Attachment Security, the Quality of the Mentoring Relationship and Protégés’ Adjustment

Mentoring Children in Foster Care: Examining Relationship Histories as Moderators of Intervention Impact on Children's Mental Health and Trauma Symptoms

Mentoring-based interventions show promise among children in foster care, but previous research suggests that some benefit more than others. Because children in foster care experience relationship disruptions that could affect mentoring effectiveness, we examined whether children's relational histories at baseline (i.e., relationship quality with birth parents, relationship quality with foster parents, caregiver instability, and previous mentoring experience) moderated the impact of a mentoring intervention on children's mental health, trauma symptoms, and quality of life. Participants included 426 racially and ethnically diverse children (age: 9-11; 52% male) who participated in a randomized controlled trial of the Fostering Healthy Futures program (FHF), a 9-month one-to-one mentoring and skills group intervention. Results showed that relationship quality with foster parents and prior mentoring experience did not moderate intervention impact. Relationship quality with birth parents and caregiver instability pre-program, however, moderated the effect on some outcomes. The impact on quality of life was stronger for children with weaker birth parent relationships and fewer caregiver changes. Likewise, the impact on trauma symptoms was stronger for those with fewer caregiver changes. Overall, FHF seems to positively impact children with varied relational histories, yet some may derive more benefits - particularly those with fewer caregiver changes pre-program.

Mentor personality and attachment as correlates of youth mentoring relationship quality within a school-based mentoring intervention: The moderating role of negative interactions

AIMS

Mentor relationship quality is considered a mechanism linking youth mentoring to positive developmental outcomes. It is important to understand the factors that promote high-quality youth mentoring relationships. The current investigation examined whether certain mentor characteristics were associated with youth mentoring relationship quality.

METHOD

Children (n = 55) were participating in an efficacy trial of a lunchtime mentoring program for aggressive children. Children received two different mentors over the course of an academic year, resulting in 104 unique mentoring dyads. Analyses examined the unique and interactive influence of mentor personality, attachment style, and negative interactions within the mentoring relationship on mentoring relationship quality.

RESULTS

For both child- and mentor-reported relationship quality, negative interactions moderated the association between some dimensions of mentor personality and relationship quality.

CONCLUSION

Understanding the influence of mentor personality and attachment tendencies on mentoring relationships requires an appreciation for the context of the mentoring relationship and broader goals of the mentoring intervention.

Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review

Formal community-based youth mentoring relationships (CBM) are a popular form of intervention worldwide in which caring, non-parental adult figures are matched with at-risk children (i.e., children who experience an intense and/or chronic risk factor, or a combination of risk factors in personal, environmental and/or relational domains that prevent them from pursuing and fulfilling their potential) to promote development and health. Common models suggest that a close mentoring relationship is needed for the success of the intervention. However, it remains unclear which key relational processes and variables promote relationship quality to generate the most significant benefits. Using the PRISMA framework, 123 articles were identified as relevant for this review which explores the state of the literature on CBM relationships describing the main findings regarding the characteristics of the relationship and the mediating and moderating variables. An essential ingredient that consistently emerged for generating mentoring outcomes is characterized by feelings of support, sensitivity, and trust and accompanied by a purposeful approach to shaping the goals of the relationship. A balanced approach comprised of recreational, emotional, and catalyzing aspects has been reported as essential for mentoring success. Mentors’ positive attitudes toward underprivileged youth, maturity in terms of age and experience are essential in forging positive relationships. Mentees who have better relational histories and more positive personality traits exhibited higher relationship quality. However, data imply the possibility of addressing mentees from moderate risk status. Preliminary evidence on thriving as a mediating variable was found. Program practices, such as training, parental involvement, and matching based on perceived similarities and similar interests, emerged as important factors. Generating many research suggestions, the review identifies research questions and uncharted territories that require inquiry.

Attachment anxiety in mentoring: the role of commitment

Purpose

– The purpose of this paper is to examine the mediating role of commitment in the relationship between protégés’ anxious attachment styles and feedback behaviors of both mentors and protégés.

Design/methodology/approach

– Data were collected from 100 academic protégé-mentor dyads, and reports from both members of the mentoring relationships were used to test hypotheses.

Findings

– The results suggested that protégé perceptions of mentor commitment and self-reported protégé commitment mediated the relationships between protégé anxious attachment style and protégé feedback seeking and feedback acceptance. Additionally, mentor perceptions of protégé commitment played an important role, mediating the relationships between protégé anxious attachment and quality and quantity of mentor feedback.

Research limitations/implications

– Taken together, the results reveal the important role of perceptions of partner commitment in high-quality mentoring behaviors.

Originality/value

– This study was among the first to examine feedback and commitment in academic mentoring relationships, particularly taking into account commitment of each member of the dyad as well as their perceptions of the other person’s commitment.