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## Other Youth Topics

## Breadcrumb

            -  Youth Topics 
            -  Mentoring 
            -           Successful Mentoring Relationships and Programs      

# Successful Mentoring Relationships and Programs

Research focused on mentoring and mentoring programs is still relatively new (DuBois, Doolittle, Yates, Silverthorn, & Tebes, 2006) and findings seem to suggest that many factors influence the success of the mentoring program and the mentor-mentee relationship. Cavell et al. (2009) state that "Good intentions and a ready corps of volunteers are not enough to deliver an effective youth mentoring program - a solid infrastructure is essential" (p. 3). Creating successful mentoring programs is challenging because it depends on both the success of the mentor-mentee relationship and the success of the structure and organization of the mentoring program as a whole. While there continues to be a great deal of unknowns about the essential elements that are considered "best practices" for mentoring programs, preliminary research suggests that there are substantial differences in the success of mentoring programs based on the length of the relationship, the needs of the mentee, the frequency of the interaction, the quality of the relationship between mentor and mentee, and the organization and structure of the program.

**Successful mentoring programs:**
                      - target youth that will benefit most from mentoring, namely those most at risk;
                      - have clearly defined and articulated goals and expectations;
                      - include a level of flexibility that accommodates the diverse personalities and needs of mentors and mentees;
                      - have mentors with previous relevant experience in helping others and who are committed to at least 12 months of participation;
                      - incorporate activities that facilitate relationship building;
                      - support and involve parents and families;
                      - coordinate with other services and supports as needed;
                      - provide some structure to allow for careful matching between mentors with mentees;
                      - provide training for mentors both before and after they are matched with youth;
                      - have rigorous and reliable screening practices for mentors in order to protect children;
                      - provide consistent oversight, training, and support including early problem detection to ensure that needs of mentees are being met and concerns are being addressed effectively; and
                      - continuously evaluate and monitor program implementation and youth and mentor outcomes, and are flexible enough to change as necessary (Cavell, DuBois, Karcher, Keller, & Rhodes, 2009; Jekielek, Moore, & Hair, 2002).

Specifically, MENTOR (2009) provides the following guidelines that they have found to be essential elements of strong mentoring programs:

***Recruit appropriate mentors and mentees and ensure clear expectations for the program**.*Because mentoring relationships can vary with the type of program, it is important that both mentors and mentees have a clear understanding of the program’s expectations. For mentors it is important that they have a realistic expectation of the benefits and challenges associated with mentoring. It is also important that the needs of the youth recruited for the program match the services that the program can provide. Eliminating mismatches between mentor and mentee expectations can help diminish the chance that the mentoring relationship ends prematurely, and ensure that it is a positive experience for both the mentor and the mentee.

***Conduct reasonably intensive screening of potential mentors*.** MENTOR suggests that the screening process include an application, time commitment of at least one year and one face-to-face meeting per week, a face-to-face interview, a reference check, and a criminal background check. MENTOR also suggests that mentees should be screened. This includes parents or guardians filling out an application, providing consent, and committing to participate in the program for at least a year through the schedule designed by the program.

***Provide at minimum two hours of training prior to the match.***At a minimum, trainings should include the following topics:
                      - Program rules
                      - Mentors’ goals and expectations for the mentor/mentee relationship
                      - Mentors’ obligations and appropriate roles
                      - Relationship development and maintenance
                      - Ethical issues that may arise related to the mentoring relationship
                      - Effective closure of the mentoring relationship
                      - Sources of assistance available to support mentors

Research on mentors participating in BBBS showed that mentors receiving less training prior to being matched with their mentee, specifically less than two hours, had less positive mentoring relationships. These mentors reported that they did not feel as close with their mentees, spent less time with them, and were less likely to continue the relationship the following year compared to mentors who had received two or more hours of training prior to beginning the mentorship. (Herrera, Sipe, & McClanahan, 2000).

***Make matches based to encourage sustained relationships**.*MENTOR suggests that characteristics of the mentor-mentee should be considered during the matching process*.* Learn more about adults who mentor and the key attributes associated with successful mentoring. 

***Offer continuous support and training to mentors that extends post-match*.** While initial training can be helpful for mentors, continuous ongoing support is also essential. MENTOR suggests that programs contact mentors and mentees at least twice a month during the initial month of the relationship and at least monthly after that. Programs should also provide mentors with resources such as experts, publications, connections with experienced mentors, and social service referrals to help address challenges that they may face during the mentoring relationship, and at least one or more opportunities for training following the initial training. MENTOR also suggests using evidence-based evaluations and assessments to assess the relationship.

Though practice and research suggest some best practices for mentoring programs, it is important to recognize that the needs children and youth face are unique to their circumstances. Programs designed for them are most effective when the needs of the mentees are taken into account and factor into the structure of the program and the pairing of mentors and mentees.

