Mentoring - Revision history

ShoaibIqbal: new writeup

2026-07-22T01:58:25Z

new writeup

← Older revision		Revision as of 13:58, 22 July 2026
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	~~=== Summary ===~~
	Training youth as mentors allows them to lead and guide each other. In school contexts, the selection of mentors has been studied extensively and is an important part of the process of building a community of both activated adults and activated peers.[citation needed] This not only builds leadership and other skills for peer mentors, but it expands the number of community members who are involved in developing the program and building stronger relationships throughout the community. Many more positive interactions (both shallow and deep shares) can be had within the community, between those with more shared experience, at far lower resource expenditure, if more peers are involved in the process of growing the program and establishing healthy cultural norms.

	~~For~~ the ~~purpose of this model we will focus on~~ two ~~types of mentoring:~~		Mentoring is the deliberate transfer mechanism inside network health: an experienced person guiding a less experienced one, distinct from peer influence because the relationship is not symmetrical. In the Wyman research programme, mentoring shows up in two forms, as a safeguard wrapped around peer-led programmes, and as an explicit, trained protective factor in its own right.

	~~'''Developmental:''' Relationship~~, ~~dyadic~~, ~~social~~, ~~emotional~~, ~~cognitive development~~.		As a safeguard, mentoring addresses a specific risk of peer-led design. Wyman et al. (2010) trained "youth opinion leaders from diverse social cliques, including at-risk adolescents... to change the norms and behaviors of their peers by conducting well-defined messaging activities with adult mentoring." The adult layer is not incidental: "by training diverse adolescents together and providing ongoing adult mentoring, the Sources of Strength approach appears to minimize potential iatrogenic effects of grouping at-risk adolescents" (Discussion). Mentoring here functions as insurance against a documented failure mode of peer programmes, that concentrating at-risk individuals together can amplify risk rather than reduce it.

	'~~''Instrumental'''~~: ~~Skill acquisition~~, ~~goal setting~~, ~~curriculum based~~		As a trained factor in its own right, mentoring is named directly in Wingman-Connect's design. The programme built skills around "4 core protective values: kinship (belonging and accountability), purpose (goals and motivating values), guidance (mentors and institutional resources), and balance (activities for well-being)" (Wyman et al., 2020, Interventions). "Guidance" is explicitly the mentoring core, trained alongside cohesion rather than left to develop informally.

	=~~== Notes~~ and ~~References =~~==		The outcome data support treating mentoring access as measurable rather than assumed. Wyman et al. (2010) found that training "increased... the number of identified trusted adults (ES=0.49; P<.001)," and at the population level produced "positive and significant... effects on... norms for help-seeking from adults (ES=0.58; 95% CI=0.24, 0.91)." Connection to a mentoring adult, in other words, moved in response to deliberate training, not merely in response to time passing.

			Two things should be said plainly. First, this evidence again comes from one research programme, working mostly with adolescent populations, and its outcome measures capture access to "trusted adults" and help-seeking rather than the depth of any individual mentoring relationship. Second, the toolkit's own distinction between developmental mentoring (relational, emotional) and instrumental mentoring (skill-based, goal-directed) is only partly tested here: the evidence documents that trusted-adult connections increase and are used, but does not distinguish which type of mentoring relationship, if either purely, is doing the protective work.

	'''~~JAMA Open Network, October, 2020~~'''		=== '''Context: Mentoring in Schools''' ===
			Implementing mentoring in schools means training a specific, small group of adults to guide peer leaders, not assuming mentoring will happen informally. Wyman et al. (2010) describe this concretely: schools trained "2 to 3 staff members as adult advisors who would guide the peer leaders to conduct safe suicide prevention messaging," a defined "4 to 6 hours of training" rather than an open-ended expectation. Fidelity was checked, not assumed: staff interviews found "97.2% had observed or received intervention-specific messages, and 88.9% of those named as trusted adults reported that they had been contacted by a peer leader as the intervention had intended." For schools, the implementation lesson is that mentoring capacity is a resource to be built and measured deliberately, a small number of trained advisors, with fidelity checked afterward, not a byproduct of simply having caring staff on site.

