Wirkungsnachweis aus der Literatur

Kurzfristig (< 1 Jahr)
Mikro (Individuum)

developing mutuality in the relationship with the mentors

Mitsprache und Mitgestaltung

Relatedly, participants in the older groups strongly emphasized mutuality in mentoring. A high schooler stated that a mentoring relationship has to be ‘‘mutual ... so like when one of you breaks the trust or honesty, you lose the bond ... so it has to go both ways—they have to be honest with you and you have to be honest with them.’’ To an even greater degree, college students highlighted the importance of mutuality: ‘‘mentors and mentees can learn from one another if the mentoring relationship is based on mutual respect’’ and ‘‘equal status,’’ ‘‘mentors need to have the attitude ‘we learn from you, you learn from us’", ‘‘mentor relationships should evolve into a partnership".

Beschreibung der Aktivität

natural mentoring relationship
ages 11-22
teilnehmende Kinder und Jugendliche

Evaluierung der Aktivität

The focus group method was chosen to produce insights that are fostered through group dynamics. The moderator directs questions to a group of 4–12 participants who then respond, validate, challenge, and expand on each other’s statements. This study’s focus group method (Millward, 2000) involved using a semi-structured format, with questions focused on the participants’ relational experiences with mentor figures. In each focus group, the facilitators evolved from asking more general to more specific questions.
four categories of themes: (1) mentor characteristics; (2) relationship characteristics; (3) key functions, and (4) outcomes
58 students