Juggling the roles of parents, therapists, friends and teachers – a working model for an integrative conception of mentoring
Juggling the roles of parents, therapists, friends and teachers – a working model for an integrative conception of mentoring
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兼顾父母、治疗师、朋友和老师的角色——综合指导概念的工作模式
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
O. Mayseless
中科院分区：
文献类型：
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作者：
Limor Goldner;O. Mayseless
青年辅导方案已成为越来越受欢迎的干预措施，通常能有效促进被保护人的福祉和发挥作用。建立在最近的努力，以了解潜在的辅导关系的人际机制，作者适用的依恋，社会支持和社会学习理论的中心概念，并系统地比较导师的角色与其他照顾者（父母，治疗师，朋友，老师）的角色。作者强调了指导和这些角色之间的相似性和差异，并讨论了可以在指导中制定的每种关系的人际动态。有人认为，指导的独特性在于导师的能力，灵活地跨越这些不同的角色在某种程度上，没有体现任何。因此，提交人强调存在着不同类型的辅导关系，并建议这些关系可以满足不同的被保护人的需求。这一观点有助于阐明研究和实践的具体建议，根据protégé异质性。
Mentoring programs for youth have become increasingly popular interventions and are generally effective in promoting protégés’ wellbeing and functioning. Building on recent efforts to understand the interpersonal mechanisms underlying mentoring relationships, the authors apply central concepts from attachment, social support and social learning theories and systematically compare the mentor’s role with the roles of other caregivers (parent, therapist, friend, teacher). The authors highlight similarities and differences between mentoring and these roles, and discuss interpersonal dynamics specific to each relationship that can be enacted in mentoring. It is argued that the uniqueness of mentoring rests on mentors’ ability flexibly to transverse these different roles to some degree, without embodying any. Consequently, the authors underscore the existence of different profiles of mentoring relationships and suggest that these might address diverse protégés’ needs. This view serves to articulate specific recommendations for research and practice in light of protégé heterogeneity.
危险行为和治疗过程的改变。
影响因子：
2.7
作者：
Rossi,AM;Hargreaves,WA;Shumway,M
通讯作者：
Shumway,M