	~~Airmen learn skills to grow~~ and ~~sustain protective factors essential~~ to ~~job success~~, ~~mental health~~ and ~~reduced suicide risk~~ (~~Kinship~~, ~~Purpose~~, ~~Guidance~~, ~~Balance)~~. ~~Class exercises create more cohesive units with skills extended into group culture~~.'~~'' ''' Wingman Connect training is delivered~~ to ~~organizational units using interactive exercises~~ to ~~build key group and individual protective factors (Four Cores):~~		=== '''Context: Mentoring among Remote Workers in IT and Technology''' ===
			For remote IT and technology workers, mentoring is one of the specific developmental activities documented to erode with distance, alongside interpersonal networking and informal learning. Cooper and Kurland (2002), interviewing staff at two high-technology firms and two city governments, found that "the professional development and advancement of telecommuters may be inhibited by the absence of or reduction in mentoring activities," with one technology-firm supervisor explaining plainly: "if you do everything remotely, it's really hard to get a sense at the end of the quarter... how do you do somebody's review?" The same study found mentoring did not have to disappear if restructured deliberately: some supervisors sustained it through scheduled one-on-one meetings and structured written check-ins rather than relying on incidental hallway contact. For distributed developer teams, this suggests mentoring must be built as a scheduled practice, not left to the informal proximity colocated offices provide for free.

	* Group cohesion and belonging (~~Kinship~~)		=== '''References''' ===
	* Informal and ~~formal support~~ and ~~help-seeking~~ (~~Guidance~~)		Cooper, C. D., & Kurland, N. B. (2002). Telecommuting, professional isolation, and employee development in public and private organizations. ''Journal of Organizational Behavior, 23''(4), 511–532. <nowiki>https://doi.org/10.1002/job.145</nowiki>

	'''~~Social Science & Medicine~~'~~'' Social Science & Medicine 296~~ (~~2022~~) ~~114737~~		Wyman, P. A., Brown, C. H., LoMurray, M., Schmeelk-Cone, K., Petrova, M., Yu, Q., Walsh, E., Tu, X., & Wang, W. (2010). An outcome evaluation of the Sources of Strength suicide prevention program delivered by adolescent peer leaders in high schools. ''American Journal of Public Health, 100''(9), 1653–1661. <nowiki>https://doi.org/10.2105/AJPH.2009.190025</nowiki>

	~~Specific modules and activities build healthy relationships and accountability (Kinship) informal and formal help~~-~~seeking~~ (~~Guidance~~).		Wyman, P. A., Pisani, A. R., Brown, C. H., Yates, B., Morgan-DeVelder, L., Schmeelk-Cone, K., Gibbons, R. D., Caine, E. D., Petrova, M., Neal-Walden, T., Linkh, D. J., Matteson, A., Simonson, J., & Pflanz, S. E. (2020). Effect of the Wingman-Connect upstream suicide prevention program for Air Force personnel in training: A cluster randomized clinical trial. ''JAMA Network Open, 3''(11), e2022532. <nowiki>https://doi.org/10.1001/jamanetworkopen.2020.22532</nowiki>

	~~'''An Outcome Evaluation~~ of ~~Suicide Prevention Program Delivered by Adolescent Peer Leaders~~ in ~~High Schools~~ ''' ~~Am J Public Health. 2010 September; 100~~(9): ~~1653–1661~~

	~~The norms most strongly enhanced through the intervention were students' perceptions that adults in their school can provide help to suicidal students and the acceptability of seeking help from adults~~.

Richbodo at 14:06, 7 August 2024

2024-08-07T14:06:04Z

← Older revision		Revision as of 02:06, 8 August 2024
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	=== Summary ===		=== Summary ===
	Training youth as mentors allows them to lead and guide each other. In school contexts, the selection of mentors has been studied extensively and is an important part of the process of building a community of both activated adults and activated peers. This not only builds leadership and other skills for peer mentors, but it expands the number of community members who are involved in developing the program and building stronger relationships throughout the community. Many more positive interactions (both shallow and deep shares) can be had within the community, between those with more shared experience, at far lower resource expenditure, if more peers are involved in the process of growing the program and establishing healthy cultural norms.		Training youth as mentors allows them to lead and guide each other. In school contexts, the selection of mentors has been studied extensively and is an important part of the process of building a community of both activated adults and activated peers.[citation needed] This not only builds leadership and other skills for peer mentors, but it expands the number of community members who are involved in developing the program and building stronger relationships throughout the community. Many more positive interactions (both shallow and deep shares) can be had within the community, between those with more shared experience, at far lower resource expenditure, if more peers are involved in the process of growing the program and establishing healthy cultural norms.

