Magister Psychologiae - MPsych / Mentoring has gained a great deal of popularity across various professional fields and disciplines over the past few years. More recently, planned mentoring has become an important form of intervention with young people (Philip, 2003). Although mentoring can be an effective strategy for dealing with youth, the mentoring is only as good as the relationship that develops out of the process between mentors and mentees and the match that is made between the two parties. The number of mentor programmes that is running continues to grow yet the quality of these programmes remains unknown as this area lacks agreed upon sets of standards and / bench marks that could be used to determine the effectiveness of these programmes (Sipe, 1988 -1995). The primary aim of this study is to evaluate the mentors' perceptions of the effectiveness of a mentor training programme run by Big Brother Big Sister South Africa. / South Africa

This thesis explores concept of mentoring among pastors of the Church of the Brethren denomination in the Czech republic. The text is divided into four chapters. Individual chapters first introduce the basic terminology, theoretical and historical definition of mentoring, participants, key principles and forms of mentoring. Subsequently, attention is focused on the analogues of mentoring in church history, on medieval spiritual accompaniment, on the role of the spiritual and finally on mentoring among preachers, pastors and vicars nowadays. The text also deals with the issue of roles and competencies of the mentor with a focus on the mentor of spiritual workers. Part of this thesis is a quantitative research survey, which examines the practice of mentoring among preachers and vicars of the Church of the Brethren, identifies competences of their mentors and also the key topics of mentoring meetings. Key words: mentoring, mentor, competence, pastor, vicar, spiritual accompaniment

Indiana University-Purdue University Indianapolis (IUPUI) / The landscape of James A. Garfield’s Mentor, Ohio home (now preserved at James A. Garfield National Historic Site) contains multiple layers of historical meanings and values. The landscape as portrayed in political biographies, political cartoons, and other ephemera during Garfield’s 1880 presidential campaign reveals the existence of the dual cultural values of agrarian tradition and agricultural progress in the late nineteenth century. Although Garfield did not depend on farming exclusively for his livelihood, he, like many agriculturalists of this era participated in a process of mediation between these dual values. The function of the landscape of Garfield’s farm between 1876 and 1880 is a reflection of this process of mediation. After President Garfield’s assassination in 1881, his wife and children returned to their Mentor home. Between 1885 and c. 1905, Garfield’s widow Lucretia made numerous changes to the agricultural landscape, facilitating the evolution of the home from farm to country estate. Despite the rich history of this landscape, its cultural complexity and evolution over time makes it difficult to interpret for public audiences. Additionally, the landscape is currently interpreted exclusively through indoor museum exhibits and outdoor wayside panels, two formats with severe limitations. I propose the integration of deep mapping into interpretation at James A. Garfield National historic site in order to more effectively represent the multi-layered qualities of its historic landscape.

Summaries in Afrikaans and English / Text in Afrikaans / In die verhandeling word mentorskap as 'n begeleidingshandeling ondersoek. Die oorsprong van mentorskap word nagespeur, enkele deur tyd beproefde kenmerke van mentorskap word bespreek en heersende praktyke ter bevordering van mentorskap word met die van vervloe eras vergelyk. 'n Uiteenlopende verskeidenheid opvattinge oor mentorskap word aan die orde gestel: benewens die standpunte van eietydse ontwikkelingpsigoloe, beroepskundiges, onderwys- en opvoedkundiges word die klassieke opvatting van mentorskap (socs wat dit weergegee is in die Odusseia en die Les Adventures de Telemaque, die werke van onderskeidelik Homerus en Fenelon) ook ender die loep geplaas. In die laaste afdeling word 'n aantal gevolgtrekkings en aanbevelings gemaak met betrekking tot die doelstellings, aard, kenmerke en waarde van mentorskap, faktore wat die eindresultate van mentorskap kan beinvloed en die bekwaamhede en persoonseienskappe van mentors. Die aanbevelings sluit riglyne vir die effektiewe hantering van problematiese aangeleenthede rondommentorskap, ender meer die verpragmatisering en formalisering daarvan, in. / In this dissertation mentoring as a form of guidance is researched. The origin of mentoring is investigated, a few characteristics of mentoring which have stood the test of time are discussed and prevailing practices promoting mentoring are compared with those of bygone eras. A diverse variety of approaches to mentoring are presented: in addition to the views of contemporary behavioural psychologists, vocationalists, educationists and teaching specialists, the classic interpretation of mentoring (as presented in the Odyssey and the Les Adventures de Telemaque (the works of Homer and Fenelon respectively) is also considered. In the last section a number of conclusions and recommendations are made regarding the aims, nature, characteristics and value of mentoring, factors affecting the outcome of mentoring and the skills and personal characteristics of mentors. The recommendations include guidelines for the effective handling of problematic issues regarding mentoring, such as the pragmatization and formalization thereof. / Educational Studies / M. Ed. (Educational Studies)

