Building Responsive Mentoring Systems Through Real-Time Observation

Weiler, L. M., Smith, A., Zimmerman, T. S., Haddock, S. A., He, Y., Mueller, C., Kumari Pe Herath Mudiyanselage, C. D., & Miller-Chagnon, R. L. (2025). Examining mentors’ in-the-moment observations of youth-related concerns within an after school mentoring program. Child and Adolescent Social Work Journal. Advance online publication. https://doi.org/10.1007/s10560-025-01053-7

Introduction

Weiler and colleagues (2025) examined how mentors in a university-based afterschool mentoring program identified and communicated concerns about their mentees. Recognizing that mentors often notice youth challenges before others do, the researchers developed the TIME (Tailored Intervention In-the-Moment for Everyone) Card system to capture real-time mentor observations and provide immediate supervisory support. Grounded in just-in-time adaptive intervention theory, the system enables mentors to document mentee needs as they arise, facilitating responsive, destigmatized help-seeking within a structured program context.

Methods

The study analyzed 578 anonymous TIME Cards collected across three 12-week sessions of the Campus Connections program, which serves youth ages 10–18 exposed to adversity. Mentors (college students paired one-on-one with mentees) recorded concerns on visible index cards reviewed by onsite supervisors, who provided individualized responses. Using qualitative content analysis, researchers inductively and deductively coded the data into meaningful categories.

Results

Mentors submitted an average of 16 TIME Cards per night, revealing four main categories:

(1) internalizing and externalizing problems (23.5%)

(2) adverse childhood experiences and adversities (28.4%)

(3) adolescent development concerns (35.5%)

(4) program-related behaviors (12.6%).

Common issues included aggression, depression, family stress, and emotional regulation. Youth age was negatively correlated with program-related issues—indicating younger youth exhibited more program behavior concerns—and positively correlated with violence/aggression, microaggressions/racism, and gaming-related problems. The findings underscore the range of developmental and psychosocial challenges mentors encounter in real time.

Discussion

The study highlights mentors’ unique vantage point in identifying youths’ evolving emotional and social needs. Most TIME Cards reflected normative developmental struggles such as emotional stress, family difficulties, and school pressures, yet also revealed exposure to trauma and mental health challenges. The system successfully normalized help-seeking and fostered responsive intervention, suggesting its feasibility for wider use. However, the archival design limited individual-level analyses, and data on supervisory responses were unavailable. Still, this innovative method offers a promising model for capturing and addressing youth concerns dynamically within mentoring environments.

Implications for Mentoring Programs

For practitioners, this study emphasizes the importance of real-time mentor support systems that enable mentors to seek guidance immediately. Training in emotion coaching, trauma-informed care, and reflective communication can help mentors respond effectively to distress while maintaining boundaries. Programs could adopt tools like the TIME Card system to facilitate quick supervisory responses and normalize help-seeking. Ultimately, fostering emotionally attuned, well-supported mentors may strengthen mentoring relationships and enhance outcomes for youth facing complex life challenges.

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