All’s Well that Ends Well? Mentor Experiences of Match Ending and Closure in School-based Settings

• In Event: Poster Session

Abstract

School-based mentoring programs seek to improve youth outcomes by helping them develop meaningful relationships with non-familial adults. Despite natural and planned transitions that occur during a school year, mentors feel little attention is paid to their skills and abilities to facilitate closure while ending mentoring. This poster describes experiences of match endings from perspectives of mentors participating in school-based mentoring programming delivered by Big Brothers Big Sisters of the Greater Twin Cities, Minnesota. Inductive content analysis of 29 qualitative interviews with high school, college-aged and adult mentors was conducted using Nvivo software. Results demonstrate a clear distinction between ending processes facilitated by the program (e.g., end of school-year party) and closure processes initiated by mentors themselves in interactions with mentees. Whether relationships were characterized as challenging or successful, few mentors perceived their match to have ended particularly well. Some did not have an opportunity to say a final good-bye, were not prepared for the final day, or felt they lacked skills and training to properly foster healthy closure. Mentors also reported shifts in emotions or behaviors of mentees. Findings indicate that mentoring endings and closures are unique relationship stages that require additional training and support of mentors by program staff.

Authors

• Randa Soubra, University of Minnesota

• Kara Beckman, University of Minnesota

• Barbara J. McMorris, University of Minnesota