Mentoring adolescent foster youth: Promoting resilience during developmental transitions
Abstract
ABSTRACT The current exploratory study used quantitative and qualitative data from an evaluation of the ‘Advocates to Successful Transition to Independence’ programme, a mentoring programme designed to train mentors to assist older adolescent foster youth in acquiring skills and resources needed for successful transition out of foster care and into adulthood. The study was conducted in two phases over 2 years. Quantitative methods were used to describe characteristics of the older adolescent foster youth and advocates, and qualitative methods were used to describe the experiences of youth and advocates in the programme. Results suggest that the use of a mentoring programme for older adolescent foster youth represents a particularly beneficial prevention strategy that may help prevent negative outcomes as youth emancipate from the foster care system and transition into young adulthood. Implications and recommendations for developing mentoring programmes for transition‐aged youth are presented.
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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 [108]
Establishing strong mentoring relationships contributed to life skills development, as revealed in mentors' and mentees' interviews.
“Establishing strong mentoring relationships contributed to life skills development, as revealed in mentors’ and mentees’ interviews [108].”
From Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review (2021) · cites this paper as [108]
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- Authors
- Osterling, K. L., & Hines, A. M.
- Affiliations
- University of California, Berkeley (US)
- San Jose State University (US)
- Corresponding author
- Osterling, Kathy Lemon
- Venue
- Child & Family Social Work
- Publisher
- Wiley
- Published
- 2006-07-03
- Volume
- 11
- Issue
- 3
- Pages
- 242-253
- ISSN
- 1356-7500 (ISSN-L)
- 1365-2206
- OpenAlex
- W2156161040
- Cited by
- 148
- References
- 25
- Citations by year
- 2026: 1 · 2025: 16 · 2024: 3 · 2023: 3 · 2022: 12 · 2021: 9 · 2020: 5 · 2019: 6 · 2018: 12 · 2017: 7 · 2016: 7 · 2015: 6 · 2014: 12 · 2013: 9 · 2012: 10
- FWCI
- 18.76
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Child & Family Social Work (publishedVersion)
- Topics
- Social Sciences › Safety Research › Child Welfare and Adoption
- Social Sciences › Psychology › Social Psychology › Mentoring and Academic Development
- Social Sciences › Safety Research › Youth Development and Social Support
- Keywords
- mentoring, foster youth, resilience, coming of age, transition to independence, prevention, mentors, transition-aged youth, youth emancipation
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