The document provides an overview of the objectives and themes of a summer institute focusing on the interplay between theory, research, and practice in the field of youth mentoring. It discusses the origins and development of the mentoring field, challenges in expanding the knowledge base and sharing information between practitioners and researchers. It also outlines conceptual frameworks for mentoring relationships, principles of research design and statistical analysis, and models for the interrelations between theory, research and practice. The summer institute aims to contribute to the development of the field by convening professionals and researchers for substantive discussions to promote new collaborations and improvements in youth services.

1. Theory, Research, Practice, Profession: Institute objectives and themes Thomas Keller

6. Interrelations of theory, research, practice Theory Research Practice

8. Alternative sequence Theory Practice Research

9. Common language Idea Action Observation

14. Different roles Theory Practice Research

15. Modified model Ideas Action Observation Action Observation Practice Research

16. Real-life examples Idea Action Observation

20. Mixture model Advocates Program Leaders Researchers YOU

24. Moving forward Idea Action Observation

34. Survey: evidence used 33% 40% 21% 7% Performance data on program operation/outcome 16% 40% 31% 13% Data on local trends/needs 27% 50% 17% 7% Professional experience/expertise 14% 42% 28% 17% Data on client/stakeholder preferences 11% 34% 37% 18% Published external research Extensive Substantial Somewhat Little/none Use of the following:

35. Survey: reasons to use evidence 59% 33% 4% 4% Focus resources on effective areas 49% 38% 8% 6% Design new programs for specific populations 47% 41% 6% 6% Guide decisions of board and stakeholders 60% 26% 8% 7% Prevent negative outcomes for youth 78% 14% 3% 4% Demonstrate impact to funders 83% 11% 1% 5% Improve youth outcomes Very important Somewhat important Neutral Un-important Goals:

37. Research principles and statistical analysis Briefly….

42. Measures X X X X X O O O O O Z Z Z Z Z Reliability Validity

48. Random assignment means everyone has equal chance of being in program Imagine this dimension is motivation to succeed. We would have equal distribution of low, middle, high among participants and “control group” With random assignment, this would be true on EVERY dimension (observed and unobserved). Without random assignment, they may differ on important dimensions. For example, program participants may have higher motivation to succeed than non-participants—that’s why they signed up

49. Experimental design Pre-test Post-test Program (assume equivalence) Xp Control Xc Program X Xp Control X Xc Test of effect = mean (Xp) – mean (Xc)

50. Experimental comparison Pre-test Post-test Program group Control group Program group Control group

51. No control group Pre-test Post-test Program group Program group Control group

60. Orienting frameworks Central ideas….

62. Developmental adaptation Source: Sroufe, L.A. (1997). Psychopathology as and outcome of development. Development & Psychopathology, 9, 251-268.

64. Relationship dimensions Friend Cousin Equal social power (horizontal) Mentor Parent Unequal social power (vertical) Voluntary (mutual) Permanent (obligation)

65. Systemic model

68. Developmental stages Contemplation Initiation Growth & Maintenance Decline & Dissolution Redefinition

69. Stage model Facilitating closure, rematching Negotiating terms of future contact or rejuvenating relationship Redefinition Supervising and supporting, facilitating closure Addressing challenges to relationship or ending relationship Decline and dissolution Supervising and supporting, ongoing training Meeting regularly and establishing patterns of interaction Growth and maintenance Matching, making introductions Beginning relationship and becoming acquainted Initiation Recruiting, screening, training Anticipating and preparing for relationship Contemplation Program practices Conceptual features Stage