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How to Facilitate Positive Growth of Students with a School-Based Youth Mentoring Programme? A Hong Kong Secondary School Case Study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	How to Facilitate Positive Growth of Students with a School-Based Youth Mentoring Programme? A Hong Kong Secondary School Case Study./
Author:	Cheung, Lui.
Description:	1 online resource (274 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-10, Section: A.
Contained By:	Dissertations Abstracts International83-10A.
Subject:	Secondary education. -
Online resource:	click for full text (PQDT)
ISBN:	9798426800700

How to Facilitate Positive Growth of Students with a School-Based Youth Mentoring Programme? A Hong Kong Secondary School Case Study.
Cheung, Lui.

How to Facilitate Positive Growth of Students with a School-Based Youth Mentoring Programme? A Hong Kong Secondary School Case Study. - 1 online resource (274 pages)

Source: Dissertations Abstracts International, Volume: 83-10, Section: A.

Thesis (Ph.D.)--The Chinese University of Hong Kong (Hong Kong), 2021.

Includes bibliographical references

This thesis is a study of a "Youth Mentoring Program" in a Christian secondary school in Hong Kong, supported by Child Development Fund, which aims to facilitate positive growth of students. This thesis has three study focuses: traits of mentors, mentor-mentee relationship and the positive growth of mentees. The "model of youth mentoring" from Jean Rhodes, supplemented by David Clutterbuck's "mentor competences" was adopted as the theoretical framework of this study. A detailed and in-depth analysis was conducted to explore how the traits of mentors and mentor-mentee relationship could possibly facilitate the positive growth of mentees. A mixed research methodology was adopted, including questionnaire surveys from three groups: mentors, mentees and a control group; and in-depth interviews with mentors and mentee in pairs. The major findings of this research were as follows: First, participants identified 9 traits of an effective mentor, including "understanding others", "understanding self", "interest in developing others", "committed to own learning", "goal clarity", "relationship management", "good communication", "commitment in role of mentor", and "practicing Christian faith". Second, participants agreed that "trust", "empathy", "mutuality", "sincerity", "respect" and "accompany" were 6 important elements in building up good mentor-mentee relationship. Third, comparing with that of a control group, the findings of the mentee group showed mentors facilitated the positive growth of mentees in the following five domains: academic, attitude/motivation, psychology/emotion, career planning and religion. Fourth, traits of mentor were significantly correlated with these four domains: attitude/motivation, psychology/emotion, relationship and religion. Fifth, "mentor and mentee relationship" iv was significantly correlated with the following five domains: attitude/motivation, psychology/emotion, health, career planning and relationship. Sixth, about the typology of roles of mentor, the study identified two additional roles: friendly companion and adviser. The findings of this study show how mentors' positive influence lights up the lives of young people. They can possibly increase social capital of mentees from disadvantaged families. It is also suggested that the "Youth Mentoring Program" implemented by the selected school has satisfactory results. This study may provide insights for the schools that intend to conduct youth mentoring programs. It may serve as a reference for promoting future education policies on positive development of the youth in Hong Kong.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798426800700Subjects--Topical Terms:

1179560
Secondary education.
Subjects--Index Terms:

Youth mentoringIndex Terms--Genre/Form:

554714
Electronic books.

How to Facilitate Positive Growth of Students with a School-Based Youth Mentoring Programme? A Hong Kong Secondary School Case Study.
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504 $a Includes bibliographical references
520 $a This thesis is a study of a "Youth Mentoring Program" in a Christian secondary school in Hong Kong, supported by Child Development Fund, which aims to facilitate positive growth of students. This thesis has three study focuses: traits of mentors, mentor-mentee relationship and the positive growth of mentees. The "model of youth mentoring" from Jean Rhodes, supplemented by David Clutterbuck's "mentor competences" was adopted as the theoretical framework of this study. A detailed and in-depth analysis was conducted to explore how the traits of mentors and mentor-mentee relationship could possibly facilitate the positive growth of mentees. A mixed research methodology was adopted, including questionnaire surveys from three groups: mentors, mentees and a control group; and in-depth interviews with mentors and mentee in pairs. The major findings of this research were as follows: First, participants identified 9 traits of an effective mentor, including "understanding others", "understanding self", "interest in developing others", "committed to own learning", "goal clarity", "relationship management", "good communication", "commitment in role of mentor", and "practicing Christian faith". Second, participants agreed that "trust", "empathy", "mutuality", "sincerity", "respect" and "accompany" were 6 important elements in building up good mentor-mentee relationship. Third, comparing with that of a control group, the findings of the mentee group showed mentors facilitated the positive growth of mentees in the following five domains: academic, attitude/motivation, psychology/emotion, career planning and religion. Fourth, traits of mentor were significantly correlated with these four domains: attitude/motivation, psychology/emotion, relationship and religion. Fifth, "mentor and mentee relationship" iv was significantly correlated with the following five domains: attitude/motivation, psychology/emotion, health, career planning and relationship. Sixth, about the typology of roles of mentor, the study identified two additional roles: friendly companion and adviser. The findings of this study show how mentors' positive influence lights up the lives of young people. They can possibly increase social capital of mentees from disadvantaged families. It is also suggested that the "Youth Mentoring Program" implemented by the selected school has satisfactory results. This study may provide insights for the schools that intend to conduct youth mentoring programs. It may serve as a reference for promoting future education policies on positive development of the youth in Hong Kong.
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653 $a Social capital
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