Michael D Lyons
Datos Biográficos
| ID | 4263457 |
|---|---|
| NOMBRE | Michael D Lyons |
| NOMBRES | Michael D |
| APELLIDO | Lyons |
| FIRMA | LYONS M D |
| AFILIACIONES | University of Virginia |
| ORCID | 0000-0002-2675-1131 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 22 |
| TOTAL DE CITAS | 56 |
| TOTAL COMO AUTOR | 22 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2013 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 4 |
The Influence of Mentoring on Educational Attitudes, Beliefs, and Behaviors (Eabbs)
Youth mentoring is a popular means for preventing negative psychosocial outcomes (e.g., high-risk behaviors, school dropout) and promoting positive ones (e.g., matriculation, goal setting). Mentors matched with youth through formal programs, such as Big Brothers Big Sisters, are uniquely positioned to promote the development of the mentee’s positive educational attitudes, beliefs, and behaviors (EABBs; e.g., academic engagement, grit, growth mind…
Advancing the Science and Practice of School Psychology Internationally
This paper provides a comprehensive overview of Psychology in the Schools ( PITS ), the second‐longest‐running journal in the field of school psychology. Since its founding in 1964, PITS has served as a central outlet for research and practice focused on the intersection of psychology and education, with an emphasis on advancing the practice of school psychology. The paper highlights the enduring legacy of PITS in advancing school psychology prac…
Exploring Role and Experience Factors on a Virtual, Echo‐Based School Mental Health Professional Development Program
In‐service training for school staff, generally referred to as professional development (PD), may bolster a school's capacity for implementing school mental health (SMH) services. However, not all PD results in knowledge or behavior change. In one model of PD, Project Extension for Community Healthcare Outcomes (ECHO), participants collaborate with each other and a panel of SMH experts on case consultation and didactics. Although ECHO has shown t…
Potential mentor predictors of motivation to attend a cultural humility training
Coordinating Mental Health Supports Across Out-of-School and In-School Providers
The coordination of school- and community-based mental health services is a promising strategy to respond to the rising mental health needs of youth. Out-of-school time (OST) programs are an under-utilized community-based resource that may be leveraged to help meet this need. We conducted a scoping review to (a) identify practices that facilitate the coordination of care between schools and OST programs and (b) examine whether such practices alig…
Ethnic-Racial (Mis)Match between Mentors and Mentees on Perceived Strength of Relationship
Mentoring programs are popular mechanisms for promoting positive youth development due to developmental research suggesting that youth with strong relationships with a special adult have a lower likelihood of a range of negative outcomes. Community-based mentoring programs are mechanisms for promoting access to mental health support and positive youth outcomes. Youth mentorship programs reveal mixed and modest outcomes, yet youth outcomes are mor…
Supporting School Mental Health Providers
Social acceptance from peers and youth mentoring
Youth mentoring may be able to support lonely and socially isolated youth. This study examined the association between participating in youth mentoring programs and mentee perception of social acceptance from peers. Regression models considered the association between mentoring and peer social acceptance in terms of demographics, program features, and baseline peer relationship quality for 693 youth from 27 mentoring programs. The construct valid…
Examining heterogeneity in mentoring
The current study aims to apply a staged approach to document heterogeneity in discussions in mentoring relationships, chiefly, discussion topics from weekly mentoring sessions with undergraduate women mentors (n = 40), then link each of the eight topics (relationships with friends, family, teachers, and romantic relationships, as well as goals, academic skills, academic problems, and hopes for the future) to developmental outcomes for middle sch…
The role of family relationships in youth mentoring
Strategies for monitoring mentoring relationship quality to predict early program dropout
We examined data from a nationally implemented mentoring program over a 4‐year period, to identify demographic and relationship characteristics associated with premature termination. Data were drawn from a sample of 82,224 mentor and mentees. We found matches who reported shared racial or ethnic identities were associated with lower likelihood of premature termination as was mentee's positive feelings of the relationship. We also found that, if d…
It’s Not a Bug, It’s a Feature
Mentees and their mothers
Maternal relationship characteristics have been found to impact academic and behavioral outcomes for youth. However, less is known about how and through what mechanisms these characteristics impact outcomes for mentored youth. In this study, we examined if mentoring relationship quality mediated the relations between maternal relationship characteristics and academic and behavioral outcomes targeted by mentoring programs. Data were drawn from 205…
