Understanding Youth Mentoring Relationships: Advancing the Field with Direct Observational Methods
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NARRATIVE REVIEW
Understanding Youth Mentoring Relationships: Advancing the Field with Direct Observational Methods Julia Pryce1 · Kelsey L. Deane2 · Johanna E. Barry1 · Thomas E. Keller3 Received: 14 December 2019 / Accepted: 19 December 2019 © Springer Nature Switzerland AG 2020
Abstract There are critical gaps in the youth mentoring knowledge base arising from methodological limitations, including an overreliance on self-report measures, as well as an overall lack of precision. Direct observational methods allow for more precise comparison across mentoring dyads because, in contrast to respondents applying their own idiographic meanings and interpretations, consistent procedures for obtaining data are possible. However, direct observational methods are highly underutilized in the youth mentoring research field. The authors summarize seminal work to date on youth mentoring relationship processes, including the few studies that have employed direct observation methods. The authors describe two broad approaches to conducting direct observation research, naturalistic and laboratory-based observation, and offer a framework to guide theoretical and practical decisions regarding the use of each approach, as well as limitations of each. It is ultimately argued that by surfacing the relational mechanisms at work in high quality mentoring relationships, direct observational methods provide an avenue for advancing successful practice in this field. The article concludes with a discussion of implications for future research and practice. Keywords Observational methods · Youth mentoring · Relationship processes
Introduction Findings from multiple evaluations of youth mentoring programs, when combined meta-analytically, show the benefits of program participation on a range of social, emotional, behavioral, and academic outcomes for youth (DuBois et al. 2002, 2011; Raposa et al. 2019). However, this evidence also indicates relatively modest overall effect sizes, as well as considerable variability in outcomes within and across programs. Seeking insights to improve the effectiveness of youth mentoring interventions, researchers have focused on better understanding the nature and development of the mentoring relationships created in these programs. This effort is * Julia Pryce [email protected] 1
Loyola University Chicago School of Social Work, Maguire Hall #544, 1 E. Pearson, Chicago, IL 60611, USA
2
Faculty of Education and Social Work, University of Auckland, Private Bag 92601, Symonds Street, Auckland 1150, New Zealand
3
Portland State University School of Social Work, 1800 SW 6th Avenue, 6th Floor, Portland, OR 97201, USA
premised on the compelling idea that the success of youth mentoring programs is contingent upon mentors and mentees developing strong relational bonds. This “mentoringas-relationship” hypothesis (Cavell and Elledge 2013, p. 35) arises from Rhodes’ (2005) seminal model of youth mentoring, which suggests that mentoring promotes important youth outcomes across socioemotional, cognitive, and
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