Please visit the Youth-Nex Homepage for up to date information about the work happening at the center.

Author Bio: Dana M. Sox is a graduate student in the Educational Psychology and Applied Developmental Science Ph.D. Program at the University of Virginia. Before beginning her studies, she was a high school educator for six years. Her research interests are in mechanisms that help support students with traumatic experiences and the adults that interact with these students (e.g., teachers, coaches, after-school educators, mentors, etc.). Dana hopes that this research will have a broader impact on students, educators, families, and communities.

Author Bio: Helen Min is a Ph.D. candidate and Dean’s Fellow in Curriculum and Instruction at the University of Virginia School of Education and Human Development (UVA) with a research focus on evaluating trauma-sensitive pedagogy, understanding the impact of stress on teacher well-being, and assessing the extent of vicarious trauma on teachers. She is the recipient of several grants for her research and service at UVA, including Dean’s Research and Development Fund Innovative, Developmental, Exploratory Awards (IDEA), Office of Diversity, Equity, and Inclusion (DEI) Small Grant, and Inclusive Excellence Grant. Before starting her Ph.D. program, she taught for six years in Baltimore, MD, Osaka, Japan, and Cairo, Egypt. She received her B.A. from the University of California Davis and her M.S.Ed. from Johns Hopkins University. 

Familial Mentors May Help Promote Close Parent-Adolescent Relationships in Black Families

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By: Janelle Billingsley

Highlights:

  • While close parental relationships may promote positive outcomes among Black youth, parents’ ability to support their children may be complicated during adolescence due to increased conflict and strain.
  • However, support from adolescents’ familial mentors has the potential to mitigate strains in the parent-adolescent relationship.
  • In this blog, we highlight ways that familial mentors may support the parent-youth relationship during adolescence.
Source: Pexels

Studies show that a strong sense of connectedness to parents may protect Black youth from experiencing negative outcomes associated with exposure to anti-Black racism and structural inequality. [1,2] However, parents’ ability to support their children may be complicated during adolescence as parents and youth often experience increased conflict and strain while attempting to negotiate youths’ growing autonomy. [3] While scholars studying mentoring have long suggested that mentors may be a key resource for helping youth improve their social relationships with other adults, notably their parents, the question remains:

How are mentors supporting the parent-adolescent relationship?

This question is particularly useful for understanding Black adolescents’ family-based mentoring relationships given that (1) non-parental adult relatives comprise the majority of Black adolescents’ mentoring relationships; and (2) familial mentors are uniquely positioned to mediate parent-child conflict as they are likely to hold personal relationships with both youth and their parents.

Mentors Support of the Parent-Adolescent Relationship

In a recent study, [4] we identified three ways that Black youths’ familial mentors supported the parent-adolescent relationship through both youth- and parent-directed means:

1. Mentors Acting as Sounding Boards – Familial mentors listened to parents and youth discuss challenges they experienced in the parent-adolescent relationship. These mentors provided a space for youth and parents to process their thoughts and emotions when experiencing conflict with one another.

“[She] bring up stuff ‘well momma don’t understand or daddy don’t understand.’ So I said ‘well, tell me your version of it.’ So, we sit down, and I just listen to her talk.” – Grandmother mentor of a 14-year-old girl

By providing youth and parents the space to talk through their emotions, familial mentors were likely helping both to better understand and express their feelings. These practices may have promoted more effective communication between parents and their adolescent children.

2. Mentors Coaching Positive Communication Strategies – Familial mentors suggested positive communication and response strategies to youth and parents to help them navigate conflict in their relationship. For instance, familial mentors advised youth to not argue with their parents when they were upset and also encouraged parents to refrain against harshly disciplining their children.

“you have to be calm and tell [her]in a different way. . . you got to keep a calm voice. You have to calm down and they might get it rather than you screaming at them.” – Grandfather mentor of a 11-year-old girl

By helping parents and youth calibrate their reactions, familial mentors were likely able to promote more effective communication between youth and their parents.

3. Mentors Promoting Understanding – Lastly, familial mentors promoted understanding in the parent-adolescent relationship by advising parents and youth to perspective take. Familial mentors also encouraged youth to share information with their parents and encouraged parents to give their adolescent children appropriate space and autonomy.

“[my mom] reminds me that I cannot protect [my son] from everything. I can give him advice but she’s really the one trying to get me to release a little bit and relax and let him make his own way. . . [she reminds me] that he is a young man and to let him be young man even with all my fears and worries. Not to stifle that.” – Mother of a 14-year-old boy

By advising youth to share information with their parents, and encouraging parents to give their children the space to grow, familial mentors may have helped parents and youth negotiate adolescents’ growing desire for autonomy.

Together this work highlights familial mentoring relationships as a naturally occurring resource in Black families. Even further, by working to strengthen parent-adolescent bonds, familial mentors may help to ensure that parents are well positioned to support their children through the ups and downs of adolescence.

References

[1] Seider et al., 2019

[2] Wilson, 2009

[3] De Geode et al., 2009

[4] Billingsley et al., 2021

If you have any comments or questions about this post, please email Youth-Nex@virginia.edu. Please visit the Youth-Nex Homepage for up to date information about the work happening at the center.

