Adult Mentors Research Articles

Adolescent experiences of HIV and sexual health communication with parents and caregivers in Soweto, South Africa

Communication about sexual health between parents and adolescents has been shown to have a protective influence on behaviours that reduce the risk of HIV transmission. This study explored experiences of HIV and sexual health (HSH) communication between parents and/or caregivers and adolescents in an urban HIV-endemic community in Southern Africa. Adolescents (aged 14–19 years) were recruited from the Kganya Motsha Adolescent Centre and the Kliptown community between June and August 2009. Qualitative data were collected through focus group discussions (n = 10 adolescents) and semi-structured interviews (n = 31 adolescents). In total, 41 adolescents (56% female, 44% male, mean age = 17.2) participated in the study. Adolescent participants identified emotional, physical and sociocultural barriers to initiating HSH communication with parents and caregivers including fear of verbal warnings, threats and physical assault. Adolescents also expressed a desire for mentorship around HSH communication beyond abstinence and peer-based information. Public health interventions need to support adolescents' access to bi-directional HSH information from adult mentors that address the lived realities of adolescents beyond expectations of abstinence.

Mentoring frameworks: synthesis and critique

Purpose– The purpose of this paper is to present a synthesis of the origins and theoretical frameworks of adult mentoring practices in educational and workplace settings along with an analysis and critique of their application to mentoring processes.Design/methodology/approach– The authors systematically analyzed books and articles published in peer-reviewed journals from 1978 to 2012 using qualitative meta-summary and qualitative meta-synthesis methodological approaches.Findings– This systematic review of the literature resulted first, in an organized, historical framework of theories of adult mentoring in academic and workplace and educational contexts from 1978 to 2012. Second, it provided information regarding the recognized challenges in traditional mentoring endeavors that led to the more expansive concept of developmental networks and participation in communities of practice. Third, it served as a foundation for a critique of the theories as applied to mentoring relationships and programs.Practical implications– The paper provides the theoretical foundation for future empirical work in the field of adult mentoring in educational and workplace settings.Originality/value– This paper is the first to condense the vast theoretical frameworks that inform the field of adult mentoring in the twenty-first century.

Exploring behavioral markers of long-term physical activity maintenance: a case study of system identification modeling within a behavioral intervention.

Efficacious interventions to promote long-term maintenance of physical activity are not well understood. Engineers have developed methods to create dynamical system models for modeling idiographic (i.e., within-person) relationships within systems. In behavioral research, dynamical systems modeling may assist in decomposing intervention effects and identifying key behavioral patterns that may foster behavioral maintenance. The Active Adult Mentoring Program was a 16-week randomized controlled trial of a group-based, peer-delivered physical activity intervention targeting older adults. Time-intensive (i.e., daily) physical activity reports were collected throughout the intervention. We explored differential patterns of behavior among participants who received the active intervention (N = 34; 88% women, 64.1 ± 8.3 years of age) and either maintained 150 minutes/week of moderate to vigorous intensity physical activity (MVPA; n = 10) or did not (n = 24) at 18 months following the intervention period. We used dynamical systems modeling to explore whether key intervention components (i.e., self-monitoring, access to an exercise facility, behavioral initiation training, behavioral maintenance training) and theoretically plausible behavioral covariates (i.e., indoor vs. outdoor activity) predicted differential patterns of behavior among maintainers and nonmaintainers. We found that maintainers took longer to reach a steady-state of MVPA. At week 10 of the intervention, nonmaintainers began to drop whereas maintainers increased MVPA. Self-monitoring, behavioral initiation training, percentage of outdoor activity, and behavioral maintenance training, but not access to an exercise facility, were key variables that explained patterns of change among maintainers. Future studies should be conducted to systematically explore these concepts within a priori idiographic (i.e., N-of-1) experimental designs.

Applying a developmental–ecological framework to sickle cell disease transition.

