ATTACHMENT-FOCUSED EVIDENCE-BASED MENTORING MODEL

Yıl 2022, Cilt: 21 Sayı: 45, 1558 - 1580, 30.12.2022

Hacer Subaşı , Nadire Gülçin Yıldız

https://doi.org/10.46928/iticusbe.1080464

Öz

Mentoring programs are systematic structures targeting positive youth development (PYD). Studies demonstrate the effectiveness of mentoring programs in support of individuals socially, emotionally, academically and in employment areas; promoting protective and preventive factors (Logsdon et al., 2018). Mentoring programs are found to be promoting positive development not only for mentis but also for the mentors by enhancing a positive climate and cooperative atmosphere (Voight and Nation, 2016). As a matter of fact, various kinds of mentoring programs have been put into practice since 1990s. Despite a rapid quantitative increase in mentoring programs until now, serious concerns have been raised regarding the quality. As a result of these concerns, the question of how effective and evidence-based mentoring programs should be coming to the fore. Hereafter, a kind of more customized mentoring programs have begun to be discussed in terms of their structural features that should be in a mentoring program, and individual (e.g., attachment styles, psychopathology, etc.) and environmental risk factors of mentees personally. This study is based on these discussions especially by focusing on the importance of attachment-based perspective while pairing procedure of mentors and mentees and the supervision service for an effective and evidence-based mentoring program. Consequently, more relationship focused mentee-based mentoring programs are found to be more effective in promoting positive youth development instead of excessively structured and goal-oriented mentoring programs.

Anahtar Kelimeler

attachment, attachment-based mentoring, youth, positive youth development, supervision

BAĞLANMA-TEMELLİ KANITA-DAYALI MENTÖRLÜK MODELİ

Öz

Mentörlük programları çocuk ve gençlerin pozitif gelişimini destekleyen sistemli programlardır. Araştırmalar, mentörlük programlarının bireyleri sosyal, duygusal, akademik ve istihdam alanlarında desteklemek adına faydalı olduğunu (Logsdon ve ark., 2018); koruyucu ve önleyici faktörleri teşvik ettiğini göstermektedir. Mentörlük programları sadece mentiler için değil mentörler için de olumlu bir iklim ve iş birliği kültürü oluşturarak onların pozitif gelişimlerini teşvik edebilir (Voight & Nation, 2016). Nitekim 1990’lı yıllardan beri bu amaçla pek çok mentörlük programı hayata geçirilmiştir. Günümüze dek niceliksel olarak ciddi anlamda artış gösteren mentörlük programlarının niteliğinin nasıl olması gerektiği ile ilgili ciddi kaygılar doğmuştur. Söz konusu kaygıların bir neticesi olarak etkili ve kanıta dayalı bir mentörlük programının nasıl olması gerektiği sorusu gündeme gelmiştir. Artık, bir mentörlük programında olması gereken süreçlerin yapılandırıldığı, hedef menti kitlesinin özelliklerinin, barındırdığı bireysel (ör. bağlanma tarzı, psikopatoloji, vb.) ve çevresel risk faktörlerinin dikkate alındığı bir nevi kişiselleştirilmiş mentörlük programları tartışılmaya başlanmıştır. Bu çalışma da söz tartışmalardan hareketle özellikle mentör ve menti eşleştirme sürecinde bağlanma temelli bir yaklaşımın ve süregiden süpervizyon desteğinin etkili ve nitelikli bir mentörlük programı için neden önemli olduğu tartışılmıştır. Sonuç olarak, aşırı yapılandırılmış bir çerçevede sadece hedef odaklı mentörlük programlarından ziyade yine belirli bir çerçevesi ve hedefi olan ama ilişkiyi merkeze alan daha menti odaklı bir yaklaşım gençliğin pozitif gelişimi için gereklidir.