Author Bio: Janelle Billingsley is a Ford Foundation Dissertation Fellow and a doctoral candidate in the Community Psychology program at the University of Virginia (UVA). She received her B.A. in Psychology from North Carolina Central University and her M.A. in Psychology from UVA. Janelle’s program of research integrates ecological and developmental frameworks to uncover the ways Black adolescents leverage their familial networks to promote their healthy development in the face of contextual risk. Her scholarship primarily focuses on two areas of exploration: 1) identifying factors that promote close and supportive intergenerational relationships between Black adolescents and their parents and adult relatives, and 2) better understanding how Black adolescents’ supportive intergenerational familial relationships facilitate adolescents’ social and emotional development.

The Power of Intergenerational Activism

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By: Celina Adams

Highlights:

  • In spring 2021 I worked with the Teachers in the Movement project during my final semester as an undergraduate.
  • During this time, I reviewed and conducted oral history interviews that explored teachers’ ideas and pedagogy inside and outside the classroom during the U.S. Civil Rights Movement.
  • In this original blog post, I reviewed an interview with Mrs. Flora Crittenden and reflected on the power of intergenerational activism.
Source: Teachers in the Movement Project

Mrs. Flora Crittenden is a remarkable woman who positively impacted her students and community throughout her lifetime. She worked as an educator, guidance counselor, and politician during the Civil Rights Movement. Her incredibly deep involvement in her community speaks to her determination to facilitate racial justice in every aspect of life. I reviewed an oral history interview from Mrs. Crittenden during my involvement with the Teachers in the Movement Project, and a major theme that arose in the discussion of her career is the importance of support systems. This yielded intergenerational progress that is evident in the lives of Mrs. Crittenden, her family members, and her students.

Role Models & Background 

While attending the only school that accepted Black students in her county in Newport News, Huntington High School, Mrs. Crittenden interacted with teachers who maintained high standards for her. This high school was established around 1920 with the intention of providing quality education to African American students, and in Mrs. Crittenden’s experience, it did exactly that. Mrs. Crittenden specifically recalls the impact her high school biology and chemistry teacher, Mr. Hines, had on her. While in his class, she was assigned projects that she found uninteresting. She was determined not to complete her assignments; however, Mr. Hines pushed her to conduct the necessary research. Mrs. Crittenden believes that educators like him were the reason she attended college and excelled academically. Mr. Hines was one of the many resources Huntington High School afforded Mrs. Crittenden, and his impact in her life extended beyond his classroom. Years after she graduated, Mr. Hinesbecame the principal of George Washington Carver High School which is located in Newport News. He alone was responsible for the school’s opening and operations due to the lack of resources provided by the School Board. As a result, he recruited Mrs. Crittenden to help develop the school’s curriculum and hire faculty. Mr. Hines garnered her support prior to the school’s unveiling in 1949. He went to her home, and he said “Mrs. Crittenden, get dressed—we got to go make a school.” This simple statement coupled with his guidance radically affected Mrs. Crittenden’s life. It gave her the opportunity to invest in a school in a way that most teachers are unable to do.

Educating during the Civil Rights Movement 

Even though the subject matter Mrs. Crittenden taught (girls’ physical education and occasionally biology) did not easily align with the ideas promoted by the Civil Rights Movement, Mrs. Crittenden made an effort to remind her students that they were valued, citizens. She wanted them to know that neither their age nor race made them inferior to anyone. Mrs. Crittenden worked predominantly with young women since “physical education classes were separated by gender but not the academic classes.” It was not until 1972 that all classes were required to be coeducational as a result of Title XI. Therefore, the majority of Mrs. Crittenden’s students had to navigate a society that praised whiteness and masculinity. This challenging situation made the affirming messages Mrs. Crittenden taught increasingly necessary. Additionally, she encouraged her students to be an active member of their communities despite social norms. This approach was rooted in her belief that:

Educational institutions have the ability to strengthen both families and nations by producing educated and thoughtful citizens.

Mrs. Crittenden was determined to ingrain these ideals in her students. Her teaching style suggests that activism can occur in any environment. It is not limited to certain subject matter, locations, or age groups. She suggests that “it just so happened that [she] was a teacher” who used her career as a platform to promote Civil Rights. Mrs. Crittenden’s work suggests that activism is rooted in an understanding of the humanity of people.

Life Beyond Teaching 

Mrs. Crittenden sought opportunities to enact change in the lives of young people and community members beyond teaching. This led to her decision to become a guidance counselor. This new position allowed her to counsel students in a more personalized manner; she could tailor her approach to individual students rather than classrooms with multiple people. Mrs. Crittenden was invested in the lives of her students. Furthermore, she was able to engage directly with students and parents creating an environment that fostered student success. Thursa Crittenden, Mrs. Crittenden’s daughter, recalled an experience in which a student received a scholarship to an excellent university, but he did not want to attend that institution. Mrs. Flora Crittenden knew the school would afford him numerous opportunities, so she traveled to the students’ homes to speak to his parents and compel him to accept the university’s offer. He ultimately decided to attend the university, and he attributes his success to Mrs. Crittenden’s persistence. This situation highlights Mrs. Crittenden’s deep desire to support her students.

