abstract: Adolescence comes with a multitude of challenges that students must face, while still positively engaging with other students and teachers within the school environment. Eighth grade students, in particular, face issues pertaining to behavior control and behavior problems, which in turn impacts their ability to be successful in a school setting. Cross-Age Mentoring Programs (CAMPs) have been shown to improve youth behavior when youth are matched with individuals who act as positive role models over an extended period of time. The primary function of CAMPs is to assist mentors and mentees in building a strong relationship that consists of trust and empathy, which in turn leads to the ability for mentors to lead mentees towards the achievement of goals.
The purpose of this action research study was to introduce an innovation aimed at helping eighth grade students improve their behavior control and behavior problems. The innovation consisted of a nine-week CAMP that paired eight eighth graders with eight eleventh graders at a charter school in Phoenix, Arizona. Mentors and mentees met twice a week before school with the purpose of addressing the behavior control and behavior problem goals that they co-created. Mixed-method data were collected: the quantitative data collection tools were pre- and post-intervention mentee surveys and teacher weekly behavior reports, and the qualitative data collection tools included mentee and mentor journal entries, researcher observations, and mentoring conversation checklists.
Results showed that mentors and mentees were able to develop positive close personal relationships with one another, as seen in the researcher observations. In addition to the development of positive relationships, researcher observations, and journal prompt entries provided data to support mentees meeting their goals and mentee self-identification of positive improvement in behavior problems and control. Conversely, there were no significant changes in behavior control and behavior problems as reported on the survey and teacher weekly behavior reports. Attendance and retention of students created challenges in accurately assessing the results of this program; however, consistent with the literature, this study suggests that CAMPs should be sustained longer and with consistent attendance to achieve goals. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2017
| Identifer | oai:union.ndltd.org:asu.edu/item:43911 |
| Date | January 2017 |
| Contributors | Larson, Melanie Lorene (Author), Rotheram-Fuller, Erin (Advisor), Zucker, Stanley H. (Committee member), Bartanen, Peter A. (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Doctoral Dissertation |
| Format | 89 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/, All Rights Reserved |
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