cropping the big picture: determining what the new meta-analysis means for your mentoring program
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Cropping the Big Picture Determining What the New Meta-Analysis Means for Your
Mentoring Program
Collaboration of Education Northwest/National Mentoring Center, Friends for Youth, Mentoring Partnership of Minnesota, and Oregon Mentors
January 2012
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Research Practice Innovation
Sarah Kremer
Program Director
Friends for Youth’s Mentoring Institute
April Riordan
Director of Training & Partnerships
Mentoring Partnership of Minnesota
Celeste Janssen
Program Director
Oregon Mentors
Michael Garringer
Resource Advisor & Forums Administrator
Education Northwest
2012 Collaborative Mentoring Webinar Series
Date: Third Thursday of every month.
Time: 10-11:15am Pacific/11am-12:15pm Mountain/12-1:15 pm Central/1-2:15pm Eastern
Cost: Free
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Participate in Today’s Webinar
• All attendees muted for best sound
• Type questions and comments in the question box
• “Raise your hand” to ask question live during webinar
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Good to Know…
All attendees will receive an email after the webinar that will include: Link to presentation slides Link to an online recording of webinar Resources Contact information
Please help us by taking the time to complete a short 5-question survey as you exit the webinar.
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Panelists
David DuBois, PhD Tom Keller, PhD
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What We Learned in 2002 Average youth in a
program experience only a “modest or small benefit”
Effects are “enhanced significantly” when more best-practices are utilized
American Journal of Community Psychology, Vol. 30, No. 2, April 2002
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What Do We Know Now?
Psychological Science in the Public Interest,12, 57-91
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When and How Are Mentoring
Relationships for Youth Beneficial?
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What Factors Influence Mentoring Program Effectiveness?
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Good NewsMentoring works in many areas
Programs often have positive impacts in two or more outcome domains
Effect of mentoring is right in line with other youth interventions
Mentoring works at both preventing declines in youth outcomes and promoting improvements
Mentoring is a broad and flexible strategy
No evidence of improved effectiveness over prior generation of programs
Too few studies to evaluate impacts on several key outcomes (e.g., school drop-out, juvenile offending)
Same largely true for longer-term, “follow-up” effects
Targeting “at risk” youth (exception: populations high on both individual and environmental risk)
Matching youth and mentors based on similarity of interests
Utilizing mentors with educational/occupational backgrounds that are a good fit with program goals
Supporting mentors in adopting teaching and advocacy roles
Bad News New News
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Next Webinar
February 16 - Tips for Mentoring High-Risk Youth
Featuring Dr. Roger Jarjoura, Assistant Professor in the School of Public and Environmental Affairs - IUPUI. Dr. Jarjoura is the founder of AIM, a mentoring program for incarcerated youth making the transition from corrections to community.
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Before we go…
All attendees will receive an email after the webinar that will include: Link to presentation slides Link to an online recording of
webinar Resources Contact information
Please help us by taking the time to complete a short 5-question survey as you exit the webinar.
Thank you! Collaboration of Education Northwest/National Mentoring Center, Friends for Youth, Mentoring Partnership of Minnesota, and Oregon Mentors
Michael Garringer, michael.garringer@educationnorthwest.orgCeleste Janssen, celeste@oregonmentors.org
Sarah Kremer, sarah@friendsforyouth.orgApril Riordan, april@mpmn.org
Comparison of Mean Post-Treatment Effect Sizes for Mentoring Programs in the CurrentMeta-Analysis to Effect Sizes Reported in Other Meta-Analyses of School- andCommunity-Based Interventions for Children and Adolescents
Type of outcome Current
Other meta-analyses
Attitudinal/Motivational 0.19 0.23r, 0.25b
Social/Relational 0.17 0.15a, 0.17i, 0.24r, 0.29b, 0.39g
Psychological/Emotional 0.15 0.10a, 0.17p, 0.19d, 0.24r, 0.37b
Conduct problems 0.21 0.02j, 0.07k, 0.14h, 0.15s, 0.21a, 0.21e, 0.22r, 0.30b, 0.30c, 0.41l
Academic/School 0.21 0.11a, 0.23n, 0.27r
School attendance 0.19 0.14b
Grades 0.24 0.22b
Achievement test scores 0.18 0.11a, 0.20b, 0.24f, 0.30c
Physical health 0.06 0.08m, 0.17t, 0.29q, 0.41o
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Evidence-based Practice
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Effect Size Guidelines
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