Boston, October, 2015 – Jean Rhodes, Director of the Center for Evidence-Based Mentoring, was recognized as one of the “25 Legends of Mentoring” by the National Mentoring Partnership (MENTOR). The MENTOR is marking its 25th year by paying homage to transformative thought leaders, athletes, researchers, politicians, and activists who have made significant contributions to the mentoring […]
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This web-based, mentor training course based on the EEPM, hosted by iRT on theMentoring Central learning management system website (Kupersmidt & Rhodes, 2013). The Mentoring Central training, which was funded by NICHD and took over five years to develop, has been used by hundreds of programs and thousands of mentors. It is based entirely on MENTOR’s Third Edition of the Elements of Effective Practice (EEPM) which outlines six standards of practice (i.e., recruitment, screening, training, matching, monitoring and support, and closure). It covers key concepts and skills on topics such as common ethical dilemmas faced by mentors; establishing a positive personal relationship; helping young people develop life skills; interacting with children and families from a variety of cultural groups; and termination of the mentoring relationship.
A major challenge in youth mentoring research is to identify individual and contextual factors that can facilitate the formation of close, enduring, and, ultimately, effective mentor-youth ties. To this end, it is also important to understand howmentoring relationships impact youth. Based on empirical and theoretical literature, researchers have sought to delineates the underlying processes and conditions presumed to be important for understanding the effects of mentoring relationships on youth.
Caring adult–youth relationships have never been the sole province of mentoring programs. After-school programs, summer camps, competitive sports teams, church youth groups, and other positive youth development programs represent rich contexts for the formation of strong intergenerational ties. Adults in these settings are often afforded ongoing opportunities to engage youths in the sorts of informal conversations and enjoyable activities that can give rise to close bonds. With more deliberate planning, such settings could be made more responsive to the needs of youths.
School-based mentoring (SBM) is the fastest growing form of mentoring in the U.S., Unfortunately, research has not kept pace with this expansion. In this work, we are drawing on data from two large random evaluations of SBM, the richest available sources of information on this approach to mentoring. In addition to detailed youth, volunteer, and match information (collected from youth, teachers and volunteers), the dataset contains extensive and information on program characteristics (e.g., number of hours and timing of training, mentor-reported match support, meeting structure, parental involvement) as well as school and classroom information.
The National Guard ChalleNGe Program is a comprehensive and innovative program that operates in 26 states and one territory annually serving approximately 9,000, 16- to 18-year-old dropout youth In ChalleNGe’s Youth Initiated Mentoring (YIM) component, cadets are encouraged to recruit mentors who are then trained and supported by the National Guard. Our secondary analysis of data from a large-scale, 4-wave evaluation of ChalleNGe will provide a more in-depth understanding of this vital component.
This award is based on the scholarly work that Professor Rhodes has presented to the public during the period of her association with UMass Boston. The Award recognizes the candidate’s work, as evidenced by peer recognition of its import and impact. Comparing scholarship and creative activity in the social science is a complex task. For […]
The Veteran’s History Project-Student Edition, which was developed at the Center in collaboration with Iraq vet, Travis Bickford and the Library of Congress’ Veteran’s History Project, received a special recognition this month. Along with Free Spirit Media, students participating in the VHP-SE created and submitted a short film that received Honorable Mention in the White […]
University of Massachusetts Boston psychology professor Jean Rhodes, a nationally recognized expert on youth mentoring, has received a $2.5 million grant from the United States Department of Justice Office of Juvenile Justice and Delinquency Prevention to develop and evaluate efforts designed to bolster the effectiveness of mentors working with children of incarcerated parents. Rhodes, the […]