Kelsey L Deane
Biographic Data
| ID | 6034620 |
|---|---|
| NAME | Kelsey L Deane |
| GIVEN NAMES | Kelsey L |
| FAMILY NAME | Deane |
| SIGNATURE | DEANE K L |
| AFFILIATIONS | University of Auckland |
| ORCID | 0000-0002-1388-1834 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 36 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Innovating to amplify the voices of young people from marginalized ethnic migrant backgrounds
The meaningful participation of young people from marginalized ethnic backgrounds in civic processes is central to the social cohesion of increasingly diverse liberal democracies, but their participation is compromised by a range of barriers resulting in decision‐making that is disconnected from their lives. To address participation barriers, a group of young people from marginalized ethnic migrant backgrounds joined a team of researchers, social…
The benefits of participating in a culturally translated youth mentoring program and service‐learning experience for Aotearoa New Zealand mentors
The aim of this article is to demonstrate “mentoring through service‐learning” models can be powerful avenues to support the development of emerging adult practitioners, and are scalable to new global contexts when careful attention is paid to the local culture and evidence‐based principles for mentoring and service‐learning. The study presents outcome findings for mentors who participated in Campus Connections Aotearoa, a culturally translated v…
Using Observational Dyadic Methods in Youth Mentoring Research
Self-disclosure builds high quality relationships, but knowledge of self-disclosure in youth mentoring relationships is limited by a lack of research and reliance on self-reports. To demonstrate the value of observational methods and dyadic modeling of mentoring communication processes, this study examined the associations between behavioral observation of self-disclosure and self-reported relationship quality in 49 mentee-mentor dyads (mentees: …
The Comparative Roles of Mentor Self-Efficacy and Empathy in Fostering Relationship Quality with Youth
Youth mentors’ efficacy beliefs and relational skills should both influence the quality of their connections with their mentees, but a lack of research based on large, dyadic and longitudinal samples limits understanding of how mentor characteristics impact relationship quality. This study used three staged and process-focused structural equation models to (1) investigate the mutually reinforcing effects of mentor self-efficacy and empathy over t…
Exploring the benefits and risks of mentor self‐disclosure
Evidence shows that self‐disclosure plays an important role in developing and maintaining close interpersonal relationships. As self‐disclosure remains largely unexamined in the context of interventions based on youth‐adult helping relationships, little is known about the effects of mentor disclosure, or the ethics of using this communication technique. In this study, we used self‐report questionnaire data from 51 mentoring pairs to investigate t…
The realities and aspirations of people experiencing food insecurity in Tāmaki Makaurau
Given the strong links between food security and wellbeing, addressing the increasing lack of access to adequate, appropriate food is necessary to realise the current Aotearoa New Zealand government’s wellbeing‐related ambitions. This qualitative survey study engages with the experiences of over 600 food insecure people by analysing open‐ended survey responses regarding their experiences of food insecurity and their goals and dreams for the futur…
Opening up
Theoretically integrative evaluation practice
The evaluation models described in the literature may be interpreted as prescriptive and uniform approaches to practice but, in the real world, practitioners are likely to blend aspects of different models to achieve multiple goals. Despite the commonality of pluralistic approaches in evaluation practice, literature on theoretical integration is sparse. This article guides readers through a theoretically integrative evaluation design process and …
It is OK to let them know you are human too”
This study aims to capture descriptive data on how mentors self‐disclose to their adolescent mentees. Self‐disclosure is a normative communication process that facilitates trust and closeness in interpersonal relationships. Despite being a relational intervention, little is known about self‐disclosure in youth‐mentoring relationships. A total of 54 mentors from 2 community‐based mentoring programs in Auckland, New Zealand, participated in this mi…
Positive youth development profiles of cross-age peer mentors
To engage more youth in service, we require further research on the characteristics of youth who serve, particularly disadvantaged youth with limited access to formal service opportunities. This study investigated the positive youth development characteristics of New Zealand youth who decided to mentor younger peers in the Stars program for the first time (n = 109), those who returned to mentor for a subsequent year (n = 48), and similar youth no…
Do mentor support for ethnic–racial identity and mentee cultural mistrust matter for girls of color? A preliminary investigation
Findings support the importance of further efforts to understand the roles of culturally relevant relationship processes and youth attitudes in mentoring interventions for girls of color. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
Distal and experiential perspectives of relationship quality from mentors, mentees, and program staff in a school-based youth mentoring program
The Impact of the Project K Youth Development Program on Self-Efficacy
Engagement and Mentor Support as Drivers of Social Development in the Project K Youth Development Program
Trends and transitions from secondary school
Engagement in further education, employment or training following the completion of compulsory schooling is an important predictor of adult life adjustment. As a key microsystemic context, supportive school environments can facilitate positive transitions, especially for disadvantaged youth who are at higher risk of underachievement and not engaging in further education, employment or training (NEET) in emerging adulthood. The present research co…
The Youth Adventure Programming Model
