Mindfulness and Mentoring Satisfaction of College Women Mentoring Youth: Implications for Training
Mindfulness
Short Title:
Mindfulness and Mentoring Satisfaction of College Women Mentoring Youth
Format:
Journal Article
Publication Date:
2016/12//
Pages:
1327 - 1338
Sources ID:
107986
Collection:
Mindfulness Studies and Undergraduates
Visibility:
Public (group default)
Abstract:
(Show)
College students who mentor at-risk youth face a variety of challenges and unexpected dilemmas. Mindful awareness practices (MAPs) offer a promising strategy for stress reduction and enhanced relationship satisfaction for college students, counseling students, parents, and teachers; yet, the potential benefits for college student mentors remain largely unexamined. This quasi-experimental study analyzed survey data from college student mentors who received a MAP-based intervention (n = 59), and a comparison group comprised mentors who received the same mentor training and group mentoring curriculum, but without the added mindfulness component to examine the following research questions: (a) is the addition of a mindfulness component to college student mentor training associated with mentors’ mentoring satisfaction; (b) does this help them enhance their ability to be empathic in challenging situations; and (c) does this help them shift their inclination for autonomous decision-making and prescriptive mentoring toward a more collaborative, youth-centered approach. Relative to the comparison group, mentors who participated in mindfulness training reported significantly higher mentor satisfaction, greater increases in empathy, and greater decreases in autonomy. Results provide youth-focused programs with new knowledge regarding additional avenues for supporting college students working with youth.