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The role of mentoring in youth development  [PDF]
Kordi? Boris,Babi? Lepa
Zbornik Instituta za Pedago?ka Istra?ivanja , 2012, DOI: 10.2298/zipi1201196k
Abstract: There is an opinion that natural youth mentoring has a favourable impact on psychosocial development and that it is correlated with better success later on life. This research purports to reveal which personality features of mentors and protégés figure as necessary conditions for development of youth mentoring process, which leads towards positive developmental outcomes. The questionnaire created specifically for the purposes of this study was administered to the convenient sample of primary and secondary school students (77) and university students from Belgrade (109). Respondents assessed the features of a significant person from their life through 17 sentences, the changes occurring due to experience with a significant person through 18 sentences, and one’s own features through 16 sentences. Factor analysis extracted two features of significant persons (labelled M-basic support and M-expert), two kinds of outcomes of experience with significant persons (P-self-improvement and P-self-distance) and two types of features in respondents (Openness towards learning and Relying on others). Analyses indicate that establishment of a relationship of truth and exchange, providing the feeling of basic support to protégés, is a conditio sine qua non in mentoring, while competence and professionalism of the mentor figure as differentia specifica in mentoring. In order for such a relationship to be established, it is necessary for mentors to have personality features that are a precondition for establishing the basic support for protégés, and for protégés to be open towards learning and ready to find a support in mentors. [Projekat Ministarstva nauke Republike Srbije, br. 47017: Bezbednost i za tita organizovanja i funkcionisanja vaspitno-obrazovnog sistema u Republici Srbiji (osnovna na ela, principi, protokoli, procedure i sredstva) i br. 47028: Unapre enje konkurentnosti Srbije u procesu pristupanja Evropskoj uniji]
Mentoring for resettled youth
Lauren Markham
Forced Migration Review , 2012,
Abstract: The resettlement experience often pits high expectations against harsh realities. The greatest pressure to ‘succeed’ in this new world is often shouldered by the younger generation but one-to-one mentoring by community volunteers can support them in a variety of ways.
Nicole WEBSTER,Shakoor WARD
Journal of Community Positive Practices , 2012,
Abstract: The purpose of this paper is to elicit a richer conversation for youth development practitioners and academic researchers related to the approach of youth mentoring training based on Vygotsky s (1967) sociocultural and activity theory. More specifically to conceptualize and guide youth mentoring research, particularly in inner-city communities where the environments can be most challenging to the health, social and academic development of young people. Recently, there has been an increasing call for youth development researchers to direct their efforts toward solving contemporary social problems that plague today s youth, particularly in environments that are most challenging to the well- being and academic development of our young people. While youth development practitioners are seen as being on the front line and continuously engaged in this endeavor, academic institutions are sometimes viewed by social activists as being self-serving and not fully committed to such endeavors. Using the principles of activity theory, this paper advances previous literature proposing a participatory paradigm as a basis for shared youth development work between practitioners and academic researchers. The paper describes the elements of a participatory youth mentoring training program and presents a case example to demonstrate its characteristics.
Results of a Community Mentoring Programme for Youth Heads of Household in Rwanda: Effects on Youth Sexual Risk Behaviours and Maltreatment
J Ntaganira, L Brown, NB Mock
Rwanda Journal of Health Sciences , 2013,
Abstract: Background: While mentorship programmes, which connect orphans with adults to whom they can turn to for help and advice, are proliferating in an attempt to prevent high-risk behaviours in adolescents, there are few data to show that mentorship actually makes a difference among youth heads of households (YHH). The purpose of this study was to: (a) investigate the impact of mentoring relationship on sexual risk behaviours outcomes among YHH, and (b) examine the impact of the mentoring programme on youth maltreatment including sexual abuse. Methods: The research used a quasi-experimental design to assess the impact of the adult mentoring programme on sexual risk behaviours and maltreatment of youth living without adult care in four districts of the then Gikongoro province. In the design, which includes a baseline and a follow-up survey, the intervention group (Maraba and Nyamagabe districts) with youth heads of households receiving the home visitation programme were compared to a comparison group (Mudasomwa and Nyaruguru districts). Analyses explored linkages between exposure to the intervention and various outcomes: HIV/AIDS knowledge, perception of HIV risk infection, sexual risk behaviours, and maltreatment. Logistic regression was used to examine whether the mentoring programme predicted outcomes of maltreatment or sexual behaviours when controlling for demographic characteristics and any other variables significant at the bivariate level. Results: The overall HIV/AIDS knowledge was higher