Other Youth Topics

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  1. Youth Topics
  2. Mentoring
  3. References

References

Aseltine, R. H., Dupre, M., & Lamlein, P. (2000). Mentoring as a drug prevention strategy: An evaluation of Across Ages. Adolescent and Family Health, 1, 11-20.

Ahrens, K. R., DuBois, D. L., Richardson, L. P., Fan, M. Y., & Lozano, P. (2008). Youth in foster care with adult mentors during adolescence have improved adult outcomes. Pediatrics, 121(2), e246-e252.

Bernier, A. & Larose, S. (2005). Academic mentoring in college: The interactive role of student’s and mentor’s interpersonal dispositions. Research in Higher Education, 46, 29-51.

Blakely, C. H., Menon, R., & Jones, D. J. (1995). Project BELONG: Final report. College Station, TX: Texas A&M University, Public Policy Research Institute. (PDF, 2 Pages)

Blechman, E. A., & Bopp, J. M. (2005). Juvenile offenders. In D. L. DuBois & M. J. Karcher (Eds.). Handbook on youth mentoring (pp. 454-466). Thousand Oaks, CA: Sage.

Cavell, T., DuBois, D., Karcher, M., Keller, T., & Rhodes, J. (2009). Strengthening mentoring opportunities for at-risk youth. Retrieved from http://www.mentoring.org/downloads/mentoring_1233.pdf (PDF, 4 Pages)

Chen, C., Greenberger, E., Farruggia, S., Bush, K., & Dong, Q. (2003). Beyond parents and peers: The role of important non-parental adults (VIPS) in adolescent development in China and the United States. Psychology in the Schools, 40(1).

Darling, N., Bogat, G. A., Cavell, T., Murphy, S. E., & Sanchez, B. (2006). Gender, ethnicity, development and risk: Mentoring and the considerations of individual differences. Journal of Community Psychology, 34(6), 765-779.

Deutsch, N. L., & Spencer, R. (2009). Capturing the magic: Assessing the quality of youth mentoring relationships. New Directions for Youth Development, 121 (47-70).

DuBois, D. L., Doolittle, F, Yates, B. T., Silverthorn, N., & Tebes, J, K. (2006). Research methodology and youth mentoring. Journal of Community Psychology, 34(6), 657-676.

DuBois, D. L., Holloway, B. E., Valentine, J. C., & Cooper, H. (2002). Effectiveness of mentoring   programs for youth: A meta analytic review. American Journal of Community Psychology, 30, 157-197

Grossman, J. B. & Rhodes, J. E. (2002). The test of time: predictors and effects of duration in youth mentoring relationships. American Journal of Community Psychology, 30, 199-219.

Herrera, C., Sipe, C. L., & McClanahan, W. S. (2000). Mentoring school-age children: Relationship development in community-based and school-based programs. Philadelphia: Public/Private Ventures. (Published in collaboration with MENTOR/National Mentoring Partnership, Alexandria, VA)

Hirsch, B. J. (2005). A place to call home: After-school programs for urban youth. Washington, DC: American Psychological Association, and New York: Teachers College Press.

Jekielek, S., Moore K. A., & Hair, E. C. (2002). Mentoring programs and youth development: A synthesis. Washington, DC: Child Trends. Retrieved from http://www.mentorwalk.org/documents/mentoring-synthesis.pdf (PDF, 68 Pages)

LoSciuto, L., Rajala, A. K., Townsend, T. N., & Taylor, A. S. (1996). An outcome evaluation of across ages: An intergenerational mentoring approach to drug prevention. Journal of Adolescent Research, 11(1), 116-129.

Madia, B. P., & Lutz, C. J. (2004). Perceived similarity, expectation-reality discrepancies, and mentors’ expressed intention to remain in Big Brothers/Big Sisters Programs. Journal of Applied Social Psychology, 34, 598-623.

