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Thesis advisor: Belle Liang / Adolescent girls have reached unprecedented levels of success in today’s society. Simultaneously, many adolescent girls face adversities and their mental health remains a concern (Schramal et al., 2010; Spencer et al., 2018;). Positive Youth Development scholars continues to explore how society can best support adolescent girls as they navigate key developmental milestones (Lerner et al., 2005; Damon, 2004). Importantly, research has solidified a number of benefits of Youth Purpose (i.e., a long-term, committed, directed aspiration, with a prosocial desire). Youth Purpose is considered a key developmental asset, and contributes to thriving. Indeed, having a sense of purpose can serve as a protective factor for individuals and help bolster their overall well-being (Liang et al., 2018; Liang et al, 2017; Damon et al., 2003). Youth purpose along with Post Traumatic Growth can positively impact individuals facing adversities (Kashdan & McKnight, 2009; Tedeschi & Lawrence, 2004). Similarly, mentoring relationships are associated with numerous positive outcomes including the development of purpose (Dubois & Rhodes, 2006; Lerner, 2004; Liang et al., 2017). While youth purpose is well documented (Damon et al., 2003; Hill et al., 2010), there is limited research on purpose development for adolescent girls from marginalized backgrounds. Given the profound benefits of purpose, additional research is warranted on how purpose is cultivated in marginalized adolescent girls. This dissertation sought to expand the literature and better understand how adversity relates to purpose development, during the adolescent years and how mentoring relationships can contribute to this development. Additional research is needed to focus on one of the most vulnerable populations, adolescent girls from marginalized backgrounds, and to discover ways to help protect their mental health and well- being as they continue to thrive in society. This study included 13 interviews with adolescent girls from marginalized backgrounds. Thematic analysis was used to analyze the data and five major themes emerged. Analyses suggested that while these participants experiences endured adverse experiences, they maintained a positive outlook on life, and their future. With the help of their mentors, and through the development of critical consciousness, participants were able to utilize adverse experiences to help inform their sense of purpose. Data was collected during the COVID-19 pandemic. This crucial time period allowed for the collection of exemplary data, which revealed how adolescent girls utilized the pandemic as a time for self-growth, and how they conceptualized their purpose with respect to the pandemic. / Thesis (PhD) — Boston College, 2023. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.

The South African government, in an attempt to accelerate economic growth and development, has identified the SMME sector and entrepreneurs as a vehicle capable of bringing about this change. Unfortunately, this growth has been stifled due to the high failure rate of entrepreneurial businesses in the SMME sector. A possible solution for SMMEs and entrepreneurs is the introduction of mentoring. Mentoring entrepreneurs is the function of nurturing and supporting entrepreneurs by providing them with professional skills development and moral support in an attempt to positively impact on the business's sustainability. The study is the first of its kind in that it relates specifically to entrepreneurship mentors. This study empirically endeavours to determine the basic profile of entrepreneurship mentors in South Africa and their skills sets. The study aims to represent the importance of the skills as represented in the model and to understand the entrepreneurship mentoring environment in South Africa. / Business Management / M. Com. (Business Management)

The South African government, in an attempt to accelerate economic growth and development, has identified the SMME sector and entrepreneurs as a vehicle capable of bringing about this change. Unfortunately, this growth has been stifled due to the high failure rate of entrepreneurial businesses in the SMME sector. A possible solution for SMMEs and entrepreneurs is the introduction of mentoring. Mentoring entrepreneurs is the function of nurturing and supporting entrepreneurs by providing them with professional skills development and moral support in an attempt to positively impact on the business's sustainability. The study is the first of its kind in that it relates specifically to entrepreneurship mentors. This study empirically endeavours to determine the basic profile of entrepreneurship mentors in South Africa and their skills sets. The study aims to represent the importance of the skills as represented in the model and to understand the entrepreneurship mentoring environment in South Africa. / Business Management / M. Com. (Business Management)

