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

  title={Mentor Attunement: An Approach to Successful School-based Mentoring Relationships},
  author={Julie Pryce},
  journal={Child and Adolescent Social Work Journal},
  • 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… 
The mentoring FAN: a conceptual model of attunement for youth development settings
ABSTRACT Although youth mentoring as a field has enjoyed significant growth over the last 20 years, a good percentage of mentor relationships end prematurely. Empirically informed models of training
Mentor suitability and mentoring relationship quality: lessons from the Glasgow Intergenerational Mentoring Network
The research literature on mentoring is diverse, draws mainly on studies from the US and spans youth, academic and workplace mentoring (Eby et al, 2010). School-based mentoring programmes targeted at
Mentoring At-Risk Youth: an Examination of Strain and Mentor Response Strategies
Qualitative in-depth interviews with mentors in a school-based program learn about their perceptions of the strain experienced by their mentees, and how they respond to it during sessions, and four positive coping strategies associated with enhanced resilience among at-risk youth are considered.
The Mentoring FAN: A Promising Approach to Enhancing Attunement within the Mentoring System
ABSTRACT Youth mentoring is a popular tool in positive youth development, with most programs utilizing a model through which youth and non-parental adults are “matched.” Using an adaptation of the
“Listening In”: Improving the Science and Practice of Mentoring Through Naturalistic Observations of Mentor–Mentee Relationships
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


Understanding the Mentoring Process between Adolescents and Adults
The popularity of mentoring programs for disadvantaged youth is on the rise, but little is known about the processes that underpin successful mentoring relationships. In-depth semistructured
Mentees’ Perceptions of Their Interpersonal Relationships
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
Youth Mentoring and Resilience: Implications for Practice
Despite findings indicating the importance of non-parental adults in the lives of youth, there is little research on these relationships, including those that occur in the context of youth mentoring.
Interpersonal Tone Within School-Based Youth Mentoring Relationships
This prospective, mixed-method study presents an in-depth view of school-based youth mentoring relationships using qualitative data from direct observations, in-depth interviews, and open-ended
The impact of school-based mentoring on youths with different relational profiles.
Mentoring was found to have differential effects depending on youths' preintervention approach to relationships, and youths who, at baseline, had satisfactory, but not particularly strong, relationships benefited more from mentoring than did youths with profiles characterized by either strongly positive or negative relationships.
This prospective, mixed-method study investigates the development of school-based mentoring relationships using direct observations, in-depth interviews, and questionnaires from the perspective of
Youth mentoring with a balanced focus, shared purpose, and collaborative interactions.
The authors suggest that being able to articulate the importance of focus, purpose, and authorship is critical for shaping program practices, designing relevant research, and guiding program evaluations.
A model for the influence of mentoring relationships on youth development
Anecdotal reports of the protective qualities of mentoring relationships for youth are corroborated by a growing body of research. What is missing, however, is research on the processes by which
A Systemic Model of the Youth Mentoring Intervention
  • T. Keller
  • Psychology
    Journal of Primary Prevention
  • 2005
A systemic model of mentoring is presented depicting the interdependent network of relationships established between mentor, child, parent/guardian, and caseworker against the backdrop of agency policies and procedures.