Children’s Healthcare of Atlanta, Atlanta, Georgia and Emory UniversityTransitioning from pediatric to adult care is a challenging process for adolescents withsickle cell disease (SCD). There is a critical need for well-designed and practicallyadaptable SCD transition programs that are compatible within the social and culturalcontext of the individual. The purpose of this article is to outline the design of atheoretically informed intervention to facilitate successful transition for adolescents andyoung adults (AYAs) diagnosed with SCD. The authors propose and describe the useof a developmental–ecological framework in creating and implementing the Sickle CellDisease–Age Based Curriculum for Transition (SCD-ABC). The SCD-ABC Transitionprogram’s framework begins at birth with the parent–caregiver and spans throughouta child’s development into young adulthood. This program involves a multidisciplinaryteam approach with collaboration from pediatric and adult medical providers, familyand peers, social services, the community, and adult mentors living with SCD. The goalof this program was to foster increased disease knowledge and self-efficacy for AYAs

Barriers to Implementing a Mentoring Program for Youth in Foster Care: Implications for Practice and Policy Innovation

The aim of this article is to report on the findings of an evaluation of a youth in foster care mentoring pilot program and the difficulty that arises when a program is not well implemented. The pilot program and evaluation of its effectiveness were mandated by the Texas 80th Legislature through the passing of HB 3008. Big Brothers Big Sisters of North Texas implemented the pilot to match youth in foster care age 14 years and older, who participate on a voluntary basis and who have been screened for participation by the Texas Department of Family and Protective Services (DFPS) with an adult mentor. As part of the pilot, youth were to receive 8 h of face-to-face time, and at least 1 h of phone, email, or text contact with their mentor. Though there were problems with implementation of the mentoring pilot, responses on the confidential youth survey suggest that those who did participate had positive experiences. Based on responses on the survey from the youth and based on the existing empirical literature on the benefits of mentoring programs for trouble youth and following the recommendations presented in this article the mentoring programs should be encouraged for youth aging out of foster care.

P3.392 Increasing Youth and Adolescent Access to Sexual and Reproductive Health Services Prevents STIs

BackgroundFollowing the ministry of health reports that indicated high incidences of late reporting of STIs by youths in 2009, ARHA conducted a baseline survey to ascertain the cause of the...

Engaging Students in Constructive Youth-Adult Relationships: A Case Study of Urban School-based Agriculture Students and Positive Adult Mentors

The purpose of this bounded single case study was to explore the day-to-day functioning of a successful urban school-based agriculture veterinary program. Findings indicated student success was a product of multiple youth-adult relationships created through communal environments. Adults served as mentors with whom students felt constant, caring support. The bonds formed between students and adults were a result of the program and/or internship atmosphere. This case demonstrated how a school-based agricultural veterinary program can serve the educational needs of students in urban areas. The potential learning outcomes include developing students’ understanding of agriculture content knowledge, professional skills attainment, and life skill development necessary for healthy, productive lives beyond formal schooling. The researchers recommend agriculture teachers develop opportunities for students to cultivate meaningful relationships with adult role models beyond the classroom. Agriculture teachers should adopt teaching and communication strategies to encourage open, trusting, and safe learning environments to enhance student engagement.

Engaging Homeless Youth in Community-Based Participatory Research

Growing evidence highlights the benefits to youth of involvement in community-based participatory research. Less attention has been paid, however, to the contributions youth can make to helping change health-promoting policy through such work. We describe a multi-method case study of a policy-focused community-based participatory research project in the Skid Row area of downtown Los Angeles, California, where a small group of homeless youth worked with adult mentors to develop and conduct a survey of 96 homeless youth and used the findings to help secure health-promoting policy change. We review the partnership's work at each stage of the policy-making process; its successes in changing policy regarding recreation, juvenile justice, and education; and the challenges encountered, especially with policy enforcement. We share lessons learned, including the importance of strong adult mentors and of policy environments conducive to sustainable, health-promoting change for marginalized youth.

Exploring research on mentoring policies in education

Purpose – The purpose of this paper is to expand the conversation about mentoring and policy and provides a detailed analysis of empirical research on mentoring polices in education, with a focus on adult mentoring in primary and secondary schools. Design/methodology/approach – Articles in peer-reviewed journals were examined using a systematic content analysis. In total, 405 abstracts/articles were reviewed, and 37 articles were subjected to an in-depth analysis. Findings – Although very few articles dealt specifically with mentoring policy in any substantial way, a major finding that emerged was that to be effective, policy development should include not only the stakeholders who have the power to create it, but also those who must implement it. Research limitations/implications – Although the authors acknowledge that the systematic search process may not have captured all the relevant articles, and that other books or resources on this topic might not have been accessed in the search process, serious r...