The literature on adventure programming indicates that it is a promising avenue for cultivating positive youth development, but little is known about the conditions that promote positive outcomes. Here, we propose a model for youth adventure programming based on a synthesis of the extant research. The youth adventure programming ( YAP ) model proposed in this article describes the critical features YAP offers; the experiential learning cycle that…
Young Maori perceptions of a youth development programme
Project K is a youth development programme that targets young people aged 14–15 years with low self‐efficacy. It is run by the Foundation for Youth Development. Story‐telling style interviews that asked participants to imagine themselves in a reality television show with different ‘episodes’ were conducted with six Maori Project K participants on the effectiveness of the programme and if and how it works with Maori ‘as Maori’. Results suggested t…
Do mentor support for ethnic–racial identity and mentee cultural mistrust matter for girls of color? A preliminary investigation
Findings support the importance of further efforts to understand the roles of culturally relevant relationship processes and youth attitudes in mentoring interventions for girls of color. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
The Comparative Roles of Mentor Self-Efficacy and Empathy in Fostering Relationship Quality with Youth
Youth mentors’ efficacy beliefs and relational skills should both influence the quality of their connections with their mentees, but a lack of research based on large, dyadic and longitudinal samples limits understanding of how mentor characteristics impact relationship quality. This study used three staged and process-focused structural equation models to (1) investigate the mutually reinforcing effects of mentor self-efficacy and empathy over t…
It is OK to let them know you are human too”
This study aims to capture descriptive data on how mentors self‐disclose to their adolescent mentees. Self‐disclosure is a normative communication process that facilitates trust and closeness in interpersonal relationships. Despite being a relational intervention, little is known about self‐disclosure in youth‐mentoring relationships. A total of 54 mentors from 2 community‐based mentoring programs in Auckland, New Zealand, participated in this mi…
Distal and experiential perspectives of relationship quality from mentors, mentees, and program staff in a school-based youth mentoring program
The Youth Adventure Programming Model
The literature on adventure programming indicates that it is a promising avenue for cultivating positive youth development, but little is known about the conditions that promote positive outcomes. Here, we propose a model for youth adventure programming based on a synthesis of the extant research. The youth adventure programming ( YAP ) model proposed in this article describes the critical features YAP offers; the experiential learning cycle that…
Innovating to amplify the voices of young people from marginalized ethnic migrant backgrounds
The meaningful participation of young people from marginalized ethnic backgrounds in civic processes is central to the social cohesion of increasingly diverse liberal democracies, but their participation is compromised by a range of barriers resulting in decision‐making that is disconnected from their lives. To address participation barriers, a group of young people from marginalized ethnic migrant backgrounds joined a team of researchers, social…
Exploring the benefits and risks of mentor self‐disclosure
Evidence shows that self‐disclosure plays an important role in developing and maintaining close interpersonal relationships. As self‐disclosure remains largely unexamined in the context of interventions based on youth‐adult helping relationships, little is known about the effects of mentor disclosure, or the ethics of using this communication technique. In this study, we used self‐report questionnaire data from 51 mentoring pairs to investigate t…
Opening up
Theoretically integrative evaluation practice
The evaluation models described in the literature may be interpreted as prescriptive and uniform approaches to practice but, in the real world, practitioners are likely to blend aspects of different models to achieve multiple goals. Despite the commonality of pluralistic approaches in evaluation practice, literature on theoretical integration is sparse. This article guides readers through a theoretically integrative evaluation design process and …
The Impact of the Project K Youth Development Program on Self-Efficacy
Engagement and Mentor Support as Drivers of Social Development in the Project K Youth Development Program
Trends and transitions from secondary school
Engagement in further education, employment or training following the completion of compulsory schooling is an important predictor of adult life adjustment. As a key microsystemic context, supportive school environments can facilitate positive transitions, especially for disadvantaged youth who are at higher risk of underachievement and not engaging in further education, employment or training (NEET) in emerging adulthood. The present research co…
Young Maori perceptions of a youth development programme
Project K is a youth development programme that targets young people aged 14–15 years with low self‐efficacy. It is run by the Foundation for Youth Development. Story‐telling style interviews that asked participants to imagine themselves in a reality television show with different ‘episodes’ were conducted with six Maori Project K participants on the effectiveness of the programme and if and how it works with Maori ‘as Maori’. Results suggested t…
Young Maori perceptions of a youth development programme
Project K is a youth development programme that targets young people aged 14–15 years with low self‐efficacy. It is run by the Foundation for Youth Development. Story‐telling style interviews that asked participants to imagine themselves in a reality television show with different ‘episodes’ were conducted with six Maori Project K participants on the effectiveness of the programme and if and how it works with Maori ‘as Maori’. Results suggested t…
The Youth Adventure Programming Model
The literature on adventure programming indicates that it is a promising avenue for cultivating positive youth development, but little is known about the conditions that promote positive outcomes. Here, we propose a model for youth adventure programming based on a synthesis of the extant research. The youth adventure programming ( YAP ) model proposed in this article describes the critical features YAP offers; the experiential learning cycle that…