in the intervention group (16.3% versus 12.5%) and more YHH in this group knew a place where to get a condom (64.5% versus 57.8%). In this group, youth were more likely to report use of condom (20.5 versus 12.4%), to perceive a risk of HIV/AIDS infection at the follow-up survey (44.7% versus 32.8%), and less consumption of alcohol (56.3 versus 41.7%). In the logistic regression, respondents who reported more adult support had a significantly high likelihood of being sexually inexperienced (OR = 1.20, score for adult support=3.67 versus 3.53, p=.05). During the last twelve months, being in school, male gender, and less marginalization were highly associated with being abstinent (AOR=4.68, 2.72, and 1.46, respectively). The level of maltreatment has sensibly diminished in the intervention group (from 1.53 to 1.27) during the last two years. There were more youth who reported physical abuse among the comparison group (24% versus 15.9%) and labour exploitation (29.5% versus 19.6%). YHH exposed to the intervention were less likely to suffer from labour exploitation and physical abuse (AOR = .52 and .63, respectively). Conclusions: Results indicate that the utilization of community adult mentors should be supported as a key strategy in working with YHH to decrease sexual risk behaviours and maltreatment from community members. For interventions to be optimally effective, specific strategies to promote community support and decrease marginalization need to be identif
Intimate Partnership Formation and Intergenerational Relationships among Ethnic Minority Youth in Denmark  [cached]
Rashmi Singla
Outlines : Critical Practice Studies , 2006,
Abstract: This article is based on a research project drawing upon in-depth qualitative interviews (N=61) and data from a survey (N=628) of young people and parents belonging to the five largest ethnic minority groups in Denmark. The theoretical framework combines conceptualisations about conflict and the family with theories about modernisation/individualisation and discrimination effects. The dominating tendencies in the inter-generational relationships between young people and their parents on the subject of the young people’s intimate partnership formation are analysed and discussed. The ethic minority youth and parents’ reflections on the ethnic majority partnership formation patterns are delineated. The analyses indicate that relationships between young people and parents on the issue of intimate partnership formation can be cooperative or in opposition. This is contrary to the widespread discourse about serious conflicts between generations. Thus the article criticises the reductionistic conception of partnership formation being a question of either-or processes, i.e. own choice or parental choice, and appeals for broad concepts which include both-and processes, i.e. own choice and parental accept.
Mentoring for Emerging Careers in eScience Librarianship: An iSchool – Academic Library Partnership  [cached]
Gail Steinhart,Jian Qin
Journal of eScience Librarianship , 2012,
Abstract: Objective: Cornell University Library and the School of Information Studies at Syracuse University established a partnership to offer a mentorship program to students enrolled in the eScience Librarianship program at Syracuse. We assessed the success of the program in meeting intended program outcomes.Design and Setting: Each of eight students was matched with a Cornell Librarian mentor. Other components of the program included program-specific activities and events, virtual communication, and an open invitation to students to participate in Cornell University Library events.Methods: We conducted an exit survey of both students and mentors at the conclusion of the program. The survey was administered online, with seven of eight students and all mentors completing the survey.Results and Conclusions: The program was successful in attaining professional acculturation outcomes and professional development outcomes. Results for employment outcomes were mixed (though it was too early to expect most students to have successfully obtained a job), and also mixed for outcomes related to opportunities such as internships and projects. We offer some suggestions for improvement in these areas. Overall, students and mentors had a very positive experience with the program.
Mentoring At-risk Youth: Improving Academic Achievement in Middle School Students  [cached]
James H. Lampley,Kellie C. Johnson
Nonpartisan Education Review , 2010,
Abstract: Research supports the implementation of mentoring programs as potentially successful approaches to meeting the needs of at-risk students. This study examined a mentoring program entitled: LISTEN (Linking Individual Students To Educational Needs). The LISTEN mentoring program was a district-sponsored, school-based program in which at-risk, middle school students were identified by the school system and mentors were recruited specifically to assist these students with school performance or related issues. Mentors, in this study, were classroom teachers, school counselors, administrators, custodians, librarians, teaching assistants, retired teachers, and cafeteria employees. Archival data from the 2003–04 and 2004–05 academic years were analyzed. A statistically significant difference was found for all three of the study’s criterion variables (GPAs, discipline referrals, and attendance records) between those measured in the 2003–04 academic year (pre-intervention) and those measured in the 2004–05 academic year (post-intervention). Forty-nine of the fifty-four LISTEN participants experienced academic achievement gains in all three areas of the study.
