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Cited by 16Mentoring and Academic DevelopmentYouth Development and Social SupportCounseling Practices and Supervision

How youth mentoring relationships end and why it matters: a mixed‐methods, multi‐informant study

Spencer, Renée, Keller, Thomas E., Perry, Meghan, Drew, Alison L., Clark‐Shim, Hyuny, Horn, John Paul, Miranda‐Díaz, Miriam, McCormack, Martha J.·2021·Annals of the New York Academy of Sciences
DOI 10.1111/nyas.14290
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Abstract

Scant empirical attention has been devoted to understanding endings in youth mentoring relationships, despite the frequency with which they occur. This study examined data from a mixed‐methods study of mentoring relationship endings in which youth mentees, the youth's parents or guardians, mentors, and program staff were surveyed about the closure process, and a subsample of program staff, mentors, and parents or guardians also participated in in‐depth qualitative interviews. Findings from a descriptive analysis detailing the perceptions of multiple stakeholders in the closure process as reported in surveys are presented along with case studies derived from a case‐based analysis of in‐depth qualitative interview data. Most relationship endings were initiated by the mentors, and although some matches engaged in an intentional and direct closure process, more often the endings were unclear or even confusing to program participants. Implications for practice are discussed, including recommendations for more training and greater involvement of program staff in the closure process, as are implications for future research.

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Crossref · 10.1111/nyas.14290

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  • Qualitative studies in the U.S. and Australia identified several reasons for early termination, including unforeseen changes in life circumstances, mentees' dissatisfaction, disappointment or disinterest, mentor dissatisfaction, unrealistic expectations, mentors' lack of relational skills, parents' interference and lack of parental support, gradual dissolution, and abandonment.

    “Their reported reasons for early termination included genuinely unforeseen changes in the mentors’ and mentees’ life circumstances, mentees’ dissatisfaction, disappointment or disinterest, mentor dissatisfaction, unrealistic expectations on the part of the mentors or the mentees, the mentors’ lack of relational skills, parents’ interference and lack of parental support, gradual dissolution with”

    From Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review (2021) · cites this paper as [121]

  • Weaker relationships were more likely to end as a result of mentors' or mentees' dissatisfaction with the relationship, or to dissolve without formal termination.

    “Weaker relationships were more likely to end as a result of mentors’ or mentees’ dissatisfaction with the relationship, or to dissolve without formal termination [116,118,119,120,121].”

    From Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review (2021) · cites this paper as [121]

  • A mixed-methods American study indicated that mentors initiated most relationship endings, and in most cases the endings were dissolved unexpectedly and unclearly, leaving parents to manage the closure with their child.

    “A mixed-methods American study that collected data from parents, mentees, mentors, and program staff about the closure process indicated that the mentors initiated most relationship endings. In most cases, the endings were dissolved unexpectedly and unclearly, leaving parents to manage the closure with their child [121].”

    From Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review (2021) · cites this paper as [121]

  • Parents' and guardians' support of mentoring can either facilitate or hinder the development and maintenance of the mentoring relationship.

    “Parents’ and guardians’ support of mentoring can either facilitate or hinder the development and maintenance of the mentoring relationship [121].”

    From Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review (2021) · cites this paper as [121]

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Authors
Spencer, R., Keller, T. E., Perry, M., Drew, A. L., Clark‐Shim, H., Horn, J. P., Miranda‐Díaz, M., & McCormack, M. J.
Affiliations
  • Boston University (US)
  • Portland State University (US)
Corresponding author
Spencer, Renée
ORCID
Venue
Annals of the New York Academy of Sciences
Publisher
Wiley
Published
2019-12-23
Volume
1483
Issue
1
Pages
67-79
ISSN
  • 0077-8923 (ISSN-L)
  • 1749-6632
DOI
10.1111/nyas.14290
OpenAlex
W2995124801
Cited by
16
References
36
Citations by year
2026: 1 · 2025: 2 · 2024: 3 · 2023: 4 · 2021: 4 · 2020: 2
FWCI
1.88
Type
journal article
Language
en
Open access
closed
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations
  • Annals of the New York Academy of Sciences (publishedVersion)
  • PubMed (publishedVersion)
  • PDXScholar (Portland State University) (submittedVersion)
Funders
Office of Juvenile Justice and Delinquency Prevention (#2012‐MU‐FX‐0001)
Topics
  • Social Sciences › Psychology › Social Psychology › Mentoring and Academic Development
  • Social Sciences › Safety Research › Youth Development and Social Support
  • Social Sciences › Psychology › Social Psychology › Counseling Practices and Supervision
Keywords
youth mentoring, stakeholder perspectives, mentor training, youth development programs
MeSH terms
Mentoring, Adolescent, Adult, Female, Humans, Interpersonal Relations, Male, Mentors, Program Evaluation

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