## References

Cavell, T., DuBois, D., Karcher, M., Keller, T., & Rhodes, J. (2009). *Strengthening mentoring opportunities for at-risk youth.*Retrieved from http://www.mentoring.org/downloads/mentoring_1233.pdf (PDF, 4 pages)

Deutsch, N. L., & Spencer, R. (2009). Capturing the magic: Assessing the quality of youth mentoring relationships. *New Directions for Youth Development, 121*, 47-70.

DuBois, D. L., Doolittle, F., Yates, B. T., Silverthorn, N., Tebes, J. K. (2006). Research methodology and youth mentoring. *Journal of Community Psychology, 34*(6), 657-676.

Herrera, C., Sipe, C. L., & McClanahan, W. S. (2000). *Mentoring school-age children: Relationship development in community-based and school-based programs.*Philadelphia, PA: Public/Private Ventures.

Jekielek, S., Moore, K. A., &Hair, E. C. (2002). *Mentoring programs and youth development: A synthesis.* Washington, DC: Child Trends. Retrieved from http://www.mentorwalk.org/documents/mentoring-synthesis.pdf (PDF, 68 pages)

## Other Resources on this Topic

### Announcements 

                          - 2014 National Mentoring Summit
                          - Building Staff Co-Regulation to Support Healthy Relationships in Youth: A Guide for Practitioners
                          - Department of Justice Awards More Than $136 Million to Support Youth and Reform the Juvenile Justice System
                          - Measuring Co-Regulation: A Draft Tool for Observing Educators in Youth-Serving Programs
                          - National Adoption Month 2022
                          - Nationwide Pre-Apprenticeship Initiative
                          - Report: Building Co-Regulation Capacity to Support Positive Development for Youth with Foster Care Experience
                          - Report: Mentoring in Juvenile Treatment Drug Courts
                          - Report: Promoting Healthy Futures: Afterschool Provides the Supports Parents Want for Children’s Well-Being
                          - Resource: $63 Million to Expand Community Schools and Increase Social, Emotional, Mental Health, and Academic Support for Students, Educators, and Families
                          - Resource: Building Educator Pipelines Through Service 
                          - Resource: Co-Regulation in Practice Series -- Strategies for Practitioners Who Serve Youth Aged 14-24
                          - Resource: Co-regulation: What It Is and Why it Matters Video
                          - Resource: Financial Aid Toolkit for Counselors
                          - Resource: How to Help Children and Teens Manage Their Stress
                          - Resource: John H. Chafee Foster Care for Successful Transition to Adulthood Program Resource List
                          - Resource: Mentoring as a Component of Reentry
                          - Resource: Mentoring for Enhancing Career Interests and Exploration
                          - Resource: Mentoring for Enhancing School Attendance, Academic Performance, and Educational Attainment
                          - Resource: Mentoring for Preventing and Reducing Substance Use and Associated Risks among Youth
                          - Resource: National Partnership for Student Success (NPSS) Aligned Programs in all 50 States
                          - Resource: NCFY
                          - Resource: Practitioner’s Toolbox
                          - Resource: Resilience, Opportunity, Safety, Education, Strength (ROSES) Program
                          - Resource: School Resource Officers, 2019–2020
                          - Resource: The Mentoring Toolkit 2.0: Resources for Developing Programs for Incarcerated Youth
                          - Resource: The National Partnership for Student Success
                          - Resource: Toolkit for Implementing Authentic Youth Engagement Strategies Within State Advisory Groups
                          - Resource: Tools for Mentoring Organizations to Strengthen Match Support and Closure
                          - Resource: We Meet Them Where They Are: The Importance of Mentoring as a Component of Youth Gang Violence Intervention
                          - Resource: Youth Advisory Councils
                          - Resources for Professionals and Others Supporting Young People During Times of Uncertainty
                          - Review: Mentoring for Children of Incarcerated Parents
                          - Share with Youth: Next Legends
                          - Webinar Series: Building Your Program: Empowering Grassroots Mentoring
                          - Youth Voices Have Moved to YE4C

### Feature Articles 

                          - A Match Made in Pittsburgh Cultivates a Young Girl's Strengths
                          - Engineering students mentor at middle school with STARBASE
                          - Girls Mentoring and Education Service
                          - Healthy Youth Development through Self-Regulation and Co-Regulation
                          - Just Launched! Redesigned YE4C
                          - Secretary Duncan Hosts First Meeting with National Council of Young Leaders
                          - Youth Speakers Share Their Hopes for the Future

