Why Youth Mentoring Relationships EndSeptember 7, 2011
Quality in Action
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Elements of Effective Practice Standard: Facilitation bringing the match to closure
in a way that affirms the contributions of both the mentor and the mentee and offers both individuals the opportunity to assess the experience. Benchmarks
B.6.1/2 Program has procedure to manage (un)anticipated closures, including a system for a mentor or mentee rematch.
B.6.3. Program conducts and documents an exit interview with mentor and mentee.
Enhancements E.6.1 Program explores opportunity to continue the
mentor/mentee match for a second (or subsequent) year E.6.2 Program has a written statement outlining terms of match
closure and policies for mentor/mentee contact after a match ends.
E.6.3 Program hosts a final celebration meeting or event with the mentor and mentee to mark progress and transition.
QMAP Data: Closure
Percentage of QMAP Programs
with Item "In Prac-tice"
0.00%
20.00%
40.00%
60.00%
80.00%
100.00%
R1R2R3R4
R1. Develop and implement procedures to manage both anticipated and unanticipated match closures, including procedures for re-matching mentors and mentees.
R2. Conduct exit interviews with mentors.
R3. Conduct exit interviews with mentees.
R4. Ensure mentors, mentees (and families when appropriate) understand program policy regarding communication and contact between mentors and mentees after documented match closure.
QMAP Data: Closure
Average Implementation for "In Practice"
3.4
3.6
3.8
4
4.2
4.4
4.6
R1R2R3R4
R1. Develop and implement procedures to manage both anticipated and unanticipated match closures, including procedures for re-matching mentors and mentees.
R2. Conduct exit interviews with mentors.
R3. Conduct exit interviews with mentees.
R4. Ensure mentors, mentees (and families when appropriate) understand program policy regarding communication and contact between mentors and mentees after documented match closure.
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Why Youth Mentoring Relationships End
Renée Spencer, Ed.D., LICSW Boston University
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RIA Issue #5 - Overview
Introduction Youth and Mentor Characteristics Relationship Processes Program Factors Early Ending Matches Discussion
Why should we care about endings?
The lack of attention to endings in youth mentoring may inadvertently be contributing to false expectations that most relationships will be long-term if not life-long, when current evidence suggests otherwise.
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Introduction
What happens when mentoring relationships do
not go well?
Paying closer attention to what happens when things do not go well can help us
better identify and meet the special challenges posed by creating and
sustaining formal mentoring relationships between youth and adults.
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Relationship Failure Estimates are that about half of formal
mentoring end earlier than was planned at the start
When relationships experience an earlier than expected ending within the first three months, they have potential to do harm
New evidence suggests that short, but highly consistent formal relationships with frequent contact and planned endings may not run these same risks
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Negative Experiences
Half of protégés report at least one negative mentoring relationship in adult workplace mentoring relationships
Fundamental component of all interpersonal relationships
• Are negative experiences “more salient”?• Challenges of formal mentoring matches
Phases of Relationship
Decline is a passive drifting apart over time that accompanies the reductions in importance and level of closeness.
Dissolution is more intentional or active termination of the relationship.
Thought provoking?
A well-timed structural ending can encourage more of a psychological separation, enabling the protégé to try out functioning with less guidance and support. Premature structural endings may provoke feelings of abandonment and anxiety as a protégé is forced to function more independently before feeling ready to do so. A structural ending that occurs later than a psychological one may lead to feelings of resentment on the part of both protégé and mentor as the relationship no longer suits the needs of one or both parties. In all of these cases, endings may be functional or dysfunctional.
Case Study - Workplace
(A) Mismatches in mentor and protégé personality, values and work styles
(B) Lack of mentor expertise (C) Distancing and
manipulative behavior on the part of the mentor
(D) Poor attitude and/or (E) Personal problems on
the part of the mentor.
