Introduction

Formal (i.e., program-supported) mentoring began at the advent of the juvenile justice system with the creation of Big Brothers and Big Sisters in 1904.

Mentoring takes place between young persons (i.e., mentees) and older or more experienced persons (i.e., mentors) who are acting in a non-professional helping capacity to provide the support that benefits one or more areas of the mentee’s development.

The concept of an older, wiser figure supporting the healthy growth of a young person is deeply rooted in human history—the term “mentor” dates back to Greek mythology, and both Homer’s “The Odyssey” and many ancient religions include stories about mentorship.

Make young people feel like they matter.

Mentoring, at its core, guarantees young people that there is someone who cares about them, assures them they are not alone in dealing with day-to-day challenges, and makes them feel like they matter.

Curriculum

  • Defining Mentoring

    Defining Mentoring

    Well-supported mentoring relationships can be transformational experiences for both the youth (mentee) and the adult (mentor). Mentoring relationships don’t magically create behavioral change, however. They require careful planning and effective practices to achieve desired results.

    Impactful Youth Mentoring

    Careful program planning, intentionality, and infrastructure

    Supportive adults building trusting relationships through formal programs

    The result: Relationships that can inspire behavioral changes

  • Program Design and Impact

    Program Design and Impact

    Every aspect of developing and managing a mentoring program impacts the mentee’s and mentor’s experience—and ultimately the outcomes you hope to achieve.

  • Using Evidence-Based Practices

    Using Evidence-Based Practices

    The importance of designing an intentional and high-quality youth mentoring program cannot be overstated, as research clearly illustrates the following:

    Only high-quality mentoring programs have positive effects on youth

    “Middle-of-the-road” mentoring programs have few clear outcomes

    Low-quality mentoring programs show documented damage to youth

  • Rhodes Conceptual Model of Mentoring

    Rhodes’ Conceptual Model of Mentoring

    In Stand By Me: The Risks and Rewards of Mentoring Today’s Youth, Jean Rhodes theorized three primary ways a supportive adult (mentor) influences the healthy growth of a young person (mentee):

    • Enhanced social skills and emotional well-being
    • Improved cognitive skills through dialogue and listening
    • Positive identity development through role modeling and advocacy
  • Landmark Mentoring Studies

    Landmark Mentoring Studies

    Several landmark studies identified three primary approaches to youth mentoring and how these approaches influence youth outcomes. The studies found that a key difference between successful mentoring relationships and those that fail relates to the approach and perceived expectations of the mentor. Three main approaches to youth mentoring:

    • Developmental
    • Instrumental
    • Prescriptive

     

    Mentors who followed a developmental—as opposed to prescriptive—approach had longer-lasting and more meaningful relationships.

  • Developmental Mentoring

    Developmental Mentoring

    Developmental mentors …

    • Help mentees build positive attitudes, thoughts, feelings, and beliefs that guide future behavior
    • Take the time to build the relationship, become a trusted friend, and always maintain trust
    • Ask mentees what they would like to do during interactions
    • Listen more than they talk
    • Allow mentees to naturally bring up issues and concerns about their life
    • Help mentees build their own confidence to be successful
    • Remain flexible and supportive
  • Instrumental Mentoring

    Instrumental Mentoring

    Instrumental mentors …

    • Let mentees choose an activity and guide them through it
    • Give feedback and encouragement
    • Listen actively
    • Might have expertise in a topic or skill
    • Are a developmental mentor first and an expert resource second
    Example: Mentor helps youth develop a specific skill (e.g., carpentry or web design)
  • Prescriptive Mentoring

    Prescriptive Mentoring

    Prescriptive mentors …

    • Tell mentees what they need to do during interactions
    • Give advice more than they listen
    • Focus on tasks to meet specific goals based on what they think mentees need
    • Push mentees to talk about issues or concerns in their life
    • Try to “fix” mentees’ “problems”
  • Match Meeting Frequency, Intensity, and Duration

    Match Meeting Frequency, Intensity, and Duration

    Each program will need to determine how often, for how long, and over what period of time matches in their program will meet. Generally how much time should a mentor and mentee should spend together? One-year (calendar or school) is a minimum commitment for the mentoring relationship, or a specific minimum time commitment that is required by your mentoring program. Generally how often should pairs meet? Face-to-face meetings with mentees average a minimum of once a week and a total of four or more hours per month over the course of the relationship, or a specific minimum frequency and amount of hours that are required by your mentoring program. Don’t forget to communicate the frequency and time commitment to your mentoring matches and parents/guardians!

    In one study, adolescents who participated in a relationship that lasted at least 12 months had more positive benefits as compared to youth in relationships that lasted fewer than 12 months. (Grossman & Rhodes, 2002) Other studies have confirmed the value of meeting frequently and regularly (Bayer, A., Grossman, J. B., & DuBois, D. L. (2015)

  • More
  • Next Steps
    • Learn more by reviewing the introduction of Elements of Effective Practice for Mentoring (4th edition).
    • Use your note-taking guide to list topics or questions about setting the stage to discuss with your technical assistance provider. Remember to save your note-taking guide changes after each chapter.

     

Relevant Documents


Elements of Effective Practice for Mentoring (4th edition)

Review

Learn more by reviewing the introduction of Elements of Effective Practice for Mentoring (4th edition)

Elements of Effective Practice for Mentoring

Continue

Continue onto the next chapter: Program Planning & Design

Program Planning & Design

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  • MENTOR National and Affiliates will use the information you provide to better inform future publications and keep you up to date with advancements in the mentoring field. For more information, check out our privacy policy.