In this thesis I investigate contemporary education theory as a way of understanding formative influences in the development of Christian preachers. I suggest that concepts of communities of practice and legitimate peripheral participation, along with recognition of role models and mentors, have a part to play in the life-long project that is learning to preach. In my Introduction I consider a definition of preaching for the purpose of the research and some historical approaches to developing preachers. I examine in Chapter 2 adult learning principles and cognitively-oriented concepts, such as learning styles and the theory of multiple intelligences. In Chapters 3 and 4 social learning theories that I examine include imitation, the effect of role models, and the influence of the mentor or the coach. Further, I ask to what extent the development of the preacher, as in many other professions with agreed standards of competency, does and should take place within communities of practice where legitimate peripheral participation (as developed in the work of Jean Lave and Etienne Wenger) marks the developing preacher‘s sense of his or her own learning trajectory. After a fifth chapter on methodologies, these concepts are tested in three field studies that use a range of sociological research methods. I conduct in Chapter 6 quantitative analysis of questionnaires returned by Church of Scotland ministers, in Chapter 7 qualitative analysis of the published testimony of fifteen experienced preachers, and in Chapter 8 qualitative analysis of interviews with twelve young Methodist preachers. In my conclusion I develop a theologically nuanced version of Lave and Wenger‘s concept which I term a community of agreed sermonic enterprise. Principal practical recommendations deriving from this centre on creating supportive networks of reflective preaching practitioners, enhancing the provision of mentor-mentee relationships, and educating congregations for their role in shaping preachers.

Student Number : 0301924V - MA dissertation - School of Psychology - Faculty of Humanities / In the field of mentoring the psychological needs of mentors have been given little attention in previous research. The aim of this study is to analyse mentors’ psychological needs within a corporate environment. The research approach is exploratory and was conducted within a qualitative framework. A sample of 5 mentors within the corporate environment was drawn and semi-structured interviews were used to collect the data. Thematic content analysis was applied to report and summarise the data and Covey’s (1989) four dimensions of human functioning (mental, social-emotional, physical and spiritual) was used to categorise mentor needs. The key findings of the study from a mental perspective indicate that mentors identified continuous and experiential learning as a method for continual mental growth. Further mentor training was recommended by the mentors to assist in addressing their mental needs and help them to improve their time-management skills. Mentors’ social-emotional needs focused around the need for a supportive social network from significant others to maintain a state of well-being. The ability to be understanding, to be good listeners and the ability to set appropriate boundaries within the mentoring relationship were identified by mentors as emotional skills (needs) that they would like to improve. From a physical needs perspective, all the mentors revealed an awareness of the need to stay healthy in various ways. Every mentor stated that he/she was affected by stress and that it manifested in different ways, however, the mentors were satisfied with the resources provided by their organisation for their health and well-being. From a spiritual perspective, mentors experienced satisfaction from assisting in others’ growth, suggesting a need for engaging with and learning from others.

