Mentoring in social work: key findings from a women's community-based mentoring program

Based on a social intervention research study into mentoring with women from socioeconomically disadvantaged communities, this study considers some of the key differences between traditional workplace and community-based mentoring when used as a social work intervention. The study involved 18 women who participated in a preparation-for-mentoring groupwork program for 12 months. Eleven of these participants were then matched with a mentor and supported in this relationship for a further 12 months. Qualitative analysis points to three key factors likely to enhance the success of community-based mentoring relationships: (i) relational qualities, such as trust, engagement, and authenticity; (ii) mentees' readiness for change and ability to overcome adversity; and (iii) mentors' practical assistance with tasks and overcoming obstacles. Social workers implementing a community-based mentoring program need to be mindful of the importance of these factors in order to ensure that mentees are supported to engage effectively in any mentoring relationship and overcome structural, community, and familial barriers that may adversely affect them.     

Empowering Lesbian and Gay Foster Adolescents Through Mentoring Relationships

This article discusses a mentoring model as a resource for lesbian and gay adolescents in foster care. Interview data collected in a national study of foster adolescent mentoring programs led to the identification of elements of succesful programs. The authors apply these elements to the design of a model mentoring program for lesbian and gay adolescents. Such a model program would help to alleviate problems that are related to isolation, stigmatization, and lack of positive lesbian and gay role models. Selected lesbian and gay youth vignettes are described and implications drawn for program development.     

Perceived family impact of volunteering among reintegrating post-9/11 Veterans

Family issues are common among returned post-9/11 Veterans. Traumatic brain injury (TBI), post-traumatic stress disorder (PTSD), and depression are each independently related to divorce whereas community ties and social support are protective factors for the family during reintegration. Evidence from elders on the benefits of one intervention, community volunteering, may indicate “spillover effects” of these benefits into the family. Few measures exist to assess the impact of military Veteran volunteering on the family. The authors report (1) an adaption of a benefits measure from elders to Veterans, (2) its preliminary reliability and validity, and (3) differences among subgroups. Reintegrating post-9/11 Veterans (N = 346) who completed a 6-month, stipended volunteer program were surveyed. Perceived impact of volunteering on the family was assessed after completion of the program using an 11-item self-report measure. Rank-based nonparametric tests were used to detect significant differences among subgroups. Preliminary findings support the scale’s adaptation to Veterans, internal consistency, and construct validity. At least one perceived family impact indicator differed significantly (p < .05) between subgroups based on demographic and psychological factors. Veterans in this civic service program perceived that their volunteering may have affected their families.     

Barriers to Implementing a Mentoring Program for Youth in Foster Care: Implications for Practice and Policy Innovation

The aim of this article is to report on the findings of an evaluation of a youth in foster care mentoring pilot program and the difficulty that arises when a program is not well implemented. The pilot program and evaluation of its effectiveness were mandated by the Texas 80th Legislature through the passing of HB 3008. Big Brothers Big Sisters of North Texas implemented the pilot to match youth in foster care age 14 years and older, who participate on a voluntary basis and who have been screened for participation by the Texas Department of Family and Protective Services (DFPS) with an adult mentor. As part of the pilot, youth were to receive 8 h of face-to-face time, and at least 1 h of phone, email, or text contact with their mentor. Though there were problems with implementation of the mentoring pilot, responses on the confidential youth survey suggest that those who did participate had positive experiences. Based on responses on the survey from the youth and based on the existing empirical literature on the benefits of mentoring programs for trouble youth and following the recommendations presented in this article the mentoring programs should be encouraged for youth aging out of foster care.     

Teaching Note—Creating an Integrative Research Learning Environment for BSW and MSW Students

ABSTRACT

Research courses are often the least popular among BSW and MSW students because the connection between social work practice and research is not always evident. This teaching note introduces the structure of the Social Work integrative Research Lab (SWiRL), which was implemented in a social work program without a doctoral program at a large public university. SWiRL offers students opportunities to engage meaningfully in a variety of social work research projects using a framework of nested mentoring. Students gain hands-on research experience while they develop confidence, leadership, and mentoring skills within this structure. The authors discuss recommendations for other social work programs that do not have doctoral education or an established research environment.     

Children of Divorce-a Community Support Group

Children of Divorce is a community-based and community sponsored education-support group, the primary purpose of which is to assist children in adjusting to separation or divorce in their families. Intended as a primary preventive effort, the program is open to all child volunteer participants. Children meet with volunteer group leaders for a series of six weekly sessions. The value of cooperation among various community groups forming the organization is stressed along with other organizational features. Problems encountered in program implementation are discussed. Beyond direct services, advocacy for children of divorce emerges as an important additional organizaional function.     