Proposing a New Model for Organizational Change Management

To remain competitive and relevant it is necessary for organizations to undergo constant change, yet two-thirds of all organizational change initiatives fail. This paper proposes the novel application of an Adult Mentoring Model which has been revised and extended to address this issue. The Adult Mentoring Model aims to create an environment that is both challenging and supportive for the effective mentoring of an individual. This paper proposes to extend this model by introducing a number of strategically aligned components that can deliver organizational change. The challenges are provided by the following four linked hierarchically-applied components: the case for change; key performance indicators and targets; data collection and reporting; and performance management and governance. To balance these challenges the following four components provide support during change: business process redesign; knowledge management; training and development; and reward and recognition. Maintaining a balance between sufficient support and adequate challenge provides a valuable structural framework for implementing organizational change. This paper's revised mentoring model potentially provides a more practical and flexible solution to deliver successful change.

The relationship among internal resilience, smoking, alcohol use, and depression symptoms in emerging adults transitioning out of child welfare

ObjectiveIt is well established that child maltreatment reflects a context of risk for multiple negative outcomes. Identifying factors that protect against negative outcomes is important for the development of strengths-based approaches that emphasize resilience, particularly for youth transitioning out of the child welfare system. The current study examined the relationship between an internal resilience measure, the Connor-Davidson Resilience Scale (CD-RISC; Connor & Davidson, 2003), and several external measures of resilience and behavioral outcomes (tobacco use and dependence, alcohol use and problems, and depression symptoms). In addition, two models of resilience were examined in the context of child maltreatment: a compensatory model and a risk-protection model. MethodsNinety-three emerging adults (ages 18–25) who were making the transition out of child welfare completed self-report measures of child maltreatment, internal resilience (CD-RISC), external resilience (academic achievement, religious and community involvement, monitoring by caregivers, and presence of an adult mentor), alcohol and tobacco use, and depression symptoms. ResultsInternal resilience was significantly associated with involvement in religion and community, and monitoring by caregivers. In addition, internal resilience was negatively associated with past year smoking and nicotine dependence, and with symptoms of depression. Hierarchical regression analyses were conducted to examine the direct and interaction effects of resilience on depression symptoms in the context of child maltreatment. When internal resilience was added to the model, it made a significant contribution to depression scores over and above child maltreatment (physical, sexual, and emotional abuse; emotional neglect). In addition, there was a significant Sexual Abuse×Resilience interaction, wherein high resilience was associated with a reduction in depression scores at higher levels of sexual abuse. ConclusionsThese findings support internal resilience as both a compensatory and protective factor for depression symptoms in the context of sexual abuse among emerging adults transitioning out of child welfare. Prevention and early intervention within child welfare should include strengthening internal resilience, with continued monitoring of competencies through the transition from adolescence to emerging adulthood.

Promoting post-16 participation of ethnic minority students from disadvantaged backgrounds: a systematic review of the most promising interventions

There is widespread international concern that young people from disadvantaged backgrounds and some ethnic minorities are less likely to continue education or training after compulsory schooling, or are less likely to follow the highest-status and prestigious routes. Based on work done in the UK, this paper presents the results of a systematic review of evidence from 1996 to 2011. The review identified only 14 intervention studies with a robust evaluation, intended to encourage participation and retention in post-compulsory education for disadvantaged ethnic minority groups. Of these, the most promising approaches were the use of extrinsic motivation for behaviour and attendance (payment by results), and the close personal engagement of adult mentors. Both were tried in the USA, and so the paper concludes that they should be adapted for contexts elsewhere, including the UK, and tested carefully. Given limitations of funding for research, other approaches should not receive priority.

Questioning the use-value of social relationships: care and support of youths affected by HIV in child-headed households in Port Elizabeth, South Africa

The opinion that the extended family can fulfil its supportive role in assisting child-headed households continues to exist. How these households encounter support, what this support entails, and how they experience this support is an under-researched subject. Most research literature on this topic emphasises child-headed households’ material and financial support. However, although financial support is vital, emotional support to cope with the loss of loved ones, or with loneliness and insecurity, is also much needed, as well as adult assistance in obtaining formal support, such as social welfare grants. Thus, to what extent are child-headed households capable of capitalising on existing (extended) family and community members’ care and support? This article addresses this question by exploring the ‘use-value’ of social relationships among child-headed households in Port Elizabeth, South Africa. The coping strategies of the child-headed households are discussed and analysed, indicating the children's interpretations and valuation of social relationships and support, whether this increased their potential access to other resources, and whether this support could be considered sufficient. Despite some exceptions, we argue that support from relatives or neighbours is often ambiguous and of little use-value from the viewpoint of a child-headed household. Insights from these findings might be of interest to those involved in support programmes for these households, including the assignment of an adult mentor — which is based on the assumption that existing networks of extended family and community members will help orphaned and vulnerable children to cope.

