Mentoring at Men's Sheds: an international survey about a community approach to health and well‐being

Men's Sheds are named within the Australian and Irish National Male Health Policies as an exemplar of male health and well‐being and offer a range of formal and informal mentoring to counter the known consequences of social exclusion. The study aimed to report on whether Men's Sheds undertake mentoring programmes, and if so, who is being mentored; are mentors being trained, and if so by whom; and the perceived effectiveness of the mentoring programme. Furthermore, the study aimed to explore associations between sheds with a mentoring programme and factors that reflect an inclusive and a health‐focused environment. All known Men's Sheds were invited to participate in the survey; of those, 324 (42.8%) Men's Sheds in Australia and 59 (48.0%) International sheds participated in the study between April and August 2012. Overall, 39.2% (n = 127) of Australian sheds and 23.7% (n = 14) of International sheds undertook formal mentoring. Youth was the most common group being mentored in both Australia (60.6%; n = 77) and Internationally (71.4%; n = 10). Over half of Australian shed co‐ordinators rated their mentoring programme as moderately effective (52.8%; n = 67) and over a third as highly effective (36.2%; n = 46), while half of International shed co‐ordinators rated theirs as highly effective (50.0%; n = 7). The findings from this paper support the notion that a large number of Men's Sheds offer formal mentoring programmes targeting a range of disadvantaged sub‐populations, thus supporting social inclusion. Inter‐generational mentoring is the most frequently occurring type of mentoring programme. While training mentors occurs at some sheds, the efficacy of this training and programme outcomes are unknown. A typology of shed types appears to be emerging based on a divergence of sheds with a more utilitarian focus and sheds that appear to embrace a health and well‐being focus.     

Evaluation of the mentor-mentee relationship in an occupational therapy mentorship programme

Mentor group relationships in an occupational therapy university curriculum were investigated. In phase I, mentors (n = 23) and mentees (n = 124) were surveyed over a four year period. In phase II, 14 mentees from the same time period were surveyed after graduation. It was found that mentors and mentees surveyed agreed that their mentor group leader displayed more mentoring (i.e. ongoing partnership for guidance and support) than coaching (i.e. short-term relationship for providing feedback on areas requiring change) characteristics, and most agreed that, post-graduation, their mentor group leader had been a mentor to them. Mentees viewed their mentors predominantly as a role model or counsellor and emphasized knowledge, experience, guidance, and support as desirable attributes of a mentor. Contact with mentors for resources, support, or job-related purposes continued after graduation for more than half of mentees. Some mentees reported that peer mentoring had also occurred. Limitations of the study include the small sample size in Phase II and some aspects of survey design. Future areas of research identified include studying the development of the relationship over time (i.e. pre-, mid-way, and post-programme), comparing relationships between mentors and mentees who have similar versus dissimilar expectations for the programme, further examining peer mentoring or group relationships, and continuing post-graduation surveys with a larger sample size for increased reliability.     

Perceptions of mentoring of full-time occupational therapy faculty in the United States

The purpose of this study was to describe the occurrence, nature and perception of the influence of mentoring for full‐time occupational therapy faculty members who are on the tenure track or eligible for re‐appointment in the United States. An online survey was sent during 2010 September, the beginning of the academic year, to all 818 potential participants in the United States entry‐level and doctoral programmes. Fifty six of 107 participants who met the criteria reported being in a mentoring relationship and positively rated their perception of the influence of mentoring on academic success and academic socialization. The response of all participants to open‐ended questions describes preferred mentoring characteristics (providing information, support), benefits (having someone to go to, easing the stress) and challenges (not enough time, mentoring not valued). Findings inform current and potential faculty of the current state of mentoring. Administrators can use this information when designing mentoring opportunities, educating mentors and mentees about the mentoring process, arranging mentors/mentees release time for engaging in the mentoring process and finally, managing the mentor/mentee needs. The cross‐sectional survey of the United States occupational therapy faculty limits generalizability yet paves the way for future studies to explore retention and recruitment of mentored faculty across countries. Copyright © 2012 John Wiley & Sons, Ltd.     