	For the purpose of this model we will focus on two types of mentoring:‘		For the purpose of this model we will focus on two types of mentoring:

	'''Developmental'''-Relationship, dyadic, social, emotional, cognitive development.		'''Developmental:''' Relationship, dyadic, social, emotional, cognitive development.

	'''Instrumental''': Skill acquisition, goal setting, curriculum based		'''Instrumental''': Skill acquisition, goal setting, curriculum based

Tmcgowan1: added to definition of mentroing

2024-07-28T23:26:45Z

added to definition of mentroing

← Older revision		Revision as of 11:26, 29 July 2024
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	=== Summary ===		=== Summary ===
	Training youth as mentors allows them to lead and guide each other. In school contexts, the selection of mentors has been studied extensively and is an important part of the process of building a community of both activated adults and activated peers. This not only builds leadership and other skills for peer mentors, but it expands the number of community members who are involved in developing the program and building stronger relationships throughout the community. Many more positive interactions (both shallow and deep shares) can be had within the community, between those with more shared experience, at far lower resource expenditure, if more peers are involved in the process of growing the program and establishing healthy cultural norms.		Training youth as mentors allows them to lead and guide each other. In school contexts, the selection of mentors has been studied extensively and is an important part of the process of building a community of both activated adults and activated peers. This not only builds leadership and other skills for peer mentors, but it expands the number of community members who are involved in developing the program and building stronger relationships throughout the community. Many more positive interactions (both shallow and deep shares) can be had within the community, between those with more shared experience, at far lower resource expenditure, if more peers are involved in the process of growing the program and establishing healthy cultural norms.

			For the purpose of this model we will focus on two types of mentoring:‘

			'''Developmental'''-Relationship, dyadic, social, emotional, cognitive development.

			'''Instrumental''': Skill acquisition, goal setting, curriculum based

	=== Notes and References ===		=== Notes and References ===

Richbodo: minor

2024-07-24T06:04:20Z

minor

← Older revision		Revision as of 18:04, 24 July 2024
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	=== Summary ===		=== Summary ===
	Training youth as mentors allows them to lead and guide each other. In school contexts, the selection of mentors has been studied extensively and is an important part of the process of building a community of both activated adults and activated peers. This not only builds leadership and other skills for peer mentors, but it expands the number of community members who are involved in developing the program and building ~~stonger~~ relationships throughout the community. Many more positive interactions (both shallow and deep shares) can be had within the community, at far lower resource expenditure, as more ~~community members volunteer to be~~ involved in the process of growing the program and establishing healthy cultural norms.		Training youth as mentors allows them to lead and guide each other. In school contexts, the selection of mentors has been studied extensively and is an important part of the process of building a community of both activated adults and activated peers. This not only builds leadership and other skills for peer mentors, but it expands the number of community members who are involved in developing the program and building stronger relationships throughout the community. Many more positive interactions (both shallow and deep shares) can be had within the community, between those with more shared experience, at far lower resource expenditure, if more peers are involved in the process of growing the program and establishing healthy cultural norms.

	=== Notes and References ===		=== Notes and References ===

Richbodo: add summar

2024-07-24T04:45:04Z

add summar

← Older revision		Revision as of 16:45, 24 July 2024
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	=== Summary ===		=== Summary ===
			Training youth as mentors allows them to lead and guide each other. In school contexts, the selection of mentors has been studied extensively and is an important part of the process of building a community of both activated adults and activated peers. This not only builds leadership and other skills for peer mentors, but it expands the number of community members who are involved in developing the program and building stonger relationships throughout the community. Many more positive interactions (both shallow and deep shares) can be had within the community, at far lower resource expenditure, as more community members volunteer to be involved in the process of growing the program and establishing healthy cultural norms.