The Role of Mentor Type and Timing in Predicting Educational Attainment

Having an adult mentor during adolescence has been found to predict academic success. Building on previous work, the present study examined interactions between the type of mentor (i.e., kin, teacher, friend, or community), the time that mentor became important (i.e., before, during, or after high school), and the ethnicity of the protégé in predicting educational attainment in young adulthood. Analyses used Waves III and IV of the National Longitudinal Study of Adolescent Health (N = 2,409). Participants' ages ranged from 18 to 27 (M = 21.75, SD = 1.79). The sample was 56.7 % female and nationally representative of ethnic diversity. Analyses showed that having a teacher-mentor was more predictive of educational attainment than having other types of mentors and that overall, having a mentor after high school predicts the most educational attainment. Kin- and community-mentors appeared to be more important to educational attainment during and before high school, respectively. Findings were consistent across ethnic groups. Overall, results highlight the value of teacher-mentors throughout childhood, adolescence, and early adulthood and our study further suggests that different types of mentors may be particularly useful at specific points in development.

Older Adult Mentors and Youth at Risk: Challenges for Intergenerational Mentoring Programs in Family-Centered Cultures

This article poses some preliminary reflections about the viability of youth mentoring schemes in family-centered cultural contexts based on a pilot experience developed in Spain within the framework of a project aiming to train older adults as youth mentors in five European countries. After an introduction to the field of intergenerational mentoring, a description of the pilot program follows, with special attention paid to the development of the Spanish local project. Drawing on the project evaluation, some open questions are posed regarding (a) the optimal institutional framing for an intergenerational mentoring program and (b) the challenge with social representation of the mentor role.

Life Review:Connecting Undergraduate Nursing Students with Older Adults

MOST HEALTH CARE PROFESSIONALS PRACTICING TODAY, INCLUDING NURSES, RECEIVED MINIMAL GERIATRIC CONTENT OR CLINICAL EXPERIENCES IN THEIR FORMAL EDUCATION PROGRAMS. Moreover, the negative perceptions or stereotypes of aging held by many practicing nurses and nursing students are barriers to choosing gerontological nursing as a career choice or specialty. Brown, nolan, davies, nolan, and Keady (2008) found that the quality of clinical placements during an educational program influenced the career choices of nursing students. When clinical placements were in environments where nurses practiced high standards of care and positive attitudes toward older adults, students voiced a more positive view of gerontological nursing (2008). in 1997, visionary nursing faculty at our university included gerontological nursing courses as part of the curricular revisions in the generic baccalaureate and rn to BSn programs. However, only the BSn course had a clinical component. Faculty teaching the rn to BSn gerontological nursing course wanted an assignment that would connect their students with community-based older adults. pairing students with an older adult mentor has been an effective strategy for providing medical students with positive learning experiences in geriatrics (Stewart & alford, 2006). this article describes the Life review assignment, which brings together undergraduate nursing students and older adults within the context of a nonclinical nursing course. this assignment has been used successfully for more than 10 years and has evolved so that it can now be included in an online, intense, five-week modular gerontological nursing course. The Life Review Assignment the original idea for using a Life review assignment in a gerontological nursing course was shared with the first author by Marion rowe, phd, rn, a member of the faculty of a sister school of nursing. dr. rowe's students interviewed older adults in long-term care facilities. the assignment was based on Butler's (1963) pioneering work in life review therapy, Erickson's (1963) psychosocial theory of human development over the lifespan, and Haight and Haight's (2007) structured review process. the purposes of the assignment are to provide students with an opportunity to: develop one-to-one interactions with an older adult who resides in the community, develop and refine students' communication skills, and examine successful aging through the lived experiences of an older adult. there are two components to the assignment: a single visit consisting of the life review interview and a written paper based on the interview. the interview should not exceed two hours, but if more time is needed, students may schedule another meeting. the older adult is asked to give consent and sign a permission form, electronically or in hard copy. one copy of the consent is given to the older adult and the original is given to the instructor for filing at the university. Interviews take place at a mutually convenient time and place. the student prepares for the visit, schedules the interview, and documents the date, time, and place of the interview with the older adult's signature on the consent form. after the interview, the student writes and submits a paper. Course faculty may randomly call some of the older adults to verify that the interviews took place. it has been the experience of the instructor that, occasionally, an interviewee will contact the instructor to discuss the interview. the permission form provides assurance that information shared during the interview is seen only by course faculty; where appropriate, it may be seen by peers in the class. initials are used in all written work to protect the privacy of the participants. Life Review Assignment Guidelines the student's objectives for the Life review assignment are as follows: Completing this assignment will enable the student to: a) conduct a life review with an older adult, b) understand the significance of the life story of an older adult, c) discuss the process of conducting a life review, d) identify possible legacies and their importance to elders, and e) describe the degree of ego integrity (Erickson's theory) reached by the older adult (on a scale of 0-10). …

