Mentor personality and attachment as correlates of youth mentoring relationship quality within a school‐based mentoring intervention: The moderating role of negative interactions

2021 ◽  
Author(s):  
S. Taylor Younginer ◽  
L. Christian Elledge
Keyword(s):  
Relationship Quality ◽  
Youth Mentoring ◽  
Mentoring Relationship ◽  
School Based ◽  
School Based Mentoring ◽  
Moderating Role ◽  
Negative Interactions

A typology of school-based mentoring relationship quality: Implications for recruiting and retaining volunteer mentors

2018 ◽  
Vol 90 ◽  
pp. 149-157 ◽  
Author(s):  
Barbara J. McMorris ◽  
Jennifer L. Doty ◽  
Lindsey M. Weiler ◽  
Kara J. Beckman ◽  
Diego Garcia-Huidobro
Keyword(s):  
Relationship Quality ◽  
Mentoring Relationship ◽  
School Based ◽  
School Based Mentoring ◽  
Volunteer Mentors

scholarly journals An Examination of the Role of Mentees’ Social Skills and Relationship Quality in a School‐Based Mentoring Program

2020 ◽  
Vol 65 (1-2) ◽  
pp. 149-159 ◽  
Author(s):  
Loïs Schenk ◽  
Miranda Sentse ◽  
Margriet Lenkens ◽  
Gera E. Nagelhout ◽  
Godfried Engbersen ◽  
...  
Keyword(s):  
Social Skills ◽  
Relationship Quality ◽  
Mentoring Program ◽  
School Based ◽  
School Based Mentoring

Efficacy of scholar’s prevention programs according to the preventive agent: professors versus experts / Eficacia de los programas de prevención escolar en función del agente preventivo: profesores vs expertos

2010 ◽  
Vol 10 (2) ◽  
Author(s):  
Mónica Gázquez Pertusa ◽  
José A. García del Castillo ◽  
José P. Espada Sánchez
Keyword(s):  
Daily Practice ◽  
Prevention Programs ◽  
Drug Prevention ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
School Based ◽  
Wide Range ◽  
Moderating Role ◽  
Regular Classroom Teachers

A lo largo de la literatura científica, se observa que los estudios que evalúan la eficacia de los programas escolares de prevención del abuso de sustancias han empleado una amplia gama de agentes de intervención. Sin embargo, en España, los programas escolares en la práctica cotidiana, en su gran mayoría, son aplicados únicamente por el profesorado de los centros escolares. A este respecto algunas investigaciones sugieren que la variable tipo de aplicador afecta a la eficacia de los programas escolares de prevención del consumo de drogas. En este artículo se presenta una revisión de estudios que comparan los resultados obtenidos en los programas escolares cuando son aplicados por los profesores habituales del aula frente a otros agentes externos al centro. Tomados en conjunto, los resultados de los estudios revisados son contradictorios y, por tanto, la evidencia no es concluyente. No obstante, se destaca el papel moderador de la variable tipo de monitor sobre los efectos de los programas. Por último, se recomienda conducir estudios que evalúen las características específicas o competencias que ha de poseer un monitor eficaz y cómo el entrenamiento puede contribuir a su adquisición o mejora. AbstractThroughout the scientific literature shows that studies evaluating the effectiveness of school-based substance abuse prevention programs have used a wide range of intervention agents. Nevertheless, in Spain, the school-based programs in daily practice, the vast majority, are applied only by regular classroom teachers of schools. In this regard, some research suggests that the variable type of applicator affects the effectiveness of school-based programs for drug prevention. This article presents a review of studies comparing the results obtained in the school-based programs when applied by regular classroom teachers to other external contributors. Taken together, the results of the reviewed studies are contradictory and, therefore, the evidence is not conclusive. However, it highlights the moderating role of the variabletype of monitor on the effects of programs. Finally, it is recommended to lead studies to evaluate the specific characteristics or skills that must have an effective monitor as the training can contribute to its acquisition or improvement.

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