Mentor Attunement: An Approach to Successful School-based Mentoring Relationships

Despite the ongoing popularity and appeal of youth mentoring programs across myriad of contexts, the achievement of high quality relationships between adult volunteers and school-aged youth remains a vital challenge to the work of youth development professionals. This paper outlines the role of mentor attunement in the experience of relationships between volunteer adults and youth in schools. Through an in-depth, inductive analysis of qualitative data, including on-site observation of relationship development over time, attunement at varying levels is illustrated. Implications for future research and program development are discussed.     

Exploring relationships among boys and men: A retrospective,qualitative study of a multi-year community-based group mentoring program

Mentoring has been established as a useful mechanism by which to reduce risk and promote a variety of beneficial outcomes across age groups and settings. However, very little research has explored long-term group mentoring programs for adolescents, and researchers have not established the optimal approach to mentoring relationships among boys and men. This study interviewed a cohort of recent graduates from the Stepping Stones Project, a group mentoring program for boys that began in 6th grade and continued until the end of high school. Several themes emerged from the interviews, including: (a) the SSP encouraged an open, honest style of communication that the youth learned to adapt through observation and experience; (b) the youth and co-leaders developed intimate, trusting relationships; (c) the supportive environment enabled the youth to explore their own identity and develop greater self-knowledge; (d) the transition ceremony provided a venue in which the youths' growing maturity could be seen and recognized by parents; (e) the structure of the SSP enabled the youth to take on increasing responsibility for planning and managing group activities, and (f) the parent group provided an important source of support and community for parents during the adolescent transition. These themes are discussed in terms of current theory and research on mentoring and adolescent development.     

Urban community as resource: Evaluation of the mentors in Toledo schools program

We report findings from an evaluation of the Mentors in Toledo Schools program (MITS), which pairs adult community volunteers with elementary school students in need of reading support. Begun in 2012, MITS now operates in five elementary schools in Toledo Public Schools. A quasi-experimental study of 379 students (n = 128 mentored, n = 251 comparison) tested the effectiveness of MITS, using changes (fall to spring) in students’ scores on STAR Reading. Multilevel models demonstrate students who participated in MITS made statistically significant, and educationally meaningful, reading gains compared to students who did not participate. Further, an investigation of the importance of dosage revealed that number of mentoring sessions is related to students’ outcomes; students who participated in reading mentoring at least once per week showed the most educationally meaningful improvements. We also report qualitative feedback from adult program participants, including teachers, mentors, and site coordinators, to help contextualize the STAR Reading results. These findings speak to the opportunity for community volunteers to act as low-cost and effective supports for urban elementary school students who are at-risk for reading failure.     

Student Training Promotes Mentoring Awareness and Action

Student training is a critical but often overlooked aspect of the mentoring process. Composite mentoring, involving the strategic selection of a diverse set of mentors, is proposed to guide students to take a more active role in their own mentoring experiences. A mentoring program with composite mentoring as a guiding framework was designed and implemented for college women pursuing science careers. The effectiveness of the program is illustrated, and students reported enhanced mentoring and career‐related experiences. Implications for advising, career counseling, and mentoring program design are discussed.     

Building Community for Toronto's Lesbian,Gay, Bisexual,Transsexual and Transgender Youth

SUMMARY

This paper describes the development of Supporting Our Youth, an innovative grassroots program that builds community for lesbian, gay, bisexual, transsexual and transgender youth in Toronto. Hundreds of adults and youth have worked together to develop a broad range of arts, cultural, recreational, and employment training activities, as well as a very popular mentoring and housing program. Initiated in 1997, Supporting Our Youth has been developed according to underlying principles of community development and community building which value broad participation, diverse skills, partnerships, coalition building, and grassroots ownership and direction. As a model, it is transferable to other queer and trans communities, as well as to other marginalized populations.     

What is Old is New Again: Achieving Effectiveness with Volunteer Programs in Kazakhstan

Abstact This study based on Kazakhstan nonprofit organizations (NPOs) is the first to address the important issue of the relationship between volunteer management and volunteer program effectiveness in an international setting. Our inquiry is informed by findings of US scholars that show that the adoption of a recommended set of volunteer management practices is related to the level of effectiveness achieved with volunteer involvement in NPOs. The paper advances a path model to explain volunteer program effectiveness, with volunteer management practices the crucial intermediate variable. Based on data collected in a survey of Almaty (Kazakhstan) NPOs in 2004, the empirical analysis yields considerable support for a path model that focuses on both the adoption of these practices and the attainment of program effectiveness. Given the heterogeneity of NPOs, not every organization can be expected to benefit from the adoption of the recommended practices. Nevertheless, results suggest that they offer one workable means for successfully integrating volunteers.     