Much of the recent literature in mentoring centers on the effectiveness of volunteers who donate their time to relationships with children in need of a positive adult role model (DuBois & Karcher, 2005). Because mentors generally take on a great deal of responsibility with youth who are often at-risk either personally or academically (Commonwealth Fund, 1998; McLearn, Colasanto & Schoen, 1998; McLearn et al., 1999), researchers want to identify those variables and practices that increase the chance of a successful and beneficial relationship (Nakkula & Harris, 2005). This study examined the benefits of adult-child mentoring and looked for connections between the mentees’ growth in social competence and the relationship length, match quality, and specific mentoring strategies employed. The mentors’ perceptions of sufficiency about the match, the mentee’s additional resources, and their own abilities were also examined. A survey was distributed electronically to 890 Austin, Texas mentors about their relationships, and a separate school level survey was distributed to the 90 mentor contacts located in each school that utilizes mentors. School demographic data was also collected from the Texas Education Agency. The results indicate that longer and more high-quality matches, an increased importance placed on getting the mentee to care more about others, and spending more time with the mentee’s teachers all predict higher levels of growth in specific social competencies. The strength of the match was also a positive predictor of the mentors’ sense of sufficiency about themselves and about the impact of mentoring with their mentee. The results suggest a need for increased training in the specific caring and teacher-involvement mentor strategies, and for more discussion with mentors about the importance of committing to long-term, high-quality matches. / text

Are new school administrators prepared for the surprises, obstacles, and opportunities they are likely to encounter during the first-year in their new role? Sadly enough, too many new leaders do not feel prepared to meet the challenges of their new role as an administrator. In 2006, the National Center for Education Statistics (2006) reported that there were 95,726 administrators in the U. S. Within this pool of administrators, approximately 127 were new hires in the state of Louisiana (LDE, 2006). In an effort to find ways to support, guide, and retain new principals, the Louisiana Educational Leaders Network, under the direction of the Louisiana Department of Education, developed the Louisiana Educational Leaders Induction (LELI) program in 1994. The LELI Program was designed to build administrative, instructional, and professional knowledge and skills of first-year principals and assistant principals with the assistance of a team mentor. Perspectives from elementary and secondary principals regarding their mentoring experiences within the LELI Program during their first year as principals were investigated. Two research participants from each of the eight Louisiana educational regions were selected through stratified random sampling techniques and interviewed. The research question guiding the one-to-one interviews was, ―What are the perspectives of first-year principals regarding their experiences with mentors and the mentoring process within the LELI Program?‖Data from the interviews provided insight about the mentoring elements most crucial to the preparation, support, and leadership of first-year principals. This research study substantiated the belief that mentors and the mentoring experiences of new principals are vital to their survival during their first year. The need exists for continued research that examines the relationship between the mentor and the mentee in creating and sustaining successful schools. Overall, the qualitative results of this exploratory study promoted understanding of the importance of mentors and the mentoring experiences within the LELI Program for first-year principals. Mentoring is a vital component for preparing, supporting, and building leadership in first-year principals, and this study yielded findings organized around eight themes that focus on necessary elements within the mentoring component of the LELI Program.

Thesis advisor: Elizabeth Twomey / New teachers arrive to our nation's schools with a range of educational preparation and professional experience. Schools endeavor to alleviate these differences, build professional capacity, and guarantee the efficacy of new teachers (thus more quickly improving educational quality for children) most frequently through induction programs. Researchers identify mentoring as the most common means of inducting new teachers. The school reform movement and related law have influenced mentoring frequency, goals, and practices, as have recent advances in understanding how adults learn. With the number of new teachers expected in both public and independent schools within the current decade, the intense pressure of reform mandates, and public expectations on teacher quality, the effectiveness of new teacher induction and mentoring programs is paramount. Likewise, as the nation increases in its overall diversity, how mentoring programs address the race and ethnicity of new teachers and mentors, particularly when the vast majority of veteran mentor teachers for the near future will be White, is also critical to program success. This study examined the effect of a newly implemented induction and mentoring program on a cohort of new teachers during their first year of service in an independent school. The school had a strategic initiative to diversify its faculty. Consequently, an essential element of the study was to investigate the experience of new teachers of color who were involved in cross-race mentor-new teacher relationships in contrast to the experience of their White counterparts involved in the same program for the same academic year. An overview of the study, a review of relevant literature, the study's design, results, and discussion of findings and their implications are presented. / Thesis (EdD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration and Higher Education.