Read more in the original blog post on how Mrs. Crittenden’s family shaped her view of education and ultimately led to her deep appreciation of teaching, her educational background, her life after retiring from teaching which include becoming a representative for the Virginia House of Delegates, and references.

If you have any comments or questions about this post, please email Youth-Nex@virginia.edu. Please visit the Youth-Nex Homepage for up to date information about the work happening at the center.

Author Bio: Celina Adams recently received a Bachelors of Science in Education in May 2021 from the University of Virginia. She double majored in Youth in Social Innovations and American Studies. She currently works on the Counseling and Equity team at ReadyKids, a local nonprofit that provides educational, developmental, and counseling support to children and families. This position embodies Celina’s interests in racial justice, culture, and mental health. She hopes to continue her studies in order to learn how to highlight the stories of marginalized people and promote positive racial identity development. 

Mentoring for Enhancing Educational Attitudes, Beliefs, and Behaviors

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By: Michael Lyons

Highlights:

  • Mentoring programs have long valued academic-related goals for their services, where many target academic enrichment or emphasize college access and educational attainment as outcomes.
  • To understand this connection better, I co-authored a report that examines research addressing the potential influence of mentoring for youth on their educational attitudes, beliefs, and behaviors (or EABBs).
  • In this blog, I highlight some of the conclusions from this report and share practice recommendations that focus on actions that mentors or program staff could take to support development of positive EABBs, including supporting growth mindsets, persistence skills, and more.
Source: National Mentoring Resource Center, MENTOR, & UVA School of Education & Human Development.

Can volunteer mentors really help improve students’ engagement, attitudes, and behavior about school? To help mentoring programs and mentors understand the answer to this question, I recently co-authored a review, called Mentoring for Enhancing Educational Attitudes, Beliefs, and Behaviors (see the full report for additional findings and recommendations) for the National Mentoring Resource Center. I am revisiting this review for National Mentoring Month.

School-based mentoring programs match adult volunteers with K-12 students so that students have access to another supportive adult in their life. The rationale is that positive youth-adult relationships (e.g., relationships students develop with teachers, coaches etc.) are important for helping youth be successful in school. So, mentoring programs that match students with volunteer will have the same effect, right?

In this review, we found that mentoring programs that use volunteers and match them with students tended to help students feel more connected in school, increased their engagement, and promoted positive attitudes about school.

However, we also found that, on average, these positive effects tended to be small and variable (some students had better outcomes with a mentor compared to others).

Although we do not know all the reasons that explain the variability, we did find that some studies suggested that the school and community environment might influence the effectiveness of mentors. For example, historically marginalized youth who experience racism and discrimination in school might benefit from mentors who acknowledge the reality of their experience in school.

Implications for Practice

My colleague Michael Garringer, Director of Research and Evaluation for MENTOR, provided implications for mentors and mentoring programs to promote positive EABBs in mentees. Based on the review, he concluded that programs should consider the following principles:

  1. Make sure you understand the root causes of negative EABBs – There are lots of reasons why youth might have difficulty engaging in school and mentors may be able to address only some of these. In some cases, mentors and mentoring programs may need to address systemic factors contributing to negative EABBs.
  2. Recruit (or train) the right mentors to address EABBs – Training is needed to teach mentors how to best respond to, and address, the various reasons youth might be more or less engaged in school.
  3. Consider mentoring models that emphasize youth voice and engagement – Youth participating in mentoring often know more than we (adults) give them credit. Asking youth directly may be one successful approach.
  4. Draw from evidence-based intervention when possible – There are some formal mentoring curricula shown to promote student success in school. Some mentoring programs may wish to integrate these into their current services.
  5. Train mentors on goal-setting strategies and the art of giving back – Mentors and mentees who jointly set goals and track progress toward those goals is one specific skill that tends to be associated with greater improvement in student engagement; mentoring programs may wish to emphasize these skills in program-provided training.
  6. Reinforce positive EABBs through parental engagement – Parent and families are another important support mentors can use to understand and facilitate student engagement in school.

For links to relevant resources and training for these take-home points, please visit the full report available online.

If you have any comments or questions about this post, please email Youth-Nex@virginia.edu. Please visit the Youth-Nex Homepage for up to date information about the work happening at the center.

Author Bio: Dr. Michael Lyons is an Assistant Professor of Education and faculty affiliate at Youth-Nex. He is interested in the social-emotional development of middle and high school students in a positive psychological and traditional mental health framework. Specifically, his research reflects an interest in understanding the mechanisms and practices in a school setting that promote student well-being and school-relevant outcomes (e.g., grades and behavior) through an ecological model. Dr. Lyons is especially interested in school-based mentoring programs as one approach for promoting student well-being and enhancing academic outcomes. He also co-directs the Virginia Partnership for School Mental Health which aims to support the provision of school mental health services in Virginia.

Understanding Factors Associated with Intimate Disclosure Between Black Youth and Non-Parental Familial Adults

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By: Ariana Rivens

Highlights:

Source: Journal of Research on Adolescence

Question: What would you say is the main takeaway from your article?