	=== Notes and References ===		=== Notes and References ===

Richbodo: remove incorrect refs

2024-07-24T04:24:19Z

remove incorrect refs

← Older revision		Revision as of 16:24, 24 July 2024
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	The norms most strongly enhanced through the intervention were students' perceptions that adults in their school can provide help to suicidal students and the acceptability of seeking help from adults.		The norms most strongly enhanced through the intervention were students' perceptions that adults in their school can provide help to suicidal students and the acceptability of seeking help from adults.

	~~==== '''''Active Learning''':'' ====~~
	''High-energy activities maintain interest, motivation, and create shared positive emotional experiences and create norms that incentivize adaptive coping skills. Space is created to practice skills that grow healthy bonds and draw upon resources in social environments to meet goals, manage career and personal challenges, and prevent behavioral health problems.''

	~~'''JAMA Open Network, October, 2020'''~~

	~~'''Active Learning and Transfer of Training to Life'''~~

	* Drawing out ‘real-world’ strengths from participants as a primary method to teach Kinship, Purpose, Guidance, & Balance.
	* High energy activities maintain interest, motivation, and a shared positive emotion.
	* ‘Real-world’ exercises inside and outside of training reinforce the application of skills in groups and in individual activities of daily life.

	~~==== '''''Deep Sharing:''''' ====~~
	''Personally meaningful - participants are invited to share personally relevant goals and values referenced throughout. Drawing upon ‘real life’ strengths and conversations as the primary way to teach. Provides space for culturally relevant customs, celebrations, and traditions. ''

	~~'''JAMA Open Network, October, 2020'''~~

	Wingman-Connect impact promoting more cohesive, healthy training classes was a mechanism that reduced risk for suicidal thoughts and behaviors. More cohesive, healthy classes ‘lifted up’ individuals who were vulnerable to fitness and mental health problems. '''Study findings suggest that group training for organizational units may be critical for ‘transfer’ of training concepts and skills into the organization’s culture.'''

Richbodo: drop refs and structure

2024-07-24T02:52:22Z

drop refs and structure

New page

=== Summary ===

=== Notes and References ===

'''JAMA Open Network, October, 2020'''

Airmen learn skills to grow and sustain protective factors essential to job success, mental health and reduced suicide risk (Kinship, Purpose, Guidance, Balance). Class exercises create more cohesive units with skills extended into group culture.''' ''' Wingman Connect training is delivered to organizational units using interactive exercises to build key group and individual protective factors (Four Cores):

* Group cohesion and belonging (Kinship)
* Informal and formal support and help-seeking (Guidance)

'''Social Science & Medicine''' Social Science & Medicine 296 (2022) 114737

Specific modules and activities build healthy relationships and accountability (Kinship) informal and formal help-seeking (Guidance).

'''An Outcome Evaluation of Suicide Prevention Program Delivered by Adolescent Peer Leaders in High Schools ''' Am J Public Health. 2010 September; 100(9): 1653–1661

The norms most strongly enhanced through the intervention were students' perceptions that adults in their school can provide help to suicidal students and the acceptability of seeking help from adults.

==== '''''Active Learning''':'' ====
''High-energy activities maintain interest, motivation, and create shared positive emotional experiences and create norms that incentivize adaptive coping skills. Space is created to practice skills that grow healthy bonds and draw upon resources in social environments to meet goals, manage career and personal challenges, and prevent behavioral health problems.''

'''JAMA Open Network, October, 2020'''

'''Active Learning and Transfer of Training to Life'''

* Drawing out ‘real-world’ strengths from participants as a primary method to teach Kinship, Purpose, Guidance, & Balance.
* High energy activities maintain interest, motivation, and a shared positive emotion.
* ‘Real-world’ exercises inside and outside of training reinforce the application of skills in groups and in individual activities of daily life.

==== '''''Deep Sharing:''''' ====
''Personally meaningful - participants are invited to share personally relevant goals and values referenced throughout. Drawing upon ‘real life’ strengths and conversations as the primary way to teach. Provides space for culturally relevant customs, celebrations, and traditions. ''

'''JAMA Open Network, October, 2020'''

Wingman-Connect impact promoting more cohesive, healthy training classes was a mechanism that reduced risk for suicidal thoughts and behaviors. More cohesive, healthy classes ‘lifted up’ individuals who were vulnerable to fitness and mental health problems. '''Study findings suggest that group training for organizational units may be critical for ‘transfer’ of training concepts and skills into the organization’s culture.'''