A mixed‐methods approach to understanding trajectories of mentoring relationship growth
The proposed study integrates quantitative and qualitative approaches to examine mentors with different relationship trajectories reflect on their relationships. Using quantitative and qualitative methods, mentor reports of relationship quality are plotted over time and different growth patterns identified: (1) progressive, (2) stable‐high, (3) dip and recovery, (4) stable‐low, and (5) regressive. Qualitative coding was used to identify patterns …
Dyadic report of relationship quality in school‐based mentoring
Mentoring, a common support practice for middle schoolers, can have varying effects on student academic and behavioral outcomes depending on the type of mentoring and quality of relationship formed. Although research has examined mentees' perception of relationship quality in mentoring relationships, fewer studies have looked at both mentor and mentee reports. The present study aims to explore how the interaction of mentor and mentee perceptions …
Assessing the impact of school-based mentoring
Like many youth development programs, most youth mentoring programs do not have prescribed practices that target specific outcomes. Because the construct of mentoring represents a broad range of potential activities, researchers face a conundrum when making generalizable causal inferences about the effects of this and similar services. On the one hand, researchers cannot make valid experimental inferences if they do not describe what they manipul…
The ups and downs of mentoring relationship formation
What Mentees Bring
A critical mechanism through which mentors are thought to influence developmental outcomes is the mentee-mentor relationship. Attachment theories suggest that a mentee’s perceptions of other relationships in her life may impact the quality of the mentor-mentee relationship. This study tests this hypothesis. Data were drawn from a sample of 205 early adolescent girls who received a college-aged mentor through the Young Women Leaders Program for on…
Finding the Sweet Spot
School‐based mentoring programs are popular prevention programs thought to influence youth development; but rigorous evaluations indicate that these programs often have small effects on youth outcomes. Researchers suggest that these findings may be explained by (a) mentors and mentees failing to develop a close relationship and (b) mentors not setting goals or focusing on specific skills necessary improve outcomes. We assessed these explanations …
Strengthening and Expanding Child Services in Low Resource Communities
In the United States, the demand for child mental health services is increasing, while the supply is limited by workforce shortages. These shortages are unlikely to be corrected without significant structural changes in how mental health services are provided. One strategy for bridging this gap is task‐shifting , defined as a process by which services that are typically delivered by professionals are moved to individuals with less extensive quali…
Is Life Satisfaction an Antecedent to Coping Behaviors for Adolescents
The Dual-Factor Model of Mental Health
Finding the Sweet Spot
School‐based mentoring programs are popular prevention programs thought to influence youth development; but rigorous evaluations indicate that these programs often have small effects on youth outcomes. Researchers suggest that these findings may be explained by (a) mentors and mentees failing to develop a close relationship and (b) mentors not setting goals or focusing on specific skills necessary improve outcomes. We assessed these explanations …
The Dual-Factor Model of Mental Health
What Mentees Bring
A critical mechanism through which mentors are thought to influence developmental outcomes is the mentee-mentor relationship. Attachment theories suggest that a mentee’s perceptions of other relationships in her life may impact the quality of the mentor-mentee relationship. This study tests this hypothesis. Data were drawn from a sample of 205 early adolescent girls who received a college-aged mentor through the Young Women Leaders Program for on…
Strengthening and Expanding Child Services in Low Resource Communities
In the United States, the demand for child mental health services is increasing, while the supply is limited by workforce shortages. These shortages are unlikely to be corrected without significant structural changes in how mental health services are provided. One strategy for bridging this gap is task‐shifting , defined as a process by which services that are typically delivered by professionals are moved to individuals with less extensive quali…
Strategies for monitoring mentoring relationship quality to predict early program dropout
