Is Your Program Effective? What the Research Says: Youth Mentoring

 

 

 

IS YOUR PROGRAM EFFECTIVE?

What the Research Says

 

 

Youth Mentoring Programs

 

The following is a brochure from MENTOR/National Mentoring Partnership.  To order hard copies of the brochure or to read additional mentoring articles visit their website at http://www.mentoring.org/program_staff/design/elements_of_effective_practice.php?pid=all.

 

ELEMENTS OF EFFECTIVE PRACTICE

(This project was funded by a generous grant from the Charles Stewart Mott Foundation)

Overview

As a strategy for helping young people succeed in life, mentoring works. It helps give young people the confidence, resources and skills they need to reach their potential.

But like any youth-development strategy, mentoring works best when measures are taken to ensure quality and effectiveness. When the tool of change is a close relationship — as is the case with mentoring — everyone involved should proceed with care. The risks and improvements to the young person are proportional to how long the relationship endures. The longer a relationship lasts, usually the closer the bond and the greater benefit to the youth.

The guidelines presented here are geared toward helping mentoring relationships thrive and endure. They include measures any mentoring program can implement to offer the best mentoring possible — mentoring that does everything in its power to help young people and keep them from harm's way. These guidelines are based on solid research — research that affirms the importance of accountability and responsibility in meeting young people's needs. And, they are based on experience: The first mentoring Elements of Effective Practice were developed and published in 1990 by a national panel of mentoring experts brought together by MENTOR/National Mentoring Partnership and United Way of America. For more than a decade, those Elements served as the gold standard for mentoring.

These new guidelines are the culmination of a process that, once again, brought together many of the nation's foremost authorities on mentoring. In 2003, this newly formed group began by reassessing the existing Elements. They took the best of those Elements and added new ideas and new practices that reflect the latest in mentoring policies, practices, experiences and research.

For additional details about the research that underpins these guidelines and to learn more about the approaches to executing them, visit Mentoring.org. Every day, you and your mentoring colleagues help young Americans achieve their dreams. Thank you for your dedication — and for continuing to raise the bar.

Critical Steps

If you already have a mentoring program in place, use these guidelines to help you improve your current practices. Or, use them as a benchmark for determining how your program is doing and for fine-tuning your practices.

If you are considering initiating a mentoring effort, you will want to first conduct an assessment of local needs and the assets your organization already has to meet them. Or, you might conduct an environmental scan, a process that identifies community and state priorities, needs and opportunities in the context of the economic environment. These tools help ensure your proposed initiative is an appropriate response to an identified youth need. You will also need to confirm that people are ready and willing to invest in your program and that demand and support for your program services will be ongoing. Further, your needs assessment should help you determine whether individuals and organizations — such as, schools, faith communities and volunteers — are willing and able to refer youth and/or provide mentors, and should confirm that your organization has the capacity, commitment and capability to run a quality mentoring program.

By following these guidelines, you can be sure you will be doing your utmost to ensure that mentoring does, in fact, work for America's young people by providing the best mentoring experience possible. For ease of use, these comprehensive guidelines are divided into four sections:

• Program Design and Planning
• Program Management
• Program Operations
• Program Evaluation

The Program Design and Planning section includes comprehensive guidelines you can use to launch an effective new mentoring initiative. Under the Program Management and Program Operations sections, you will find guidelines for managing and implementing the many elements of your program if your program is new, or fine-tuning certain elements if you have an established program. The fourth section — Program Evaluation — guides you in analyzing your program to ensure it is safe, effective and able to meet the goals you have set.

Program Design and Planning:

Design the parameters for the program:

• Define the youth population that the program will serve;
• Identify the types of individuals who will be recruited as mentors (such as, senior citizens, corporate employees and college students);
• Determine the type of mentoring that the program will offer - one-to-one, group, team, peer or e-mentoring;
• Structure the mentoring program - as a stand-alone program or as part of an existing organization;
• Define the nature of the mentoring sessions (such as, career involvement, academic support and socialization);
• Determine what the program will accomplish and what outcomes will result for the participants, including mentors, mentees and sponsoring organizations.
• Determine when the mentoring will take place;
• Determine how often mentors and mentees will meet and how long the mentoring matches should endure;
• Decide where mentoring matches primarily will meet - workplace, school, faith-based organization, juvenile corrections facility, community setting or virtual community;
• Decide who are program stakeholders and how to promote the program;
• Decide how to evaluate program success; and
• Establish case management protocol to assure that the program has regular contact with both mentors and mentees concerning their relationship.