Rivens: I would say the main takeaway is about non-parental adult relatives and how intentional they are about making space for youth in their lives to disclose. Not only making space, but also staying engaged throughout the disclosure process. The paper describes how these adults encouraged youth to share by creating a positive atmosphere, being really supportive when youth were disclosing, and then, afterwards, taking steps to honor youth disclosing by validating them, giving them advice, and advocating for them. That’s the biggest takeaway—adult relatives play an active role in the process.

Question: You talk about reciprocity and how people may be more willing to share their thoughts and feelings with others who also reveal personal information about themselves. Is this the case in relationships between youths and trusted non-parental adults as well, or is this something that occurs more so between youths and their peers?

Rivens: Yes! In our study, both youth and non-parental adult relatives talked about times when the adults self-disclosed to the adolescent and participated in reciprocal sharing. This was really interesting to us, because adult disclosures were typically age-appropriate and relevant to what youth were sharing. When asked, relatives also talked about being really intentional about making sure that what they shared had the maximum positive impact on youth. They weren’t overburdening the youth by asking them for emotional support or looking to them for advice. It was more along the lines of: “You brought up a topic, so here’s a time that I’ve experienced it growing up” or “Here’s how I’m experiencing it right now as an adult”. It really speaks to what we believe—and research suggests—is one of the key reasons why having non-parental adults in youths’ lives is so helpful. It’s because they can pull on that lived experience and wisdom and can also share how they currently navigate situations. These adult relatives do that not by minimizing what kids are going through, but by emphasizing how this might be something that happens throughout life.

Question: The findings from this study are also incredibly powerful when put into the context of prior research, which, as you mentioned, suggests Black youths’ relationships with natural mentors may be protective of psychological distress associated with racial discrimination. Do you think that youths who lack such relationships face the risk of greater vulnerability to racial discrimination?

Rivens: Previous research suggests adults can be really helpful when youth are experiencing all types of marginalization. We’re focusing on racial discrimination and the effects of racism in this study, but these relationships could be really helpful for other marginalized groups such as LGBTQ youth who might be experiencing rejection or difficulties with their parents. Having a family member or another adult outside act as a buffer against these negative effects from interpersonal issues as well as the more systemic ones. To answer your question more specifically: yes, we know that these supportive relationships have buffering effects against the impact of racism, and we know that youth who experience racism-related stressors in our world and don’t have supportive connections that they can turn to process the event, get support, and to be reminded how important and valued they are, are more likely to feel isolated. While supportive relationships are so important and a rich resource, though, the cumulative adverse impacts of things like racism and other structural inequalities aren’t really offset by having these supportive relationships—that’s not going to solve it all. Even the most supported Black child is at risk for some adverse outcomes based on these issues, so, regardless of their mentor status and whether or not they have these relationships, youth are going to benefit from the dismantling of racism and other inequitable systems.

For more from this Q&A, please see the SRA blog. For more on these research findings, please see the Journal for Research on Adolescence article entitled “Understanding Factors Associated With Intimate Disclosure Between Black Youth and Nonparental Familial Adults.”

If you have any comments or questions about this post, please email Youth-Nex@virginia.edu. Please visit the Youth-Nex Homepage for up to date information about the work happening at the center.

Author Bio: Ariana Rivens (she/her/hers) is a clinical psychology PhD student in the Promoting Healthy Adolescent Development (PHAD) Lab at the University of Virginia. Her clinical and research interests include the mental health of Black youth and emerging adults, supportive intergenerational relationships, and positive institutional climates within higher education

Re-Engaging Youth in Out-of-School Spaces

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By: Ashlee Sjogren

Highlights:

  • Engaging students in out-of-school spaces is critical to supporting the whole student. Peers, families, program content, and a fun environment all serve as sources of engagement that programs can optimize on.
  • However, both interpersonal tensions and repetition of content can be reasons that middle school students decide not to engage in afterschool programs.
  • In this blog, we provide recommendations for afterschool stakeholders as they consider how to encourage youth engagement.
Source: Youth-Nex

The role of afterschool and summer learning spaces is perhaps even more critical in our mid-/post-pandemic world than ever before. With the rise of online learning, social isolation, and student mental health issues,[i] afterschool spaces serve as a needed additional support to students’ achievement and development.[ii] However, as we re-embark on in-person learning environments, one question stands out: How do we re-engage students, particularly middle school students from historically marginalized communities[iii], in productive afterschool programs?

Sources

In a recent report of middle school students’ engagement in afterschool programs, students identified three key sources and two key barriers to engagement[iv]:

  1. Program Content – Variety in program content is initially appealing for students who are interested in trying new activities that are not traditionally offered in schools. While some students feel that their afterschool program “is fun because you have activities you would be interested in that you can do, like gym kind of things;” others focus on how afterschool programs expose them to new activities, skills, and classes that they wouldn’t ordinarily get to explore. In this way, afterschool programs can provide space for students to explore new interests, gain new skills, and continue to invest in their personal identity development.
  2. Friends & Family — Personal relationships with peers and family also serve as an additional source of engagement for many students. While many elementary-aged students engage in afterschool spaces because their parents sign them up, middle school students tend to “vote with their feet.” In this way, some may choose to engage based off of parental encouragement whereas others are highly influenced by their peers’ engagement decisions.
  3. Fun Environment – Finally, afterschool spaces are different from school. There are fewer rules, more opportunities for student choice, and ultimately often more fun than a traditional school-day environment. This is critical for many adolescents who are seeking autonomy in their decision-making and opportunities to spend time with peers. If we are seeking to promote afterschool engagement for our middle school students, we must be meeting them with fun environments comprised of various activity options, freedom to select their activities, and opportunities to learn new skills and meet new people.