Anahtar Kelimeler

bağlanma, bağlanma temelli mentörlük, gençlik, gençliğin pozitif gelişimi, süpervizyon

Kaynakça

• Ainsworth, M. S., Bell, S. M. V. & Stayton, D. J. (1969). Individual Differences in Strange Situational Behavior of One-year-olds. H. R. Schaffer (Ed.). The Origins of Human Social Relations içinde, Academic Press.
• American School Counselor Association (ASCA). (Adopted 1978; Revised 1984, 1993, 1999, 2002, 2008, 2015). Position Statement: The School Counselor and Peer Support Programs. ASCA.
• Barnett, J. E., Doll, B., Younggren, J. N., & Rubin, N. J. (2007). Clinical competence for practicing psychologists: Clearly a work in progress. Professional Psychology: Research and Practice, 38, 510-517.
• Barnett, J.E. (2000). The supervisee’s checklist: Attending to ethical, legal, and clinical issues. The Maryland Psychologist, 46:1, 18-19.
• Beltman, S. & MacCallum, J. (2006). Mentoring and the Development of Resilience: An Australian Perspective, International Journal of Mental Health Promotion, 8, 1.
• Berger, J., Black, D.R., & Routson, S. (2018). 2018 revised NAPPP programmatic standards rubric. Perspectives in Peer Programs, 28(1), 18-59. Retrieved from: http://www.peerprogramprofessionals.org/uploads/3/4/7/4/34744081/persinpeerprogv28_1_.pdf .
• Bernard, J. M., & Goodyear, R. K. (2004). Fundamentals of clinical supervision. Boston: Allyn & Bacon.
• Bernard, J.M. & Goodyear, R.K. (2019). Fundamentals of clinical supervision (6th ed.). Pearson.
• Bernard, J.M. & Goodyear, R.K. (2019). Fundamentals of clinical supervision (6th ed.). Pearson.
• Borders, L. D. (2001). Counseling supervision: A deliberate educational process. In D. C. Locke, J. E. Myers, & E. L. Herr (Eds.), The handbook of counseling (pp. 417-432). Thousand Oaks, CA: Sage.
• Borders, L. D. (2005). Snapshot of clinical supervision in counseling and counselor education: A five-year review. The Clinical Supervisor, 24(1-2), 69-113. doi:10.1300/J001v24n01_05
• Britner, P. A., Balcazar, F. E., Blechamn, E. A., Blinn-Pike, L. & Larose, S. (2006). Mentoring Special Youth, Journal of Community Psyhology, 34: 6, 747-763.
• Britner, P. A. & Kraimer-Rickbay (2005). Abused and Neglected Youth. D. L. DuBois ve M. J. Karcher (Ed.), Handbook of Youth Mentoring içinde. Sage Publications.
• Cooper, M.L., Albino, A.W., Orcutt, H.K., & Williams, N. (2004). Attachment Styles and Intrapersonal Adjustment: A Longitudinal Study from Adolescence into Young Adulthood. W.S. Rholes & J.A. Simpson (Ed.), Adult attachment: Theory, research, & clinical implications içinde. (s. 438-466). Guilford Press.
• Curran, T., & Wexler, L. (2017). School-based positive youth development: A systematic review of the literature. Journal of School Health, 87:1, 71-80.
• Dozier, M. & Rutter, M. (2008). Challenges to the Development of Attachment Relationships Faced by Young Children in Foster and Adoptive Care. Chilhodd. J. Cassidy ve P. R. Shaver, (Ed.) Handbook of Attachment: Theory, Research, and Clinical Applications (s. 698-744) içinde. The Guildford Press.
• Doll, B. (2010). Positive school climate. Principal Leadership. Retrieved from http://www.nasponline.org/resources/principals/School_ClimatePLDec10_ftsp.pdf.
• DuBois, D. L., Holloway, B. E., Valentine, J. C., & Cooper, H. (2002). Effectiveness of Mentoring Programs for Youth: A Meta-analytic Review. American Journal of Community Psychology, 30:2, 157–197.
• DuBois, D. L., Portillo, N., Rhodes, J. E., Silverthorn, N., & Valentine, J. C. (2011). How Effective Are Mentoring Programs for Youth? A Systematic Assessment of the Evidence, Psychological Science, 12: 2, 57-91.
• Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., Koss, M. P., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study. American Journal of Preventive Medicine, 14(4), 245–258. https://doi.org/10.1016/S0749-3797(98)00017-8