Predictors of early versus late match relationship beginnings in Big Brothers Big Sisters community programs

This study examined patterns and predictors of early versus late match relationship beginnings involving youth and adult volunteer mentors participating in Canadian Big Brothers Big Sisters (BBBS) community mentoring programs. Survival and multinomial logistic regression models were estimated on a sample of 845 youth approved for service from 20 mentoring agencies. Results showed that just over half of the youth (53%) had been paired with a mentor 6 months from the completion of their baseline assessment. At 12 months, 70% had been paired. Compared to never-mentored youth, predictors associated with a reduced chance of an early match beginning (< 6 months) included youth gender (boys) and a rural or small town place of residence. Youth perceptions of emotional support from parents/caregivers and parents' expressed need for another adult in their child's life were associated with an increased chance of both early (< 6 months) and late match beginnings (6 or more months). Implications for agency services are discussed.     

An Evaluation of the Scholarly Productivity of Doctoral Graduates

Scholarly publication is becoming increasingly important in social work. Not only does publication reflect the knowledge development effort of the profession, but it apparently positively affects the careers of the authors. In the current study, the authors evaluated the scholarly productivity of 284 randomly selected doctoral graduates from 30 social work programs. The authors accumulated and aggregated for each program counts of publications appearing in the Source Index of the Social Sciences Citation Index.Findings indicated that the level of article productivity among doctoral graduates was normative. In addition, the productivity of doctoral program faculty was found to be related to the productivity of the program’s doctoral graduates. The authors suggest that perhaps productive faculty provide positive role models to their students; this mentoring relationship contributes to graduate productivity outcomes.     

Mentoring Improves Acceptance of a Community Intervention For Court-Referred Male Persons in Need of Supervision (PINS)

Despite excellent community-based interventions for court-referred adolescent boys, low rates of retention in the initial phase of treatment often lower overall effectiveness. This study assessed the contribution of mentoring towards improving compliance with a community-based intervention for court-referred adolescent male Persons in Need of Supervision (PINS). Charts on 79 court-referred adolescent boys (mean age=14.28; SD=1.37) admitted to a community based intervention in a large metropolitan area were systematically reviewed for patterns of service utilization (mentoring and group treatment), familial history, and substance use and psychopathology. Male adolescent PINS who utilized mentoring were ten times more likely to remain in the community-based intervention during the initial 6 months. Following the initial 6 months period, utilization of group treatment, but not mentoring, was associated with retention in the community-based intervention and positive outcome. Community-based intervention for court-referred adolescents might include mentoring during the initial 6 months of treatment to improve compliance.     

Mentoring Policy Research Organizations: Project Evaluation Results

The international community has identified a positive link between good governance and economic development. There is an increasing appreciation of the effective role that local policy research organizations (PROs) in transition and developing countries can play in providing evidence-based policy recommendations as the basis for sound legislation and in assessing the efficacy of existing programs. Capacity building programs for PROs are seen as a key component of growth strategies. The donor community has responded with support for such efforts, which take many forms. On the other hand, the evaluation of the effectiveness of these capacity building and mentoring programs has been inadequate. This article presents the evaluation of one program, focusing on two important capacity building program outcomes: improved research capacity and greater effectiveness in the policy arena. A reflexive design is used. The results suggest the program??s approach is promising.     

Mentoring in the social context: Mentors' experiences with mentees' peers in a site-based program

The primary mechanism by which mentoring promotes positive outcomes is typically considered to be the one-to-one relationship between mentor and youth. However, many mentoring relationships, particularly those in site-based programs, unfold within and are influenced by the larger contexts in which mentoring takes place. In the present study, we examined 161 first-person accounts written by college students serving as Lunch Buddy mentors in an elementary school-based mentoring program. This examination aims to glean insights into mentors' experiences of and responses to their mentees' peers as they carried out the mentoring relationship in a school cafeteria setting, and the ways that mentors' engagement of mentees' peer networks might have influenced the mentoring process. Our analyses delineate the different approaches taken by mentors to engage mentees' peers, and the challenge of focusing on the mentoring relationship while also managing interactions involving mentees' peers. Findings shed light on how the contexts in which mentoring relationships occur shape the course and function of mentoring, and expand our understanding of the processes through which mentoring relationships can promote positive change for mentees.