‘Don't fix what ain't broke’: evaluating the effectiveness of a Men's Shed in inner‐regional Australia

Men's Sheds and similar community programmes are known to encourage help‐seeking behaviour and thus improve the health and well‐being outcomes for the men who attend. This paper investigates this issue through a community needs assessment of a Men's Shed programme in inner‐regional Australia. The immediate purpose of this research was to help direct future funding initiatives, and provide recommendations for potential changes and improvements to the programme. A community‐level needs assessment is a systematic process used to determine and address gaps or needs between current and desired conditions within a particular community. We sought to explore how particular formats and structures of Men's Sheds programmes contribute to improve social and medical well‐being, and whether there are key programme characteristics that could be emulated. In total, 22 surveys and 20 interviews were conducted with the men who participated in the programme. The report finds 95% of men are satisfied with the current running of the programme. While there were areas that have been identified for improvement, most men reported that they are content with the current format and would not like to see major changes to its implementation. The results of this research confirm the known benefits of these types of programmes. This paper provides other community programmes with some insight into the key success factors for running a Men's Shed.     

Men's perspectives on fall risk and fall prevention following participation in a group‐based programme conducted at Men's Sheds,Australia

Research on older men's views regarding fall prevention is limited. The purpose of this qualitative study was to explore the experiences and perspectives of older men regarding fall risk and prevention so that fall prevention programmes can better engage older men. Eleven men who had taken part in a group‐based fall prevention programme called Stepping On conducted at Men's Sheds in Sydney, Australia, participated in semi‐structured interviews during June and July 2015 which were audio‐recorded and transcribed. Data were coded and analysed using constant comparative methods. Over‐arching theoretical categories were developed into a conceptual framework linking programme context and content with effects of programme participation on men. Men's Sheds facilitated participation in the programme by being inclusive, male‐friendly places, where Stepping On was programmed into regular activities and was conducted in an enjoyable, supportive atmosphere. Programme content challenged participants to think differently about themselves and their personal fall risk, and provided practical options to address fall risk. Two major themes were identified: adjusting the mindset where men adopted a more cautious mindset paying greater attention to potential fall risks, being careful, concentrating and slowing down; and changing the ways where men acted purposefully on environmental hazards at home and incorporated fall prevention exercises into their routine schedules. Practitioners can engage and support older men to address falls by better understanding men's perspectives on personal fall risk and motivations for action.     

Men's Sheds: enabling environments for Australian men living with and without long‐term disabilities

The health of Australian men has recently received greater attention. Men's Sheds are named in national policy as an exemplar community‐based organisation for the betterment of men's psychosocial health; yet, the evidence base to support this is limited. This study investigates the comparative experience of men with long‐term disabilities and men without long‐term disabilities who go to a Men's Shed and to what extent this provides these men with an enabling, as opposed to disabling, environment. Data were collected from 12 individual interviews with men with long‐term disabilities (5) and men without long‐term disabilities (6), including 1 interview with the male Men's Shed Coordinator (MSC); participant observation within the shed; and a document received from the female MSC regarding the funding the Shed receives. Interviews explored the men's experiences at the Shed and their sense of belonging and social inclusion. Participants had any type of long‐term disability and had been attending the shed for a minimum of 1 month. Data were collected between May and September 2013 and were analysed using the constant comparative method of grounded theory. The core theme that emerged was an enabling community space. The four sub‐themes were: a community and social hub; an equalising space; a safe and supportive male environment; and meaningful male activities. The current literature exemplifies Men's Sheds to be important community‐based organisations beneficial to men's health and well‐being. For men living with long‐term disabilities, this study illuminates that Men's Sheds offer an environment of equality, facilitating a collegial and egalitarian culture. Men can partake in enabling activities and enjoy the company of other men enhancing their sense of belonging and social inclusion as well as interact with other community groups that occupy the same space as the Men's Shed.     

