Youth Mentoring: the American Dream comes to the UK?

Kathleen Lesley Philip

    Research output: Contribution to specialist publicationLetter

    14 Citations (Scopus)

    Abstract

    This paper examines the ways in which the North American experience has influenced youth mentoring programmes in the UK and focuses on the theoretical assumptions about young people which have underpinned mentoring interventions. A more critical approach to this North American 'legacy' is required if the value of this form of intervention is to be accurately assessed. The paper argues that an over-reliance by mentoring interventions on developmental paradigms has curtailed their capacity to take account of the wider social context in which young people are making their transitions to adulthood. It is suggested that alternative theoretical frameworks which address the complexity and multiplicity of youth transitions hold more promise for understanding and theorising the role of mentoring in the UK setting. A recent Scottish study of informal mentoring processes attempted to open up these theoretical possibilities by using a framework which recognised young people as active participants and agents. This study revealed that a range of models of mentoring may be in place within informal mentoring relationships. The paper argues that findings from this study demonstrated a need for a more critical approach to the 'classic notion' of mentoring as exclusively a one to one relationship between an adult and a young person. Since mentoring is now a highly popular form of intervention with 'socially excluded' young people these questions about the theoretical base for the concept require urgent attention.

    Original languageEnglish
    Pages101-112
    Number of pages11
    Volume31
    No.1
    Specialist publicationBritish Journal of Guidance and Counselling
    DOIs
    Publication statusPublished - 2003

    Keywords

    • YOUNG-PEOPLE

    Cite this

    Youth Mentoring: the American Dream comes to the UK? / Philip, Kathleen Lesley.

    In: British Journal of Guidance and Counselling, Vol. 31, No. 1, 2003, p. 101-112.

    Research output: Contribution to specialist publicationLetter

    Philip, Kathleen Lesley. / Youth Mentoring: the American Dream comes to the UK?. In: British Journal of Guidance and Counselling. 2003 ; Vol. 31, No. 1. pp. 101-112.
    @misc{637ed331ab73476c9b62b355b7115a97,
    title = "Youth Mentoring: the American Dream comes to the UK?",
    abstract = "This paper examines the ways in which the North American experience has influenced youth mentoring programmes in the UK and focuses on the theoretical assumptions about young people which have underpinned mentoring interventions. A more critical approach to this North American 'legacy' is required if the value of this form of intervention is to be accurately assessed. The paper argues that an over-reliance by mentoring interventions on developmental paradigms has curtailed their capacity to take account of the wider social context in which young people are making their transitions to adulthood. It is suggested that alternative theoretical frameworks which address the complexity and multiplicity of youth transitions hold more promise for understanding and theorising the role of mentoring in the UK setting. A recent Scottish study of informal mentoring processes attempted to open up these theoretical possibilities by using a framework which recognised young people as active participants and agents. This study revealed that a range of models of mentoring may be in place within informal mentoring relationships. The paper argues that findings from this study demonstrated a need for a more critical approach to the 'classic notion' of mentoring as exclusively a one to one relationship between an adult and a young person. Since mentoring is now a highly popular form of intervention with 'socially excluded' young people these questions about the theoretical base for the concept require urgent attention.",
    keywords = "YOUNG-PEOPLE",
    author = "Philip, {Kathleen Lesley}",
    year = "2003",
    doi = "10.1080/0306988031000086198",
    language = "English",
    volume = "31",
    pages = "101--112",
    journal = "British Journal of Guidance and Counselling",
    issn = "0306-9885",
    publisher = "Taylor & Francis",

    }

    TY - GEN

    T1 - Youth Mentoring: the American Dream comes to the UK?

    AU - Philip, Kathleen Lesley

    PY - 2003

    Y1 - 2003

    N2 - This paper examines the ways in which the North American experience has influenced youth mentoring programmes in the UK and focuses on the theoretical assumptions about young people which have underpinned mentoring interventions. A more critical approach to this North American 'legacy' is required if the value of this form of intervention is to be accurately assessed. The paper argues that an over-reliance by mentoring interventions on developmental paradigms has curtailed their capacity to take account of the wider social context in which young people are making their transitions to adulthood. It is suggested that alternative theoretical frameworks which address the complexity and multiplicity of youth transitions hold more promise for understanding and theorising the role of mentoring in the UK setting. A recent Scottish study of informal mentoring processes attempted to open up these theoretical possibilities by using a framework which recognised young people as active participants and agents. This study revealed that a range of models of mentoring may be in place within informal mentoring relationships. The paper argues that findings from this study demonstrated a need for a more critical approach to the 'classic notion' of mentoring as exclusively a one to one relationship between an adult and a young person. Since mentoring is now a highly popular form of intervention with 'socially excluded' young people these questions about the theoretical base for the concept require urgent attention.

    AB - This paper examines the ways in which the North American experience has influenced youth mentoring programmes in the UK and focuses on the theoretical assumptions about young people which have underpinned mentoring interventions. A more critical approach to this North American 'legacy' is required if the value of this form of intervention is to be accurately assessed. The paper argues that an over-reliance by mentoring interventions on developmental paradigms has curtailed their capacity to take account of the wider social context in which young people are making their transitions to adulthood. It is suggested that alternative theoretical frameworks which address the complexity and multiplicity of youth transitions hold more promise for understanding and theorising the role of mentoring in the UK setting. A recent Scottish study of informal mentoring processes attempted to open up these theoretical possibilities by using a framework which recognised young people as active participants and agents. This study revealed that a range of models of mentoring may be in place within informal mentoring relationships. The paper argues that findings from this study demonstrated a need for a more critical approach to the 'classic notion' of mentoring as exclusively a one to one relationship between an adult and a young person. Since mentoring is now a highly popular form of intervention with 'socially excluded' young people these questions about the theoretical base for the concept require urgent attention.

    KW - YOUNG-PEOPLE

    U2 - 10.1080/0306988031000086198

    DO - 10.1080/0306988031000086198

    M3 - Letter

    VL - 31

    SP - 101

    EP - 112

    JO - British Journal of Guidance and Counselling

    JF - British Journal of Guidance and Counselling

    SN - 0306-9885

    ER -