The Role of School‐based Group Mentoring in Promoting Resilience among Vulnerable High School Students

Kuperminc Gabriel P.; Chan Wing Yi; Hale Katherine E.; Joseph Hannah L.; Delbasso Claudia A.

摘要

Abstract > This study examined the role of participation in a year‐long school‐based group mentoring program, Project Arrive ( <fc>PA</fc> ), on increasing resilience during the first year of high school among students identified as being at high risk for school dropout. Participants were 114, ninth grade students taking part in one of 32 <fc>PA</fc> mentoring groups, and 71 statistically matched comparison students (53% male, 75% eligible for free/reduced‐price lunch, 62% Latinx). Using a propensity score with inverse probability of treatment weighting ( <fc>IPTW</fc> ) to reduce selection bias, and a multi‐level model to account for non‐independence of data within mentoring groups, we examined changes from pre‐test to program exit on seven external resilience resources (developmental supports and opportunities) and four internal resilience assets (personal strengths). At program exit, <fc>PA</fc> participants had higher adjusted means than comparisons on six external resources, including school support, school belonging, school meaningful participation, peer caring relationships, prosocial peers, and home meaningful participation. <fc>PA</fc> participants also had higher adjusted means on one internal asset, problem solving. Results point to the promise of group mentoring as an approach for increasing resilience among academically vulnerable adolescents. </abstract> </span> <span class="z_kbtn z_kbtnclass hoverxs" style="display: none;">展开▼</span> </div> <div class="translation abstracttxt"> <span class="zhankaihshouqi fivelineshidden" id="abstract"> <span>机译：</span><Abstract Type =“main”XML：ID =“AJCP12347-ABS-ABS-ABS-0002”XML：LANG =“EN”> <标题类型=“main”>抽象</ title> > 本研究审查了参与一年长期的校本委任指导计划的作用，项目到达（ <FC> PA </ FC> ），关于在学校辍学风险高中的高中的第一年期间增加恢复力。参与者是114名，第九年级学生参加32人之一 <FC> PA </ FC> 指导团体和71名统计匹配的学生（53％男性，75％符合免费/减价午餐，62％的拉丁文）。使用倾向分数具有逆概率的治疗加权（ <FC> IPTW </ FC> ）为了减少选择偏见，以及一个多级模型，以解释指导组内的数据中的非独立性，我们检查了对七个外部恢复资源（发展支持和机会）和四个内部弹性资产的计划退出的更改（个人优势）。在节目退出， <FC> PA </ FC> 参与者的调整后的手段比六个外部资源的比较，包括学校支持，学校归属，学校有意义的参与，同伴关怀关系，女性观念以及家庭有意义的参与。 <FC> PA </ FC> 参与者在一个内部资产，解决问题上也有更高的调整手段。结果指出了集团指导的承诺作为学术界弱势青少年中增加弹性的方法。 </ p> </摘要> </span> <span class="z_kbtn z_kbtnclass hoverxs" style="display: none;">展开▼</span> </div> </div> <div class="record"> <h2 class="all_title" id="enpatent33" >著录项</h2> <ul> <li> <span class="lefttit">来源</span> <div style="width: 86%;vertical-align: text-top;display: inline-block;"> <a href='/journal-foreign-18635/'>《American journal of community psychology》</a> <b style="margin: 0 2px;">|</b><span>2020年第2期</span><b style="margin: 0 2px;">|</b><span>共13页</span> </div> </li> <li> <div class="author"> <span class="lefttit">作者</span> <p id="fAuthorthree" class="threelineshidden zhankaihshouqi"> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Kuperminc Gabriel P.&option=202" target="_blank" rel="nofollow">Kuperminc Gabriel P.;</a> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Chan Wing Yi&option=202" target="_blank" rel="nofollow">Chan Wing Yi;</a> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Hale Katherine E.&option=202" target="_blank" rel="nofollow">Hale Katherine E.;</a> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Joseph Hannah L.&option=202" target="_blank" rel="nofollow">Joseph Hannah L.;</a> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Delbasso Claudia A.&option=202" target="_blank" rel="nofollow">Delbasso Claudia A.;</a> </p> <span class="z_kbtnclass z_kbtnclassall hoverxs" id="zkzz" style="display: none;">展开▼</span> </div> </li> <li> <div style="display: flex;"> <span class="lefttit">作者单位</span> <div style="position: relative;margin-left: 3px;max-width: 639px;"> <div class="threelineshidden zhankaihshouqi" id="fOrgthree"> <p>Georgia State UniversityAtlanta GA USA;</p> <p>Georgia State UniversityAtlanta GA USA;</p> <p>Georgia State UniversityAtlanta GA USA;</p> <p>Georgia State UniversityAtlanta GA USA;</p> <p>Georgia State UniversityAtlanta GA USA;</p> </div> <span class="z_kbtnclass z_kbtnclassall hoverxs" id="zhdw" style="display: none;">展开▼</span> </div> </div> </li> <li > <span class="lefttit">收录信息</span> <span style="width: 86%;vertical-align: text-top;display: inline-block;"></span> </li> <li> <span class="lefttit">原文格式</span> <span>PDF</span> </li> <li> <span class="lefttit">正文语种</span> <span>eng</span> </li> <li> <span class="lefttit">中图分类</span> <span>B849:C91; </span> </li> <li class="antistop"> <span class="lefttit">关键词</span> <p style="width: 86%;vertical-align: text-top;"> <a style="color: #3E7FEB;" href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Resilience&option=203" rel="nofollow">Resilience;</a> <a style="color: #3E7FEB;" href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Adolescents&option=203" rel="nofollow">Adolescents;</a> <a style="color: #3E7FEB;" href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Drop‐out prevention&option=203" rel="nofollow">Drop‐out prevention;</a> <a style="color: #3E7FEB;" href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Youth Mentoring&option=203" rel="nofollow">Youth Mentoring;</a> </p> <div class="translation"> 机译：弹性;青少年;辍学预防;青年指导; </div> </li> </ul> </div> </div> <div class="literature cardcommon"> <div class="similarity "> <h3 class="all_title" id="enpatent66">相似文献</h3> <div class="similaritytab clearfix"> <ul> <li class="active" >外文文献</li> <li >中文文献</li> <li >专利</li> </ul> </div> <div class="similarity_details"> <ul > <li> <div> <b>1. </b><a class="enjiyixqcontent" href="/journal-foreign-detail/0704022521559.html">The Role of School‐based Group Mentoring in Promoting Resilience among Vulnerable High School Students</a> <b>[J]</b> . <span> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Kuperminc Gabriel P.&option=202" target="_blank" rel="nofollow" class="tuijian_auth tuijian_authcolor">Kuperminc Gabriel P.,</a> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Chan Wing Yi&option=202" target="_blank" rel="nofollow" class="tuijian_auth tuijian_authcolor">Chan Wing Yi,</a> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Hale Katherine E.&option=202" target="_blank" rel="nofollow" class="tuijian_auth tuijian_authcolor">Hale Katherine E.,</a> <a href="/journal-foreign-18635/" target="_blank" rel="nofollow" class="tuijian_authcolor">American journal of community psychology .</a> <span>2020</span><span>,第1a2期</span> </span> </div> <p class="zwjiyix translation" style="max-width: initial;height: auto;word-break: break-all;white-space: initial;text-overflow: initial;overflow: initial;"> <span>机译：校本集团指导在脆弱高中生促进复原力的作用</span> </p> </li> <li> <div> <b>2. </b><a class="enjiyixqcontent" href="/journal-foreign-detail/0704013930228.html">RANDOMIZED EVALUATION OF A SINGLE SEMESTER TRANSITIONAL MENTORING PROGRAM FOR FIRST YEAR MIDDLE SCHOOL STUDENTS: A CAUTIONARY RESULT FOR BRIEF, SCHOOL-BASED MENTORING PROGRAMS</a> <b>[J]</b> . <span> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=McQuillin S&option=202" target="_blank" rel="nofollow" class="tuijian_auth tuijian_authcolor">McQuillin S,</a> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Smith B&option=202" target="_blank" rel="nofollow" class="tuijian_auth tuijian_authcolor">Smith B,</a> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Strait G&option=202" target="_blank" rel="nofollow" class="tuijian_auth tuijian_authcolor">Strait G </a> <a href="/journal-foreign-33970/" target="_blank" rel="nofollow" class="tuijian_authcolor">Journal of community psychology .</a> <span>2011</span><span>,第7期</span> </span> </div> <p class="zwjiyix translation" style="max-width: initial;height: auto;word-break: break-all;white-space: initial;text-overflow: initial;overflow: initial;"> <span>机译：一年级初中学生单学期过渡期辅导计划的随机评估：基于学校的简短辅导计划的警示性结果</span> </p> </li> <li> <div> <b>3. </b><a class="enjiyixqcontent" href="/academic-journal-foreign_detail_thesis/0204121928487.html">The Mediator Role of Academic Resilience in the Relationship of Anxiety Sensitivity, Social and Adaptive Functioning, and School Refusal With School Attachment in High School Students</a> <b>[J]</b> . <span> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Seer ?smail&option=202" target="_blank" rel="nofollow" class="tuijian_auth tuijian_authcolor">Seer ?smail,</a> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Ula? 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