With the goal of building Friendships with a Purpose, be willing to help your mentee build Positive Youth Development behaviors self-confidence, assertiveness, perseverance, a positive sense of their future and opportunities through a variety of shared activities.
Be willing and motivated to help a young person succeed academically by helping with classwork and reading. With the goal of Building Friendships with a Purpose, be willing to help the young person build Positive Youth Development behaviors including self-confidence, assertiveness, perseverance, positive sense of the future and opportunities through a variety of shared activities. Branches Avery Co. Buncombe Co. Burke Co. Cashiers Highlands Cherokee Co.
Clay Co. Graham Co. Youth mentoring: Investigation of relationship characteristics and perceived benefits. Journal of Community Psychology , 25 3 , De Wit, D. Shaver, K. Feasibility of a randomized controlled trial for evaluating the effectiveness of Big Brothers Big Sisters community match program at the national level. Children and Youth Services Review, 29 , Recruitment : Sites for this study were selected from eight program offices nationwide which met the criteria for a large caseload and geographic diversity.
Youth ages were recruited from these sites over a month period October to February A total of 1, eligible youths joined the study. Baseline assessments followed randomization but before informing participants of their condition. A total of 1, participants The completion rate was Measures : A total of 48 outcome measures of behaviors and social-psychological constructs across six outcome areas were used.
Measures came from child self-reports. Alpha values ranged from. Many values fell below. The six outcome areas included antisocial behaviors using the Self-Perception Profile for Children , academic performance using the School Value Scale, grades , attitudes and behaviors, family and peer relationships using four scales from the Inventory of Parent and Peer Attachment; the Features of Children's Friendship scales were also used for peer relationships , self-concept using the Self-Image Questionnaire for Young Adolescents , and social and cultural enrichment behaviors.
The evaluation included measures of parent relationships, scholastic competence, grades and attendance, school value, self-worth, quality of relationship, and length of relationship. Analysis : The analyses used multivariate linear and logistic regression analyses with numerous covariates, including the baseline outcomes see Table A5 in Tierney et al. The analyses of initiation of illegal drugs and alcohol used only those youths who at baseline had never used the substance, and the models did not include the baseline outcome control.
For the Grossman and Rhodes evaluation, youth were categorized into four groups dummy variables , depending on how long their matches lasted. Multivariate regression was then used, controlling for baseline levels of variables. To measure predictors of relationship length, proportional hazard rate analysis was used. The four factors examined were baseline characteristics of the youth, baseline characteristics of the adult, characteristics of the match, such as whether the pair was matched primarily because of similar interests or race, and the quality of the relationship.
Intent-to-Treat : The researchers attempted to interview every youth who completed a baseline survey, and the main impact estimates included treatment youth who were unmatched with a mentor and did not participate in the program. However, the study also eliminated 12 cases from the participants 1. The follow-up data revealed that these participants "had actually been ineligible at baseline or that their control status had been compromised" Tierney et al.
Most importantly, 11 of the 12 were controls who had been matched with a mentor before or during the treatment period. Among closed matches, the pairs met for an average of 9 months; among ongoing matches, the pairs met for an average of An average meeting lasted 3.
Table A. They stated p. Attrition rates from treatment and control conditions were similar The statements about baseline equivalence for the analysis sample suggest that attrition was not a problem, but again details were lacking.
Relative to the control group, the intervention group showed significantly reduced initiation of illicit drug use and incidence of hitting someone anti-social behavior domain , significantly increased perceived ability to complete schoolwork and reduced number of skipped classes and skipped days academic domain , and significantly better overall parental relationship and parental trust and lower number of times lied to parents parent relationship domain.
Tables in the text list results for 26 outcomes, while 22 non-significant outcomes were relegated to Appendix B. For each outcome, the tables presented intervention effects separately by gender and by race and gender combined. Only a few of the numerous tests for group differences in treatment effects reached statistical significance.
Although the results could be due to chance given all the moderation tests, it appears that white girls in the treatment group had the largest reduction in skipped classes. Youth who remained in sustained relationships with their mentors for more than 12 months reported significant increases in their self-worth, perceived social acceptance, perceived scholastic competence, parental relationship quality, school value, and decreases in both alcohol and drug use.
When a Two Stage Least Squares method was applied, results indicate no significant positive effects for matches lasting less than six months, and a significant increase in the use of alcohol.
In these analyses, the matches lasting three months were not separated from those lasting six months. In the month group, a few significant academic and behavioral outcomes emerged. The largest number of significant, positive effects emerged from the month or longer group in academic, psychosocial and behavioral outcomes. Design : Participants in the treatment group were matched with a mentor after a stringent screening process, and then met with their mentor on average, two to four hours weekly, for a commitment of one year.
Matches were supervised by case managers through contacts with the parent, youth, and mentor. Training was provided to all volunteers and families. Sample : Participants of the quasi-experimental design study were recruited from the BBBS of the Midlands, a well-established agency. The rigors of screening and matching mentor pairs, and the support structure in place, promote successful relationships. Treatment youth were boys recruited from agency events, while control participants consisted of boys who had been accepted into the BBBS program but were waiting to be assigned a mentor average length of time on list was 15 months.
