The Test of Time: Predictors and Effects of Duration in Youth Mentoring Relationships

By J. Grossman, J. Rhodes. American Journal of Community Psychology, 2002

720 citations recorded by the source corpus.

Subfields: Demography, Social Psychology, Speech and Hearing

View Paper: https://www.semanticscholar.org/paper/7fb99e3a115dcb359691f62893cbb68becb1d104

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Citations in the corpus

How Effective Are Mentoring Programs for Youth? A Systematic Assessment of the Evidence (2011, methodology): “Available evidence points to added benefits when youth experience longer-term relationships with mentors (DuBois & Rhodes, 2006; Grossman, Chan, Schwartz, & Rhodes, 2011; Grossman & Rhodes, 2002; Herrera et al., 2007; Karcher, 2005; Slicker & Palmer, 1993).”
Enhancing School Engagement in At-Risk, Urban Minority Adolescents Through a School-Based, Adult Mentoring Intervention (2008, background): “The quality of the relationship formed between mentors and mentees may also account for differential impacts of mentoring interventions on mentees (Cavell & Hughes, 2000 ; Grossman & Rhodes, 2002 ; Rhodes, 2002 ; Slicker & Palmer, 1993 ).”
The impact of non-cognitive skills on outcomes for young people. A literature review. (2013, background): “For this type of connection, mentors and youth are likely to need to spend time together on a consistent basis over some significant period of time (Grossman & Rhodes, 2002).”
Mentoring Relationships and Programs for Youth (2008, result): “…a reanalysis of data from the previously noted evaluation of the BBBSA program, for example, positive effects on youth outcomes became progressively stronger as relationships persisted for longer periods of time and were greatest when relationships lasted at least 1 year (Grossman & Rhodes, 2002).”
A model for the influence of mentoring relationships on youth development (2006, background): “Grossman and Rhodes (2002) found that the mentoring relation ships ofyouth who had more troubled histories, such as having been referred for psycho logical or educational programs or have endured emotional, sexual, or physical abuse, were more likely to end prematurely than those of youth who had…”
The effects of developmental mentoring and high school mentors' attendance on their younger mentees' self‐esteem, social skills, and connectedness (2005, background): “The largest study of any single mentoring program revealed significantly greater gains from long-term mentoring (e.g., 12–18 months; Grossman & Rhodes, 2002); however, smaller studies (DuBois & Neville, 1997) and even DuBois et al.’s (2002) metaanalysis were unable to detect a mediating effect of…”
First do no harm: Ethical principles for youth mentoring relationships (2009, positive): “Indeed, in two, large random assignment studies, youth in prematurely terminating mentoring relationships showed increases in problem behaviors relative to a control group (Grossman & Rhodes, 2002; Herrera et al., 2007).”
GENDER, ETHNICITY, DEVELOPMENT, AND RISK: MENTORING AND THE CONSIDERATION OF INDIVIDUAL DIFFERENCES (2006, methodology): “…to answer this question compare white mentors paired with ethnic minority youth to matched pairs who share ethnicity (e.g., Ensher & Murphy, 1997, Grossman & Rhodes, 2002; Parra, DuBois, Neville, Pugh-Lilly, & Povinelli, 2002; Rhodes et al., 2002), implying a complex set of underlying processes…”
Natural Mentors in the Lives of African American Adolescent Mothers: Tracking Relationships Over Time (2003, background): “Similarly, Grossman and Rhodes (2002) studied Big Brothers Big Sisters relationships that varied in length from less than 3 months to over 1 year.”
Adolescents’ Negative Experiences in Organized Youth Activities (2007, neutral): “And there is evidence that some adults in organized programs act in ways that promote inappropriate behavior or have a negative influence on young people’s sense of self and faith in others (Eder & Parker, 1987; Grossman & Rhodes, 2002).”