Forward Together: New Paper Reflects on Foundational Models of Youth Mentoring and Next Steps

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Gowdy, G., Jones, K., & Griffith, A. N. (2024). Youth mentoring as a means of supporting mental health for minoritized youth: A reflection on three theoretical frameworks 20 years later. Youth, 4(3), 1211–1223.

Introduction

The field of youth mentoring has expanded considerably over the past two decades, driven by evidence supporting its positive impact on the mental health of minoritized youth. Three foundational theoretical models have predominantly guided this research: the systemic model, the relational model, and the mechanisms of mentoring model.

Gowdy and colleagues (2024) engage in a dialogue with the creators of these models—Tom Keller, Renee Spencer, and Jean Rhodes—to explore the theoretical foundations that have shaped youth mentoring research and practice.

Methods

Semi-structured interviews with the original creators were conducted. Qualitative feedback was then coded to identify common themes and differences among the models, focusing on their implications for current and future research in youth mentoring.

Results

  1. Research Stemming from Dominant Models
    • Keller’s systemic model highlights the interconnectedness of relationships, and has supported research on the importance of social networks and the role of secondary relationships in mentoring outcomes
    • Spencer’s relational model continues to guide research on essential relational processes in mentoring, particularly the role of authenticity, empathy, and collaboration and the working alliance in fostering success.
    • Rhodes’s mechanisms of mentoring model remains a key framework, integrating attachment and identity theories with cognitive development, and focusing on the mentor’s role as a paraprofessional in addressing specific mental health and developmental needs of youth.
  2. Divergent Philosophical Orientations
    • The systemic model views mentoring as an integration of the youth’s existing social world with new opportunities provided by the mentor.
    • The relational model prioritizes companionship and the non-specific, growth-promoting aspects of mentoring relationships.
    • The mechanisms of mentoring model posits that mentors act as paraprofessionals, addressing specific issues that youth face, with the relationship serving as a vehicle for targeted mental health interventions.

Discussion

The reflections on these three foundational models reveal both alignments and philosophical divergences that have shaped the field of youth mentoring.

Future research should invest in understanding the contextual factors that influence mentoring relationships. In particular integrating issues of “oppression, social justice, trauma-informed approaches, and youth-driven identity development” may be important to updating these foundational frameworks and resulting research projects.

Implications for Mentoring Programs

  • Contextual Awareness: Programs should strive to integrate broader social and familial connections, recognizing the influence of these factors on the mentoring relationship.
  • Mentor Training: Training for mentors that emphasizes authenticity, collaboration, and building mentor-mentee alignment in expectations for the relationship, may be useful to promoting positive outcomes.
  • Targeted Mentoring: Programs may want to create targeted plans for mentoring meetings, supporting mentors in their roles as paraprofessionals.

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