Barriers

Even in the presence of a well-designed and thoughtful afterschool program, there is still the risk of creating unintentional barriers to adolescent engagement. For example, the following two barriers rose to the surface:

  1. Repetition of Content—Although program content is initially appealing to many middle school students, it can run the risk of developing into a barrier if not adequately differentiated. Students voice that afterschool programs are boring when “we just keep doing the same thing.” Thus, we must not only diversify our course offerings in afterschool spaces but also think critically about keeping the day-to-day content and activities fresh for students.
  2. Interpersonal Tensions – Lastly, given the prominence and importance of peers during early adolescence, it is important that educators are keenly aware of peer relationships. Although the afterschool space provides a unique opportunity for continued engagement amongst peers, it is not immune to the school-day tensions such as name-calling, nagging, and other forms of bullying.  These interpersonal tensions can unintentionally push students out of the afterschool space.

Further, it is important to note students’ experiences with these sources and barriers of engagement varied based on their reported level of engagement.

For example, students who reported lower levels of engagement more often reported interpersonal tensions as a barrier, highlighting how they may be the group most at risk for alienation in educational contexts.

Given this, educators should think critically about the impact of barriers on students who may appear to be on the margins of the program such as those with sporadic attendance.

Moving forward, afterschool educators, parents, and teens can adopt the following suggestions to promote youth engagement across formal and informal learning contexts.

  1. Ramp up family outreach/engagement efforts to ensure families are adequately informed of program offerings.
  2. Provide tangible spaces for student feedback to be voiced, considered, and implemented in day-to-day programming decisions.
  3. Develop leadership opportunities for students such as 1) serving as peer recruiters; 2) serving on a student leadership council; 3) mentoring younger students; and 4) serving as a Teaching Assistant in a course they have mastered.
  4. Adopt a culturally sustaining discipline approach that seeks to solve the root of interpersonal tensions (i.e., CRPBIS, Restorative Practices).
  5. Adopt leveled approaches to programming which allow youth to continually refine their skills over time.
  6. Provide various class opportunities (through community partnerships) and hold program providers accountable to fresh and engaging lesson plans.

Strategies of this sort address adolescents’ need for autonomy and belonging, and further foster their identity exploration. In doing so, they foster spaces that middle school students genuinely desire to engage and promote continued participation.

References

[i] CDC, 2020

[ii] Durlak et al., 2020

[iii] Afterschool Alliance, 2020

[iv] Sjogren et al., 2021

If you have any comments or questions about this post, please email Youth-Nex@virginia.edu. Please visit the Youth-Nex Homepage for up to date information about the work happening at the center.

Author Bio: Ashlee Sjogren, Ph.D. is a post-doctoral research associate at Youth-Nex: Center to Promote Effective Youth Development, University of Virginia. Her research is broadly focused on equitable education both in- and out-of-school. Most recently, Dr. Sjogren has investigated student access and engagement in out-of-school contexts. As an educational psychologist, Dr. Sjogren often brings both a social context and motivation lens to understanding questions of equity, access, and motivation.

Youth Action Lab: Undergraduates Reflect on Leading and Learning with Local Youth

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By Anya Pfeiffer, Kennedy Eagle, Olivia Burke, Kate Price, & Alexis Allen

Highlights:

  • Youth Action Lab (YAL) helps young people develop social science research skills to transform their lives and communities.
  • YAL uses a Youth Participatory Action Research (YPAR) framework to engage youth as researchers who systematically explore community issues they care about.
  • In this article, undergraduates serving as mentors in the YAL reflect on their experiences working with local high schoolers to design research studies, gather and analyze data, and take action to address the issues they explored.
Source: Students participating in YAL created this video to explain the YPAR framework.

As Youth and Social Innovation (YSI) majors, we joined Youth Action Lab (YAL) as our community-engaged project for the YSI capstone class, an accumulating applied course required for all seniors in the YSI major. The goal of YAL is to equip young people with research skills to transform their lives and communities.

Youth Participatory Action Research

In YAL, we used a Youth Participatory Action Research (YPAR) framework where youth become researchers, systematically exploring issues that impact their schools and communities. Building on their lived experiences and expertise, our high school students develop research questions, design social science studies, gather and analyze data, and then take action to address the issues they explore. YAL uses a mentor-led approach, where we, as undergraduates at the University of Virginia, teach a YPAR curriculum through interactive lessons tailored to meet each group’s needs and objectives. By building community and promoting equity and inclusion, YAL empowers youth through research and collaboration.