• Fenelon, François de (1699). The Adventures of Telemaque (çev. Y. K. Paşa). Öncü Kitapevi.
• Genç, Y., & Pak, M. (2019). Korunma İhtiyacı Olan Çocukların Erken Gelişim Döneminde Bakım Elemanlarıyla Kurdukları Bağlanma İlişkisi, Turkish Studies Social Sciences, 14:3, 567-587.
• Gerrity, E. & Folcarelli, C. (2008). Child traumatic stress: What every policymaker should know. Durham, NC and Los Angeles, CA: National Center for Child Traumatic Stress.
• German, M. L., (2011). Formal Mentoring Relationships and Attachment Theory: Implications for Human Resource Development, Human Resource Development Review, 10(2), 123-150.
• Gormley, B. (2008). Application of Attachment Theory: Mentoring Relationship Dynamics and Ethical Concerns, Mentoring & Tutoring: Partnership in Learning, 16:1, 45-62.
• Grossman, J. B. & Rhodes, J. E. (2002). The Test of Time: Predictors and Effects of Duratşon in Youth Mentoring Relationships, American Journal of Community Psychology, 30:2.
• Güllülü, S. (1977). Ahi Birlikleri. Ötüken Yayınevi.
• Hamilton, J. C., & Spruill, J. (1999). Identifying and reducing risk factors related to trainee–client sexual misconduct. Professional Psychology: Research and Practice, 30(3), 318–327. https://doi.org/10.1037/0735-7028.30.3.318
• Hamilton, M. A., & Hamilton, S. F. (2005). Work and service-learning. D. L. DuBois & M. J. Karcher (Ed.), Handbook of youth mentoring içinde (s. 348–363).
• Kolassa, I. T. & Elbert, T. (2007). Structural and Functional Neuroplasticity in Relation to Traumatic Stress, Current Directions in Psychological Science, 16:6, 321-325.
• Kuzu, A., Kahraman, M., ve Odabaş, H. F. (2012). Mentörlükte Yeni Bir Yaklaşım: E-Mentörlük, Anadolu Üniversitesi Sosyal Bilimler Dergisi, 12:4.
• Ladnier, R. D. ve Massanari, A. E. (2001). Treating ADHD as Attachment Deficit Hyperactivity Disorder. T. M. Levy (Ed.) Handbook of Attachment Interventions içinde (s.27-65). Academic Press.
• Lipsey, M.W. (1992). Juvenile delinquency treatment: A meta-analytic inquiry into the variability of effects. T.D. Cook, H. Cooper, D.S. Cordray, H. Hartmann, L.V. Hedges, R.J. Light, ve ark. (Ed.), Meta-analysis for explanation: A casebook içinde (s. 83–127). New York: Russell Sage.
• Listenbee, R., et al., (2012). Report of the Attorney General’s National Task Force on Children Exposed to Violence. U.S. Department of Justice. Retrieved from http://www.justice.gov/defendingchildhood/cev-rpt-full.pdf.
• Logsdon, P., Samudre, M., Kleinert, H., & University of Kentucky, H. D. I. (2018). A Qualitative Study of the Impact of Peer Networks and Peer Support Arrangements in Project Pilot Schools. Research Brief. Winter 2018. Human Development Institute.
• Main, M., & Solomon, J. (1990). Procedures for Identifying Infants as Disorganized/Disoriented During the Ainsworth Strange Situation. M. T. Greenberg, D. Cicchetti, ve E. M. Cummings (Ed.), Attachment in the Preschool Years içinde (s. 121– 160). University of Chicago Press.
• McCoy, V., & Neale-McFall, C. (2017). Online site supervisor training in counselor education: Using your learning management system beyond the classroom to provide content for site supervisors. Vistas Online, 4, 1–6. Retrieved from https://www.counseling.org/docs/default-source/vistas/online-site-supervisor-training.pdf?sfvrsn=6e9e4a2c_4
• McLain, G. E. (2019). Mentor academy for school counselors: A model plan. Journal of Professional Counseling: Practice, Theory, & Research, 46, (1-2), 39-47. https://doi.org/10.1080/15566382.2019.1671098
• Nikulina, V. & Spatz-Widom, C. (2013). Child Maltreatment and Executive Functioning in Middle Adulthood: A Prospective Examination, Neuropsychology, 27.
• Pearson, B., & Piazza, N. (1997). Classification of dual relationships in the helping professions. Counselor Education and Supervision, 37:2, 89–99. https://doi.org/10.1002/j.1556-6978.1997.tb00535.x
