ERIC Number: ED662178
Record Type: Non-Journal
Publication Date: 2020
Pages: 37
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
"[My Counselor] Knows Stuff about Me, but [My Natural Mentor] Actually Knows Me": Distinguishing Characteristics of Youth's Natural Mentoring Relationships
Nancy L. Deutsch; Victoria A. Mauer; Haley E. Johnson; Anita A. Grabowska; Miriam R. Arbeit
Grantee Submission
Adults play important roles in the lives of adolescents, serving as role models, sources of social support, and providers of social capital. Natural mentoring relationships (NMRs), relationships between adults and youth that rise to a level of significance for the youth, have a positive impact on youth outcomes in a number of academic, socioemotional, and health related areas. Yet despite the importance of NMRs to youth development, there is little research on how NMRs develop or what factors are associated with a relationship becoming an NMR. This study uses in-depth qualitative interviews with adolescents across five time points to explore the characteristics of youth-adult relationships that develop into NMRs, and the psychosocial processes and actions which transform a naturally occurring relationship into an NMR. Findings from our study suggest that by intentionally using time and space with youth as an opportunity to cultivate safe and authentic spaces and build trust, adults can encourage the development of NMRs with adolescents. [This paper was published in "Children & Youth Services Review" v111 Article 10487 2020.]
Descriptors: Mentors, Youth, Interpersonal Relationship, Adults, Social Capital, Role Models, Social Support Groups, Adolescent Development, Incidence, Systems Approach, Longitudinal Studies, Middle School Students, High School Students, Student Attitudes, Trust (Psychology), Safety, Time Management
Publication Type: Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305B140026
Author Affiliations: N/A