Plan how the program will be managed:

• Select the management team:
• Establish policies and procedures; and
• Implement ongoing staff training and professional development.

• Develop a financial plan:
• Develop a program budget;
• Determine the amount of funding needed to start and sustain the program;
• Identify and secure a diversified funding stream needed to start and sustain the program;
• Determine the amount of time each funding source can be expected to provide resources;
• Establish internal controls and auditing requirements; and
• Establish a system for managing program finances.

• Implement the program:
• Recruit program participants, such as, mentors, mentees and other volunteers;
• Screen potential mentors and mentees;
• Orient and train mentors, mentees and parents/caregivers;
• Match mentors and mentees;
• Bring mentors and mentees together for mentoring sessions that fall within program parameters;
• Provide ongoing support, supervision and monitoring of mentoring relationships;
• Recognize the contribution of all program participants; and
• Help mentors and mentees reach closure.

• Plan how to evaluate the program:
• Decide on the evaluation design;
• Determine what data will be collected, how it will be collected and the sources of data;
• Determine the effectiveness of the program process;
• Determine the outcomes for mentors and mentees; and
• Reflect on and disseminate findings.

Program Management

Ensure the program is well-managed:

• Form an advisory group:
• Define the advisory group roles and responsibilities;
• Recruit people with diverse backgrounds to serve on the group; and
• Facilitate the advisory group meetings to improve programming and management.

• Develop a comprehensive system for managing program information:
• Manage program finances;
• Maintain personnel records;
• Track program activity, such as, volunteer hours and matches.;
• Document mentor/mentee matches;
• Manage risk; and
• Document program evaluation efforts.

• Design a resource development plan that allows for diversified fundraising:
• Seek in-kind gifts;
• Hold special events;
• Solicit individual donors;
• Seek corporate donations;
• Apply for government funding; and
• Seek foundation grants.

• Design a system to monitor the program:
• Review policies, procedures and operations on a regular basis;
• Collect program information from mentors, mentees and other participants; and
• Continually assess customer service.

• Create a professional staff development plan:
• Provide ongoing staff training; and
• Build on staff members' skills and knowledge.

• Advocate for mentoring:
• Advocate for pro
• mentoring public policies and funding at the local, state and federal levels; and
• Encourage private sector leaders to adopt pro
• mentoring policies and provide funding.

• Establish a public relations/communications effort:
• Identify target markets;
• Develop a marketing plan;
• Gather feedback from all constituents;
• Develop partnerships and collaborations with other organizations; and
• Recognize mentors, mentees, other program participants, funders and organizations that sponsor mentoring programs.

Program Operations:

Ensure strong, everyday operations:

• Recruit mentors, mentees and other volunteers:
• Define eligibility for participants, including mentors, mentees and parents/caregivers;
• Market the program; and
• Conduct awareness and information sessions for potential mentors.

• Screen potential mentors and mentees:
• Require written applications;
• Conduct reference checks, such as, employment record, character reference, child abuse registry, driving record and criminal record checks;
• Conduct face to face interviews; and
  
• Hold orientations.

• Orient and train mentors, mentees and parents/caregivers;
• Provide an overview of the program;
• Clarify roles, responsibilities and expectations; and
• Discuss how to handle a variety of situations.

• Match mentors and mentees:
• Use established criteria;
• Arrange an introduction between mentors and mentees; and
• Ensure mentors, mentees and parents/caregivers understand and agree to the terms and conditions of program participation.

• Bring mentors and mentees together for mentoring sessions that fall within the program parameters:
• Provide safe locations and circumstances; and
• Provide resources and materials for activities.

• Provide ongoing support, supervision and monitoring of mentoring relationships:
• Offer continuing training opportunities for program participants;
• Communicate regularly with participants and offer support;
• Help mentors and mentees define next steps for achieving mentee goals;
• Bring mentors together to share ideas and support;
• Establish a process to manage grievances, resolve issues and offer positive feedback;
• Assist mentors and mentees whose relationship is not working out; and
• Assure that appropriate documentation is done on a regular basis.

• Recognize the contribution of all program participants:
• Sponsor recognition events; and
• Make the community aware of the contributions made by mentors, mentees, supporters and funders.
• Actively solicit feedback from mentors and mentees regarding their experiences; and
• Use information to refine program and retain mentors.

