There was a time when Mentoring was the deemed to be the silver bullet, the approach and method that would solve the problems that young people were causing society, from the Big Sisters/Brothers schemes in America since the 1900’s to many school and community projects, funded by the US government in the states, to the voluntary and statutory projects here in the UK. Though in a way it has always gone a little bit under the radar. Though they had expanded significantly up until 5 years ago ( McCleod, p101) And its status under the radar might be one of the reasons why its maybe not as talked about as other ways of working with young people, such as open clubs, detached or programmes. At least that might be my own blind spot, and having been involved in mentoring, managed an mentoring project and written an honours thesis on it a few years ago, it would still trigger my attention a little.
One of the issues mentoring has always faced within youthwork is that it has been seen as the gradual process of changing group work and the facilitation of groups and community education, to the narrowing of intentions to individuals, to the point where the group work disappears altogether for the individual mentoring projects, these fears were first realised in Jeffs and Smith’s piece individualisation and youth work and so, many a critique has been written about what mentoring is within a youthwork philosophy, how it could encompass youthwork approaches and values, but that generally ultimately it begins to veer towards an individual therapy approach, aka counselling, guidance or life coaching which is fine, but its not then as easy to quantify as youthwork per se. Its maybe why as a youthworker its dipped below the radar. Though some of the larger mentoring networks have closed down in the last 6 years, victims themselves of the wider financial constrains within youth provision.
That being said, having a mentor can have a profoundly positive and also negative effect on a young person, with much of the research (by Fairbridge group, now Princes Trust) suggesting that the more positive effects occurs after a year of the mentoring relationship, and where the mentoring relationship ended under 6 months or was terminated this had a negative effect, on the whole.
But the mysterious thing about mentoring is how it works at all?
And this is the fun bit. There seems to be no real logic as to how mentoring actually works, it is a mystery. But then it should be, putting two people usually strangers together.
The relationship can occur within the confines of a school, and be about trying to help a young person with attendance issues. Yet the relationship between the two people might have nothing to do with the purpose of the relationship, they are two people who click, sometimes two people with shared interests dont click, sometimes they do.
One of the pieces of the magic jigsaw, is the how of the interaction.
Commonly known as the process of matching. In one situation i was in i was told that i would be mentoring a young person, they were told that they would have a mentor and then we would meet, week 1 was the initial meeting, and with only 7 meetings afterwards, there was going to be issues, it would feel like trying to rescue the person, and they knew it. In another project, the mentoring, one to one conversations after initially meeting the young people on the streets in detached work, the relationship had already occured, and the young person was opting into the choice referral with a person who they bonded with a little. In another project, the one i used to manage at Durham Youth for Christ, the coordinator would arrange for the mentors and young people to meet each other in a three way meeting with himself and then the two would decide after 2-3 meetings whether they would continue. Often this worked, as it gave both parties to opt in, or out to the relationship (but not being involved in being mentored)
The matching is important then for the magic to occur.
The magic of mentoring is also more likely to occur when the objectives of the relationship are known, and where the young person has the opportunity to shape them, even in a situation where the pressure is on to get ‘results’ the greater pressure on the relationship, the less likely for the relationship to work to its fullest. And its the relationship that the mentor has to attend to and prioritise (Tina Salter, YMCA GW college, Innovations in Youth work, 2014), and the skills required for the mentor are listening, and trying to build rapport and trust, especially if the relationship is going to develop beyond a social status, to increase personal giving away, sharing and any more serious disclosures.
The magic also occurs when the young person has confidence in the relationship.
It is one thing i notice on the streets, theres only so much young people say until they trust the relationship, the purpose and the workers in person. It takes us to give away who we are and our purpose for then young people to know whats going on and make a decision to invest in the relationship. The same for mentoring. This is where time is a factor, for, if young people know its only for a very short term, then its unlikely that they, understandably will invest in it, it will stay functional and practical (despite the best intentions of the mentor to show empathy, the short term nature overrides this, often). If the mentor is promising a better future for the young person, it has to be accompanied by a promise of time for the relationship – ie over a year. So at least the young person knows and is confident that they have space to grow into it and build the relationship.
In the same way a group might undergo ‘storming’- so there is usually boundary testing in the mentoring relationship. Or behaviour that the young person is invoking a reaction, whether sympathy for a situation or shock, or to get an aggressive or disappointed reaction. Or the young person is trying to asses ‘whose side’ the mentor is on, theirs or the school/probation – or neither – and this can make or break. This was always the benefit of being independant from a school in mentoring ( ie who pays for it) but thats not always possible.
