Building relationships between mentors and youth: Development of the TRICS model

Donlan, Alice E.; McDermott, Elana R.; Zaff, Jonathan F.

doi:10.1016/j.childyouth.2017.06.044

Cited by 28Mentoring and Academic DevelopmentYouth Development and Social SupportCareer Development and Diversity

Building relationships between mentors and youth: Development of the TRICS model

Donlan, Alice E., McDermott, Elana R., Zaff, Jonathan F.·2017·Children and Youth Services Review

DOI 10.1016/j.childyouth.2017.06.044

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The recreational component refers to connectedness, companionship, friendship, and ongoing communication, accompanied by collaboration, mutuality, and self-disclosure.
“The recreational component refers to connectedness, companionship, friendship, and ongoing communication [80,82,91,92,94,96,97,98,99,103,104], accompanied by collaboration, mutuality [39,86,94,95,96,103,105], and self-disclosure [106,107].”
From Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review (2021) · cites this paper as [80]
The emotional component is the most frequently engaged and includes aspects of trust, reliability, consistency, support, and authenticity in mentoring programs in all formats operating with American, European, Israeli, and Australian youth.
“The emotional component, which is the most frequently engaged, includes aspects of trust, reliability, consistency, support, and authenticity in mentoring programs in all formats operating with American, European, Israeli, and Australian youth [78,80,85,86,87,88,89,90,91,92,93,94,95,96].”
From Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review (2021) · cites this paper as [80]
The promoting-catalyzing component encourages self-esteem, autonomy and self-direction, role modeling, guidance, advocacy, empowerment and challenge, future planning, and promoting motivation, and includes skill-based career and academic support.
“The third component of promoting-catalyzing encourages self-esteem, autonomy and self-direction, role modeling, guidance, advocacy, empowerment and challenge, future planning, and promoting motivation. Other elements of this component include skill-based career and academic support [80,82,83,85,86,88,92,93,98,108].”
From Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review (2021) · cites this paper as [80]

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Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review
Goldner, L., & Ben-Eliyahu, A. (2021) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph18115666 · Cited by 48 · see citing works

Authors: Donlan, A. E., McDermott, E. R., & Zaff, J. F.
Affiliations: Boston University (US)
Tufts University (US)
America's Promise Alliance (US)
Corresponding author: Donlan, Alice E.
ORCID: Donlan, Alice E.
McDermott, Elana R.
Zaff, Jonathan F.
Venue: Children and Youth Services Review
Publisher: Elsevier BV
Published: 2017-08
Volume: 79
Pages: 385-398
ISSN: 0190-7409 (ISSN-L)
DOI: 10.1016/j.childyouth.2017.06.044
OpenAlex: W2731583000
Cited by: 28
References: 60
Citations by year: 2026: 1 · 2025: 2 · 2024: 2 · 2023: 4 · 2022: 2 · 2021: 4 · 2020: 8 · 2018: 5
FWCI: 5.09
Type: journal article
Language: en
Open access: closed
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
www.elsevier.com/legal/tdmrep-license (tdm)
Locations: Children and Youth Services Review (publishedVersion)
RePEc: Research Papers in Economics (submittedVersion)
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: relationship building, group mentoring, youth development programs, African American youth, low-income youth, trust, positive youth development

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