A Process and Outcome Evaluation of the 4-H Mentoring/ Youth and ...

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YFP/4-H Mentoring Evaluation presents our interpretation of their meaning, and includes a discussion of methodological limitations of the study design and data. 3
YFP/4-H Mentoring Evaluation REVIEW OF THE LITERATURE ON YOUTH MENTORING There is a large literature on effective strategies to prevent at-risk youths from involvement in the juvenile justice system that focuses on the various developmental pathways that lead to delinquency (see, for example, Tolan, 2002). Broadly speaking, empirical research on these pathways addresses individual, family, and community-level factors that are highly correlated with delinquency. Several scholars have noted the potential of providing social support to youths in the absence of informal social controls to positively influence youths’ lives, especially in high-crime communities (Jones-Brown & Henriques, 1997). An estimated 8.5 million youth do not have caring adults in their lives, and those from disadvantaged homes and communities are over-represented in this number (Cavell, DuBois, Karcher, Keller, & Rhodes, 2009). Numerous factors have contributed to the declining adult presence in youths’ lives in recent decades, including: both parents working, the prevalence of one-parent families, the growth of a distinct youth culture, the reduction of local funding for recreational programs, and the discouraging, for legal and practical reasons, of employees in public systems (e.g., teachers) befriending youth. As research has shown, youth who lack a strong relationship with a caring adult while growing up are much more vulnerable to a host of difficulties, ranging from academic failure to involvement in serious risk behaviors. Resilient youth—those who successfully transition from risk-filled backgrounds to the adult world of work and good citizenship—are consistently distinguished by the presence of a caring adult in their lives (Cavell et al., 2009). Youth mentoring substitutes nonfamily adults in children’s lives as an attempt to fill the gaps left by the absence of parents and other close relatives, under the assumption that youth will benefit from this support and guidance in their lives in much the same way they would from the 4
Page 1 and 2: A Process and Outcome Evaluation of
Page 3 and 4: CONCLUSIONS AND RECOMMENDATIONS ...
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Page 9 and 10: ACKNOWLEDGEMENTS There were many pe
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YFP/4-H Mentoring Evaluation Accord
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YFP/4-H Mentoring Evaluation Three
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YFP/4-H Mentoring Evaluation Sport
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YFP/4-H Mentoring Evaluation one pa
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YFP/4-H Mentoring Evaluation Table
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YFP/4-H Mentoring Evaluation 25 20
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YFP/4-H Mentoring Evaluation 250 Nu
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YFP/4-H Mentoring Evaluation availa
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YFP/4-H Mentoring Evaluation The Pr
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YFP/4-H Mentoring Evaluation proxim
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YFP/4-H Mentoring Evaluation relati
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YFP/4-H Mentoring Evaluation docume
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YFP/4-H Mentoring Evaluation mentor
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YFP/4-H Mentoring Evaluation OUTCOM
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YFP/4-H Mentoring Evaluation Youths
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YFP/4-H Mentoring Evaluation • Sc
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YFP/4-H Mentoring Evaluation form.
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YFP/4-H Mentoring Evaluation that t
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YFP/4-H Mentoring Evaluation Initia
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YFP/4-H Mentoring Evaluation collec
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YFP/4-H Mentoring Evaluation are no
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YFP/4-H Mentoring Evaluation matche
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YFP/4-H Mentoring Evaluation If onl
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• youths ages 12 to 17 at admit,
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etween boys in the two groups. When
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Predicting Change on the BERS-2 Sub
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Table 50. Predictors of Change on A
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Table 53. BERS-2 Pretest Subscale S
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Table 55. Correlation Between YRM S
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two, youths reported that mentor ac
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Given these very low numbers, we di
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differences in the proportion of yo
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Table 67. Court Involvement in Firs
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youths’ perspectives regarding th
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percentage (83%) of comparison yout
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Table 73. How Much the Program Help
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youths were closest to “mostly Bs
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skipped school, but improvement on
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PROGRAM COSTS Overview In order to
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There was substantial variation by
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school performance nor scores on th
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for several subscales they continue
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youth met with their mentor once ev
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differences is the concentration of
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court-involved. It may be that thos
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of a weak method, the “retrospect
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started out equivalent, we would ha
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implementation matched the program
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The results from our study of 4-H M
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REFERENCES Ahrens, K., DuBois, D.,
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Freedman, M. (1993). The Kindness o
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Larose, S., Ceyrenne, D., Garceau,
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Scales, P.C., & Leffert, N. (2004).
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APPENDIX B: SITE-SPECIFIC INFORMATI
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Table B2. YFP Activities During the
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Table B4. Average Number of In-Pers
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Table B6. Site Type and Use of High
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Table B8. Reasons for Referral Beha
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Table B10. Mentor Characteristics S
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