Tackling Virtual Learning

One of our first tasks for YAL was researching best practices for virtual learning. Some strategies we found helpful were using digital collaboration tools and providing opportunities for flexibility and student choice. Collaboration tools (such as using breakout rooms and Padlet) allowed students to work together in smaller groups and participate in interactive experiences.

Allowing students to co-construct our lessons by asking what they’d like to learn or how we could support their project also created a more engaged learning environment. Sometimes, this looked like just showing up to listen and provide a space to discuss current events instead of a lesson. Most importantly, we learned to make a plan but be open to adjusting — extending a meaningful activity or discussion is much more important than doing scheduled activities.

YPAR in Action

We applied our research on virtual learning as we started working with two high school student groups, Charlottesville City Youth Council and Albemarle High School Black Student Union. Throughout the year, our team meets with each group biweekly to help guide them through lessons that support the research process.

Youth Council (YC) decided to explore why some students attend private middle schools instead of Walker and Buford but then return to Charlottesville City Schools for high school. Here are some highlights from their research project:

  • The students created a survey to ask local high school students about their middle school experiences and perceptions of different schools. The survey received over 70 responses.
  • YC is now in the process of interviewing adult stakeholders including parents and school board members. Conducting a mixed methods research project has allowed them gain experience with surveys and interviews and engage with different community stakeholders.
  • By the end of the year, YC will present their research findings to City Council and/or the Charlottesville City School Board. YC hopes their research will push the City to implement more programming to address the stigma around public middle schools.

Our team of facilitators have loved working with this group. They are wise beyond their years and show a high-level understanding of societal issues including classism and racism which they are mindful of in their research.

Black Student Union (BSU) is a student organization focused on sharing and supporting the culture and experiences of Black students at Albemarle High School. During our first meetings, BSU identified several issues at their school and decided to examine the lack of racial/ethnic diversity in Dual Enrollment (DE) and Advanced Placement (AP) classes. Since most BSU students have experienced being one of few Black students in higher-level classes, they had a personal connection to the issue. Here are some highlights from their research project:

  • With support from their principal, BSU recently sent surveys to students, teachers, school counselors, and families and are planning interviews to help identify potential solutions. 
  • One idea they have is a summer program that will serve as a bridge to prepare students to transition to more advanced classes. BSU’s overall goal is to make higher level courses more accessible and ensure students of color are prepared to succeed.
  • BSU plans to present their research findings to the Albemarle High School staff and leadership and are also exploring the possibility of presenting to the Albemarle County School Board.

In addition to conducting this research project, BSU continues to advocate for Black students and has held multiple events for their school community to celebrate Black culture and history. Our team has been beyond impressed by this group of motivated and passionate students.

Final Thoughts

Working with two very different and incredibly inspiring groups of high school students has been such a wonderful opportunity. As YAL facilitators, we teach high schoolers how to frame and investigate real world issues through social science research, but we undoubtedly learned just as much from them about framing and addressing problems in our own lives and communities.

YAL is supported by the Equity Center and Youth-Nex. We are always looking for new partners interested in bringing YPAR to the youth they serve. To learn more about YAL and YPAR resources, please visit our website.

If you have any comments or questions about this post, please email Youth-Nex@virginia.edu. Please visit the Youth-Nex Homepage for up to date information about the work happening at the center.

Author Bio: Anya Pfeiffer is a fourth year Youth & Social Innovation Major and a first year candidate for a Master’s of Public Policy and Leadership from the Batten School. After graduation, she hopes to work on education or housing policy.

Author Bio: Olivia Burke is a 4th year Youth and Social Innovation major and Public Policy minor who is passionate about education research. Next year she will pursue her M.Ed. in Quantitative Analytics at UVA. 

Author Bio: Kate Price is a fourth year student majoring in Youth & Social Innovation in the School of Education. She is extremely interested in applying youth developmental frameworks to practical settings which help prompt adolescents to critically reflect, use their voice, and make a difference in their communities. 

Kennedy Eagle and Alexis Allen are also YSI students.

Mentoring Innovations: The Power of Groups

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By Nancy Deutsch & Gabe Kuperminc

Highlights:

  • Group mentoring programs can be effective in fostering at least short- term improvements in a broad range of youth outcomes.
  • The multiple types of relationships between and amongst peers and mentors in group mentoring programs contributes to youth’s experiences in, and outcomes from, group mentoring.
  • Limiting the size of the mentoring group (i.e., the ratio of mentors to mentees) and incorporating practices that foster peer support among the mentors can support program quality.
Source: National Mentoring Resource Center

January is National Mentoring Month. When you think about mentoring, you probably picture an adult who has volunteered to take an active and supportive role in a young person’s life. If you’ve heard of programs like Big Brothers Big Sisters, you’re probably familiar with the one-on-one approach to mentoring. But whereas one-on-one mentoring programs are widespread, did you know that group mentoring programs actually now serve more youth than one-on-one programs?[i] Group programs come in various shapes and sizes but are differentiated from one-on-one programs in that one or more adults work with multiple youth.

This may sound like a lot of settings you see every day, like after-school clubs, sports teams, or arts programs. Indeed, the basic ingredients for group mentoring exist in many places where multiple youth and one or more adults interact together over time.

