Mentor suitability and mentoring relationship quality: lessons from the Glasgow Intergenerational Mentoring Network

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Abstract

The research literature on mentoring is diverse, draws mainly on studies from the US and spans youth, academic and workplace mentoring (Eby et al, 2010). School-based mentoring programmes targeted at socially disadvantaged young people vary from those employing peer mentors, older students and adults of different ages, and show modest positive impacts on outcomes such as truancy, misconduct and academic abilities (Rhodes et al., 2005). A meta-analysis of 73 US mentoring programmes (DuBois et al, 2011) suggested overall effectiveness showing positive outcomes for young people across social, emotional, academic and behavioural domains, and positioning mentoring as having equal effectiveness compared with other forms of youth intervention. Furthermore, the findings showed that young people not engaged in mentoring declined over time on similar outcomes.
LanguageEnglish
JournalJournal of Community Psychology
DOIs
Publication statusAccepted/In press - 19 Dec 2016

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Mentors
Vulnerable Populations
Workplace
Meta-Analysis
Mentoring
Students
Research

Keywords

  • mentoring relationships
  • Glasgow Intergenerational Mentoring Network
  • disadvantaged young people
  • relational capacity

Cite this

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title = "Mentor suitability and mentoring relationship quality: lessons from the Glasgow Intergenerational Mentoring Network",
abstract = "The research literature on mentoring is diverse, draws mainly on studies from the US and spans youth, academic and workplace mentoring (Eby et al, 2010). School-based mentoring programmes targeted at socially disadvantaged young people vary from those employing peer mentors, older students and adults of different ages, and show modest positive impacts on outcomes such as truancy, misconduct and academic abilities (Rhodes et al., 2005). A meta-analysis of 73 US mentoring programmes (DuBois et al, 2011) suggested overall effectiveness showing positive outcomes for young people across social, emotional, academic and behavioural domains, and positioning mentoring as having equal effectiveness compared with other forms of youth intervention. Furthermore, the findings showed that young people not engaged in mentoring declined over time on similar outcomes.",
keywords = "mentoring relationships, Glasgow Intergenerational Mentoring Network, disadvantaged young people, relational capacity",
author = "Katherine McArthur and Alastair Wilson and Katie Hunter",
note = "This is the peer reviewed version of the following article: McArthur, K., Wilson, A., & Hunter, K. (2016). Mentor suitability and mentoring relationship quality: lessons from the Glasgow Intergenerational Mentoring Network. Journal of Community Psychology., which has been published in final form at http://onlinelibrary.wiley.com/wol1/doi/10.1002/jcop.21884/abstract. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.",
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AB - The research literature on mentoring is diverse, draws mainly on studies from the US and spans youth, academic and workplace mentoring (Eby et al, 2010). School-based mentoring programmes targeted at socially disadvantaged young people vary from those employing peer mentors, older students and adults of different ages, and show modest positive impacts on outcomes such as truancy, misconduct and academic abilities (Rhodes et al., 2005). A meta-analysis of 73 US mentoring programmes (DuBois et al, 2011) suggested overall effectiveness showing positive outcomes for young people across social, emotional, academic and behavioural domains, and positioning mentoring as having equal effectiveness compared with other forms of youth intervention. Furthermore, the findings showed that young people not engaged in mentoring declined over time on similar outcomes.

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