MENTOR (n.d.). Become a mentor. Retrieved from http://www.mentoring.org/get_involved/become_a_mentor

MENTOR. (2005). How to build a successful mentoring program using the elements for effective practice. Retrieved from http://www.mentoring.org/program_resources/elements_and_toolkits?eeptoolkit

MENTOR. (2006). Mentoring in America 2005: A snapshot of the current state of mentoring. Retrieved from http://www.mentoring.org/downloads/mentoring_333.pdf

MENTOR. (2009). Elements of effective practice in mentoring. Third Edition. Retrieved from http://www.mentoring.org/downloads/mentoring_1222.pdf (PDF, 28 Pages)

National Institutes of Health. (n.d.). Things to do together, Mentor-mentee meetings. NIH-HHS Mentoring Program. Retrieved from http://trainingcenter.nih.gov/PDF/mentoring/Things_to_do_together.pdf (PDF, 2 Pages)

National Mentoring Month Campaign. (n.d.). Become a mentor. Retrieved from http://www.nationalmentoringmonth.org/take_action/becomeamentor/

Rhodes, J. & DuBois, D. L. (2006) Understanding and facilitating youth mentoring. Social Policy Report: Giving Child and Youth Development Knowledge Away. http://www.srcd.org/sites/default/files/documents/20-3_youth_mentoring.pdf (PDF, 20 Pages)

Rhodes, J. E., Reddy, R., Grossman, J. B., & Lee, J. M. (2003). Same versus cross-race matches in mentoring programs: A comparison. Journal of Applied Social Psychology 32, 2114-2133.

Sanchez, B., & Colon, Y. (2005). Race, ethnicity, and culture in mentoring relationships. In D. L.   DuBois & M. J. Karcher (Eds.), Handbook of youth mentoring (pp. 191-204). Thousand Oaks, CA: Sage

Shalfer, R. J., Poehlmann, J., Coffino, B., & Hanneman A. (2009). Mentoring children with incarcerated parents: Implications for research, practice, and policy. Family Relations, 58, 507-519.

Spencer, R. (2006). Understanding the mentoring process between adolescents and adults. Youth Society, 37, 287-315.

Spencer, R. (2007). “It’s not what I expected”: A qualitative study of youth mentoring relationship failures. Journal of Adolescent Research, 22, 331-354.

Spencer, R. (2007). Why youth mentoring relationships end. Research in Action, 5. Retrieved from http://www.mentoring.org/downloads/mentoring_386.pdf (PDF, 20 Pages)

Tierney, J. P., Grossman, J. B., & Resch, N. L. (1995). Making a difference. An impact study of Big Brothers Big Sisters. Philadelphia: Public/Private Ventures.

U.S. Department of Labor. Office of Disability Employment Policy. (n.d.). Cultivating leadership: Mentoring youth with disabilities. Retrieved from http://www.dol.gov/odep/pubs/fact/cultivate.htm

Other Resources on this Topic

Technical Assistance

Youth Topics

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How Individualized Education Program (IEP) Transition Planning Makes a Difference for Youth with Disabilities

Youth who receive special education services under the Individuals with Disabilities Education Act (IDEA 2004) and especially young adults of transition age, should be involved in planning for life after high school as early as possible and no later than age 16. Transition services should stem from the individual youth’s needs and strengths, ensuring that planning takes into account his or her interests, preferences, and desires for the future.

Youth Transitioning to Adulthood: How Holding Early Leadership Positions Can Make a Difference

Research links early leadership with increased self-efficacy and suggests that leadership can help youth to develop decision making and interpersonal skills that support successes in the workforce and adulthood. In addition, young leaders tend to be more involved in their communities, and have lower dropout rates than their peers. Youth leaders also show considerable benefits for their communities, providing valuable insight into the needs and interests of young people

How Trained Service Professionals and Self-Advocacy Makes a Difference for Youth with Mental Health, Substance Abuse, or Co-occurring Issues

Statistics reflecting the number of youth suffering from mental health, substance abuse, and co-occurring disorders highlight the necessity for schools, families, support staff, and communities to work together to develop targeted, coordinated, and comprehensive transition plans for young people with a history of mental health needs and/or substance abuse.

Young Adults Formerly in Foster Care: Challenges and Solutions

Nearly 30,000 youth aged out of foster care in Fiscal Year 2009, which represents nine percent of the young people involved in the foster care system that year. This transition can be challenging for youth, especially youth who have grown up in the child welfare system.

Coordinating Systems to Support Transition Age Youth with Mental Health Needs

Research has demonstrated that as many as one in five children/youth have a diagnosable mental health disorder. Read about how coordination between public service agencies can improve treatment for these youth.

Civic Engagement Strategies for Transition Age Youth

Civic engagement has the potential to empower young adults, increase their self-determination, and give them the skills and self-confidence they need to enter the workforce. Read about one youth’s experience in AmeriCorps National Civilian Community Corps (NCCC).