We examined data from a nationally implemented mentoring program over a 4‐year period, to identify demographic and relationship characteristics associated with premature termination. Data were drawn from a sample of 82,224 mentor and mentees. We found matches who reported shared racial or ethnic identities were associated with lower likelihood of premature termination as was mentee's positive feelings of the relationship. We also found that, if d…
Is Life Satisfaction an Antecedent to Coping Behaviors for Adolescents
The ups and downs of mentoring relationship formation
Social acceptance from peers and youth mentoring
Youth mentoring may be able to support lonely and socially isolated youth. This study examined the association between participating in youth mentoring programs and mentee perception of social acceptance from peers. Regression models considered the association between mentoring and peer social acceptance in terms of demographics, program features, and baseline peer relationship quality for 693 youth from 27 mentoring programs. The construct valid…
A mixed‐methods approach to understanding trajectories of mentoring relationship growth
The proposed study integrates quantitative and qualitative approaches to examine mentors with different relationship trajectories reflect on their relationships. Using quantitative and qualitative methods, mentor reports of relationship quality are plotted over time and different growth patterns identified: (1) progressive, (2) stable‐high, (3) dip and recovery, (4) stable‐low, and (5) regressive. Qualitative coding was used to identify patterns …
Dyadic report of relationship quality in school‐based mentoring
Mentoring, a common support practice for middle schoolers, can have varying effects on student academic and behavioral outcomes depending on the type of mentoring and quality of relationship formed. Although research has examined mentees' perception of relationship quality in mentoring relationships, fewer studies have looked at both mentor and mentee reports. The present study aims to explore how the interaction of mentor and mentee perceptions …
The Dual-Factor Model of Mental Health
What Mentees Bring
A critical mechanism through which mentors are thought to influence developmental outcomes is the mentee-mentor relationship. Attachment theories suggest that a mentee’s perceptions of other relationships in her life may impact the quality of the mentor-mentee relationship. This study tests this hypothesis. Data were drawn from a sample of 205 early adolescent girls who received a college-aged mentor through the Young Women Leaders Program for on…
Finding the Sweet Spot
School‐based mentoring programs are popular prevention programs thought to influence youth development; but rigorous evaluations indicate that these programs often have small effects on youth outcomes. Researchers suggest that these findings may be explained by (a) mentors and mentees failing to develop a close relationship and (b) mentors not setting goals or focusing on specific skills necessary improve outcomes. We assessed these explanations …
Strengthening and Expanding Child Services in Low Resource Communities
In the United States, the demand for child mental health services is increasing, while the supply is limited by workforce shortages. These shortages are unlikely to be corrected without significant structural changes in how mental health services are provided. One strategy for bridging this gap is task‐shifting , defined as a process by which services that are typically delivered by professionals are moved to individuals with less extensive quali…
Is Life Satisfaction an Antecedent to Coping Behaviors for Adolescents
Assessing the impact of school-based mentoring
Like many youth development programs, most youth mentoring programs do not have prescribed practices that target specific outcomes. Because the construct of mentoring represents a broad range of potential activities, researchers face a conundrum when making generalizable causal inferences about the effects of this and similar services. On the one hand, researchers cannot make valid experimental inferences if they do not describe what they manipul…
The ups and downs of mentoring relationship formation
It’s Not a Bug, It’s a Feature
Mentees and their mothers
Maternal relationship characteristics have been found to impact academic and behavioral outcomes for youth. However, less is known about how and through what mechanisms these characteristics impact outcomes for mentored youth. In this study, we examined if mentoring relationship quality mediated the relations between maternal relationship characteristics and academic and behavioral outcomes targeted by mentoring programs. Data were drawn from 205…
A mixed‐methods approach to understanding trajectories of mentoring relationship growth
The proposed study integrates quantitative and qualitative approaches to examine mentors with different relationship trajectories reflect on their relationships. Using quantitative and qualitative methods, mentor reports of relationship quality are plotted over time and different growth patterns identified: (1) progressive, (2) stable‐high, (3) dip and recovery, (4) stable‐low, and (5) regressive. Qualitative coding was used to identify patterns …
Dyadic report of relationship quality in school‐based mentoring
