Abstract
The purpose of this study was to explore potential effects of a 12-week therapeutic mentoring program targeting social, emotional, and behavioral concerns in 52 children and adolescents between 11 and 17 years of age. Self-reported scores on a norm-referenced behavioral questionnaire were tracked across the span of a mentoring program, and then analyzed using multilevel modeling. Results showed that participant scores changed in a healthy direction across all domains measured (i.e., conduct, negative affect, cognitive/attention, and academic functioning). Predictors in the multilevel model included caregiver-reported sex assigned at birth, the semester that the intervention took place, and whether a participant had repeated the program. Findings lend further support to research-based mentoring programs as effective community interventions to address behavioral, emotional, social, and academic concerns in youth.
Recommended Citation
Rempe, Gary; Saltis, Michelle; Matheson, David; and Cople, Sydney
(2023)
"Norm-Referenced Effects of a Campus-Based Therapeutic Mentoring Program,"
Journal of Youth Development: Vol. 18:
Iss.
2, Article 3.
Available at:
https://open.clemson.edu/jyd/vol18/iss2/3
Included in
Child Psychology Commons, Civic and Community Engagement Commons, Community-Based Learning Commons, Developmental Psychology Commons, Leadership Studies Commons
