A model for the influence of mentoring relationships on youth development

Anecdotal reports of the protective qualities of mentoring relationships for youth are corroborated by a growing body of research. What is missing, however, is research on the processes by which mentors influence developmental outcomes. In this article, we present a conceptual model of the mentoring process along with a delineation of some of the current research on what makes for more effective mentoring relationships. A set of recommendations for future research is offered. © 2006 Wiley Periodicals, Inc. Anecdotal reports of the protective qualities of mentoring relationships for youth are cor-roborated by a growing body of research. However, few researchers have explored the processes by which mentors influence developmental outcomes. In this article, we pres-ent a conceptual model of the mentoring process, drawing from theory and research on child and adolescent development and close relationships. Although we view the process-es outlined in this model as generally applicable to mentoring relationships in childhood and adolescence, we recognize that the effects of mentoring are likely to depend upon the age and circumstance of the youth, as well as the quality and duration of the relation-ship. Accordingly, we discuss issues in the development and assessment of mentorin