The aim of this study is to deepen the knowledge of the significance of mentors presence for the psychosocial work in the school. The study is qualitative and was done with seven semi structured interviews. We interviewed six mentors and one school counselor all from the same school. The mentors have worked for almost one year and is a new profession in the school that has taken over the teacher's assignment as a mentor. The mentors main task is to be the students’ primary contact between the students and the school. The results we found shows that the mentors have contributed with more psychosocial knowledge which has enabled the school to reach more students and to meet more of the students’ needs. The results shows that the school counselor didn’t have as much time before with the preventative work in the school, but with the mentors’ help the preventive work in the school has increased. The results also shows that it’s many times a fine line between the mentors and the school counselor in the way they work. For example several of the mentors provide the students with counseling, like the school counselor do. The line shifts though, depending on the education and experience of the mentor. Finally, the results show that the mentors’ presence has a significant role on the psychosocial work in the school, because both mentors and the school counselor are all working together for the students wellbeing.

INTRODUÇÃO: O Mentoring, relação em que uma pessoa mais experiente acompanha e orienta um jovem iniciante em seu percurso, tem sido adotado nas escolas médicas como estratégia para oferecer suporte pessoal e estimular o desenvolvimento profissional do futuro médico. Estudos da área assinalam que também os mentores referem mudanças e benefícios ao longo do tempo, mas não aprofundam a dinâmica e o significado dessas transformações. A partir da consideração de que aspectos inconscientes estão presentes na relação de Mentoring, este estudo aborda o tema segundo alguns conceitos da Psicologia Analítica, com destaque para o arquétipo do Herói, articulando-os ao campo da Educação Médica. OBJETIVOS: Explorar as percepções e o significado atribuído por tutores, com papel de mentores, às suas vivências, buscando compreender suas motivações, vicissitudes, recursos e transformações percebidas ao longo do tempo. MÉTODO: A investigação consiste em um estudo qualitativo junto a catorze tutores do Programa de Tutoria da Faculdade de Medicina da Universidade de São Paulo. Procurou-se, intencionalmente, a heterogeneidade do grupo investigado. Os dados foram coletados ao longo do segundo semestre de 2008 e janeiro de 2009, por meio de entrevista semidirigida. O material foi analisado segundo a técnica de análise de conteúdo, com o estabelecimento de núcleos temáticos articulados aos objetivos do estudo. RESULTADOS: Os tutores entrevistados revelaram motivações relativas ao aluno (seja o aluno de hoje, seja o tutor quando aluno no passado) e à instituição (oficializar a função, colaborar com a formação, atualizar-se sobre a faculdade, retribuir oportunidades recebidas). Parte importante dos tutores reconheceu dificuldades ao longo do caminho envolvendo dúvidas iniciais, frustração com a adesão dos alunos e sobrecarga derivada do cotidiano acadêmico-profissional. Para lidar com as dificuldades, os tutores destacaram recursos externos, como a Coordenação do Programa, os supervisores e outros colegas tutores, e internos, especialmente sua experiência de vida. Muitos dos tutores entrevistados relataram mudanças: houve revisão de si mesmos e do contexto em que estão inseridos, aprendizado e recompensas, especialmente o estar em contato com a juventude atual. Há tutores, entretanto, que não identificaram transformações derivadas da experiência: justificaram que este tipo de relação com os alunos já estava presente em seu cotidiano, observaram mudanças apenas nos alunos ou, ainda, referiram não desejar ou não haver o que ser transformado. CONCLUSÕES: Há entre os tutores um desejo de restabelecer a antiga, significativa e próxima relação do mestre com o seu discípulo, da qual os professores de hoje referem sentir falta; eles valorizam o ser docente e a oportunidade de reafirmar seu vínculo com a Instituição, da qual são especialmente gratos: a FMUSP. Simbolicamente, buscam estar em contato com o seu aluno interno ferido, e dele cuidar. A relação permite ao tutor um encontro e um reencontro: reparador do passado e, ao mesmo tempo, rejuvenescedor e que o atualiza quanto ao presente. Encontram dificuldades no caminho da