Mentoring, a common support practice for middle schoolers, can have varying effects on student academic and behavioral outcomes depending on the type of mentoring and quality of relationship formed. Although research has examined mentees' perception of relationship quality in mentoring relationships, fewer studies have looked at both mentor and mentee reports. The present study aims to explore how the interaction of mentor and mentee perceptions …
The role of family relationships in youth mentoring
Strategies for monitoring mentoring relationship quality to predict early program dropout
We examined data from a nationally implemented mentoring program over a 4‐year period, to identify demographic and relationship characteristics associated with premature termination. Data were drawn from a sample of 82,224 mentor and mentees. We found matches who reported shared racial or ethnic identities were associated with lower likelihood of premature termination as was mentee's positive feelings of the relationship. We also found that, if d…
Supporting School Mental Health Providers
Social acceptance from peers and youth mentoring
Youth mentoring may be able to support lonely and socially isolated youth. This study examined the association between participating in youth mentoring programs and mentee perception of social acceptance from peers. Regression models considered the association between mentoring and peer social acceptance in terms of demographics, program features, and baseline peer relationship quality for 693 youth from 27 mentoring programs. The construct valid…
Examining heterogeneity in mentoring
The current study aims to apply a staged approach to document heterogeneity in discussions in mentoring relationships, chiefly, discussion topics from weekly mentoring sessions with undergraduate women mentors (n = 40), then link each of the eight topics (relationships with friends, family, teachers, and romantic relationships, as well as goals, academic skills, academic problems, and hopes for the future) to developmental outcomes for middle sch…
Ethnic-Racial (Mis)Match between Mentors and Mentees on Perceived Strength of Relationship
Mentoring programs are popular mechanisms for promoting positive youth development due to developmental research suggesting that youth with strong relationships with a special adult have a lower likelihood of a range of negative outcomes. Community-based mentoring programs are mechanisms for promoting access to mental health support and positive youth outcomes. Youth mentorship programs reveal mixed and modest outcomes, yet youth outcomes are mor…
Coordinating Mental Health Supports Across Out-of-School and In-School Providers
The coordination of school- and community-based mental health services is a promising strategy to respond to the rising mental health needs of youth. Out-of-school time (OST) programs are an under-utilized community-based resource that may be leveraged to help meet this need. We conducted a scoping review to (a) identify practices that facilitate the coordination of care between schools and OST programs and (b) examine whether such practices alig…
The Influence of Mentoring on Educational Attitudes, Beliefs, and Behaviors (Eabbs)
Youth mentoring is a popular means for preventing negative psychosocial outcomes (e.g., high-risk behaviors, school dropout) and promoting positive ones (e.g., matriculation, goal setting). Mentors matched with youth through formal programs, such as Big Brothers Big Sisters, are uniquely positioned to promote the development of the mentee’s positive educational attitudes, beliefs, and behaviors (EABBs; e.g., academic engagement, grit, growth mind…
Advancing the Science and Practice of School Psychology Internationally
This paper provides a comprehensive overview of Psychology in the Schools ( PITS ), the second‐longest‐running journal in the field of school psychology. Since its founding in 1964, PITS has served as a central outlet for research and practice focused on the intersection of psychology and education, with an emphasis on advancing the practice of school psychology. The paper highlights the enduring legacy of PITS in advancing school psychology prac…
Exploring Role and Experience Factors on a Virtual, Echo‐Based School Mental Health Professional Development Program
In‐service training for school staff, generally referred to as professional development (PD), may bolster a school's capacity for implementing school mental health (SMH) services. However, not all PD results in knowledge or behavior change. In one model of PD, Project Extension for Community Healthcare Outcomes (ECHO), participants collaborate with each other and a panel of SMH experts on case consultation and didactics. Although ECHO has shown t…
Potential mentor predictors of motivation to attend a cultural humility training
Psychology (18 obras) · Mentoring and Academic Development (14 obras) · Medicine (12 obras) · Developmental psychology (10 obras) · Medical education (8 obras) · Youth Development and Social Support (8 obras) · Clinical Psychology (7 obras) · Computer Science (6 obras) · Social Psychology (6 obras) · Applied Psychology (5 obras)