The Role of Program-Supported Mentoring Relationships in Promoting Youth Mental Health, Behavioral and Developmental Outcomes
The Role of Program-Supported Mentoring Relationships in Promoting Youth Mental Health, Behavioral and Developmental Outcomes
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DOI：
10.1007/s11121-016-0663-2
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发表时间：
2016-07-01
影响因子：
3.5
通讯作者：
Lipman, Ellen L.
中科院分区：
文献类型：
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作者：
DeWit, David J.;DuBois, David;Lipman, Ellen L.
摘要本研究以859名6-17岁青少年为研究对象，探讨师徒状态与行为、发展及情绪结果的关系。青少年自我报告的行为和心理健康发生在基线评估（在与导师配对之前）和18个月的随访中。青年师徒现状分为：(1)持续MR不足12个月（n = 131）；(2)连续MR 12个月或以上（n = 253）；(3)溶解MR小于12个月（n = 110）；(4)溶解MR 12个月或以上（n = 70）；5)有第二个导师的MR（重新匹配；n = 83）；(6);从未接受过辅导（n = 212）。18个月的结构方程模型结果显示，接受指导的青少年，特别是那些持续12个月或更长时间的MR（持续或中断），报告的行为问题、抑郁和社交焦虑症状明显少于未接受指导的青少年。他们还报告了更强的应对技能和来自父母的情感支持。在长期恋爱关系中接受指导的女孩和男孩都经历了积极的结果。重新配对的女孩比从未接受过指导的女孩表现出更好的结果，而有证据表明，重新配对的男孩会产生有害的结果。对内部效度的威胁进行了检查，包括辅导和非辅导青年之间预先存在基线差异的可能性。讨论了指导计划的含义。
This study examined the relationship between youth mentoring status and behavioral, developmental, and emotional outcomes for 859 youths aged 6-17 participating in a national survey of Big Brothers Big Sisters community mentoring relationships (MRs). Youth self-reported behaviors and mental health occurred at the baseline assessment (before being paired to a mentor) and at 18 months follow-up. Youth mentoring status was categorized as follows: (1) continuous MR less than 12 months (n = 131); (2) continuous MR 12 or more months (n = 253); (3) dissolved MR less than 12 months (n = 110); (4) dissolved MR 12 or more months (n = 70); 5) MR with a second mentor (re-matched; n = 83); and (6); never mentored (n = 212). Structural equation model results at 18 months revealed that mentored youths, especially those in MR lasting 12 or more months (continuous or dissolved), reported significantly fewer behavioral problems and fewer symptoms of depression and social anxiety than did non-mentored youths. They also reported stronger coping skills and emotional support from parents. Mentored girls and boys in long-term relationships experienced positive outcomes. Re-matched girls displayed better outcomes than did never-mentored girls while there was some evidence of harmful outcomes for re-matched boys. Threats to internal validity are examined including the possibility of pre-existing baseline differences between mentored and non-mentored youths. Implications for mentoring programs are discussed.