E-mentoring for violence and injury prevention: Early lessons from a global programme

To address the growing burden of violence and injuries, especially in low- and middle-income countries, in 2007 the World Health Organization launched MENTOR-VIP, a global violence and injury prevention (VIP)-mentoring programme. The programme aims to develop human resource capacity through 12-month mentoring arrangements between individual VIP experts (mentors) and less-experienced injury practitioners (mentees). In this paper, we review the first five years of the programme (2007–2011) using a systems analysis and SWOT (Strengths, Weaknesses, Opportunities and Threats) frameworks, discuss programme findings and make recommendations. A well-defined programme with clear instructions, successful matching of mentorship pairs with similar interests and language, a formal accord agreement, institutional support and effective communication were identified as programme strengths. Overambitious projects, lack of funds and difficulties with communications were identified as programme weaknesses. Mentorship projects that require institutional permissions or resources could be potential threats to the success of mentorship. The study resulted in the four following recommendations to strengthen the programme: (1) institute additional steps in selection and matching mentor-mentee pair; (2) train mentors on e-mentoring; (3) conduct special orientation for mentees to the programme; and (4) maintain effective and open communication throughout the programme.     

Different Roles and Different Results: How Activity Orientations Correspond to Relationship Quality and Student Outcomes in School-Based Mentoring

This prospective, mixed-methods study investigated how the nature of joint activities between volunteer mentors and student mentees corresponded to relationship quality and youth outcomes. Focusing on relationships in school-based mentoring programs in low-income urban elementary schools, data were obtained through pre–post assessments, naturalistic observations, and in-depth interviews with mentors and mentees. Adopting an exploratory approach, the study employed qualitative case study methods to inductively identify distinctive patterns reflecting the focus of mentoring activities. The activity orientations of relationships were categorized according to the primary functional role embodied by the mentor and the general theme of interactions: teaching assistant/tutoring, friend/engaging, sage/counseling, acquaintance/floundering. Next, these categories were corroborated by comparing the groups on quantitative assessments of relationship quality and change in child outcomes over time. Relationships characterized by sage mentoring, which balanced amicable engagement with adult guidance, were rated most favorably by mentees on multiple measures of relationship quality. Furthermore, students involved in sage mentoring relationships showed declines in depressive symptoms and aggressive behaviors. For disconnected pairs (acquaintances), students reported more negative relationship experiences. Findings suggest effective mentoring relationships represent a hybrid between the friendly mutuality of horizontal relationships and the differential influence of vertical relationships.     

Nonkin Natural Mentors in the Lives of Older Youths in Foster Care

This study explored the nonkin natural mentoring relationships among older youths in foster care. Three hundred thirty-nine youths nearing their exit from one state’s alternative care system were interviewed. Those that reported the presence of a natural mentor, 62% (n=211), were subsequently asked about how they met their mentor, how long they have known their mentor, how frequently they have contact with their mentor, and the quality of the relationship. Seventy percent of the youth with mentors reported having known their mentors for over 1 year. Youth reported high levels of contact and relationship quality. Ethnic group membership, gender, where youth were living, and clinical characteristics were associated with individual mentoring characteristics. Child and adult service delivery systems might benefit from considering ways to support the continuation of these relationships during the transition period.     

Online Mentoring: The Promise and Challenges of an Emerging Approach to Youth Development

This paper reports on an electronic mentoring program, the Digital Heroes Campaign (DHC), in which 242 youth were matched with online mentors over a two-year period. Survey, focus group, and interview data, in addition to analyses of the e-mails that pairs exchanged, were examined in order to assess the nature, types, and quality of the relationships that were formed. Despite youths’ generally positive self-reports, deep connections between mentors and mentees appeared to be relatively rare. The findings suggest that online mentoring programs face significant challenges and that further research is needed to determine under what conditions online mentoring is likely to be most effective. Editors' Strategic Implications: Given the infrequent occurrence of close connections, youth mentoring practitioners and researchers must consider whether online mentoring is likely to promote the kind of “relationships” that might be expected to promote positive youth development.     

