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Effectiveness of Mentoring Programs for Youth: Current Status and Future Prospects

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Effectiveness of Mentoring Programs for Youth: Current Status and Future Prospects Invited Presentation for the Big Brothers Big Sisters -- Large Agency Alliance 2012 ... – PowerPoint PPT presentation

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Title: Effectiveness of Mentoring Programs for Youth: Current Status and Future Prospects


1
Effectiveness of Mentoring Programs for Youth
Current Status and Future Prospects
  • Invited Presentation for the Big Brothers Big
    Sisters -- Large Agency Alliance 2012 Conference,
    San Diego, CA

February 2012
2
What Did We Learn From an Earlier Meta-Analysis
of Programs Evaluated Through 1998
  • Mentoring programs can promote gains in
    emotional, behavioral, social, and academic
    outcomes of participating youth
  • Average youth experienced only modest or small
    benefits
  • Effects were enhanced significantly when more
    recommended best practices were utilized

American Journal of Community Psychology, Vol.
30, No. 2, April 2002
3
What Did We Learn from a Meta-Analysis of Last
Decade of Studies 1999-2010?
Psychological Science in the Public Interest,12,
57-91
4
Good News
Bad News
New News
  • No evidence of improved effectiveness over prior
    generation of programs
  • Too few studies to evaluate impacts on several
    key outcomes (e.g., school drop-out, juvenile
    offending)
  • Same largely true for longer-term, follow-up
    effects
  • Mentoring programs have continued to benefit
    youth in many areas
  • Programs often have positive impacts in two or
    more outcome domains
  • Effects of mentoring generally in line with other
    youth interventions
  • Mentoring works at both preventing declines in
    youth outcomes and promoting improvements
  • Mentoring effects across program locations,
    models, populations, etc. ? broad and flexible
    strategy
  • Stronger effects when programs
  • Target at risk youth (exception populations
    high on both individual and environmental risk)
  • Match youth and mentors based on similarity of
    interests
  • Utilize mentors with educational/occupational
    backgrounds that are a good fit with program
    goals
  • Support mentors in adopting teaching and/or
    advocacy roles

5
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6
?
Promotion
Prevention
?
7
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8
Where Does the Field Go From Here?
9
  • High-fidelity implementation of evidence-based
    practices (EBP)
  • For BBBS
  • Support for Fidelity to Model (i.e., SDM /
    Standards)
  • Broadening of core model to more fully encompass
    EBP (e.g., pre-match training, more frequent
    support contacts post one year, more systematic
    monitoring of mentoring relationship quality)
  • Use SOR/YOS for local benchmarking and tracking
    of progress in mentoring quality/youth impacts at
    national level

10
  • Bold innovation directed toward long-term,
    transformative impacts on young people
  • For BBBS
  • Nationally-directed pursuit of enhancements that
    stretch program models
  • Align with research and organizations strategic
    direction
  • Pilot, refine, rigorously evaluate, and, if found
    to be effective, go to scale

11
  • Examples in Progress
  • School-Based ESBM
  • Community-Based Youth-Centered Match Support
    Study (Step-It-Up-2-Thrive Model)

12
Youth-Centered Match Support Study
  • Collaborative partnership
  • BBBSA
  • National office
  • 11 BBBSA affiliates
  • Thrive Foundation for Youth
  • Universities
  • University of Illinois at Chicago (UIC) (DuBois)
  • Portland State University (PSU) (Keller)

13
  • Funding
  • OJJDP Mentoring Research Best Practices Grant
  • Supplemental funding to BBBSA from Thrive
    Foundation to support program implementation

14
  • Overarching strategy
  • Introduce practices based on Step-It-Up-2-Thrive
    model (Thrive) as more intentional approach for
    achieving positive youth outcomes
  • Anchored in latest findings from mentoring and
    positive youth development literatures
  • Experimentally test whether matches randomly
    assigned to receive Thrive supports have better
    outcomes than those receiving standard CBM
  • Mentoring relationship (e.g., 1-year retention)
  • Youth (e.g., reduced involvement in problem
    behavior)

15
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16
Opportunities Moving Forward
  • Researchers Long-term follow-up studies of
    mentored/non-mentored youth into adulthood (e.g.,
    PPV CBM study sample)
  • Programs Use internally-generated data (e.g.,
    SOR/YOS) to identify hot spots of effectiveness
    where innovative practices may be occurring
  • Research-Practice Partnerships Collaborations
    that encompass all stages of the
    innovation/research process (e.g., new approaches
    for mentor recruitment)

17
Questions, Comments, Reflections?
18
Evidence-based Practice
19
Effect Size Guidelines
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