Meeting the Challenges of North-South Collaboration: The Case of HIV Prevention for Rural Youth, Edo State, Nigeria
AG Onokerhoraye, E Maticka-Tyndale, HP4RY Team
African Journal of Reproductive Health , 2012,
Abstract: Despite the significant contributions of the various North-South research partnerships during the past five decades to enhancing research capacity in the South, they have faced a number of challenges associated with the various partnerships. There have been limited attempts to critically examine the successes and challenges associated with these partnerships. Based on the experiences of implementing the ‘HIV Prevention for Rural Youth’ programme by a Canadian-Nigerian partnership during a four year period, this paper outlines the successes achieved and the challenges faced. The paper reviews the context of contemporary North-South research collaboration which provided the framework for the implementation of the HIV Prevention for Rural Youth. It then examines the benefits which the implementation of the programme have stimulated as well as the various challenges which confronted the partnership and how they were handled. The implications of the project’s implementation experiences for future North-South collaborative research programmes are highlighted. Malgré les contributions importantes des divers partenariats de recherches de Nord-Sud, au cours de cinq dernières années, vers la promotion de la capacité de la recherche au Sud, un certain nombre de difficultés sont liés aux divers partenariats. On a tenté d’une manière limitée, à examiner de fa on critique les succès et les defies liés à ces partenariats. En se fondant sur les expériences de la réalisation du programme de la Prévention du VIH pour la jeunesse Rurale par un partenariat Canadien-Nigérian au cours de quatre ans, cette étude met en lumière le success accompli et les défis rencontrés. L’étude passe en revue le contexte de la collaboration de la recherche Nord-Sud contemporaine qui a donné le cadre pour la réalisation de la prevention du VIH pour la jeunesse rurale. Elle étudie les avantages que le programme a stimulé aussi bien que les divers défis auxquels le partenariat a fait face et comment ils ont été résolus. Nous avons souligné les implications des expériences de la réalisation du projet en vue des futurs programmes de recherches collaboratrices Nord –Sud.
Using the Web to Enable Industry-University Collaboration: An Action Research Study of a Course Partnership  [PDF]
Ned Kock Temple,Camille Auspitz,Brad King
Informing Science The International Journal of an Emerging Transdiscipline , 2000,
Abstract: This paper discusses a course partnership involving Day & Zimmermann, Inc. (DZI), a large engineering and professional services company, and Temple University. The course was taught between the months of May and July of 1999 and its main goal was to teach students business process redesign concepts and techniques. These concepts and techniques were used to redesign five business processes from DZI's information technology organization. DZI's CIO and a senior manager, who played the key role of project manager, championed the course partnership. A Web site with bulletin boards, multimedia components and static content was used to support the partnership. The paper investigates the use of Web-based collaboration technologies in combination with communication behavior norms and face-to-face meetings, and its effect on the success of the partnership.
Spanning Boundaries in an Arizona Watershed Partnership: Information Networks as Tools for Entrenchment or Ties for Collaboration?  [cached]
Tischa A. Mu?oz-Erickson,Bethany B. . Cutts,Elisabeth K. . Larson,Kate J. Darby
Ecology and Society , 2010,
Abstract: The need to develop successful collaborative strategies is an enduring problem in sustainable resource management. Our goal is to evaluate the relationship between information networks and conflict in the context of collaborative groundwater management in the rapidly growing central highland region of Arizona. In this region, water-management conflicts have emerged because of stakeholders’ differing geographic perspectives and competing scientific claims. Using social network analyses, we explored the extent to which the Verde River Basin Partnership (VRBP), which was charged with developing and sharing scientific information, has contributed to collaboration in the region. To accomplish this, we examined the role that this stakeholder partnership plays in reinforcing or overcoming the geographic, ideological, expert, and power conflicts among its members. Focusing on information sharing, we tested the extent to which several theoretically important elements of successful collaboration were evidenced by data from the VRBP. The structure of information sharing provides insight into ways in which barriers between diverse perspectives might be retained and elucidates weaknesses in the partnership. To characterize information sharing, we examined interaction ties among individuals with different geographic concerns, hierarchical scales of interest, belief systems (about science, the environment, and the role of the partnership), and self-identified expertise types. Results showed that the partnership’s information-sharing network spans most of these boundaries. Based on current theories of collaboration, we would expect the partnership network to be conducive to collaboration. We found that information exchanges are limited by differences in connection patterns across actor expertise and environmental-belief systems. Actors who view scientists as advocates are significantly more likely to occupy boundary-spanning positions, that appear to impede the success of the partnership. This analysis challenges widely held assumptions about the properties that separate successful collaborations from those that are less successful. It has implications for our understanding of the factors that constrain information processing, knowledge production, and collective-action capability in institutions.
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