Mentor Attunement: An Approach to Successful School-based Mentoring Relationships

@article{Pryce2012MentorAA,
  title={Mentor Attunement: An Approach to Successful School-based Mentoring Relationships},
  author={Julie Pryce},
  journal={Child and Adolescent Social Work Journal},
  year={2012},
  volume={29},
  pages={285-305}
}
  • Julie Pryce
  • Published 6 April 2012
  • Psychology
  • Child and Adolescent Social Work Journal
Despite the ongoing popularity and appeal of youth mentoring programs across myriad of contexts, the achievement of high quality relationships between adult volunteers and school-aged youth remains a vital challenge to the work of youth development professionals. This paper outlines the role of mentor attunement in the experience of relationships between volunteer adults and youth in schools. Through an in-depth, inductive analysis of qualitative data, including on-site observation of… 
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Theory and empirical evidence indicate that the quality of relationships between mentors and youth is critical to determining the effects that mentoring programs have on youth participants. However,
Getting to the heart of it: understanding mentoring relationship quality from the perspective of program supervisors
ABSTRACT Mentoring relationship quality has frequently been associated with improved effectiveness of mentoring interventions for youth. As youth mentoring research has largely been undertaken in
Initial Characteristics and Mentoring Satisfaction of College Women Mentoring Youth: Implications for Training
Being a youth mentor is popular among college students, yet little is known about how their initial characteristics are related to mentoring satisfaction. Survey data from college women enrolled in a
Adaptation of the Mentoring FAN Cross-Culturally: Lessons from India
Abstract Youth mentoring programs are active across the globe. Yet, most of the formal research on mentoring has been conducted in Western countries. This article focuses on the impact of a mentoring
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Outcome studies of mentoring programs have demonstrated that they hold considerable promise in promoting competence across multiple developmental domains. A theoretical model of mentoring identified
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  • Psychology
    Journal of Primary Prevention
  • 2005
TLDR
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