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More than fun and games? New study explores how mentors strike a balance between fun and goal-oriented activities

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Kanchewa, S., Christensen, K. M., Poon, C. Y. S., Parnes, M., & Schwartz, S. (2021). More than fun and games? Understanding the role of school-based mentor-mentee match activity profiles in relationship processes and outcomes. Children and Youth Services Review, 120, 105757. https://doi.org/10.1016/j.childyouth.2020.105757 Summarized by Ariel Ervin Notes of Interest:  Although evidence suggests that matched mentoring activities may […]

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New study examines how relationship quality affects academic & behavioral outcomes

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Jablon, E. M., & Lyons, M. D. (2020). Dyadic report of relationship quality in school-based mentoring: Effects on academic and behavioral outcomes. Journal of Community Psychology, n/a(n/a), 1-14. https://doi.org/10.1002/jcop.22477 Summarized by Ariel Ervin Notes of Interest:  The strength and quality of mentoring relationships can have positive effects on student-related outcomes There is a limited amount of […]

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Developing web-based training for mentors of military-connected youth

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Spencer, R., Gowdy, G., Herrera, C., Heubach, J., Slep, A. S., & Cavell, T. A. (2020). Web-Based Training for School-Based Mentors of Military-Connected Youth: A Multi-Phase Development Study. The Journal of Primary Prevention.  https://doi.org/10.1007/s10935-020-00616-x Summarized by Ariel Ervin Notes of Interest:  Increased awareness of the stressors associated with being a military-involved youth has influenced more schools to […]

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Developing self-regulated learning skills with school-based mentoring

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Nunez, J., Rosario, P., Vallejo, G., & Gonzalez-Pienda, J. A. (2013). A longitudinal assessment of the effectiveness of a school-based mentoring program in middle school. Contemporary Educational Psychology, 38, 11-21. Introduction: A growing number of studies have highlighted the need for middle school students to develop self-regulated learning (SRL) skills (i.e., OECD, 2010). Students who […]

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Research applies sociological concepts to mentoring programs

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Stanton-Salazar, R. (2016). Contributions of social capital theory and social network models in advancing the connection between students’ school-based learning and community-based opportunities for pursuing interest-driven learning. Paper presented at Power Brokers: Building Youth Social Capital through Connected Learning. University of California, Irvine.   Summarized by Justin Preston In a paper presented in the Fall […]

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A funder’s guide to identifying high quality mentoring programs: From indicators to red flags

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Editor’s Note:  Through a series of posts, we present, “Making the Most of Youth Mentoring: A Guide for Funders”  In this post, Dr. Carla Herrera surveys different approaches to mentoring, highlighting the positive indicators and red flags Original Publisher(s): Public/Private Ventures. This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License, with permission from the Foundation Center). […]

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New study on the risks and rewards of school-based mentoring

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Lyons, M. D., & McQuillin, S. D. (2019). Risks and rewards of school-based mentoring relationships: A reanalysis of the student mentoring program evaluation. School Psychology Quarterly, 34(1), 76–85. https://doi.org/10.1037/spq0000265 Summarized by Rachel Thompson Notes of Interest: The current study reanalyzed a RCT of a SBM program, with attention on how mentee-reported relationship quality can affect academic and […]

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New study pinpoints the “sweet-spot” wherein youth outcomes are maximized

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Lyons, M. D., McQullin, S. D., & Henderson, L. J. (2018). Finding the Sweet Spot: Investigating the Effects of Relationship Closeness and Instrumental Activities in School-based Mentoring. American Journal of Community Psychology, 1–11 From Abstract School-based mentoring programs are popular prevention programs thought to influence youth development; but rigorous evaluations indicate that these programs often have […]

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New study on program staff’s perspectives on mentoring relationship quality

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Dutton, H., Deane, K. L., & Bullen, P. (2018). Distal and experiential perspectives of relationship quality from mentors, mentees, and program staff in a school-based youth mentoring program. Children and Youth Services Review, 85, 53-62. doi:10.1016 /j.childyouth.2017.12.008 Summarized by Rachel Thompson Notes of Interest: This article suggested that on top of mentors and mentees, program staff can […]

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Profiles in Mentoring: Michael Lyons on effective school-based mentoring

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Interviewed by Rachel Thompson & Cyanea Poon Dr. Michael Lyons is an Assistant Professor at University of Virginia. He is interested in the social-emotional development of middle and high school students in a positive psychological and traditional mental health framework. Specifically, his research reflects an interest in understanding the mechanisms and practices in a school […]

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