• Help mentors and mentees reach closure:
• Conduct private, confidential interviews with mentors and mentees; and
• Ensure mentors, mentees and parent/caregivers understand program policy regarding their meeting outside the program.

Program Evaluation

Ensure program quality and effectiveness:

• Develop a plan to measure program process:
• Select indicators of program implementation viability and volunteer fidelity, such as, training hours, meeting frequency and relationship duration; and
• Develop a system for collecting and managing specified data.

• Develop a plan to measure expected outcomes:
• Specify expected outcomes;
• Select appropriate instruments to measure outcomes, such as, questionnaires, surveys and interviews; and
• Select and implement an evaluation design.

• Create a process to reflect on and disseminate evaluation findings:
• Refine the program design and operations based on the findings; and
• Develop and deliver reports to program constituents, funders and the media (at minimum yearly; optimally, each quarter).

A Glossary of Terms

Mentoring:

Mentoring is a structured and trusting relationship that brings young people together with caring individuals who offer guidance, support and encouragement aimed at developing the competence and character of the mentee.

Types of Mentoring:

Responsible mentoring can take many forms: traditional mentoring (one adult to one young person); group mentoring (one adult to up to four young people); team mentoring (several adults working with small groups of young people, in which the adult to youth ratio is not greater than 1:4); peer mentoring (caring youth mentoring other youth); and e-mentoring (mentoring via e-mail and the Internet).

Locations of Mentoring:

Mentoring can take place in a wide array of settings, such as, at a workplace, in a school, at a faith-based organization, at a juvenile corrections facility, in a community setting and in the "virtual community," where e-mentoring takes place.

Duration of Mentoring:

Because relationships and a sense of bonding occur over time, the duration and consistency of a mentoring relationship is very important. At a minimum, mentors and mentees should meet regularly at least four hours per month for at least a year. There are exceptions, such as, school-based mentoring, which coincide with the school year and other types of special mentoring initiatives. In such special circumstances, mentees need to know from the outset how long they can expect the relationship to last so they can adjust their expectations accordingly.

Source: Jean E. Rhodes, Ph.D., Stand by Me: The Risks and Rewards of Mentoring Today's Youth. (Cambridge, Massachusetts: Harvard University Press, 2002.)

 

(End of Brochure)

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Characteristics of Successful Mentoring Programs

·       The longer a mentoring relationship lasts, the greater the benefits.

·       A study of the Big Brothers Big Sisters program found that youth involved in relationships that lasted more than a year displayed a great deal of benefits from the relationship, where as those who were involved in a mentoring relationship which ended after only 3-6 months did not show any notable benefits, and those who had a mentor for a period of less than three months actually felt less confident about academics and had a lower self-esteem.

·       The more contact that a mentor has with the student and his/her family, the greater the benefits.

·       A study of the Sponsor-A-Scholar program found that when mentors knew the mentee’s family, the youth were more likely to get better grades and much more likely to attend college after high school. 

·       The better the relationship between mentor and mentee, the greater the benefits.

·       Several studies have shown that if the mentee believes that the relationship is good then they will exhibit benefits.  The youth who do not relate to their mentors show almost no positive results from the relationship. 

·       Youth who are most “at-risk” show the greatest benefits from a good mentoring relationship.

·       Students in Sponsor-A-Scholar who already have good academic habits do not show any improvement, but the students who initially have the lowest grades, the least family support, and seem the least motivated when entering the program show the most substantial improvements.  (It should be noted, however, that youth must show some motivation to be eligible for the program in the first place and so some of the most at-risk youth were never admitted to the program.  Having a list of qualification for eligibility is not uncommon.) 

Source:  Mentoring: A Promising Strategy for Youth Development (Research Brief). 2002.  Jekielek, S.M., Moore, K.A., Hair, E.C., Scarupa, H.J. Child Trends: Washington, DC

Site:  www.childtrends.org/PDF/mentoringbrief2002.pdf

 

What to do to ensure a high quality mentoring program:

·      Before you start a program make sure that the supply of mentors is about equal to the estimated demand.

You might find that the number of willing and able mentors is smaller than you think.  Professionals might not be able to make the time commitment that is necessary for a successful relationship, those in the retired age group may not be able to afford the monetary expense that is spent on activites with mentees such as movies, museums, sporting events, and restaurants, college students might not be able to make a long term commitment or may lack the necessary transportation, and others might be scared to travel into the neighborhoods of your city which are most in need of mentors.

