reStartEvents 5:9 DC metro & Beyond V-Career Fair Employer Directory.pdf
Mentoring Congress
1. The new science of mentoring
Leveraging evidence to improve outcomes
Jean Rhodes
Frank L. Boyden Professor
University of Massachusetts
Mentoring Congress
20 March, 2014
2. +
How effective is youth mentoring?
When are programs most beneficial?
How does mentoring promote positive youth development?
What are the implications for policy, practice, and research?
12. +
How effective is youth mentoring?
When are programs most beneficial?
How does mentoring promote positive youth development?
What are the implications for policy, practice, and research?
15. +
Recent Meta-Analysis of Youth
Mentoring
Encompassed 73 independent evaluations (1999-2010).
The overall effect size was .21*, collapsing across studies and
outcomes
The average follow-up effect size across the studies was .17.
DuBois, Portillo, Rhodes, Silverthorn, & Valentine (in press). Psychological
Science in the Public Interest.
16. +Comparison of mean post-tx effects
with school and community
interventions with children/teens
Moderator Mentor Meta-analysis Other Meta-analyses
Attitudinal/Motivational 0.19 0.23- 0.25
Social/Relational 0.17 0.15-0.26
Psychological/Emotional 0.15 0.10-.0.24
Conduct Problem 0.21 .02-0.41
Academic/School
Attitudes
Grades
Achievment tests
0.21
0.19
0.24
0.18
0.11-0.27
0.14
0.22
0.11-0.24
Physical Health 0.06 0.08-0.41
18. +
-0.1
0
0.1
0.2
0.3
0.4
0.5
0 1 2 3 4 5 6 7 8 9 10 11
Number of Practices
SizeofEffectonYouthOutcomes
Empirically-
Based
Practices
Theory-Based
Practices
Small
Effect
Medium
Effect
Effect sizes
19. + Study level variables (moderators)
associated with different effects
Youth, Mentor, Program
Characteristics
Effect Size
Problem Behavior Involvement Yes: .29
No: .20
Youth Gender >50% Male: .25
<50% Male: .18
Individual/Environmental Risk Low/High: .33
High/Low: .31
Mentors trained Below avg: .19
Above avg: .24
Mentor role function: Advocacy Yes: .26
No: .20
Matching based on shared interests Yes: .44!!!
No: .21
20. +
How effective is youth mentoring?
When are programs most beneficial?
How does mentoring promote positive youth development?
What are the implications for policy, practice, and research?
21. + Stronger effects when…
Youth with
With moderate personal/environmental risk
Who are male
satisfactory, but not strong baseline relationships.
22. +
Effects of Mentoring on Youth with
Different Relational Profiles
BASELINE
Relationships
Poor Relationships Satisfactory but
not Strong
Strong
Relationships
Overall
Academics
.00 .21*** .05
Prosocial .04 .19* .04
Effort .05 .18* .00
Self-Esteem -.04 .07 -.01
(Schwartz, Rhodes, & Chan (2010). Developmental Psychology
23. + Stronger effects when…
Mentors who
Fit of background/ training with program goals
Play an active, advocacy role
Are sensitive to socioeconomic & cultural influences
Have higher self-efficacy
Hold positive attitudes toward youth
24. +
Measuring mentors’
attitudes
The scale asked mentors to rate how
many “kids in your community” could
be characterized by indicators of
youth development:
work hard at school
respect adults
are trouble-makers
are fun to be around
expect things to be handed to them
try to do their best
are interested in learning
Grossman et al., 2007
25. +
Mentor attitudes and
youth outcomes
Mentees who were paired with high
school mentors with positive
attitudes about youth were more
emotionally engaged with mentor than
those paired with more negative mentors
Those who were paired with mentors
with negative attitudes about
youth were less emotionally engaged
with and showed some negative
outcomes.
Karcher, Rhodes, Herrera, &
Davidson (2010). Applied
Developmental Science
34. + Test of Time 2: Results
Only youth in matches lasting 24 wks
or more benefited academically
All mentored youth were less likely to
skip school, regardless of match
length
After controlling for selection bias:
Positive academic impacts
observed only for youth with intact
matches
No academic impact for youth
with early terminations
Negative academic impacts for
rematched youth
Grossman, Chan, Schwartz, & Rhodes
(2013). American Journal of Community
Psychology.