Formal vs. Informal Protégés in a
workplace mentoring program indicated that negative experiences in formal relationships had a greater effect on thoughts about quitting and workplace stress than did such experiences in informal mentoring relationships
Case Study - Psychotherapy
One qualitative study of therapy relationships with interns found that all of the clients informed about the intern’s planned departure at the outset of treatment completed the full course of treatment whereas some of the clients who were not informed until near the end of the year did not return for subsequent sessions (Gould, 1978). Client reports indicate a desire for clear endings (e.g., Marx & Gelso, 1987) and it is commonly accepted practice wisdom that abrupt endings have the potential to be harmful in both the near and long term (Gelso & Woodhouse, 2002)
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Relationship Processes
Goal = Longer, Stronger MatchesRelationship duration and strength are
associated with youth outcomes
Role of Parents
In our in-depth qualitative interviews we find parents often have significant insight into what contributed to the dissolution of the relationship and the consequences of poorly handled endings for their child (Spencer & Basualdo-Delmonico, 2010). This leads us to concur that involving parents and guardians at the early signs of relationship struggles may be helpful in determining the best course of action.
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Other Process Factors
Matching based on shared interests
Consistency of contact Mentor’s approach Dosage - or amount of
contact… what is more critical?
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Program Factors
Pre-match training and orientation
Ongoing training Staff contact during
relationship Resources/space Summer contact
More satisfying and effective
relationships (longer, stronger)
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Themes - Early Ending Matches
Mentor or protégé abandonment; Perceived lack of protégé
motivation; Unfulfilled expectations; Deficiencies in mentor relational
skills including the ability to bridge cultural divides;
Family interference; Inadequate agency support.
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Preventing Relationship Failures
Higher levels of program support
Screen mentors for consistency and continuity
Clear expectations for relationships*
Discuss closure from the start
Cultural training for participants**
Monitoring of matches and ongoing training
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Youth and Mentor Characteristics
Youth Age at time of
match Risk status Gender
Mentors Income Marital status Age
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Conclusion
Once the match between a mentor and a young person is made, the work has only just begun. By identifying and addressing common pitfalls in formal mentoring relationships, programs can better support mentors and youth in their efforts to build close, enduring, and growth-promoting relationships.
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Share RESOURCES
MPM Training www.mentoringworks.org/traininginstitute
Web sites & PDFs www.delicious.com/traininginstitute
This presentation & others www.slideshare.net/traininginstitute
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MENTOR/National Mentoring Partnership
The leader in expanding the power of mentoring to millions of young Americans who want and need adult mentors. Ongoing Support, Supervision and Monitoring Reaching Closure
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National organization that provides training and technical assistance to youth mentoring programs. Going the Distance—A Guide to Building L
asting Relationships in Mentoring Programs
Overcoming Relationship Pitfalls, fact sheet
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The mission of the Mentoring Partnership of Minnesota is to lead our state in building and sustaining quality mentoring for every child. Tools for Mentoring Adolescents: Building Tru
st and Attachment
Next Quality In Action Webinar
Combining feedback from mentoring programs and our own research, MPM put together two new informational overviews to help you choose internal or external screening processes that meet your program’s needs. Join this webinar to assess screening challenges and learn more about useful resources.
October 5 – Navigating the Criminal Background Screening Process
The criminal background screening process can be difficult and time- consuming for mentoring programs to navigate. In a recent survey of Minnesota mentoring programs that use a commercial background screening service, 46% said they use a commercial service because they don’t have the capacity to run their own checks. But what are you getting with a commercial screening service? What can you do to conduct more effective criminal background screenings?
And don’t forget…October 24 – 12th Annual Minnesota Mentoring Conference
Featuring keynote speakers, Dr. Renée Spencer (in person), and Dr. Jean Rhodes (via interactive video conference).
The 2011 conference, Best in Class, features well-known experts and trainers from around the country who are highly regarded for their innovations in mentoring, and who will bring cutting edge insights on the field to mentoring staff, supporters and stakeholders.
Save $25 on each conference registration - register now to receive the Early Bird rate of $110 valid through September 14th.
Participants of all experience levels can expect to walk away from the conference with great ideas and practices to implement in their programs.
For more information, visit www.mpmn.org/Events/AnnualConference.aspx