This book examines professional youth mentoring, which is marked by enduring relationships throughout childhood and adolescence between youth and their adult mentors who are embedded within a formal program. It describes the ways in which these mentors – full-time, paid professionals – specialize in helping youth to build the resilience, skills, and hope that prepares them for prosocial success during emerging adulthood and beyond. The book explores the extensive initial and continuing education and skills training that professional youth mentors receive as well as ongoing supervision and support to bolster their effectiveness with children, their families, and systems (e.g., schools, health care) that they interact with regularly. It addresses the scientific and theoretical rationales and potential benefits of professional mentoring, a program model that differs from the current dominant youth mentoring paradigm (i.e., short-term volunteering).
Key areas of coverage include:
- Detailed descriptions of the most prominent professional youth mentoring programs.
- Social-ecological models of professional youth mentoring.
- An intensive case study of a mature professional mentoring program, Friends of the Children.
- Developing and sustaining professional youth mentoring programs.
- Perspectives from youth, parents and other caregivers, mentors, and program administrators.
- Youth mentoring programs around the world.
The Handbook of Professional Youth Mentoring is a must-have reference for researchers, professors, and graduate students as well as clinicians, therapists, and professionals in developmental, clinical child, and school psychology, child and adolescent psychiatry, social work, pediatrics, public health, juvenile justice, sociology of family and youth, prevention science, and all related disciplines.
Part I. The Approach to Professional Youth Mentoring.
Chapter
1.
Introduction to Youth Mentoring as a Profession.
Chapter
2. A History of
Professional Youth Mentoring.
Chapter
3. Professional Youth Mentoring as
Prevention.
Chapter
4. The Social Ecological Model of Professional Youth
Mentoring.
Chapter
5. A Theory of Change for Professional Youth Mentoring.-
Part II. Scientific Foundations of Professional Youth Mentoring.
Chapter
6.
Outcomes of Professional Youth Mentoring.
Chapter
7. Professional Youth
Mentoring and Social Capital.
Chapter
8. Professional Youth Mentoring Across
Childhood.
Chapter
9. Professional Youth Mentoring and Building
Developmental Assets.
Chapter
10. Professional Youth Mentoring Within
Groups.
Chapter
11. The Social Development Model and Implications for
Professional Youth Mentoring.
Chapter
12. International Research in
Professional Youth Mentoring.- Part III. An Illustrative Example of
Professional Youth Mentoring.
Chapter 13.The Origins of the Friends of the
Children Program.
Chapter
14. The Friends of the Children Program.
Chapter
15. The Friends of the Children Training and Supervision Model.
Chapter
16.
Friends of the Children Local
Chapter Organizations.
Chapter
17. The Friends
of the Children National
Chapter Organization.
Chapter
18. Evaluation
Studies of Professional Youth Mentoring Programs.
Chapter
19. Qualitative
Studies of Professional Youth Mentoring Programs.
Chapter
20.
Quasi-Experimental Studies of Professional Youth Mentoring Programs.
Chapter
21. The Child Study: A Randomized Controlled Trial of Professional Youth
Mentoring.
Chapter
22. The Young Adult Study: Longitudinal Followup of a
Randomized Controlled Trial.- Part IV. Perspectives on Professional Youth
Mentoring.
Chapter
23. Youth Currently in Mentoring Relationships
Perspectives.
Chapter
24. Adults Mentored as Youth Perspectives.
Chapter
25. Parents/Caregivers of Mentored Youth Perspectives.
Chapter
26.
Professional Youth Mentor Perspectives.
Chapter
27. Perspectives of
Executive and Program Directors of Professional Youth Mentoring Programs.-
Chapter
28. Perspectives of Board Members of Professional Youth Mentoring
Programs.- Part V. Future Directions in Professional Youth Mentoring Research
and Practice.
Chapter
29. Youth and Professional Menotring.
Chapter
30.
Family and Professional Youth Mentoring.
Chapter
31. Mentors and Youth.-
Chapter
32. Service Systems and Professional Youth Mentoring.
Chapter
33.
Intersections of Race, Ethnicity, Culture, Identity, and Society in the
United States.
Chapter
34. Professional Youth Mentoring Around the World.-
Part VI. Closing Reflections on Professional Youth Mentoring.
Chapter
35.
International Academic Perspective on Professional Youth Mentoring.
Chapter
36. U.S.-Based aAademic Perspective on Professional Youth Mentoring.
Chapter
37. Youth Advocate Perspective on Professional Youth Mentoring.
Chapter
38.
Professional Mentoring Program Founders Perspective on Professional Youth
Mentoring.
J. Mark Eddy, PhD, is the Margie Gurley Seay Centennial Professor in Education at The University of Texas at Austin and a clinical psychologist and prevention scientist. He is the program area chair for School and Clinical Child Psychology in the Department of Educational Psychology and a member of the Health Behavior and Health Education program area in the Department of Kinesiology and Health Education. His work focuses on the development and testing of research-informed interventions designed to improve psychosocial outcomes within vulnerable populations. Prior to his current appointment, he worked as the Director of Community-based Research with the Family Translational Research Group in the College of Dentistry at New York University, as the Director of Research with Partners for Our Children in the School of Social Work at the University of Washington, and as a senior scientist at the nonprofit Oregon Social Learning Center in Eugene.
Kevin P. Haggerty, PhD, MSW, is Emeritus Professor of Prevention at the University of Washington (UW) School of Social Work. His work in the prevention research field spans more than 40 years. He is the former associate director and director of the Social Development Research Group. In 2017, he became the holder of the Endowed Professorship in Prevention at the UW School of Social Work. His primary focus has been on developing innovative ways to organize the scientific knowledge base for prevention so that parents, communities, and schools can better identify, assess, and prioritize customized approaches that meet their needs. He has extensive research experience on topics spanning etiology, intervention, and dissemination, as well as contributing to an understanding of how prevention affects health disparities and vulnerable populations.
Lisainfo e-raamatute kohta