But what makes group mentoring different from other programs that involve adults and youth is that it must include intentional mentoring activity and group processes, including meaningful, two-way interactions between one or more mentors and at least two mentees.

Formal programs that match mentors with groups of youth are very popular, with estimates that 35% of youth mentoring programs use a group format and an additional 12% use a combination of one-on-one and group mentoring.[ii] In other group settings, like after-school programs, sports teams, and classrooms, specific efforts may be needed to systematically foster mentoring relationships between the adults and youth.[iii]

In a recent review of group mentoring for the National Mentoring Resource Center, we found three main types of programs:

  1. The first type includes programs in which all activities occur in a group or team-like setting. An example of the first type is a program in San Francisco, CA called Project Arrive, where groups of six to eight students who are vulnerable to dropping out of school meet with mentors each week throughout their 9th grade year to build a sense of belonging in school and a supportive peer network.
  2. The second type of group program blends the popular one-on-one approach to mentoring with group activities. An example of this second type is the Young Women Leaders Program based here at UVA.
  3. The third type of program occurs in existing youth programs, like sports or arts organizations; these programs incorporate intentional elements of mentoring into existing youth programs, and usually include specific training of the adult leaders in topics related to youth development and mentoring and time during the program for explicit mentoring activities.

As group mentoring grows in popularity it is important for researchers and practitioners alike to be attuned to both the potentials of this program format for supporting young people, and also the recommendations that have been identified by the field so far for best practices (see, for example, the recently published supplement to the Elements of Effective Practice for Group Mentoring). In terms of the potential of such programs to have a positive impact on young people, our review uncovered evidence that group mentoring programs can be effective in fostering at least short- term improvements in a broad range of youth outcomes, including those in the behavioral, academic, emotional, and attitudinal/motivational domains. Evidence of longer-term effects is still limited. It should also be noted that there is limited evidence on incorporated programs, as most research has focused on conventional or blended group mentoring programs.

In terms of who benefits the most from group mentoring, our review found some isolated evidence suggesting that group mentoring is particularly effective for youth exposed to higher risk, but group mentoring appears to be potentially effective for youth from a variety of backgrounds.

Program effectiveness may be influenced by the socioemotional and relationship skills and histories that mentors bring to the program, and group facilitation skills is an important additional skill for mentors in group programs. Two features of programs that appear to be important for program quality include limiting the size of the mentoring group, or the ratio of mentors to mentees, and incorporating practices that foster peer support among the mentors.

Group mentoring shares many features of more traditional mentoring programs, but what makes group programs unique is the presence of peers and, often, multiple mentors. This allows for multiple types of relationships between and among mentors and peers that can contribute to youth’s experiences in, and outcomes from, group mentoring. In addition, attributes of the group, such as cohesion and belonging, mutual help, and a sense of group identity, may also contribute to youth outcomes. Researchers and practitioners are often concerned with the potential for negative outcomes, or “negative contagion effects,” particularly when youth exposed to significant risk are grouped together. Our review found that the potential for negative contagion in group mentoring programs does exist, but the presence of strong group facilitators and training for mentors in group programs, as well as intentional planning of assignment of mentees to groups, helps guard against negative consequences. Overall, group mentoring appears to be a promising approach to extend the reach of mentoring to a larger number of youth (and maybe even at a lower cost) than one-on-one mentoring, and to open up new avenues for promoting important skills and social connections that young people need.

Citations

[i] Garringer, M., McQuillin, S., & McDaniel, H. (2017). Examining Youth Mentoring Services Across America: Findings from the 2016 National Mentoring Program Survey. MENTOR The National Mentoring Partnership.

[ii] Garringer, M., McQuillin, S., & McDaniel, H. (2017). Examining Youth Mentoring Services Across America: Findings from the 2016 National Mentoring Program Survey. MENTOR The National Mentoring Partnership.

[iii] Banister, E. M., & Begoray, D. L. (2006). A community of practice approach for Aboriginal girls’ sexual health education. Journal of the Canadian Academy of Child and Adolescent Psychiatry / Journal de l’Académie Canadienne de Psychiatrie de l’enfant et de l’adolescent, 15, 168–173.

If you have any comments or questions about this post, please email Youth-Nex@virginia.edu. Please visit the Youth-Nex Homepage for up to date information about the work happening at the center.

Author Bio: Nancy Deutsch is the director of Youth-Nex, the UVA Center to Promote Effective Youth Development at the School of Education & Human Development. She is a Professor of Research, Statistics & Evaluation and Applied Developmental Science and is also affiliated with the Youth & Social Innovation (YSI) Program. Deutsch’s research examines the socio-ecological contexts of adolescent development, particularly issues related to identity. She has focused on the role of after-school programs and relationships with important adults, and is especially interested in the process of adolescent learning and development as it unfolds within local environments for better understanding about how to create settings that better support youth, especially those at risk due to economic or sociocultural factors.

