Pathways by which case managers' match support influences youth mentoring outcomes: Testing the systemic model of youth mentoring.

Keller's systemic model of youth mentoring posits there are multiple pathways through which all stakeholders in the youth mentoring process, including the program staff who support the match (or case managers), influence youth outcomes. This study examines case managers' direct and indirect contributions to match outcomes and tests how transitive interactions facilitate a theorized sequence of mentoring interactions to effect greater closeness and length, specifically in nontargeted mentoring programs. A structural equations model of case manager contributions to match outcomes was tested using data from 758 mentor-mentee matches, supported by 73 case managers across seven mentoring agencies.

A multicultural assessment of adolescent connectedness: testing measurement invariance across gender and ethnicity.

Counselors, psychologists, and evaluators of intervention programs for youth increasingly view the promotion of connectedness as an important intervention outcome. When evaluating these programs, researchers frequently test whether the treatment effects differ across gender and ethnic or racial groups. Doing so necessitates the availability of culturally and gender-invariant measures.

"I dunno, what do you wanna do?": testing a framework to guide mentor training and activity selection.

Whether relational or goal-directed interactions are most useful in youth mentoring has been frequently debated, but until recently, little work had been done to understand how such interactions manifest to create viable relationship styles. The authors' findings in the first study they explore in this article support Karcher and Nakkula's assertion that relational and goal-directed interactions are distinct. The authors found that both made significant contributions to relationship quality, but for children and preadolescents, relational interactions appeared to be more strongly associated with the quality of the mentoring relationship than did goal-oriented interactions.

Youth mentoring with a balanced focus, shared purpose, and collaborative interactions.

This opening article defines the ways in which three mentoring interaction elements--focus, purpose, and authorship--distinguish between effective and ineffective mentoring relationship styles. The framework described can help mentors better understand the difference between prescriptive and instrumental styles and differentiate laissez-faire from developmental mentoring. It also reveals unique ways for program staff to develop training materials and for researchers to better study mentoring activities.

The study of mentoring in the learning environment (SMILE): a randomized evaluation of the effectiveness of school-based mentoring.

The effect of providing youth school-based mentoring (SBM), in addition to other school-based support services, was examined with a sample of 516 predominately Latino students across 19 schools. Participants in a multi-component, school-based intervention program run by a youth development agency were randomly assigned to one of two conditions: (1) supportive services alone or (2) supportive services plus SBM. Compared to community-based mentoring, the duration of the SBM was brief (averaging eight meetings), partly because the agency experienced barriers to retaining mentors.

Developmental mentoring match characteristics: correspondence between mentors' and mentees' assessments of relationship quality.

Understanding the factors that contribute to high-quality mentoring relationships is critical to developing and sustaining effective mentoring programs. In study 1, sixty-three adolescent mentors, from two high schools, were surveyed four to six weeks after being matched with elementary-age mentees. Hierarchical regression models revealed that mentees' academic and behavioral risk status, parental involvement, and program quality all explained variance in mentor-perceived relationship quality, but none remained significant predictors after mentors' self-efficacy, motivations for self-enhancement, and assessments of their mentees' support seeking behaviors were accounted for.

How connectedness contributes to experimental smoking among rural youth: developmental and ecological analyses.

The influences of peer, sibling, and parents' smoking on adolescents' initiation of tobacco use have been explained as a function of peer pressure, genetics, and social learning processes, but rarely in combination or with assessments of the quality of these relationships. This study examined the additional contributions of connectedness to friends, siblings, parents, and teachers beyond the effects of friend, sibling, and parental smoking using logistic regression analyses with a cross-sectional middle and high school sample of 303 rural adolescents. Friends' and siblings' smoking, and connectedness to friends, were the strongest predictors of experimental smoking.

The dispersion of 99Tc in the Nordic Seas and the Arctic Ocean: a comparison of model results and observations.

The radionuclide (99)Tc had been discharged from the nuclear reprocessing facility in Sellafield (UK) into the Irish Sea in increased amounts in the 1990s. We compare the simulated dispersion of (99)Tc in surface water as calculated by a hydrodynamic model and an assessment box model with field-observations from 1996 to 1999 to study concentrations, pathways and travel times. The model results are consistent with the observations and show the typical pathway of dissolved radionuclides from the Irish Sea via the North Sea along the Norwegian Coast.