35. +
What about gender?
Across two data sets, only a few differences-
In Ed Study—boys in same gender matches showed lower rates of
truancy
In BBBSA study-youth in cross-gender matches met more
frequently and for a longer duration
Kanchewa, S. & Rhodes, J. (2014). Applied Developmental Science
36. + Stronger effects when…
Programs characterized by
careful recruitment
training
monitoring
multi-modal
matching on interest
37. +
How effective is youth mentoring?
When are programs most beneficial?
How does mentoring promote positive youth
development?
What are the implications for policy, practice, and research?
40. Mentor
Relationship
Interpersonal history, social competencies, relationship
duration, developmental stage, family and community context
moderatorsmoderators
Positive
Outcomes
e.g., reduced
health risk,
better psych.
outcomes
Cognitive
development
Identity
development
Social-emotional
development
Parental/peer
relationships
mediator
Mutuality
Trust
Empathy
Pathways of mentor
influence
41. Pathways of mentor influence
Child Development, (2002), 1662-1671
Quality of
Parental
relationship
Skipping School
Grades
Self-worth
School value
Scholastic
Competence
.26 .08
-.28
.25
.26
.25
.18.19
.09
.29
.11
.22
Mentoring
42. Pathways of mentor influence
Rhodes, Reddy, & Grossman (2005) Applied Development Science
Quality of
Parental
relationship
Substance Use
Self-worth
-.46
.18
.10 .14
.23
Mentoring
Quality of
Peer
relationships
-.04
-.08
43. Pathways of mentor influence
Chan,Rhodes, Schwartz, & Lowe (2013). Journal of School Psychology
Quality of
Teacher
relationship
School
Behavior
Grades
Self-worth
Academic
Attitudes
.78
-.28
.53
.32
.25
.18
.27
.09
.27Quality
of Mentoring
Quality of
Parent
Relationship
.13
44. +
How effective is youth mentoring?
When are programs most beneficial?
How does mentoring promote positive youth development?
What are the implications for policy, practice, and
research?
46. +
A New Model of Mentoring
Natural
Mentoring
Formal
Mentoring
Youth Initiated
Mentoring
47. When we
choose a goal
and invest
ourselves in it to
the limits of
concentration, w
hatever we do
will be
enjoyable. And
once we have
tasted this
joy, we will
redouble our
efforts to taste it
again.
This is the way
the self grows.”
― Mihaly
Csikszentmihalyi
, Flow: The
Psychology of
Optimal
Experience
48. +
Nature of sparks
Latent class analyses
-1.5
-1
-0.5
0
0.5
1
1.5
Low Spark Moderate Spark High Spark
Joy & Energy
Lose track of time
Purpose & focus
Skills for career
Get along
Improve surroundings
Encourage learning
Ben-Eliyahu, A., Rhodes, J. E., &
Scales, P. (in press). Applied
Developmental Science.
50. +
National Guard Youth ChalleNGe
Program
Intensive intervention program targeting youth ages 16-18
who dropped out of or were expelled from high school
Favorable evaluation findingsDeclining availability of nonparent adults Growth of advocacy organizationsHeightened volunteerism, service learning
I need the words on the bottom to be legible, so I think I need to keep it this big
I want the points to enter one at a time but for the bottom two lines (DuBois.., and An effect..) to remain on the slide the whole time.
Ignore—thi is just a note to myself .45-.50 child therapy
I’m I’m still working on this
WHY should we care?
Can make it so the bullets on the left appear before the figure on the right?
JeanWith social support, interest is maintained and develops into passionWith social support and maintained interest, can lead to skill development, translate into academic and career success
JeanWith social support, interest is maintained and develops into passionWith social support and maintained interest, can lead to skill development, translate into academic and career success
Can you make it so when I click on the bottom photo the top one appears
Comparing youth in different length relationships to control group, that is, youth on the waitlist who never participated in Challenge.