'Mentors need mentors': the perspectives of adolescent cross-age mentors of colour about their instructors' supports.
Saved in:
| Title: | 'Mentors need mentors': the perspectives of adolescent cross-age mentors of colour about their instructors' supports. |
|---|---|
| Authors: | Tyson McCrea, Katherine (AUTHOR), Miller, Kevin M. (AUTHOR), Moore, Amzie (AUTHOR), Richards, Maryse (AUTHOR), Donnelly, William (AUTHOR), Watson, Heather L. (AUTHOR), Denton, Dreyce (AUTHOR), Smith, Tamera (AUTHOR) |
| Source: | Journal of Social Work Practice. Mar2026, Vol. 40 Issue 1, p49-66. 18p. |
| Subjects: | Community health services, Adolescent development, Social capital, Empathy, Research funding, Qualitative research, People of color, Social services, Field notes (Science), Interviewing, Evaluation of human services programs, Affinity groups, Mentoring, Information services, Social support, Exit interviewing, Cultural pluralism |
| Abstract: | This study investigates instructor activities that 158 adolescent mentors of community children found meaningful in the context of their under-resourced urban communities. Theoretical frameworks draw from trauma theory, self-psychology, and community cultural wealth. Data include field notes, peer-to-peer programme evaluation interviews, exit interviews, focus groups, and notes from clinical seminars for instructors. Mentors found instructor support vital for developing their empathy, especially with mentees behaving counter to expectations. Mentors also valued instructors' authentic, supportive responses to stressors and feedback about the mentors' positive impacts with mentees. As constructive social networks were formed, the programme deepened the social capital form of community cultural wealth. From a self-psychology perspective, deepening mentor's empathy occurred through iterative processes of instructor support and advice, experiences interacting with mentees and evaluating mentees' responsiveness, and instructors' affirmation of mentors' competence and importance to mentees. Adolescents' perspectives offer rich insights for optimising social service provision, especially for marginalised youth. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Social Work Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | This study investigates instructor activities that 158 adolescent mentors of community children found meaningful in the context of their under-resourced urban communities. Theoretical frameworks draw from trauma theory, self-psychology, and community cultural wealth. Data include field notes, peer-to-peer programme evaluation interviews, exit interviews, focus groups, and notes from clinical seminars for instructors. Mentors found instructor support vital for developing their empathy, especially with mentees behaving counter to expectations. Mentors also valued instructors' authentic, supportive responses to stressors and feedback about the mentors' positive impacts with mentees. As constructive social networks were formed, the programme deepened the social capital form of community cultural wealth. From a self-psychology perspective, deepening mentor's empathy occurred through iterative processes of instructor support and advice, experiences interacting with mentees and evaluating mentees' responsiveness, and instructors' affirmation of mentors' competence and importance to mentees. Adolescents' perspectives offer rich insights for optimising social service provision, especially for marginalised youth. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 02650533 |
| DOI: | 10.1080/02650533.2025.2494526 |