Men's Sheds: A conceptual exploration of the causal pathways for health and well‐being

Although men have a lower life expectancy than women, and are more susceptible to illness, they have been found to be less likely to engage in health‐seeking behaviour. Men's Sheds, as a gendered intervention, has been identified as an effective way to engage men in meaningful activity and gain social support from others. However, links between sheds and health and well‐being are not well‐documented, and evidence is lacking of the potential causal pathways to health generation. This study aims to develop a plausible empirically based causal theory of how Men's Sheds influence the health and well‐being of their participants and to set out future research directions to test this theory. Drawing on a scoping review of academic, peer‐reviewed journal articles published between 1990 and 2018, potential causal linkages between shed activity and health and well‐being outcomes are synthesised into a logic model framework. Sixteen relevant peer‐reviewed journal were identified from the academic literature. The data from the articles are predominantly self‐reported, and characterised by small sample sizes and/ or low response rates. Further, information is lacking on the demographics of Men's Shed participants and the contexts in which they exist. Most notably, while there is some evidence on the potential mental health and social well‐being impacts of shed activities, physical health is less documented. The study shows that there is a lack of reliable and systematic evidence of the potential causal pathways between Men's Shed activities and health and well‐being outcomes. In order to address research gaps, further research is required to test and develop the proposed theory and logic model.     

Understanding the essential components and experiences of youth with autism spectrum disorders in peer mentorship programmes during the transition to adulthood: A qualitative meta-ethnography

Youth with an autism spectrum disorder (ASD) often require additional supports during the period of transition to from high school to post-secondary education or career paths. Peer mentorship (PM) programmes create opportunities to support youth with ASD in identifying their personal, academic and career goals after graduating from high school; however, there is limited insight about the components of these programmes that are valued by both participants and peer mentors and that are perceived to contribute to the overall success of a programme in achieving their goals. Our objective was to identify, describe and synthesize the components of PM programmes valued by youth with ASD and their peer mentors, as well as to document their experiences in these transitional support services. A meta-ethnography was conducted to synthesize qualitative and mixed methods studies of PM programmes for youth with ASD. A systematic search of seven databases yielded 142 nonduplicate articles. Data analysis and synthesis involved (1) extraction of raw data; (2) extraction of study authors' interpretations, followed by inductive coding; (3) synthesis of key themes and (4) schematic diagram development to illustrate the relationship of themes. Ten studies of PM programmes from Canada (2), United States (4), Australia (3) and United Kingdom (1) were included. Extracted data reflected experiences of 131 mentees and 82 mentors. The essential programme components identified were (1) mentorship, (2) skill building, (3) peer group and (4) facilitating transition. PM characterized by clear communication and connection between mentors and mentees was valuable to the success of the programme. Peer mentors played an essential role to facilitate the positive experiences that mentees had with programme components, including interactions with peer groups. Successful PM programmes created a safe environment for mentees to practice skills and helped mentees gain confidence to expand their roles to take leadership in their learning.     

Correlates of psychosocial outcomes among youth heads of households participating in mentoring programs: A study among Rwandan youths from Bugesera District

There is evidence that functioning as heads of household can negatively impact youth psychosocial well-being. We conducted a cross-sectional household survey among youth heads of household (YHH) participating in a mentoring program in one Rwandan district to examine associations between psychosocial outcomes (grief, marginalization, and depression) socioeconomic status, and quality of mentoring relationships. We collected data from 201 youths who have functioned as heads of household for 0–16 years (average: 5.3 years) and who lived with their younger siblings (64.4%) or other relatives (10.1%). We used classical linear regression models to explore variations in psychosocial outcomes due to participant characteristics and/or the quality of mentoring relationships. The results show that greater adult support (β = ?0.2; SE = 0.076) and greater positive relationship with mentor (β = ?1.7; SE = 0.882) were negatively associated with marginalization among YHH. Moreover, residing in Ngenda (β = 4.4; SE = 1.874) and being female (β = 2.8; SE = 0.126) were associated with higher levels of depressive symptoms, whereas greater support was associated with lower levels of depressive symptoms (β = ?1.7; SE = 0.882). Our findings suggest that mentoring interventions may improve youth psychosocial well-being by emphasizing positive relationships between the mentor and their mentees in addition to providing adult support and material support.     