• Pajer, K., Gardner, W., Rubin, R. T., Perel, J., & Neal, S. (2001). Decreased Cortisol Levels in Adolescent Girls with Conduct Disorder. Archives of General Psychiatry, 58, 297–302.
• QPR Institute (2019). QPR Training for Youth Guidelines: Policies and Procedures. https://qprinstitute.com/uploads/instructor/QPR-Training-for-Youth-Guidelines-2019.pdf
• Rhodes, J. E., Grossman, J. B. & Resch, N. L. (2000). Agents of Change: Pathways through Which Mentoring Relationships Influence Adolescents’ Academic Adjustment, Child Development, 71:6, s. 1662-1671.
• Rhodes, J. E. & Lowe, S. R. (2007). Youth Mentoring and Resilience: Implications for Practice, Child Care in Practice, 14:1, 9-17.
• Rhodes, J. E. (2008). Improving Youth Mentoring Interventions Through Research-based Practice. American Journal of Community Psychology, 45, 35-42.
• Schmidth, M. V. (2019). Stress-Hyporespponsive Period. G. Fink (Ed.), Handbook of Stress Series, Volume 3, Stress: Physiology, Biochemistry, and Pathology içinde (s. 49-56) Academic Press.
• Sherry, P. (1991). Ethical issues in the conduct of supervision. The Counseling Psychologist, 19(4), 566–584. https://doi.org/10.1177/0011000091194006
• Shonkoff, J. P., Boyce, W. T., Levitt, P., Martinez, F. D., & McEwen, B. (2021). Leveraging the biology of adversity and resilience to transform pediatric practice. Pediatrics, 147(2), e20193845. https://doi.org/10.1542/peds.2019-3845
• Small, S. A. (2008). What Works (Bilgi Formu: Mentörlük). Wisconsin Üniversitesi–Madison/Extension-Ocak 2008: Wisconsin
• Smith, C. A., Newman-Thomas, C. & Stormont, M. (2015). Long-Term Mentors’ Perceptions of Building Mentoring Relationships with At-Risk Youth, Mentoring & Tutoring: Partnership in Learning, 23:3, 248-267
• Subaşı, H. & Yıldız, N. G. (2020). Gençler için sistematik bir akran ilişki modeli olarak mentörlük. Gençlik Araştırmaları Dergisi, 8(22), 32-46.
• Sroufe, L. A., & Waters, E. (1977). Attachment as an Organizational Construct. Child Development, 48, 1184-1199.
• Şeker, M. (2001). İbn-I Battuta’ya Göre Anadolu’nun Sosyal, Kültürel ve İktisadi Hayatı ile Ahilik. Hagem Yayınları. The Academic, Social, and Emotional Learning Act of 2015 (H.R. 850) will expand the availability of educator training to help students learn social and emotional competencies.
• The CDC Youth Risk Behavior Survey, 2019, CDC Vital Signs, MMWR February 2019, 2021.
• Thiel, E. (2019). How to Promote Neuroplasticity Following Trauma, Counselor Education Capstones, 113.
• Turkish Statistical Institute (TurkStat) (2021). Statistics on Child, 2020 (press release). Retrieved from https://data.tuik.gov.tr/Bulten/Index?p=Statistics-on-Child-2020-37228
• van Ijzendoorn, M. H., & Juffer, F. (2006). The Emanuel Miller Memorial Lecture 2006: Adoption as Intervention. Meta-Analytic Evidence for Massive Catch-Up and Plasticity in Physical, Socio-emotional, and Cognitive Development. Journal of Child Psychology and Psychiatry, 47:12, 1228-1245.
• Vorria, P., Papaligoura, Z., Dunn, J., van Ijzendoorn, M. H., Steele, H., Kontopoulou, A., & Sarafidou, Y. (2003). Early Experiences and Attachment Relationships of Greek, Infants Raised in Residental Group Care. Journal of Child Psychology and Psychiatry, 44:8
• Voight, A. & Nation, M. (2016). Practices for improving secondary school climate: A systematic review of the research Literature. American Journal of Community Psychology, 58, 174-191.
• Weiler, L., Haddock, S., Zimmerman, T. S., Krafchick, J., Henry, K. ve Rudisill, S. (2013). Benefits Derived by College Students from Mentoring At-Risk Youth in a Service-Learning Course, American Journal of Community Psyhology, 52:236-248.
• Yıldız, N. G. (2020). Süpervizyon I ve II Ders YL Notları. İstanbul Medipol Üniversitesi
• Yıldız, N. G. (2021). Akran-Danışmanlığı öğretim programı. Editör A. Kızılkaya Namlı. "Eğitim ve Bilim – 2021" içinde (Sayfa 43-58). Efe Akademi. ISBN: 978-625-7601-83-2