realização desse encontro e, nessa jornada, podem (mas não necessariamente isso acontece) transformar e ser transformados pelo outro / Background: Mentoring, a kind of relationship in which a more experienced person guides a young beginner in his development, has been adopted in Medical schools as a strategy to offer personal support and to promote the professional development of future physicians. Studies show that mentors also report changes and benefits over time, but do not explore the dynamics and meaning of these transformations. Considering that unconscious aspects are present in mentoring relationships, this study addresses the mentors development according to some concepts of Analytical Psychology, especially the archetypes and myths, emphasizing the Heros Journey, also linking them to the Medical Education field. Objectives: This study explores the perceptions and the meaning attributed by mentors to their experiences, aiming to understand their motivations, difficulties, resources and changes perceived over time. Method: The research is a qualitative study with fourteen mentors of the FMUSP Mentoring Program. The heterogeneity of the investigated group was intentional. Data were collected during the second half of 2008 and January 2009, by semi-structured interviews. Mentors answers were analyzed using content analysis technique and thematic categories linked to the study objectives were developed. Results: Mentors presented motivations related to the student (the today student and the mentor when student in the past) and to the institution (making the function official, collaborating with medical education, updating themselves about the medical course, returning the received opportunities). Most of mentors recognized difficulties along the way, which involved initial doubts, frustration with the students adhesion and overload of daily academic and professional work. To cope with difficulties, mentors highlighted external resources such as the Program Coordination, supervisors and other mentors, and internal resources, especially their own life experience. Many mentors reported changes: a reviewing of themselves and of the context in which they live, learning and rewards, especially being in contact with the youth. There are mentors, however, that did not identify changes: they justified that this kind of relationship was already present in their daily lives; others just observed changes in students, and others reported having nothing to be transformed. Conclusion: There is a desire among mentors of recovering the old, meaningful and close masterapprentice relationship; they value being a teacher and are grateful to the Institution. Symbolically, they aim to keep in touch with their \"inside wounded student\" and take care of him. Mentoring allows mentors to recover the past and to rejuvenate themselves with the present. In this journey mentors face difficulties and they may, although not all of them, transform and be transformed by other

INTRODUÇÃO: O Mentoring, relação em que uma pessoa mais experiente acompanha e orienta um jovem iniciante em seu percurso, tem sido adotado nas escolas médicas como estratégia para oferecer suporte pessoal e estimular o desenvolvimento profissional do futuro médico. Estudos da área assinalam que também os mentores referem mudanças e benefícios ao longo do tempo, mas não aprofundam a dinâmica e o significado dessas transformações. A partir da consideração de que aspectos inconscientes estão presentes na relação de Mentoring, este estudo aborda o tema segundo alguns conceitos da Psicologia Analítica, com destaque para o arquétipo do Herói, articulando-os ao campo da Educação Médica. OBJETIVOS: Explorar as percepções e o significado atribuído por tutores, com papel de mentores, às suas vivências, buscando compreender suas motivações, vicissitudes, recursos e transformações percebidas ao longo do tempo. MÉTODO: A investigação consiste em um estudo qualitativo junto a catorze tutores do Programa de Tutoria da Faculdade de Medicina da Universidade de São Paulo. Procurou-se, intencionalmente, a heterogeneidade do grupo investigado. Os dados foram coletados ao longo do segundo semestre de 2008 e janeiro de 2009, por meio de entrevista semidirigida. O material foi analisado segundo a técnica de análise de conteúdo, com o estabelecimento de núcleos temáticos articulados aos objetivos do estudo. RESULTADOS: Os tutores entrevistados revelaram motivações relativas ao aluno (seja o aluno de hoje, seja o tutor quando aluno no passado) e à instituição (oficializar