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Strengthen the Evidence for Maternal and Child Health Programs

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Evidence Tools
MCHbest. Adult Mentor.

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Strategy. Mentoring Programs to Prevent Youth Delinquency

Approach. Develop and implement a community-based mentoring program to improve social behaviors in adolescents.

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Overview. Mentoring programs focused on reducing delinquency pair youth at risk with adult mentors to develop relationships and spend time together at regular meetings for an extended period. Youth at risk for delinquent behavior have individual characteristics (e.g., showing conduct disorders or antisocial behavior) and/or ecological characteristics (e.g., living in neighborhoods with high rates of poverty or crime, coming from abusive families, experiencing parental incarceration) that increase the likelihood of delinquency.[1] Mentors have greater knowledge, skills, or experience than mentees, but are not in professional or pre-determined relationships with the mentees such as parent-child or teacher-student.[1] Implementation varies significantly from program to program. Mentors can be paid staff or volunteers. Mentoring programs can occur during or after school and can take place at school or offsite.[2]

Evidence. Scientifically Rigorous Evidence. Strategies with this rating are most likely to be effective...

Access the peer-reviewed evidence through the MCH Digital Library or related evidence source.

Outcome Components. This strategy has shown to have impact on the following outcomes (Read more about these categories):

  • Utilization. This strategy improves the extent to which individuals and communities use available healthcare services.
  • Health and Health Behaviors/Behavior Change. This strategy improves individuals' physical and mental health and their adoption of healthy behaviors (e.g., healthy eating, physical activity).
  • Social Determinants of Health. This strategy advances economic, social, and environmental factors that affect health outcomes. SDOH include the conditions in the environments in which people are born, live, learn, work, play, worship, and age that affect a wide range of health, functioning, and quality-of-life outcomes and risks.

Detailed Outcomes. For specific outcomes related to each study supporting this strategy, access the peer-reviewed evidence and read the Intervention Results for each study.

Intervention Type. Coalition-Building (Read more about intervention types and levels as defined by the Public Health Intervention Wheel).

Intervention Level. Individual/Family-Focused

Examples from the Field. There are currently no ESMs that use this strategy. Search similar intervention components in the ESM database.

Sample ESMs. Here are sample ESMs to use as models for your own measures using the RBA framework (see The Role of Title V in Adapting Strategies).

Quadrant 1:
Measuring Quantity of Effort (“What/how much did we do?”)

  • Number of adult mentors recruited, screened, and trained to work with adolescents at increased risk in the mentoring program. (Shows the capacity and readiness of the mentor pool) Number of adolescents at increased risk enrolled and matched with adult mentors in the community-based mentoring program. (Indicates the reach and engagement of the population served)

Quadrant 2:
Measuring Quality of Effort (“How well did we do it?”)

  • Percent of adult mentors recruited, screened, and trained to work with adolescents at increased risk in the mentoring program. (Shows the capacity and readiness of the mentor pool) Percent of adolescents at increased risk enrolled and matched with adult mentors in the community-based mentoring program. (Indicates the reach and engagement of the population served)

Quadrant 3:
Measuring Quantity of Effect (“Is anyone better off?”)

  • Number of adolescents at increased risk who demonstrate improved social behaviors and reduced risk factors after participating in the mentoring program. (Shows the approach's impact on its primary goal of promoting positive youth development) Number of adolescents at increased risk who report increased positive relationships, role models, and support networks as a result of their mentoring experience. (Indicates the approach's effect on building protective factors and social assets for youth) Number of adolescents at increased risk in the mentoring program who graduate from high school and pursue post-secondary education or vocational training. (Shows the approach's long-term impact on promoting positive life trajectories and reducing risk) Number of adolescents at increased risk in the mentoring program who show improved school attendance, academic performance, and engagement in positive extracurricular activities. (Shows the approach's effect on promoting protective factors and reducing risk factors)

Quadrant 4:
Measuring Quality of Effect (“How are they better off?”)

  • Percent of adolescents at increased risk who demonstrate improved social behaviors and reduced risk factors after participating in the mentoring program. (Shows the approach's impact on its primary goal of promoting positive youth development) Percent of adolescents at increased risk who report increased positive relationships, role models, and support networks as a result of their mentoring experience. (Indicates the approach's effect on building protective factors and social assets for youth) Percent of adolescents at increased risk in the mentoring program who graduate from high school and pursue post-secondary education or vocational training. (Shows the approach's long-term impact on promoting positive life trajectories and reducing risk) Percent of adolescents at increased risk in the mentoring program who show improved school attendance, academic performance, and engagement in positive extracurricular activities. (Shows the approach's effect on promoting protective factors and reducing risk factors)

Note. When looking at your ESMs, SPMs, or other strategies:

  1. Move from measuring quantity to quality.
  2. Move from measuring effort to effect.
  3. Quadrant 1 strategies should be used sparingly, when no other data exists.
  4. The most effective measurement combines strategies in all levels, with most in Quadrants 2 and 4.

Learn More. Read how to create stronger ESMs and how to measure ESM impact more meaningfully through Results-Based Accountability.

References

[1] Campbell-Tolan 2013 - Tolan P, Henry D, Schoeny M, et al. Mentoring interventions to affect juvenile delinquency and associated problems: A systematic review. Campbell Systematic Reviews. 2013:9.

[2] Mac Iver 2017 - Mac Iver MA, Sheldon S, Naeger S, Clark E. Mentoring students back on-track to graduation: Program results from five communities. Education and Urban Society. 2017;49(7):643-675.

This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number U02MC31613, MCH Advanced Education Policy, $3.5 M. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.