Increasingly, mentor programs are being developed in teacher education programs to assist novice teachers. The focus in most of the literature on mentoring is on the new teacher being mentored. While the mentor teacher appears to be the most crucial element in mentoring programs (Feinman-Nemser, 1992; Little, 1990; White, 1995), there is not much information about how a teacher experiences being a mentor or the perceived benefits to a mentor. The purpose of this present study was to examine the effects of mentoring on mentors in order to: (a) address the gap in the literature by exploring the effects of mentoring on the mentor, (b) inform the mentoring and mentor training process and (c) examine the effects of mentoring on mentors. To meet these purposes, six mentors in a southeastern county in Florida were interviewed using Seidman's, (1998) protocol. The analysis of the interview data revealed that the mentors felt strongly about the benefits derived from being a mentor. They believed they were a vital part of their school environment. The major theme throughout the data showed that the reason these teachers chose to become mentors was because they wanted to help. Their desire to help new teachers came from either not having a mentor themselves or having been inspired by other mentors. They saw mentoring as their opportunity to help new teachers be successful in their first year as teachers.

The post secondary educational system has come under increased scrutiny due to rising costs and lower numbers than expected of students graduating with their Bachelor's degrees. Many studies have been conducted to evaluate the effectiveness of student mentoring programs as a viable resource to increase retention and graduation rates. Research on the predictors of academic success has been inconsistent. This current study used archival data from the Office of Institutional Research (IR) database and California State University, San Bernardino Faculty/Student Mentor Program to conduct a matched sample analysis comparing mentored students with non mentored students. Both files were drawn from the same specified period (fall 2003 to fall 2012 academic years) based on a set of control and outcome variables provided with the datasets. Overall, the academic performance of mentored students, based on retention rate, graduation rate, credits completed, and grade point average were similar to that of non mentored students. A logistic regression indicated that at least one variable may be a good predictor of graduation rates (Pre-College Courses). Further research is needed to determine if mentoring, specifically peer mentoring, is an effective resource that supports student success.

The recidivism rate for disciplinary offenses has increased during the last 8 years in the secondary student population of a sizeable, urban school district in the southwest United States. Recidivism for this district is the act of committing a second disciplinary offense during a single calendar year following completion of a behavior program. Guided by Erikson's theory of social development, this case study was designed to collect a purposeful sample of 21 educators' perceptions of the impact of recidivism on students' education and the effectiveness of treatment models to reduce recidivism. Data were collected from qualitative semi-structured interviews and field notes. Data were coded to identify common themes. Six themes emerged from the analysis: academics vs. discipline, stigmas, mentoring, social pressures, truancy, and loneliness and isolation. The most effective models for reducing recidivism were identified as restorative justice and teaching-family. In addition, educators believed recidivism lowered overall student achievement. The results of this study are of interest to those seeking an understanding of the impact of recidivism on students' education. This study promotes positive social change by suggesting effective practices, models, and treatments that contribute to improved educational environments that support for all students.

Using a staff development approach, this doctor of nursing practice project addressed the preparation of nurses who serve in the role of mentors. Developed and carried out in an American Nurses Credentialing Center Magnet-designated hospital, the primary aim of the project was to develop and implement a staff education program for mentors focusing on best-practice strategies for mentoring new nurses. The secondary purpose was to conduct a literature review on evidence-based practice strategies for mentoring new nurses. This project was guided by Knowles' adult learning theory and Benner's novice to expert model. A 2-hour education program was attended by 16 registered nurses, including 2 assistant nurse managers, 12 clinical nurses, and 2 unit-educators. A program evaluation was completed showing 2 RNs indicating interest in initiating a unit-based mentorship program. Two nursing units reported current mentorship programs already in place. Evaluation results were summarized and reported to the education council chair. Improvements in knowledge scores on mentorship was ascertained from the results of a posttest that were higher (average score of 83.125%) than the scores noted on the pretest (average score of 70%). Potential implications of the project include improving the morale of mentors who would be well equipped through organized mentorship education programs with tools for preparing, training, and developing new nurses. The findings of this project have the potential to positively influence social change by assisting in achieving higher nurse retention rates leading to improved patient outcomes.