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• W2601029169 abstract "IntroductionMentoring relationships represent one of the oldest community-based youth interventions, dating back to the genesis of the first juvenile court in Chicago during the late 1800s when probation officers provided guidance and supervision to youthful offenders in lieu of more damaging alternatives such as institutionalization (Blakeslee & Keller, 2012; Tanenhaus, 2004). Indeed, such formal interventions were rooted in the progressive era as a response to increased poverty at the hands of industrialization, immigration, and urbanization. The highly renowned Big Brothers Big Sisters of America (BBBS) mentoring program, for example, began in 1904 in New York City and today consists of over 375 agencies serving more than 210,000 youth across the United States (Blakeslee & Keller, 2012). Fiowever, not until the past two decades has a growing body of empirical literature begun to develop and mature from which to better understand the goals, operations, and outcomes of youth mentoring programs. This article summarizes the literature, beginning with a brief overview of relevant theories, followed by a summary of mentoring programs' effectiveness as derived from the empirical literature. The article continues with a short examination of vulnerable populations, problems of connecting at-risk youth with mentors, guidance for future program evaluations, best practices for mentoring programs, guidance for mentors, and an international comparison of effectiveness. The article concludes with advice pertinent to researchers, program administrators, and funding organizations. This article is designed to introduce the many complexities of youth mentoring. Readers are encouraged to seek out the various sources contained throughout for more detailed information on a given subject area.Theoretical PerspectiveYouth mentoring programs did not originate within a theoretical framework of an academic philosophy, but rather from the philanthropic aims of community advocates and social work practitioners (Dubois, Doolittle, Yates, Silverthorn, T as cited in Britner et al., 2006).Acceptance-rejection theory posits many behavioral outcomes of youth are the product of their parents'initial acceptance or rejection. Rejection, as found in various self-report studies, is associated with developmental, behavioral, and psychological problems in children, youth, and adults that may include substance abuse and delinquency (Britner et al., 2006). Acceptance, on the other hand, is associated with greater generosity, empathy, and helpfulness toward others. As such, individuals who feel accepted by their parents are more likely to have positive peer relations, higher perceptions of life satisfaction, and less psychological stress than those who perceive themselves to be rejected (Britner et al. …" @default.
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• W2601029169 date "2014-04-01" @default.
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• W2601029169 title "COMMENTARY: Do Youth Mentoring Programs Work? A Review of the Empirical Literature" @default.
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