Understanding Youth Mentors’ Experiences Mentoring their Younger Peers
Abstract
While most research focuses on the outcomes of peer mentoring for younger mentees, this program of research, consisting of three integrated studies, investigated former youth mentors’ experiences mentoring their younger peers, as well as school staff interpretation of youth data. Mentors’ relationships and connections made with others through program participation was investigated using an attachment theory lens; mentors' lessons learned and skill-development in the program was viewed through a positive psychology framework. As part of group concept mapping methodology, multidimensional scaling and hierarchical cluster analysis revealed key concepts. Results inform program delivery and identify practice implications associated with how both youth and educators interpret the youth mentoring experience.