Control youth boys were recruited at program orientation meetings and through telephone calls. Recruitment continued until the control group had as many participants as the treatment group. Written parent and youth consent were received before the initial assessment. The original study contained 17 participants in each group.
At post-test, 12 treatment youth and 13 control youth remained. Average age of treatment youth was All study participants had the risk factor of being from a single parent home, and at least one additional risk factor in order to be eligible to participate. These risk factors included family, school, peer, and substance use risk factors. This was a composite measure which also yielded scores for reading, math, and spelling.
In order to control for the impact of differential cognitive ability on achievement, participants were also administered the Kaufman Brief Intelligence Test K-BIT.
Both tests were administered at pre-test, with the K-TEA also administered eight to nine months after the first administration. Mentored youth also indicated the amount of contact with their adult mentor.
Analysis : ANCOVA analysis was used to account for possible pre-existing differences in intellectual functioning levels between the two groups. Cognitive ability was used as a covariate in order to account for preexisting differences between the two groups.
Outcomes Baseline Equivalence and Differential Attrition : Of the 34 youth participating at baseline, only 25 remained at posttest. There was neither mention of a baseline equivalence assessment nor an analysis of differential attrition. Posttest : There was a significant impact of mentoring on composite scores for academic achievement.
Adjusted mean scores in reading and math also indicated significant differences between the two groups, with no significant difference in spelling scores. Limitations : The generalizability and validity of this study are limited because of the lack of randomization in the assignment of groups, and the two conditions were not even matched.
The self-concept scale is a self-report measure that clusters 6 variables Behavior; Intellectual and School Status; Physical Appearance and Attributes; Anxiety; Popularity; and Happiness and Satisfaction , while the CBCL has parents self-report on their child's behavior for a composite Problem Scale. The two instruments were mailed to participants with a consent form. Instructions indicated that participation in the study would not jeopardize their status within the BBBS agency.
Analysis : An analysis of means and standard deviations on the ratings on both scales was conducted. Outcomes Baseline Equivalence and Differential Attrition : This study did not indicate the demographic make-up of the sample, nor mention baseline equivalence or differential attrition analysis.
Post-test : Results indicate that boys who were matched with a mentor reported higher self-concepts than those who had yet to be matched. Further analysis of four selected subscales indicated that intervention boys reported significantly higher ratings of their physical appearance and popularity, and significantly less feelings of anxiety than boys in the control group.
There were no statistically significant differences found with regard to mothers' ratings on the CBCL, although trends in the results did favor the matched boys.
Brief Bulleted Outcomes:. Limitations : The study included a small sample, and treatment and control groups were not matched at pretest. Evaluation Methodology Design : The responses of BBBS mentors were compared to those partaking in a mentoring program through a university service-learning course in the same city. Of the BBBS mentors, 12 were male and 15 were female, with an average age of The majority were White, with the exception of 2 African American women.
The youth they were mentoring had an average age of University students consisted of 12 males and 28 females whose average age was Again, the majority were White. Youth mentored by the university students had an average age of All youth in both programs were the same sex as their mentors. Measures : Data was collected via questionnaire, collected from BBBS participants once a month for a 6-month period, and from the university students, once approximately 12 weeks into their semester.
The BBBS volunteers assessed a variety of characteristics of the mentoring relationship, including the amount of youth-mentor contact, subjective feelings of closeness toward the youth, obstacles in the relationship, degree of contact with agency staff, and the frequency with which the volunteer and youth discussed various topics or engaged in different types of activities.
In the final month, mentors were also asked to rate the extent to which youth benefited from the relationship during the 6-month period. The university students completed one survey with generally similar questions, with the most notable difference being that resulting measures of relationship characteristics e. Analysis was intent-to-treat and did include all youth regardless of level of exposure.
There was an inverse relationship found between the length of time the BBBS mentor had been in a relationship and the amount of contact they had with agency staff. BBBS mentors who had been in longer relationships also, however, reported less extensive contact with youth and fewer relationship obstacles.
These results are clear and encouraging evidence about the importance of caring relationships between young people and adults supported by mentoring programs.
Appendix A five tables describes study methodology, and Appendix B provides six additional tables of study findings. Contains 16 text tables and 69 references. D Williams Book 1 edition published in in English and held by 2 WorldCat member libraries worldwide.
Necessity for diagnosis and definite program in the case of delinquents by H. D Williams Book 1 edition published in in English and held by 1 WorldCat member library worldwide. Recruiting college volunteers : a guide for volunteer recruitment and management Book 1 edition published in in English and held by 1 WorldCat member library worldwide.
The training of selected laymen by Elizabeth R Mertz Book 1 edition published in in English and held by 1 WorldCat member library worldwide.
An evaluation of an elementary school based or linked intergenerational linkages program ILP : mentoring for academic enrichment : a summary by Daneen G Peterson Book 2 editions published in in English and held by 1 WorldCat member library worldwide. Supplementary statement regarding the survey of problem children by Herbert D Williams Book 1 edition published in in English and held by 1 WorldCat member library worldwide.
King, Jr. Bureau of the Census, U.
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