Handbook of Professional Youth Mentoring

This book examines professional youth mentoring, which is marked by enduring relationships throughout childhood and adolescence between youth and their adult mentors who are embedded within a formal program. It describes the ways in which these mentors – full-time, paid professionals – specialize in helping youth to build the resilience, skills, and hope that prepares them for prosocial success during emerging adulthood and beyond. The book explores the extensive initial and continuing education and skills training that professional youth mentors receive as well as ongoing supervision and support to bolster their effectiveness with children, their families, and systems (e.g., schools, health care) that they interact with regularly. It addresses the scientific and theoretical rationales and potential benefits of professional mentoring, a program model that differs from the current dominant youth mentoring paradigm (i.e., short-term volunteering).
Key areas of coverage include:
- Detailed descriptions of the most prominent professional youth mentoring programs.
- Social-ecological models of professional youth mentoring.
- An intensive case study of a mature professional mentoring program, Friends of the Children.
- Developing and sustaining professional youth mentoring programs.
- Perspectives from youth, parents and other caregivers, mentors, and program administrators.
- Youth mentoring programs around the world.
The Handbook of Professional Youth Mentoring is a must-have reference for researchers, professors, and graduate students as well as clinicians, therapists, and professionals in developmental, clinical child, and school psychology, child and adolescent psychiatry, social work, pediatrics, public health, juvenile justice, sociology of family and youth, prevention science, and all related disciplines.

J. Mark Eddy, PhD, is the Margie Gurley Seay Centennial Professor in Education at The University of Texas at Austin and a clinical psychologist and prevention scientist. He is the program area chair for School and Clinical Child Psychology in the Department of Educational Psychology and a member of the Health Behavior and Health Education program area in the Department of Kinesiology and Health Education. His work focuses on the development and testing of research-informed interventions designed to improve psychosocial outcomes within vulnerable populations. Prior to his current appointment, he worked as the Director of Community-based Research with the Family Translational Research Group in the College of Dentistry at New York University, as the Director of Research with Partners for Our Children in the School of Social Work at the University of Washington, and as a senior scientist at the nonprofit Oregon Social Learning Center in Eugene.
Kevin P. Haggerty, PhD, MSW, is Emeritus Professor of Prevention at the University of Washington (UW) School of Social Work. His work in the prevention research field spans more than 40 years. He is the former associate director and director of the Social Development Research Group. In 2017, he became the holder of the Endowed Professorship in Prevention at the UW School of Social Work. His primary focus has been on developing innovative ways to organize the scientific knowledge base for prevention so that parents, communities, and schools can better identify, assess, and prioritize customized approaches that meet their needs. He has extensive research experience on topics spanning etiology, intervention, and dissemination, as well as contributing to an understanding of how prevention affects health disparities and vulnerable populations.