Correction to: Does Organizing Mentor-Mentee Matches into Small Groups Enhance Treatment Effects in a Site-Based Mentoring Program for Adolescents? Results of a Randomized Controlled Trial.

An amendment to this paper has been published and can be accessed via a link at the top of the paper.

Does Organizing Mentor-Mentee Matches into Small Groups Enhance Treatment Effects in a Site-Based Mentoring Program for Adolescents? Results of a Randomized Controlled Trial.

Formal youth mentoring is an effective intervention strategy for healthy development during adolescence. Modest and varied effects across programs, however, demonstrate a need to identify factors that can reliably improve outcomes for mentored youth. The purpose of this randomized controlled trial was to test the relative impact of embedding mentee-mentor matches in small groups on youth outcomes and to examine whether this effect was mediated by the quality of the program setting and mentoring relationship quality. Participants included 676 adolescents (Mage = 14.21, range = 11-18; 41.6% female) enrolled in Campus Connections, a site-based youth mentoring program. Most measured outcomes in both conditions (i.e., mentoring groups and a control condition in which pairs were not embedded in a group) were significantly better at post-intervention as compared to pre-intervention. The hypothesis that mentoring groups would have stronger impact, however, was not supported. The results imply that organizing mentor-mentee matches in small groups offer no advantage or disadvantage and that youth may be able to garner benefit from both structures.

Mentor response to youth academic support-seeking behavior: Does attunement matter?

Mentoring-based interventions for adolescent offenders are promising strategies for reducing the likelihood of academic underachievement, truancy, and school dropout. Program effectiveness, however, varies widely. Investigation into factors that strengthen the impact of mentoring on academic-related outcomes is warranted. One factor might be academic attunement, or the degree to which a mentor's emphasis on academics is consistent with youth's academic support-seeking behavior and desire for academic help. This within-group study examined the relationship between mentor attunement and academic outcomes among youth (N=204; ages 11-18; 54.5% male) who participated in a time-limited mentoring program. Latent profile analysis identified three distinct groups: attuned mentors, over-focused mentors, and under-focused mentors. In general, youth with attuned mentors reported better post-intervention scores as compared to youth with misattuned (i.e., over-focused or under-focused) mentors on perception of school usefulness and importance, academic self-efficacy, and truancy, but not grade point average. Findings suggest the importance of monitoring academic attunement.

Time-limited, structured youth mentoring and adolescent problem behaviors.

Youth mentoring can have a profound impact on the lives of high-risk youth. This study presents the Campus Corps program, a time-limited (12-week), structured mentoring program for high-risk youth (ages 11-18), and results from a quasi-experimental pilot evaluation. Baseline and post-intervention problem behavior data from 315 offending youth were used in multiple regression analyses. After accounting for baseline group differences, pre-intervention scores, and demographic covariates, Campus Corps participants (n=187, 63.1% male) reported less engagement in problem behavior, lower acceptance of problem behavior, and greater sense of autonomy from marijuana use post-intervention than participants in the comparison condition (n=128, 66.4% male). Conversely, post-intervention group differences were not observed for peer refusal skills or autonomy from alcohol use. A description of the Campus Corps program design and supplemental preliminary findings contribute to the growing knowledge base of youth mentoring program designs and outcomes.