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 questionnaires with mentors and students. The dimension of interpersonal tone, referring to the interaction style between adult mentor and student, was investigated using a pattern-oriented approach. The analyses identify four distinctive patterns of interpersonal tone and categorize mentor–student relationships according to systematic variation on this dimension. The study integrates quantitative assessments of relationship quality to corroborate and supplement these inductively derived categories. Findings reveal meaningful distinctions in the nature and quality of mentoring relationships and suggest implications for the supports programs might offer to promote positive relationships.

Mentoring At‐Risk Youth in Schools: Can Small Doses Make a Big Change?

The impact of length of the match and age of the child was evaluated in a site‐based mentoring program. At‐risk children ranging in age from 7 to 12 were matched with an adult mentor and met approximately once a week at school during the academic year. Results indicated that neither the length of the match nor the age of the child influenced the impact of mentoring. Pre/post analyses of several psychological variables indicated that children liked school better (p = .002, η2 = .11), behaved better in the classroom (p = .021, η2 = .07), got along better with their peers (p < .001, η2 = .25), and had increased self‐esteem (p < .001, η2 = .14) at the end of mentoring. No improvement in grades was found. The results indicate that matches that are relatively short in duration can have an important impact on at‐risk children. In addition, the results indicate that at‐risk children who are both younger and older can have positive outcomes from mentoring.

Negotiating Relational Boundaries in Adult-Adolescent Mentoring Relationships

This study explored communication processes between adult mentors and adolescent mentees as they negotiate their roles and enact a mentoring partnership. Twenty in-depth interviews were conducted with mentoring pairs (10 adolescents, 10 adults) in a community mentoring program. Findings indicated two key communication issues in these relationships: defining relational boundaries, and negotiating tension around freedom and control within the partnership. The study revealed that defining the relationship and establishing boundaries must occur not only within the mentoring dyad but also with the familial network of the mentees. Additionally, an important, ongoing tension in these relationships involved freedom and control as partners managed the intergenerational nature of the relationship, which made them “friends” but not equals. These findings indicate that in order to understand communication within adolescent mentoring relationships we need to consider the unique intergenerational nature of this relationship and the influence of familial relationships on interaction between mentors and mentees.

Moderating Factors of Natural Mentoring Relationships, Problem Behaviors, and Emotional Well‐being

This study examines naturally occurring mentors by the quality and presence of a mentor (no mentor, low quality, high quality), type of mentors (adult mentors vs. peer mentors), and mentor quality within mentor type. A sub‐sample of adolescents from the National Longitudinal Study of Adolescent‐Health is used. Results indicate the effect of mentoring is dependent upon the quality and type of mentor and is different for different measured outcomes, as various characteristics of the mentoring process are associated with later problem behaviors and emotional affect in different ways. Specifically, high‐quality mentoring is significantly related to increasing self‐esteem, fewer alcohol problems and less depressed affect when compared to low‐quality mentors. Mentees with adult mentors are significantly lower in depressed affect and have fewer alcohol problems when compared to mentees with peer mentors. Implications for the use of mentoring with specifically at‐risk students are discussed to help improve positive youth development.