·      Screen potential mentors before allowing them to be involved in the program.

·      Supervise the mentor-mentee match.

This will help to ensure close relationships between the mentors and the youth.

·      Provide regular supervision.

Make sure that the mentors are meeting regularly with the youth.  If they do not meet regularly there is a good chance that interest will wane and the relationship will eventually be abandoned.  Regular supervision will also alert you to problems as they arise giving you a chance to solve them before they grow to the point where a relationship is disbanded.

·      Train your mentors. 

It has been shown that mentors who have received the most training are also more likely to have longer relationships with their mentees.

·      Follow the “developmental” approach.

This approach has several components, the overall theme being to focus on the needs and interests of the youth who are involved in the program.  Start mentoring relationships by allowing mentor and mentees a great deal of time just getting to know each other.  Also, make sure that mentor’s are prepared to be flexible about their plans and expectations.  Mentors should focus on and engage in activities which interest their specific mentee.  This approach leads to better mentoring relationships which hence last longer.

Source:  Mentoring: A Promising Strategy for Youth Development (Research Brief). 2002.  Jekielek, S.M., Moore, K.A., Hair, E.C., Scarupa, H.J. Child Trends: Washington, DC

Site: www.childtrends.org/PDF/mentoringbrief2002.pdf

 

What NOT to do:

·      Do not use the “prescriptive” approach.

In this approach mentors have strict goals and expectations and they expect the mentees to take half the responsibility for maintaining the mentoring relationship.  This method usually leads to tension and oftentimes the relationship is eventually absolved.  A Big Brothers Big Sisters study found that when the prescriptive approach was used 66% of mentoring relationships ended before 9 months had passed, but when the developmental approach was used, only 10% were abandoned.

Source:  Mentoring: A Promising Strategy for Youth Development (Research Brief). 2002.  Jekielek, S.M., Moore, K.A., Hair, E.C., Scarupa, H.J. Child Trends: Washington, DC

Site:  www.childtrends.org/PDF/mentoringbrief2002.pdf

 

 

 

The Benefits of High Quality Mentoring Programs

·      Lower high school dropout rates.

Source:  A special report on mentoring from Project PLUS and the Aspira Association, Inc.  (Project PLUS)

·      Lower teen pregnancy rates.

Source:  Mentoring:  A proven delinquency prevention strategy.  (Office of Juvenile Justice and Delinquency Prevention)

Site:  http://www.ncjrs.org/pdffiles/164834.pdf

·      Lower drug and alcohol use.

·      Higher attendance rates.

·      Improved academic performance.

·      Less disruptive and less violent behavior.

Source:  Mentoring:  A synthesis of P/PV’s research:  1988-1995.  (Public/Private Ventures)

Site:  http://www.ppv.org/content/reports/mentsynthesis.html

 

In a report published by the US Department of Justice’s Office of Juvenile Justice and Delinquency Prevention, mentoring programs are listed as being one of the most promising delinquency prevention programs because they are able to focus on several risk factors simultaneously.

Source:  Child Delinquency:  Early Intervention and Prevention.  (US Department of Justice)

Site:  http://www.ncjrs.org/pdffiles1/ojjdp/186162.pdf

 

The Effectiveness of the Big Brothers Big Sisters (BBBS) Program:

·      Children in the BBBS program are half as likely as other children their age to start using drugs. 

·      Minority children in the BBBS program are one third as likely as other children their age to start using drugs.

·      Youth in the BBBS program are less likely to start using alcohol.

·      Minority girls who have Big Sisters are half as likely to start using alcohol when compared to minority girls not in the program.

·      Youth in the BBBS program skip, on average, half as many days of school as other youth their age.

·      Minority girls in the BBBS program skip 78% fewer days of school than do minority girls not in the program.

·      Children in the BBBS program, especially minority girls, have a slightly higher than average GPA.

·      Youth involved in the program, especially white boys, end up having better relationships with their parents/guardians than most other youth their age.

·      Youth involved in the program, especially minority boys, have better relationships with their peers than do youth not in the program.

Source:  Making a Difference:  An Impact Study of Big Brothers Big Sisters.  (Public/Private Ventures)

Site: http://www.ppv.org/content/reports/makingadiff.html