a função, colaborar com a formação, atualizar-se sobre a faculdade, retribuir oportunidades recebidas). Parte importante dos tutores reconheceu dificuldades ao longo do caminho envolvendo dúvidas iniciais, frustração com a adesão dos alunos e sobrecarga derivada do cotidiano acadêmico-profissional. Para lidar com as dificuldades, os tutores destacaram recursos externos, como a Coordenação do Programa, os supervisores e outros colegas tutores, e internos, especialmente sua experiência de vida. Muitos dos tutores entrevistados relataram mudanças: houve revisão de si mesmos e do contexto em que estão inseridos, aprendizado e recompensas, especialmente o estar em contato com a juventude atual. Há tutores, entretanto, que não identificaram transformações derivadas da experiência: justificaram que este tipo de relação com os alunos já estava presente em seu cotidiano, observaram mudanças apenas nos alunos ou, ainda, referiram não desejar ou não haver o que ser transformado. CONCLUSÕES: Há entre os tutores um desejo de restabelecer a antiga, significativa e próxima relação do mestre com o seu discípulo, da qual os professores de hoje referem sentir falta; eles valorizam o ser docente e a oportunidade de reafirmar seu vínculo com a Instituição, da qual são especialmente gratos: a FMUSP. Simbolicamente, buscam estar em contato com o seu aluno interno ferido, e dele cuidar. A relação permite ao tutor um encontro e um reencontro: reparador do passado e, ao mesmo tempo, rejuvenescedor e que o atualiza quanto ao presente. Encontram dificuldades no caminho da realização desse encontro e, nessa jornada, podem (mas não necessariamente isso acontece) transformar e ser transformados pelo outro / Background: Mentoring, a kind of relationship in which a more experienced person guides a young beginner in his development, has been adopted in Medical schools as a strategy to offer personal support and to promote the professional development of future physicians. Studies show that mentors also report changes and benefits over time, but do not explore the dynamics and meaning of these transformations. Considering that unconscious aspects are present in mentoring relationships, this study addresses the mentors development according to some concepts of Analytical Psychology, especially the archetypes and myths, emphasizing the Heros Journey, also linking them to the Medical Education field. Objectives: This study explores the perceptions and the meaning attributed by mentors to their experiences, aiming to understand their motivations, difficulties, resources and changes perceived over time. Method: The research is a qualitative study with fourteen mentors of the FMUSP Mentoring Program. The heterogeneity of the investigated group was intentional. Data were collected during the second half of 2008 and January 2009, by semi-structured interviews. Mentors answers were analyzed using content analysis technique and thematic categories linked to the study objectives were developed. Results: Mentors presented motivations related to the student (the today student and the mentor when student in the past) and to the institution (making the function official, collaborating with medical education, updating themselves about the medical course, returning the received opportunities). Most of mentors recognized difficulties along the way, which involved initial doubts, frustration with the students adhesion and overload of daily academic and professional work. To cope with difficulties, mentors highlighted external resources such as the Program Coordination, supervisors and other mentors, and internal resources, especially their own life experience. Many mentors reported changes: a reviewing of themselves and of the context in which they live, learning and rewards, especially being in contact with the youth. There are mentors, however, that did not identify changes: they justified that this kind of relationship was already present in their daily lives; others just observed changes in students, and others reported having nothing to be transformed. Conclusion: There is a desire among mentors of recovering the old, meaningful and close masterapprentice relationship; they value being a teacher and are grateful to the Institution. Symbolically, they aim to keep in touch with their \"inside wounded student\" and take care of him. Mentoring allows mentors to recover the past and to rejuvenate themselves with the present. In this journey mentors face difficulties and they may, although not all of them, transform and be transformed by other