Intergenerational mentoring program for troubled youth and elders

Troubled Youth and Aged Individuals: Contemporary Community Case Study

There are two age groups in the present population with specific needs required to fulfill and direct them at a pivotal moment in their life's development when paired together represent reciprocal provision of care during a critical stage in the lives of each of these two representative groups of contemporary society. The two age groups at focus in this study are today's youth and the present aged population in the community. Youth are disproportionately characterized as having behavioral problems and the community elders are a reservoir of guidance for these youth who in return have much to offer the aged as well.

The research proposed in this specific study involves collaboration with teacher, the school board, and counselors to prepare a method of providing school credits in return for volunteer work on the part of students who are also categorized as troubled youth. Toward this end this study will propose a research study that delves as well into the literature in this area of inquiry so as to discover how similar plans have worked in other community initiatives'.

Significance of the Study

The significance of the study proposed herein is the additional knowledge that will be added to the already existing base of knowledge in this area of inquiry and a better understanding of how collaborative relationships in the community might enable effective assistance to both troubled youth and the aged population in today's contemporary community and society at large.

Research Questions

(1) What do troubled youth and the aged population has to offer one another through participation in a mentoring relationship?

(2) What will the mentoring relationship between contemporary troubled youth and the aging population offer to the community?

Methodology

The methodology to be employed in this study is one in which the researcher will send announcements directed at various members of the community including the school board, and other key community stakeholders inviting their participation in a community outreach program that supports collaborative and mentoring relationships between members of the community's aged population and troubled youth. Participation in the program will be based on volunteering by participants from the community. Wolf states that mentoring "is work of the heart" and one that results in personal satisfaction in knowing that one has assisted in building the community ," inspiring hope, sharing success, enriching life. You do not need special skills to be an effective mentor. Patience, empathy, and a generous spirit are the greatest gifts a mentor can offer a child. Older men and women bring a special quality to mentoring. Young adult mentors tend to be more goal-oriented. Older people, with more living under their belt and many personal goals already achieved, tend to be more relationship-oriented. An emphasis on relationship is often the key to making mentoring work. Research shows that the best mentors are those who take their time, who listen to children and get to know them. Mentors in a hurry -- "efficient" mentors who have a set goal or are determined to change a young person -- usually fail." (Bosak, nd, p.1) Bosak additionally notes that mentoring "…is not a quick fix. There's no express route to making a difference and building real trust." (Bosak, nd, p. 1)

Bosak (nd) states that the place to start is "with the hope inherent in mentoring. Mentors can guide and even change the lives of the young. Mentors serve as teachers/trainers; positive role models; nurturers; supporters, guides, and advocates; challengers; and friends/companions. Studies have shown direct links between mentoring and tutoring programs and higher academic achievement, lower dropout rates, fewer teen pregnancies, and safer communities." (p.1)

It has been demonstrated in research findings that the consistent presence of an adult in the life of the young person who cares across time is the primary factor in development of resiliency in children, and in children who are able to find their way out of poverty and violence is usually the young person who has had a mentor. Even one caring adult in the life of a young person can make all the difference in the world, opening up opportunities that may have seemed unimaginable. Every child needs a champion. Mentoring is a way to strengthen social supports to individuals, families, and ultimately the community." (Bosak, nd, p.1)

The Fairfax County, Virginia Juvenile District Court has stated that principles there are "four things kids need" including:

(1) Time -- one-on-one, face-to-face time spent with a caring adult;

(2) Action -- Words, Promises are alone not enough;

(3) Consistency -- Someone to count on, depend on and trust; and (4) Truth -- Excuses and fabrications destroy trust. (Center for Substance Abuse and Prevention Conference,2012s)

The work of the Center for Substance Abuse Prevention Conference states in the work entitled "Mentoring Initiatives: An Overview of Youth Mentoring" states that formalized mentoring programs "…which match youth and adults probably originated in settlement houses around the turn of the century. The first recognized Big Brothers chapters were established independently in New York and Cincinnati in 1903-04, and the first Big Sisters association grew out of the Catholic Ladies of Charity of New York in 1905. The planned mentoring concept expanded in the 1970s to include corporate mentoring of employees to foster achievement and advancement. Business mentoring, viewed as a critical ingredient to success on the corporate ladder (Freedman 1992), introduced thousands of influential Americans to the value of mentoring for the average individual.

Mentoring is reported as being "a natural part of child development…a distinct approach to addressing the many needs of youth…" ( ) Mentoring however is not "a treatment strategy…are not intended to be therapists… does not include assuming the role of parent, social worker, psychologist, cleric, or "cool" peer…" ( ) Reported as inclusive among the outcomes of mentoring are the following stated outcomes:

(1) Mentored youth were 46% less likely than controls to begin using drugs during the study period. Among African-American and other minority youth, the mentored youth were 70% less likely to begin using drugs.

(2) Mentored youth, especially minority Little Sisters, were significantly less likely than controls to begin drinking alcoholic beverages during the study period.

(3) Mentored youth were less likely to skip classes and were more likely to feel competent about doing schoolwork. They also experienced a modest gain in grade point average during the study period. The largest positive effects again were found among minority Little Sisters.

(4) Unlike controls, mentored youth indicated improved family relations, measured by gains in trust between parent and child during the study period. This effect was strongest among white Little Brothers.

Sampling

The sampling is a random method based on those who volunteer to participate in the community outreach program mentoring initiative and who are then screened accordingly.

Expected Outcomes of the Study

There are expectations that the outcomes of this study will demonstrate the efficacy of aged adults mentoring trouble youth in the community and that life benefits will result for the troubled youth and the aged population as well.

Summary and Conclusion

The literature reviewed in this brief preliminary study indicates that mentoring youth by aged adults is an effective method of addressing the issues of troubled youth and the needs of older adults to play an active role in shaping the community. Recommendations arising from this study include that more research be conducted in this area of inquiry.