This paper investigates the effects of mentor support for young vulnerable mothers, and of the cognitive and social psychological processes that occures during this relation. In order to do this, the paper includes: A review of Banduras social psychological theory, concerning modelling and a review of general presentations of cognitive behavior therapy, which will be used throughout the project to focus on the creation of inner cognitive processes. This paper investigates the use of mentoring programs in the Alexandra Dorm, a dorm for young vulnerable mothers. In order to get a better understanding of the effects of the mentor support, the group decided to do five phenomenological qualitative interviews, one with an expert, two with different mentors and two with these mentors’ mentees. The group then worked through a condensation of meaning to develop an analysis of which cognitive and social psychological processes that occures during the relation between mentor and mentee, by using secondary empiricism, cognitive and social psychological theory. Furthermore the paper presents a discussion based on the matching between mentor and mentee, and the facilitation of the mentor procedure. The paper concludes, from a social psychological perspective, that the effects of the mentor support at the Alexandra Dorm, can be shown by the mentors becoming subject to the mentees processes of modelling. In addition, the paper concludes, from a cognitive perspective, that different mental processes is put under development, as an effect of the mentor support. This is shown by attempts to regulate the young mothers behaviour, her thoughts and the notion of oneself, others and the world. The paper concludes that the effects of mentor support, is shown as contributions to new, positive behavioural strategies and more positive understandings and valuations by the young mothers.
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