The benefits of participating in a culturally translated youth mentoring program and service‐learning experience for Aotearoa New Zealand mentors

Bibliographic Data

ID11042878
AuthorsKelsey L Deane (0000-0002-1388-1834, Faculty of Education & Social Work University of Auckland Auckland New Zealand, corresponding author), Pat Bullen (0000-0001-6494-3698, Faculty of Education & Social Work University of Auckland Auckland New Zealand), Rachel Williamson‐Dean (Faculty of Education & Social Work University of Auckland Auckland New Zealand), Kiri Wilder (0000-0002-1995-8687, Faculty of Education & Social Work University of Auckland Auckland New Zealand)
Year2023
Volume51
Issue8
Pages3366-3384
Publication date2023-11-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Community Psychology (JOURNAL)
Journal identifiersISSN: 0090-4392 • E-ISSN: 1520-6629
PublisherWiley (PUBLISHER • GB)
DOI10.1002/jcop.23005
PMID36720047
OpenAlexW4318754178
LanguageEN
Citations received1
References cited26

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 version of a US‐based service‐learning experience and therapeutic youth mentoring program implemented in New Zealand, based on a mixed‐method, pre‐post evaluation survey involving 62 ethnically diverse mentors (81% female). A large, significant increase in mentoring self‐efficacy and small to moderate significant increases for attunement to others, sociability and leadership, and problem‐solving and perspective‐taking were found. Open‐ended survey responses revealed self‐reported changes in both personal and professional growth. The discussion highlights the importance of theory and evidence‐driven design decisions and an intensive evidence‐informed training curriculum for mentoring‐based service‐learning programs

Aotearoa · Attunement · Curriculum · Medical education · Pedagogy · Perspective (graphical) · Professional development · Service (business) · Service-learning · Sociology · Medicine · Nursing Education, Practice, and Leadership · Psychology · Service-Learning and Community Engagement · Youth Development and Social Support

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Open DOIOpen Access