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Mentor suitability and mentoring relationship quality : lessons from the Glasgow Intergenerational Mentoring Network

McArthur, Katherine and Wilson, Alastair and Hunter, Katie (2016) Mentor suitability and mentoring relationship quality : lessons from the Glasgow Intergenerational Mentoring Network. Journal of Community Psychology. ISSN 0090-4392 (In Press)

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Abstract

The research literature on mentoring is diverse, draws mainly on studies from the US and spans youth, academic and workplace mentoring (Eby et al, 2010). School-based mentoring programmes targeted at socially disadvantaged young people vary from those employing peer mentors, older students and adults of different ages, and show modest positive impacts on outcomes such as truancy, misconduct and academic abilities (Rhodes et al., 2005). A meta-analysis of 73 US mentoring programmes (DuBois et al, 2011) suggested overall effectiveness showing positive outcomes for young people across social, emotional, academic and behavioural domains, and positioning mentoring as having equal effectiveness compared with other forms of youth intervention. Furthermore, the findings showed that young people not engaged in mentoring declined over time on similar outcomes.

Item type: Article
ID code: 59472
Notes: This is the peer reviewed version of the following article: McArthur, K., Wilson, A., & Hunter, K. (2016). Mentor suitability and mentoring relationship quality: lessons from the Glasgow Intergenerational Mentoring Network. Journal of Community Psychology., which has been published in final form at http://onlinelibrary.wiley.com/wol1/doi/10.1002/jcop.21884/abstract. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.
Keywords: mentoring relationships, Glasgow Intergenerational Mentoring Network, disadvantaged young people, relational capacity, Social pathology. Social and public welfare, Psychology, Social Psychology
Subjects: Social Sciences > Social pathology. Social and public welfare
Philosophy. Psychology. Religion > Psychology
Department: Faculty of Humanities and Social Sciences (HaSS) > School of Education > Education
Depositing user: Pure Administrator
Date deposited: 18 Jan 2017 11:50
Last modified: 18 Sep 2018 18:10
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URI: https://strathprints.strath.ac.uk/id/eprint/59472
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