Mentoring as a support for young people encompasses the necessary guidance characteristics that promote healthy psychological development (Spencer, Jordan, & Sazama, 2004).
Mentoring endures a unique set of barriers. These barriers pose a specific challenge around relationship satisfaction and commitment for the mentors and mentees. Ultimately leading to high mentor turnover, low relationship satisfaction, and low commitment.
Specifically school based mentoring compared to community based mentoring has a higher number of available mentors, which would extend the duration of the relationship (Karcher, 2008).
The school context could serve as a foundation for structured and engaging mentoring programming due to the nature of the academic environment possessing many of the necessary processing that would facilitate successful mentoring.
In further examining mentoring and mentoring relationships, programming quality has been effected by training and supervision of mentors and how mentors view their effectiveness with mentees (Karcher et al., 2005).
Teacher social support was associated with increased school satisfaction and student self-efficacy, which explains the positive effects that social support has on psychological needs for competence, relatedness, and autonomy (Poteat et al., 2009).
In an educational setting, the mentor may have multiple mentees and may be limited by time allocation thusly they would benefit from mentees being highly active in the relationship bolstering the mentor ego and self-efficacy (Poteat et al., 2009).
To address potential barriers mentors will role-play within a group of mentors and supervisors. This role-playing will consist of real time practice of mentoring scenarios and feedback from the supervisors and group members.
individual monitoring would be provided for one-on-one development.
Preparation for meeting a new mentee would be intake-like discussing basic interest and expectations of both parties.
“ Who Am I” exercise to express what roles they play within the contexts of home, community, and school also contain a portion that asks to state one goal with each other that could be achieved in each setting.
Surprisingly, mentors that underestimated their commitment yielded a more humble characteristic that protégés/mentees found more desirable and translated to relationship satisfaction.
Limitations in research are still very present regarding the factor of commitment within the mentoring relationship literature because of it newness.
A study on school-related social support resulted in a modest relationship between school satisfaction and life satisfaction despite the hypothesized importance of the school context (Danielsen et al., 2009).
Adolescence is a period in life “characterized by the confusion and uncertainty of not knowing exactly what their role expectations are during this period of transition from childhood to adulthood” (Zembar & Blume, 2009, p. 408)
“ Mentoring relationships, such connections between boys and men may hold the potential to mitigate some of the negative effects of socialization toward conventional masculine gender roles norms” (Spencer, 2007, p. 186).
Despite the desire to do well and positively influence their mentees, some mentors may unintentionally, do more harm than good if they interact with their mentee with a negative male socialization mindset.
The intervention that I intend to use will focus on preparing the mentor to engage in a mentoring relationship with an adolescent male.
Mentors may have a strong desire to assist a young male but due to the way he was socialized it maybe difficult for him change the way he thinks about being a male and reinforce the negative view of manhood
Mentors who participate in the workshops will have a understanding of how to encourage, support and explain to young males
Mentors will be challenged to explore their own beliefs regarding the socialization of boys
When matching mentors and mentees it is important to consider personalities, special interests. Karcher et al. (2005) also believes that one of the keys to mentoring success include continued mentor support, supervision and training.
If you could make a movie, what would it be about? Who would be in it?
You are going to be alone on a deserted island and you get to take one book/DVD/CD. What would you take?
If you were writing a newspaper article about your day, what would the headline be?
What movie character would you want to be? In the movie or series about your life, what actor would play you? Why?
Who taught you how to use (insert tech device) ?
Limitations A major limitation to this intervention is the availability and access to these items, specifically for economically disadvantage youth. However some of these item can be acquired in schools, libraries and bookstores!
According to DuBois and Silverthorn (2005), natural mentoring has been proven to foster positive outcomes in adolescent youth regarding: education/work, problem behavior, psychological well-being, and physical health.
Natural mentors can take the form of teachers, coaches, extended family, or adult friends.
Youth athletes can benefit from sport’s practice regarding social and educational influence – based primarily on the rules and norms of the sport’s experience and team spirit.
According to Rutten, Stams, Biesta, Schuengel, Dirks, and Hoeksma (2007), antisocial behaviors in athletes promote aggressive behaviors and perceptions. Competition can promote anti-social behavior in athletes and the athlete’s negative behaviors can inhibit positive youth development.
Having an effective relationship with the coach may encourage the athletes to develop a more prosocial behavior on and off of the sporting field.
“ Equipping the coach with the skills to maintain good relationships with the athletes should be the primary target in the curriculum of any coach training institute and an important aim for sports clubs that want to take responsibility for the educational needs of their young athletes.” (Rutten et al. 2008, p. 384).
According to Rhodes (2008), school-based mentoring programs are shortened to nine months due to the school year and the positive effects of mentoring that initially took place faded as the new school year approached.
Research supports the notion that mentors make a positive difference in the lives of adolescent youth and athletes. For instance, youth who are involved in a mentoring relationship improve in the following areas; academic performance, peer relations, self esteem, decision making, school attendance and behavior.
Mentors provide support, guidance, model appropriate behaviors and challenge the expectation society has of adolescent boys, girls and athletes.
Success in the mentoring relationship is dependent upon several factors such as:
mentor perception and commitment,
the relationship between the mentor and mentee
and the training and supervision a mentor receives before and during the mentoring relationship.
When these variables are addressed, the mentor and mentee relationship flourishes and both parties are satisfied.