Interpersonal Dynamics Shaping Positive Mentee and Mentor Relationships
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Interpersonal Dynamics Shaping Positive Mentee and Mentor Relationships Micheal L. Shier1 · Jesssica Larsen‑Halikowski1 · Stephanie Gouthro1
© Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract Mentorship is an important aspect of adolescent development and upward social mobility. With high rates of relationship termination early on in the mentorship relationship, it is important to understand the interpersonal dynamics that contribute to successful mentee–mentor relationships to optimize outcomes for adolescent program participants. Utilizing a qualitative research design, this study interviewed mentors (n = 22) and mentees (n = 15) of a community-based support program for adolescent high school aged females in Toronto, Canada to identify aspects of the relationship that were perceived to contribute to its success. Utilizing inductive analytical techniques, respondents identified three broad themes of a successful mentor/mentee relationship. These included: consistency, mentor-led communication strategies, and mutually satisfactory interpersonal exchange. The findings identify areas for training and development of mentors when engaged with adolescent aged youth. Keywords Adolescent · Youth · Mentors · Interpersonal · Relationships · Training Mentorship can provide many benefits to youth mentees including improved academic performance (Bayer, Grossman, & DuBois, 2015; Herrera et al., 2007; Herrera, Grossman, Kauh, & McMaken, 2011), increased self-esteem (DuBois, Holloway, Valentine, & Cooper, 2002; DuBois, Neville, Parra, Pugh-Lilly, 2002; Karcher, Davis, & Powell, 2002; Marshall, Lawrence, & Peugh, 2013), and improved social connectedness (Herrera, DuBois, & Grossman, 2013; Karcher, 2008; Liang, Tracy, Taylor, & Williams, 2002). Youth mentorship programs aim to connect youth to adult individuals that can help support their development. Many reasons might exist to support such a formalized relationship, including development of social networks, to improve well-being and skills, or to expose youth and children to opportunities (Shier, Larsen-Halikowski, & Gouthro, 2020). The positive benefits from current and historical studies on youth mentorship programs have been supported in a recent metanalysis of 70 youth mentor program outcome studies from 1975 to 2017 (Raposa et al., 2019). However, * Micheal L. Shier [email protected] 1
Factor‑Inwentash Faculty of Social Work, University of Toronto, 246 Bloor Street W, Toronto, ON M5S1V4, Canada
the achievement of desired outcomes is far from guaranteed. In another large-scale meta-analysis of mentorship programs, effect sizes were found to vary significantly across programs (DuBois, Portillo, Rhodes, Silverthorn, & Valentine, 2011). However, in studies seeking to understand the discrepancies in outcomes, the magnitude of benefits obtained was found to be mediated by the strength of the mentoring relationship (Bayer et al., 2015; Zand et al., 2009). Relationship quality is not only a generator of positive outcomes; deficient or brief rel
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