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10-07-2020 | Original Paper

“Listening In”: Improving the Science and Practice of Mentoring Through Naturalistic Observations of Mentor–Mentee Relationships

Auteurs: Rachel G. Lucas-Thompson, Lindsey M. Weiler, Shelley A. Haddock, Kimberly L. Henry, Toni S. Zimmerman, Jen Krafchick, Neha Prabhu

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 1/2021

Abstract

Theory and empirical evidence indicate that the quality of relationships between mentors and youth is critical to determining the effects that mentoring programs have on youth participants. However, studies of mentoring programs have relied almost exclusively on self-reports of the quality of the mentoring relationship. The goals of the current paper are to discuss the limitations of exclusively relying on self-reports to measure relationship quality, argue for the necessity of incorporating naturalistic observations into measurement, and propose a specific framework for naturalistic observation and rating of these relationships.

vorige artikel Is High Family SES Positively Associated with Youth Adjustment in the Absence of Parent–Child Genetic Connection?

volgende artikel Who Switches Schools? Child-Level Predictors of School Mobility in Middle School Students

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Titel: “Listening In”: Improving the Science and Practice of Mentoring Through Naturalistic Observations of Mentor–Mentee Relationships
Auteurs: Rachel G. Lucas-Thompson
Lindsey M. Weiler
Shelley A. Haddock
Kimberly L. Henry
Toni S. Zimmerman
Jen Krafchick
Neha Prabhu
Publicatiedatum: 10-07-2020
Uitgeverij: Springer US
Gepubliceerd in: Journal of Child and Family Studies / Uitgave 1/2021
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI: https://doi.org/10.1007/s10826-020-01777-3

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