Youth mentoring with a balanced focus, shared purpose, and collaborative interactions
Abstract
This opening article defines the ways in which three mentoring interaction elements--focus, purpose, and authorship--distinguish between effective and ineffective mentoring relationship styles. The framework described can help mentors better understand the difference between prescriptive and instrumental styles and differentiate laissez-faire from developmental mentoring. It also reveals unique ways for program staff to develop training materials and for researchers to better study mentoring activities. The authors suggest that being able to articulate the importance of focus, purpose, and authorship is critical for shaping program practices, designing relevant research, and guiding program evaluations.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Studies comparing the contribution of relational and recreational focus and engagement with a more goal-oriented and instrumental approach have proved inconclusive.
“Indeed, studies comparing the contribution of relational and recreational focus (i.e., interactions concentrating on relationship building and strengthening to promote emotional well-being) and engagement with a more goal-oriented and instrumental approach (i.e., interactions that target specific behavioral goals and skills using structured activities) [68,69] have proved inconclusive.”
From Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review (2021) · cites this paper as [68]
The citation lists haven’t been fetched yet
References 23 · Cited by 78
- Authors
- Karcher, M. J., & Nakkula, M. J.
- Affiliations
- The University of Texas at San Antonio (US)
- University of Pennsylvania (US)
- Venue
- New Directions for Youth Development
- Publisher
- Wiley
- Published
- 2010-06
- Volume
- 2010
- Issue
- 126
- Pages
- 13-32
- ISSN
- 1533-8916 (ISSN-L)
- 1537-5781
- OpenAlex
- W2079636928
- Cited by
- 78
- References
- 23
- Citations by year
- 2026: 5 · 2025: 2 · 2024: 4 · 2023: 6 · 2022: 3 · 2021: 5 · 2020: 8 · 2019: 2 · 2018: 8 · 2017: 8 · 2016: 4 · 2015: 3 · 2014: 6 · 2013: 4 · 2012: 6
- FWCI
- 5.68
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- New Directions for Youth Development (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Social Psychology › Mentoring and Academic Development
- Social Sciences › Safety Research › Youth Development and Social Support
- Social Sciences › Safety Research › Career Development and Diversity
- Keywords
- youth mentoring, program evaluation
- MeSH terms
- Adolescent, Cooperative Behavior, Diffusion of Innovation, Humans, Mentors, Organizational Objectives, Staff Development, Teaching, Program Development, Models, Organizational
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
