Holistic Impact

“Youth development experts now agree that mentoring is a critical element in any child’s social, emotional and cognitive development. It builds a sense of industry and competency, boosts academic performance and broadens horizons. Without doubt, young people who have the benefit of caring adult mentors navigate the path to adulthood more successfully.  Research shows that youth who participate in mentoring relationships experience a number of positive benefits. These benefits include better attendance and attitude toward school, less drug and alcohol use, improved social attitudes and relationships, more trusting relationships and better communication with parents and a better chance of going on to higher education.”

–Mentoring in America 2005: A Snapshot of the Current State of Mentoring, MENTOR http://www.mentoring.org/downloads/mentoring_523.pdf

“The overarching finding from this research is that mentoring programs can be effective tools for enhancing the positive development of youth. Mentored youth are likely to have fewer absences from school, better attitudes towards school, fewer incidents of hitting others, less drug and alcohol use, more positive attitudes toward their elders and toward helping in general, and improved relationships with their parents…other adults can provide financial assistance, enhance children’s learning skills, and help build their self-esteem and self-control. They can also provide emotional support, advice, and guidance about subjects that adolescents might feel uncomfortable, apprehensive, or fearful discussing with their parents…  Mentoring programs can be seen as formal mechanisms for establishing a positive relationship with at least one caring adult. ”

–Mentoring: A promising Strategy for Youth Development. Jekielek, S. M., Moore, K. A.,Hair, E. C., Scarupa,H.J. (February, 2002) http://www.childtrends.org/wp-content/uploads/2002/02/MentoringRB.pdf

“…where its youth policy is concerned, society’s focus has been too narrow. What is desperately needed is a more positive approach that meets the basic needs of youth, especially those living in high-risk neighborhoods, for nurturing and supportive adults, positive things to do after school and on weekends, and volunteer and work opportunities that develop skills, foster learning, and instill a sense of civic responsibility. If society focuses on these basic developmental needs, youth will mature responsibly, avoid many negative behaviors, and become more resilient in the face of inevitable setbacks.”

–Mentoring, A Proven Delinquency Prevention Strategy. (Office of Juvenile Justice and Delinquency Prevention) http://www.nws.k12.mn.us/sites/2d9a1349-cfa4-4e52-af9f-ecf4c7ef04e9/uploads/Benefits_of_Mentoring.pdf

“Mentors who are ‘results-oriented’ and have behavioral goals for children, such as quitting drinking, are less successful than the ‘process-oriented’ mentors who want to BUILD TRUST and BECOME A FRIEND and confidant of a child…Youth Mentoring works best when goals focus on developing trusting relationships with peers and adults.  Programs with solely behavioral goals, such as a achieving better grades or resisting drug abuse, are less successful.”

–Mentoring School-Age Children: Relationship Development in Community-Based and School-Based Programs, Johnson; Herrera, Sipe and McClanahan)   http://citeseerx.ist.psu.edu/viewdoc/download?doi=

“Evaluations of volunteer mentoring programs provide evidence of positive influences on adolescent developmental outcomes, including improvements in academic achievement (McPartland & Nettles, 1991), self-concept, lower recidivism rates among juvenile delinquents (Davidson & Redner, 1988) and a reduction in substance abuse (LoSciuto, Rajala, Townsend, & Taylor, 1996). A national evaluation of BBBS found that in addition to positive changes in grades, perceived scholastic competence, truancy rates, and substance use, mentored youth were more likely than non-mentored youth to report improved parent and peer relationships (Grossman & Tierney, 1998).”

–Agents of Change: Pathway through Which Mentoring Relationships Influence Adolescents’ Academic Adjustment, Rhodes, Grossman, Resch (2000)   http://www.rhodeslab.org/files/agents.pdf