Introduction: The present research would seek to expand upon the current research base of mentor

An additional weakness is that relationships may fail to follow through if a mentor or mentee fail to show up, or from a mentor cancellation with little reasons why (Moodie, & Fisher, 2009, Moodie, 2004). To reduce early endings of mentoring relationships, and increase the positive impact on youth development, BBBS should implement an effective method of screening to ensure that potential mentors are committed to helping the adolescence thrive over a significant period of time, not just short term (Wesely, Dzoba, Miller, & Rasche,

What exactly is a dropout? Although difficult to define, a dropout is considered a student who leaves school for any reason and does not continue on into any other type of schooling (United States Department of

In a review of research, Boesel et al. (1994) noted that descriptive findings indicated that vocational students were less likely than general students to drop out (if more likely than academic students). However, students who defined themselves as vocational students in 12th rather than 9th grade in a follow-up survey or who were defined by having a vocational concentration were often much less likely to drop out than

Mentoring is necessary to a healthy society because it prevents pregnancies, peer pressure, & diseases. Sixth graders are in a transitioning stage from elementary to middle schools. A lot of them are experiencing peer pressure. They see friends do things and they're not sure

This study is limited to the freshman mentor program at one high school in a 30 high school district located in Maryland. Data was collected from a representative group of mentors. Interviews were limited to discussion of the role of the mentor in working with the freshmen mentees. Although many high schools have freshmen mentor programs, each school develops a unique program to fit the needs of the students feeding into their school. Data was collected from a small representative group of mentors and they were all

Over the course of a person's career, it is likely that there will be many people who positively impact and make a significant difference in a person's life. Sometimes, these people may even surface before a person begins their career and may appear in the form of teachers, coaches or even parents.

Mentoring has arguments both for and against its effectiveness in relation to at-risk youth. These programs have been known to help in areas of self-esteem, attitudes toward drugs and alcohol, grades, attendance and disciplinary problems in school. Although, the scope of at-risk youth can be quite narrow, if administered correctly it can be inclusive of all teens with emotional and behavioral problems. These programs should not be considered a quick fix to such a large problem, but it can be used as a means to an end.

A growing body of research suggests that natural mentors, that is, caring nonparental adults, such as extended family members, neighbors, teachers, and after school staff, who provide young people with ongoing support and guidance, play an important role in healthy development, particularly during adolescence (DuBois & Silverthorn, 2005b; Hirsch, Deutsch, & DuBois, 2011; Rhodes,Spencer, Keller, Liang, & Noam, 2006; Theokas & Lerner, 2006). Based on these studies we determine that mentors play a vital role in helping youth navigate the uncertainty of the adolescent years. Studies show that youth are less likely to engage in high risk behaviors ranging from use of illicit substances, truancy, and teen pregnancy. Dropout rates were also found to significantly diminish with the presence of a natural or volunteer mentorship. The use of mentoring programs to improve outcomes for at-risk youth has grown steadily in recent years (Rhodes & Roffman 2003). Resilience research has consistently identified the presence of a supportive and caring nonparental adult in the lives of children and youth who succeed despite adversity and hardship (Masten & Garmezy 1985; Werner 1992). Both natural mentors and volunteer mentors can buffer youth from poor outcomes by (1) providing a

4. Do they complain about work, or experience other kinds of troubles with their jobs?

One thing I believe is a necessity in growing up is having a mentor. Having a mentor is, not only, beneficial for the mentee but also the mentor. Being a mentor is a learning experience for everyone participating, it helps people grow as a person and friendships are created when a bond if formed. Some people might think it's a waste of time for a child or that it'll never work out for a troubled delinquent but based on the research I've done, I have proven them wrong. Through-out this paper I will provide the pros and cons of mentoring and how they affect both mentor and mentee. To back up my proposal that mentoring is supporting, I will supply examples to answer the question: Is mentoring really important?

As a program coordinator for Colonial Mentors, I demonstrated my ability to effectively plan, develop, and implement organizational structure to a program. Colonial Mentor is a mentoring program designed to aspire college students to succeed in their academic careers. With my role, I was responsible for the organizational direction of the program and communicating the progress to the program director, my supervisor. I began the planning process with researching and gathering the materials needed to compose an effective mentoring program. I developed the program curriculum, policies, code of conduct, procedures for recruitment, training, and matching of mentors and mentees. Once the innovations were approved by the program director, I introduced

Mentorship is very important in the workplace especially in the area of training and development. The mentor-protégé relationship is a much needed relationship that begins in the early career stage and this relationship involves the current or new employees and the supervisor or other colleagues that provide work-related guidance. The relationship itself is comprehensive and involves “educational, occupational, physical, social, and spiritual development” (Greenhaus,, Callanan, & Godshalk, 2010, p 211). One of the initial task of the early career the establishment of the career field which involves the gaining of the workplace competence, learn what is needed to excel in the organization, and to gain acceptance in the workplace to be recognized as the valued employee. There are many ways of achieving the above mentioned advantages in the workplace which one main method is through the use of the mentorship program.

Another personal related problem is jobs. Most students are working part-time in order to support themselves and their family which at times will lead to intrusion with school hours, home works, no time for studying especially to major exams and various school activities which otherwise leads to failing grade. Peer pressure is also another factor wherein these students are being led to bad influences such as drinking, drug which causes a major side effect to students (Schwartz, 1995). Schools do this in order to handle their problem. Students from broken homes are also likely to drop out of school due to the stressful situation that they have to go through and thus affect their concentration in school. Furthermore, most students who dropped out of school don't like school to begin with. These students will rebel and do anything against the school rules in order to be kicked out (Schwartz, 1995). They are likely to fail on their subjects, doesn't get along with other students, and have disciplinary problems. Oftentimes, disciplinary actions are taken before they are dropped out.

This essay will start by defining mentoring, and giving a brief understanding of mentoring. This essay will then go on to identify and evaluate a number of key factors that may influence the effectiveness of a mentoring relationship. This essay will focus on the example of mentoring within schools and a learning mentor to be more specific.

As part of my introduction, I would like to mention that my research project is about mentoring where I have chosen ‘questioning’ as my strategy. In this report, I will discuss in detail about my ‘Mentoring through Questioning’, which is a key for my research project report. Here, I will cover the project’s context in which it was set, my aims and focus of the project, my justification on why I have chosen mentoring through questioning and the types of questions being used during this project, in support of the relevant literature. And then eventually, I will mention about the interactive sessions between a mentor and mentee, the reflection or the perspectives, specifying the self-analysis as well as the required feedback from mentee as part of the research strategy. Later, I will conclude this report by mentioning about the effectiveness of mentoring sessions and the future actions planned for my skills development.