Trends and transitions from secondary school
Engagement in further education, employment or training following the completion of compulsory schooling is an important predictor of adult life adjustment. As a key microsystemic context, supportive school environments can facilitate positive transitions, especially for disadvantaged youth who are at higher risk of underachievement and not engaging in further education, employment or training (NEET) in emerging adulthood. The present research co…
The Impact of the Project K Youth Development Program on Self-Efficacy
Engagement and Mentor Support as Drivers of Social Development in the Project K Youth Development Program
Positive youth development profiles of cross-age peer mentors
To engage more youth in service, we require further research on the characteristics of youth who serve, particularly disadvantaged youth with limited access to formal service opportunities. This study investigated the positive youth development characteristics of New Zealand youth who decided to mentor younger peers in the Stars program for the first time (n = 109), those who returned to mentor for a subsequent year (n = 48), and similar youth no…
Do mentor support for ethnic–racial identity and mentee cultural mistrust matter for girls of color? A preliminary investigation
Findings support the importance of further efforts to understand the roles of culturally relevant relationship processes and youth attitudes in mentoring interventions for girls of color. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
Distal and experiential perspectives of relationship quality from mentors, mentees, and program staff in a school-based youth mentoring program
Theoretically integrative evaluation practice
The evaluation models described in the literature may be interpreted as prescriptive and uniform approaches to practice but, in the real world, practitioners are likely to blend aspects of different models to achieve multiple goals. Despite the commonality of pluralistic approaches in evaluation practice, literature on theoretical integration is sparse. This article guides readers through a theoretically integrative evaluation design process and …
It is OK to let them know you are human too”
This study aims to capture descriptive data on how mentors self‐disclose to their adolescent mentees. Self‐disclosure is a normative communication process that facilitates trust and closeness in interpersonal relationships. Despite being a relational intervention, little is known about self‐disclosure in youth‐mentoring relationships. A total of 54 mentors from 2 community‐based mentoring programs in Auckland, New Zealand, participated in this mi…
Opening up
Exploring the benefits and risks of mentor self‐disclosure
Evidence shows that self‐disclosure plays an important role in developing and maintaining close interpersonal relationships. As self‐disclosure remains largely unexamined in the context of interventions based on youth‐adult helping relationships, little is known about the effects of mentor disclosure, or the ethics of using this communication technique. In this study, we used self‐report questionnaire data from 51 mentoring pairs to investigate t…
The realities and aspirations of people experiencing food insecurity in Tāmaki Makaurau
Given the strong links between food security and wellbeing, addressing the increasing lack of access to adequate, appropriate food is necessary to realise the current Aotearoa New Zealand government’s wellbeing‐related ambitions. This qualitative survey study engages with the experiences of over 600 food insecure people by analysing open‐ended survey responses regarding their experiences of food insecurity and their goals and dreams for the futur…
The Comparative Roles of Mentor Self-Efficacy and Empathy in Fostering Relationship Quality with Youth
Youth mentors’ efficacy beliefs and relational skills should both influence the quality of their connections with their mentees, but a lack of research based on large, dyadic and longitudinal samples limits understanding of how mentor characteristics impact relationship quality. This study used three staged and process-focused structural equation models to (1) investigate the mutually reinforcing effects of mentor self-efficacy and empathy over t…
The benefits of participating in a culturally translated youth mentoring program and service‐learning experience for Aotearoa New Zealand mentors
The aim of this article is to demonstrate “mentoring through service‐learning” models can be powerful avenues to support the development of emerging adult practitioners, and are scalable to new global contexts when careful attention is paid to the local culture and evidence‐based principles for mentoring and service‐learning. The study presents outcome findings for mentors who participated in Campus Connections Aotearoa, a culturally translated v…
Using Observational Dyadic Methods in Youth Mentoring Research
Self-disclosure builds high quality relationships, but knowledge of self-disclosure in youth mentoring relationships is limited by a lack of research and reliance on self-reports. To demonstrate the value of observational methods and dyadic modeling of mentoring communication processes, this study examined the associations between behavioral observation of self-disclosure and self-reported relationship quality in 49 mentee-mentor dyads (mentees: …
Innovating to amplify the voices of young people from marginalized ethnic migrant backgrounds
The meaningful participation of young people from marginalized ethnic backgrounds in civic processes is central to the social cohesion of increasingly diverse liberal democracies, but their participation is compromised by a range of barriers resulting in decision‐making that is disconnected from their lives. To address participation barriers, a group of young people from marginalized ethnic migrant backgrounds joined a team of researchers, social…
Psychology (15 works) · Youth Development and Social Support (12 works) · Medicine (11 works) · Social Psychology (10 works) · Developmental psychology (8 works) · Social Psychology (8 works) · Mentoring and Academic Development (7 works) · Political science (7 works) · Positive Youth Development (6 works) · Sociology (6 works)