### Programs 

                          - National Guard Youth Challenge Program
                          - Neighborhood Networks
                          - Reintegration of ExOffenders Program
                          - Seniorcorps - Foster Grandparent Program
                          - YouthBuild

### Publications 

                          - Adventures in Parenting
                          - Juvenile Mentoring Program: 1998 Report to Congress
                          - Juvenile Mentoring Program: A Progress Review
                          - Make a Friend-Be a Peer Mentor
                          - Mentoring Resources
                          - Mentoring-A Proven Delinquency Prevention Strategy
                          - My Brother’s Keeper Task Force Report to the President

### Resources 

                          - Report: Mentoring in Juvenile Treatment Drug Courts
                          - Report: My Brother’s Keeper 2016 Progress: Two Years of Expanding Opportunity and Creating Pathways to Success
                          - Resource: Mentoring as a Component of Reentry
                          - Resource: The Mentoring Toolkit 2.0: Resources for Developing Programs for Incarcerated Youth
                          - Resource: Tools for Mentoring Organizations to Strengthen Match Support and Closure
                          - The My Brother's Keeper Initiative

### Technical Assistance 

                          - AmeriCorps Resource Center

### Tools & Guides 

                          - 3 Bold Steps for School Community Change
                          - AmeriCorps: National Mentoring Month
                          - Best Practices Guide on Mentoring Youth with Disabilities
                          - Tip Sheet for Mentors: Supporting Children Who Have an Incarcerated Parent

### Videos & Podcasts 

                          - Become a Mentor - Etienne & Don'Trae 30 Second PSA 2014
                          - Watch: Youth Describe Their Most Meaningful Relationships

### Websites 

                          - National Mentoring Resource Center
                          - Resource: Mentor.gov
                          - The Mentoring Effect

### Youth Topics 

                          - Mentoring

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Youth who receive special education services under the Individuals with Disabilities Education Act (IDEA 2004) and especially young adults of transition age, should be involved in planning for life after high school as early as possible and no later than age 16. Transition services should stem from the individual youth’s needs and strengths, ensuring that planning takes into account his or her interests, preferences, and desires for the future.

Youth Transitioning to Adulthood: How Holding Early Leadership Positions Can Make a Difference
Research links early leadership with increased self-efficacy and suggests that leadership can help youth to develop decision making and interpersonal skills that support successes in the workforce and adulthood. In addition, young leaders tend to be more involved in their communities, and have lower dropout rates than their peers. Youth leaders also show considerable benefits for their communities, providing valuable insight into the needs and interests of young people

How Trained Service Professionals and Self-Advocacy Makes a Difference for Youth with Mental Health, Substance Abuse, or Co-occurring Issues
Statistics reflecting the number of youth suffering from mental health, substance abuse, and co-occurring disorders highlight the necessity for schools, families, support staff, and communities to work together to develop targeted, coordinated, and comprehensive transition plans for young people with a history of mental health needs and/or substance abuse.

Young Adults Formerly in Foster Care: Challenges and Solutions
Nearly 30,000 youth aged out of foster care in Fiscal Year 2009, which represents nine percent of the young people involved in the foster care system that year. This transition can be challenging for youth, especially youth who have grown up in the child welfare system.

Coordinating Systems to Support Transition Age Youth with Mental Health Needs
Research has demonstrated that as many as one in five children/youth have a diagnosable mental health disorder. Read about how coordination between public service agencies can improve treatment for these youth.

Civic Engagement Strategies for Transition Age Youth
Civic engagement has the potential to empower young adults, increase their self-determination, and give them the skills and self-confidence they need to enter the workforce. Read about one youth’s experience in AmeriCorps National Civilian Community Corps (NCCC).

## Main navigation

- Mentoring
- Practice
- Adult Mentor Characteristics
- Relationship Types
- Relationship Characteristics
- Benefits for Young People
- Challenges & Lessons Learned
- Successful Relationships & Programs
- Starting a Program
- Federal Support
- References

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## Latest Resources

### Announcements

Resource: National Partnership for Student Success (NPSS) Aligned Programs in all 50 States

Webinar Series: Building Your Program: Empowering Grassroots Mentoring

Resource: School Resource Officers, 2019–2020

### Feature Articles

Healthy Youth Development through Self-Regulation and Co-Regulation

Just Launched! Redesigned YE4C

A Match Made in Pittsburgh Cultivates a Young Girl's Strengths

### Publications

Mentoring Resources

My Brother’s Keeper Task Force Report to the President

Mentoring-A Proven Delinquency Prevention Strategy

### Resources

Resource: Tools for Mentoring Organizations to Strengthen Match Support and Closure

Resource: The Mentoring Toolkit 2.0: Resources for Developing Programs for Incarcerated Youth

Resource: Mentoring as a Component of Reentry

### Youth Topics

Mentoring