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NCJ Number: 250582 Find in a Library
Title: BIG Ideas on School-Based Mentoring: Evaluation of the Big Brothers Big Sisters - Greater Twin Cities School-Based Mentoring Program
Author(s): Kara Beckman M.A.; Jennifer Doty Ph.D.; Shari Plowman M.P.H; Glynis Shea B.A.; Barbara J. McMorris Ph.D.
Corporate Author: Regents of the University of Minnesota
United States of America
Date Published: August 2015
Page Count: 55
Sponsoring Agency: Office of Juvenile Justice and Delinquency Prevention
Washington, DC 20531
Regents of the University of Minnesota
Minneapolis, MN 55455
Grant Number: 2012-JU-FX-0002
Sale Source: Office of Juvenile Justice and Delinquency Prevention
US Dept of Justice
810 Seventh Street NW
Washington, DC 20531
United States of America
Document: PDF
Type: Program/Project Description; Program/Project Evaluation; Report (Grant Sponsored); Report (Study/Research); Research (Applied/Empirical); Youth-Oriented Material
Format: Document; Document (Online)
Language: English
Country: United States of America
Annotation: This report summarizes findings of the evaluation of the Big Brothers Big Sisters of the Greater Twin Cities’ (BBBS-GTC‘s) school-based mentoring program, based on qualitative and quantitative data collected during 2013 and 2014.
Abstract: Overall, evaluation findings showed that BBBS-GTC is implementing 36 of 39 effective practice elements that were assessed, as stated in the Elements of Effective Practice for Mentoring. Eleven of the 50 elements stated in that publication were not assessed. Nine key findings resulted from the evaluations. First, younger mentors (“Bigs”) were less experienced, more diverse, and more likely to be female. Second, high school Bigs expressed more positive attitudes about the youths (“Littles”), compared to other Bigs. Third, adult Bigs were more likely to continue a relationship with their Littles and were more equally balanced between girls and boys. Fourth, high numbers of Bigs were satisfied with the application, interview, and match processes, as well as training, program structure, and match support. Fifth, BBBS-GTC is effectively managing expectations for most Bigs. Sixth, Bigs wanted additional training in relationship-building strategies, such as working with challenging Littles, cultural competency, and ending matches. Seventh, meeting Littles during lunch/recess was more challenging than meeting at other times. Eighth, struggling Bigs may need more effective problem-solving or coaching from match support coordinators that is developmentally tailored for both the Big and Little. Ninth, in surveys, Bigs strongly agreed that they received effective match coordination, with isolated concerns with match coordination. Five recommendations are offered for improving the mentoring program. 11 figures, 5 tables, and 6 references
Main Term(s): Juvenile delinquency prevention programs
Index Term(s): Big Brothers/Big Sisters of America; Mentoring programs; Minnesota; Office of Juvenile Justice and Delinquency Prevention (OJJDP); OJJDP final report; Program implementation; School-Based Programs; Services effectiveness
To cite this abstract, use the following link:
http://www.ncjrs.gov/App/publications/abstract.aspx?ID=272748

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