The development of a hypothetical mentoring program using first-year psychology graduate students as mentors

I examined the current research on the mentoring relationship as well the qualities essential in successful mentor and youth matches to develop a program that utilizes first-year graduate students as mentors. Research has consistently documented the importance of mentoring relationships on disadvantaged youth. Youth who engage in positive relationships with mentors exhibited better relationships with their parents and peers, improved academic gains, reduced frequency of delinquent behaviors including substance use and gang involvement, and improved levels of self-esteem. The rewards of this relationship depend on the quality of the mentor and youth relationship, emotional closeness and frequency of contact. Most mentoring programs, however, do not provide adequate training to ensure that mentors enter this relationship with realistic expectations necessary to facilitate prolonged relationships or the ongoing support that is essential to mentor satisfaction. Consequently, many relationships terminate within the first three months. Therefore, this dissertation will examine how to utilize first-year psychology graduate students to account for some common program flaws. This program will focus primarily on training and ongoing support. With adequate levels of training and support, youth and mentors should develop lasting relationships that will lead to numerous social and emotional rewards.