The core of mentorship: medical students' experiences of one-to-one mentoring in a clinical environment

Mentoring has been used in different health care educational programmes, but the core of mentorship, i.e., facilitating the development of medical students' professional competence, has not been explored in depth in the literature. In order to create effective and meaningful mentoring programmes, there is a need for deeper knowledge of the meaning of formal mentorship and, for this, the students' experiences are important. A mentoring program was set up where all medical students were offered a mentor during their first clinical courses; years 3-4. The mentors were physicians and their role as mentors was to support the students and act as sounding-boards, not to teach or assess knowledge. This study aimed to get a deeper understanding of the meaning of mentorship seen from the perspective of undergraduate medical students. A qualitative approach with individual interviews (N = 12) and inductive content analysis was chosen to investigate and interpret the meaning of mentorship. The results comprise three overarching themes: Space, Belief in the future and Transition. Having a mentor gave a sense of security and constituted a 'free zone' alongside the undergraduate programme. It gave hope about the future and increased motivation. The students were introduced to a new community and began to identify themselves as doctors. We would argue that one-to-one mentoring can create conditions for medical students to start to develop some parts of the professional competences that are more elusive in medical education programmes, such as reflective capacity, emotional competence and the feeling of belonging to a community.     

Youth Development Through Mentorship: A Los Angeles School-Based Mentorship Program Among Latino Children

Despite higher risk for school failure, few school-based mentoring (SBM) studies have focused on low-income at-risk Latino children. We describe the development and evaluation of the Youth Empowerment Program (YEP), a sustainable, high-quality, SBM program among urban Latino students. Based on evidence from work in other communities, YEP was created as a partnership between the 4th and 5th grades at a Los Angeles Title I elementary school and university undergraduates. We tested the feasibility of applying a previously validated relationship quality assessment tool in this population. Since 2008, 61 mentor and mentee pairs have participated in YEP, with an average relationship length of 1.5 years. Through 2010, over 95 % of pairs had relationships lasting at least 1 year, while 47 % lasted 2 or more years. Seventy-percent of mentees and 85 % of mentors were female, and an increased trend for early relationship termination was observed among male mentees. Through 2011, relationships lasted under 1 year among 29 % of male mentees compared to 7 % of female mentees (p = 0.15). A previously validated relationship quality assessment tool was easily incorporated into YEP, with relationships exhibiting youth-centeredness, emotional engagement and low dissatisfaction. After 5 years, YEP has become a feasible and sustainable SBM program providing long-term relationships for low-income Latino children. These relationships may improve youth health through fewer risky behaviors and attitude improvements. Future work should focus on supporting male mentors and mentees.     

An evaluation of the intensity of mentoring: child outcomes

This study examines the intensity effect of a mentoring intervention for Head Start teachers, the Individualised Learning Intervention (ILI), as it impacts child social emotional outcomes. Pairs of Mentor and Protégé teachers across three sites in two states were randomly assigned to intervention and control groups. Mentors in the intervention group participated in a 50-hour mentor seminar and supported the intervention Protégé teachers’ professional growth and development across one Head Start school year. Mentors themselves were also supported by a Mentor Coordinator. As part of a quasi-experimental study of implementation fidelity effects, the intensity of mentoring intervention was measured by the Intensity of Intervention Scale and the intervention group was divided into high and moderate intensity levels. Evidence is presented for the effects of high intensity levels of the ILI Mentoring programme, relative to moderate intensity and control conditions, on the children in the Protégé teachers’ classrooms. These results lead to practice and policy implications regarding the implementation of mentoring programmes such as the ILI which are designed for early childhood educators and built upon adult self-directed learning experiences and collaborative support.