Workshop for Scientists:  Mentoring Teens

COSEE-NE sponsored a workshop to introduce researchers and program designers to teen mentoring programs. Part of a pilot program based at the New England Aquarium, participants included the Aquarium’s directors of Education, Camp Programs, Teen Programs, and Community Outreach, as well as a number of NEAq Education staff. Nick Haddad of TERC developed and facilitated the workshop. The session featured presentations by Dr. Jean Rhodes, professor of Psychology at the University of Massachusetts, Boston; and Chris McCue, Director of Marketing and Mentor Recruitment at Mass Mentoring Partnership.

Dr. Rhodes’ presentation reviewed the state of the youth mentoring field today, and developmental factors that should be taken into account when mentoring youth. Drawing from a nationwide study on mentoring practices, she demonstrated the approaches, circumstances and techniques that have been statistically shown to produce the best results from mentoring relationships, as well as some of the potential pitfalls and difficulties that can accompany the mentoring process. Among the main points of Dr. Rhodes' presentation:

  • While the positive effect sizes of mentoring relationships on teens are, on average, statistically small, these effect sizes increase significantly with greater use of theory- and empirically-based mentoring practices.
  • Studies have shown mentoring relationships characterized by consistency, closeness, structure, and especially duration to yield the strongest results, with one year of contact being the minimum requisite to produce lasting, positive effects.
  • Mentoring relationships that fail to meet teens' expectations, in terms of maintaining a sense of trust, empathy and mutuality for a significant length of time, can actually lead to negative effects.
  • Although mentoring relationships can aid in the progress of teens' social-emotional, cognitive, and identity development, it is the resulting improvement in teens' relationships with their parents and peers that ultimately mediates positive outcomes.
  • The mentoring field is showing a number of promising developments, including expansion of infrastructure, increased attention to program quality and duration, growing interest among scholars, and increasing focus on program evaluation.

Following Dr. Rhodes’ presentation, Ms. McCue discussed the conceptual basics of mentoring, primarily for those considering becoming mentors. Her presentation included a clarification of the contributions that are and are not expected of mentors, as well as a description of the supportive structure that sponsoring institutions should provide in order to create the most effective mentoring programs. Some of the presentation's central messages:

  • 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."
  • Mentors are generally not expected to fulfill the roles of parents/legal guardians, social workers, psychiatrists, or ATMs in the lives of their mentees.
  • Benefits of becoming a mentor include the opportunity to make a significant, lifetime difference in a child's life and achieve a better understanding of youth.
  • The primary tasks of a mentor include establishing a relationship based on mutual trust and respect, acting as a coach and positive role model, and maintaining regular interaction and consistent support.