Author Bio: Gabe Kuperminc is Professor of Psychology and Public Health and Chair of the Community Psychology Doctoral Program at Georgia State University. His research focuses on 1) understanding processes of resilience and positive youth development in adolescence and 2) evaluating the effectiveness of community-based prevention and health promotion programs. He is studying the effectiveness of innovative approaches to youth mentoring, including group mentoring and combining mentoring with other youth development approaches (projects funded by the Department of Justice, Office of Juvenile Justice and Delinquency Prevention). He also works with youth-serving non-profit organizations at local, state, and national levels, studying the effectiveness of prevention and youth development programs. A common thread in his work is an interest in understanding how cultural factors play a role in developmental processes and health behavior.

Measuring Key Processes in Youth Mentoring

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By Julia Augenstern

Highlights:

  • Mentoring programs are essential resources in many communities and one of the best supported approaches for fostering positive youth development.
  • However, despite a long record of empirical support for their positive impact, little is known about how mentoring benefits are rendered or the specific processes by which mentoring relationships work.
  • Presented here is recent work to help assess five key mentoring processes with the hope that when used this survey can reveal what makes some mentoring programs more effective than others.

Over the past 30 years, there have been numerous studies that show mentoring can help reduce youth risk of substance use, school failure and delinquency, and can increase their sense of support, connection, and self-efficacy. Not all programs show these benefits, with some even showing null or negative impacts. The question still remains:

What makes some programs beneficial and how do these benefits occur?

This requires looking into the processes that make up mentoring interactions; to understand the “how” of mentoring. Through reviewing theoretical and practical literature on mentoring we identified a set of 5 processes that were commonly mentioned as occurring within mentoring relationship and developed an assessment tool to capture them (See the original research article in the Journal of Community Psychology at: http://dx.doi.org/10.1002/jcop.22408).

Five Key Mentoring Processes

The follow five mentoring processes are measured by the Mentoring Process Scale (MPS):

  • Role Modeling – Activities and discussions that provide the mentee opportunity to experience the mentor as a role model or figure of identification, those in which the effect may be to evoke admiration, respect, felt positive similarity and connection, or emulation.
  • Advocacy – A process by which the mentor speaks up for or supports the mentee to others, connects the protégé with resources, and/or helps the mentee seek and access skills and opportunities, helping support navigation of social systems.
  • Relationship and Emotional Support – Instances where the mentor provides open and genuine positive regard and companionship to the mentee in ways that would be expected to lead the mentee to feel supported and cared for by the mentor. This process is characterized by regular and open communication, with empathy and/or reciprocity prominent.
  • Teaching and Information Provision – A process by which the mentor teaches new things to the mentee and/or provides information that might aid the mentee in managing social, educational, legal, family, and peer challenges.
  • Shared Activity – The mentor and mentee engage in activities together (e.g., cooking, playing sports, going out to eat, watching tv) or simply spend time together.
Click here to download the full scaleDownload
Click here to download the scale summary with scoring keyDownload

Our goal was to capture and understand these processes from both the adult mentor and youth mentee perspectives. Our study validated these five components as distinct and important factors making up the overall scale and showed that these processes relate to other important characteristics of effective mentoring, when rated by adult mentors. For youth, the items formed as a single general positive mentoring activity scale.

We think the scale can help reveal how mentoring works, what differentiates effective and ineffective mentoring, and what might be important training targets and skills for mentors.

This scale also has promise to help address inequities in access to quality mentoring. Presently, too often, the quality of mentoring available is dependent on economic and social resources, with little guidance on critical components of the mentoring relationship. If we can learn what makes mentoring effective, then training can concentrate on those skills and activities. The scale and the practices it measures can be used to help guide initial and ongoing training. It can also be used to highlight if and how mentors might be applying learned skills in their daily work with mentees. By better understanding the mechanisms of positive influences, disparities in mentoring program quality can be better identified and remediated, thus ensuring a greater likelihood for successful mentoring impacts across communities.

Mentoring in COVID-19

Finally, in a world of physical distancing during the COVID-19 pandemic, mentoring programs must adapt to new ways of engaging youth. They must find ways to successfully maintain the mentoring relationship and address new and unique needs of youth and communities. By considering what processes to emphasize and assessing variation in engagement and outcome as different ones are emphasized, we can learn how to ensure effective mentoring in these new circumstances. These five key processes can be helpful in guiding program adaptation to ensure that important components of the mentoring relationship are still maintained, regardless of the modality through which contact is made.

For more information about this research and the MPS, please see:

Tolan, P. H., McDaniel, H. L., Richardson, M., Arkin, N., Augenstern, J., & DuBois, D. L. (2020). Improving understanding of how mentoring works: Measuring multiple intervention processes. Journal of Community Psychology. http://dx.doi.org/10.1002/jcop.22408

or contact Patrick Tolan, Ph.D. at pht6t@virginia.edu

If you have any comments or questions about this post, please email Youth-Nex@virginia.edu. Please visit the Youth-Nex Homepage for up to date information about the work happening at the center.

Author Bio: Julia Augenstern, M.Ed. is a fourth year doctoral student in the Curry School of Education and Human Services Clinical and School Psychology Program. She studies positive youth development and social emotional learning in a Youth Nex affiliate lab and is a recent Curry Innovative, Developmental, Exploratory Awards (IDEAs) grant recipient.