An interesting aside to some of this is that in the UK we often assign mentors to young people who are most in need, in the USA many more young people from across the whole spectrum have the opportunity to engage with a mentor. In this way it destigmatises. But also means that the mentor might offer more than coping strategies or support for a problem, it might be support to succeed, or develop critical thinking ( Rhodes, 2002, 46-50). But it means that mentoring has a different focus. And mentoring type relationships do occur in work, apprenticeships and graduate schemes, so its not just about young people in schools.
But how does it work?
Rutter observed that vulnerable children with one good relationship were less likely to develop behaviour problems than others, deeming that good relationships outside the family have as much positive effect as those within. In another study Werner and Smith concluded that resilient young people sought support more often from non-parent adults. One relationship was often enough. Rhodes discusses that social skill enhancement, dialogue and listening and being a role model are the contributory factors to ensuring that mentoring works, or that the mentors influence the young persons development, but none occur without an emotional bond. And it is that emotional bond that needs honing and developing within the nature of the relationship. A purely functional goal orientated relationship is unliekly to develop these development factors. The active, mysterious ingredient, in a good mentoring relationship is a close trusting connection. No bond, no relationship and then limited positive impacts ( Rhodes, 2002, p37).
Looking at Goffmans presentation of the self in everyday life (1960) there is the sense that each interaction is also a performance of the self presented in a way to others, to gain and receive what each individual wants. Yes it could be selfish as a model, but in a way the presenting of the self and the rules of the game being played all occur within mentoring, from the falseness, to the status, and also the deliberate hiding of truth for an advantage, all aspects that affect a persons performance through their interaction. What is revealed on the front stage ( body language, clothing, speech, make up, hair, content of conversation) that affect the performance as well as the back stage ( the objectives, formality, room, time, finances, style). When broken down like this, the mentoring relationship can be viewed as an ongoing performance of persons, developing rapport as they present to each other, giving away truth, reality and falseness in the process of nurturing or forming a relationship that develops meaning and actions. The conversation is a little piece of theatre, and in mentoring the two persons performing might be ‘forced’ together, or find their way to perform together.
The problem with the silver bullet and rescue approach is that the relationship is highly managed, professionalised and the young person targeted, the magical rapport is going to take a long time. Informality, where it is at all possible, and where the young person has at least some autonomy as to who they are being mentored by, will have some positive bearing on this, as will the promise of time, and the skills of the mentor. There is inevitably, as Gina McCleod writes, a crossover in youth work between different approaches and when we become guides, wise, and supportive, and this can be in informal mentoring in whatever context.
Not unlike much youthwork, being able to ‘bottle’ it when ‘it works’ is great, but its really difficult to replicate it at any time. The most formal mentoring might pair the most suited persons, the least official mentoring and short term volunteer could develop a deep bond quickly. In Mentoring there may at least be some ways of shaping the relationship in its structure, to create more of a possibility for the magic to happen, but again thats also the same for the youth club setting too. There are stages in the relationship, and its a relationship to be finely attended to by its participants with small amounts of external influence where possible, but time pressures and objectives and targets affect the relationship too and its possibilities.
Still, What surprises me is that there arent more schools wanting mentoring projects around the country, or that churches and voluntary groups arent setting even more up, especially given how significant they can be at helping young people with the day to day advice of life, and being a supportive person in the mix, that may help in preventing a Camhs referral or be someone to help with pushing, questioning and encouraging. And whilst young people need this more than ever, may be thats also the kind of person we all need from time to time.
Is youth mentoring the silver bullet? maybe its gone out of fashion as a new thing, but as youth workers do less group work and more individual work, then more and more of what is done is closer to a form of mentoring. Maybe it isnt the silver bullet, there isnt any silver left.
Credit for this piece, goes to a friend of mine, John Ristway, who still runs the mentoring project in Durham, whos dedication to develop as informal and participative youth mentoring programme in schools was a source of great inspiration. This project is still being run by Durham Christian Partnership, please do search them out and make a donation or volunteer.
Goffman, Irving, 1960, The presentation of the self in everyday life.
McLeod, Gina, Advising and Mentoring, in Youthwork Practice, Jeffs and Smith, 2012
Rhodes, Jean 2002, Stand by me, The risks and rewards of mentoring todays youth, Havard
Salter, Tina, 2014, The place and use of mentoring with young people, GW YMCA, Innovations in Youthwork practice.
And theres a piece here : http://www.infed.org/learningmentors/mentoring.htm on mentoring on the Infed.org page which is a little in need of updating.. but worth a read anyway.