Building Connections and Relationships at School: Youth Reflect on Mentoring Their Younger Peers

Autor/inn/en	Coyne-Foresi, Melissa; Nowicki, Elizabeth
Titel	Building Connections and Relationships at School: Youth Reflect on Mentoring Their Younger Peers
Quelle	In: Journal of Early Adolescence, 41 (2021) 2, S.332-362 (31 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Coyne-Foresi, Melissa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431620912472
Schlagwörter	Mentors; Peer Relationship; Grade 7; Grade 8; Role; Concept Mapping; Communication Skills; Interpersonal Relationship; Elementary School Students; Foreign Countries; Urban Schools; Student Attitudes; Student School Relationship; Canada + Suchen Sie Ihr Suchwort? Peer-Beziehungen; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Rollen; Concept Map; Kommunikationsstil; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ausland; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schülerverhalten; Schüler-Lehrer-Beziehung; Kanada
Abstract	Most peer mentoring studies have focused on outcomes for mentees. This investigation examines seventh- and eighth-grade youth mentors' roles in providing support and companionship to younger peer mentees. Group concept mapping (GCM) explored youth mentors' reflections on the connections and relationships made through a peer mentoring program, 2 to 4 years after participating in the program. Results showed three key concepts: (a) Communication Skills, (b) Relationships With Mentees, and (c) Connections With School and Staff. Mentors noted their improved communication skills with mentees and improved interpersonal relations with fellow mentors and school staff. Implications and future research are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01