This book examines professional youth mentoring, which is marked by enduring relationships throughout childhood and adolescence between youth and their adult mentors who are embedded within a formal program. It describes the ways in which these mentors - full-time, paid professionals - specialize in helping youth to build the resilience, skills, and hope that prepares them for prosocial success during emerging adulthood and beyond. The book explores the extensive initial and continuing education and skills training that professional youth mentors receive as well as ongoing supervision and support to bolster their effectiveness with children, their families, and systems (e.g., schools, health care) that they interact with regularly. It addresses the scientific and theoretical rationales and potential benefits of professional mentoring, a program model that differs from the current dominant youth mentoring paradigm (i.e., short-term volunteering).
Key areas of coverage include:
- Detailed descriptions of the most prominent professional youth mentoring programs.
- Social-ecological models of professional youth mentoring.
- An intensive case study of a mature professional mentoring program, Friends of the Children.
- Developing and sustaining professional youth mentoring programs.
- Perspectives from youth, parents and other caregivers, mentors, and program administrators.
- Youth mentoring programs around the world.
The Handbook of Professional Youth Mentoring is a must-have reference for researchers, professors, and graduate students as well as clinicians, therapists, and professionals in developmental, clinical child, and school psychology, child and adolescent psychiatry, social work, pediatrics, public health, juvenile justice, sociology of family and youth, prevention science, and all related disciplines.
Reihe
Sprache
Verlagsort
Verlagsgruppe
Springer International Publishing
Illustrationen
15
4 s/w Abbildungen, 15 farbige Abbildungen
VI, 572 p. 19 illus., 15 illus. in color.
ISBN-13
978-3-032-05580-4 (9783032055804)
Schweitzer Klassifikation
J. Mark Eddy, PhD, is the Margie Gurley Seay Centennial Professor in Education at The University of Texas at Austin and a clinical psychologist and prevention scientist. He is the program area chair for School and Clinical Child Psychology in the Department of Educational Psychology and a member of the Health Behavior and Health Education program area in the Department of Kinesiology and Health Education. His work focuses on the development and testing of research-informed interventions designed to improve psychosocial outcomes within vulnerable populations. Prior to his current appointment, he worked as the Director of Community-based Research with the Family Translational Research Group in the College of Dentistry at New York University, as the Director of Research with Partners for Our Children in the School of Social Work at the University of Washington, and as a senior scientist at the nonprofit Oregon Social Learning Center in Eugene.
Kevin P. Haggerty, PhD, MSW, is Emeritus Professor of Prevention at the University of Washington (UW) School of Social Work. His work in the prevention research field spans more than 40 years. He is the former associate director and director of the Social Development Research Group. In 2017, he became the holder of the Endowed Professorship in Prevention at the UW School of Social Work. His primary focus has been on developing innovative ways to organize the scientific knowledge base for prevention so that parents, communities, and schools can better identify, assess, and prioritize customized approaches that meet their needs. He has extensive research experience on topics spanning etiology, intervention, and dissemination, as well as contributing to an understanding of how prevention affects health disparities and vulnerable populations.
Part I. The Approach to Professional Youth Mentoring.- Chapter 1. Introduction to Youth Mentoring as a Profession.- Chapter 2. A History of Professional Youth Mentoring.- Chapter 3. Professional Youth Mentoring as Prevention.- Chapter 4. The Social Ecological Model of Professional Youth Mentoring.- Chapter 5. A Theory of Change for Professional Youth Mentoring.- Part II. Scientific Foundations of Professional Youth Mentoring.- Chapter 6. Outcomes of Professional Youth Mentoring.- Chapter 7. Professional Youth Mentoring and Social Capital.- Chapter 8. Professional Youth Mentoring Across Childhood.- Chapter 9. Professional Youth Mentoring and Building Developmental Assets.- Chapter 10. Professional Youth Mentoring Within Groups.- Chapter 11. The Social Development Model and Implications for Professional Youth Mentoring.- Chapter 12. International Research in Professional Youth Mentoring.- Part III. An Illustrative Example of Professional Youth Mentoring.- Chapter 13.The Origins of the Friends of the Children Program.- Chapter 14. The Friends of the Children Program.- Chapter 15. The Friends of the Children Training and Supervision Model.- Chapter 16. Friends of the Children Local Chapter Organizations.- Chapter 17. The Friends of the Children National Chapter Organization.- Chapter 18. Evaluation Studies of Professional Youth Mentoring Programs.- Chapter 19. Qualitative Studies of Professional Youth Mentoring Programs.- Chapter 20. Quasi-Experimental Studies of Professional Youth Mentoring Programs.- Chapter 21. The Child Study: A Randomized Controlled Trial of Professional Youth Mentoring.- Chapter 22. The Young Adult Study: Longitudinal Followup of a Randomized Controlled Trial.- Part IV. Perspectives on Professional Youth Mentoring.- Chapter 23. Youth Currently in Mentoring Relationships Perspectives.- Chapter 24. Adults Mentored as Youth Perspectives.- Chapter 25. Parents/Caregivers of Mentored Youth Perspectives.- Chapter 26. Professional Youth Mentor Perspectives.- Chapter 27. Perspectives of Executive and Program Directors of Professional Youth Mentoring Programs.- Chapter 28. Perspectives of Board Members of Professional Youth Mentoring Programs.- Part V. Future Directions in Professional Youth Mentoring Research and Practice.- Chapter 29. Youth and Professional Menotring.- Chapter 30. Family and Professional Youth Mentoring.- Chapter 31. Mentors and Youth.- Chapter 32. Service Systems and Professional Youth Mentoring.- Chapter 33. Intersections of Race, Ethnicity, Culture, Identity, and Society in the United States.- Chapter 34. Professional Youth Mentoring Around the World.- Part VI. Closing Reflections on Professional Youth Mentoring.- Chapter 35. International Academic Perspective on Professional Youth Mentoring.- Chapter 36. U.S.-Based aAademic Perspective on Professional Youth Mentoring.- Chapter 37. Youth Advocate Perspective on Professional Youth Mentoring.- Chapter 38. Professional Mentoring Program Founder's Perspective on Professional Youth Mentoring.
