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Cited by 34Mentoring and Academic DevelopmentYouth Development and Social SupportChild Welfare and Adoption

‘He told me to calm down and all that’: A qualitative study of forms of social support in youth mentoring relationships

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Brady, Bernadine, Dolan, Pat, Canavan, John·2017·Child & Family Social Work
DOI 10.1111/cfs.12235
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Abstract

Abstract The worldwide growth in formal youth mentoring programmes over the past two decades is partly a response to the perception that young people facing adversity do not have access to supportive relationships with adults and positive role models in their communities to the degree they once had. Formal mentoring programmes facilitate the development of a friendship or ‘match’ between an older volunteer and a young person, with the objective of supporting the young persons’ personal and social development. Drawing on 66 semi‐structured interviews with young people, parents, mentors and caseworkers associated with nine youth mentoring matches in theBigBrothersBigSistersProgramme inIreland, this paper analyses the forms of social support evident in the mentor–mentee relationships and highlights how the mentoring relationship was perceived to have impacted on the well‐being of the young people participating. The findings reflect the consensus in the mentoring literature that close, well‐established mentoring relationships have the potential to bring about meaningful change in the lives of young people.

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Crossref · 10.1111/cfs.12235

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  • 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 [83]

  • Three key active ingredients have been recognized in mentoring relationships: emotional, recreational, and promoting-catalyzing.

    “Three key active ingredients have been recognized: emotional, recreational, and promoting-catalyzing [82,83,84].”

    From Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review (2021) · cites this paper as [83]

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Authors
Brady, B., Dolan, P., & Canavan, J.
Affiliations
UNESCO Child and Family Research Centre (IE)
Corresponding author
Brady, Bernadine
ORCID
Venue
Child & Family Social Work
Publisher
Wiley
Published
2015-05-06
Volume
22
Issue
1
Pages
266-274
ISSN
  • 1356-7500 (ISSN-L)
  • 1365-2206
DOI
10.1111/cfs.12235
OpenAlex
W1930883038
Cited by
34
References
30
Citations by year
2026: 3 · 2025: 3 · 2024: 4 · 2023: 4 · 2022: 3 · 2021: 7 · 2020: 4 · 2019: 1 · 2018: 4 · 2017: 1
FWCI
2.73
Type
journal article
Language
en
Open access
Licence
Locations
  • Child & Family Social Work (publishedVersion)
  • Arrow@dit (Dublin Institute of Technology) (acceptedVersion)
  • ARAN (University of Galway Research Repository) (Ollscoil na Gaillimhe – University of Galway) (acceptedVersion, cc-by-nc-nd)
  • University of Galway Research Repository (acceptedVersion, cc-by)
Funders
Atlantic Philanthropies
Topics
  • Social Sciences › Psychology › Social Psychology › Mentoring and Academic Development
  • Social Sciences › Safety Research › Youth Development and Social Support
  • Social Sciences › Safety Research › Child Welfare and Adoption
Keywords
youth mentoring, social support, mentoring relationships, Big Brothers Big Sisters, youth well-being, role models, volunteer mentors

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