“I’ve Learned More About Myself Than I Thought I Would”

: Using Video Enhanced Reflective Practice to Train School-Based Mentors

Student thesis: Doctoral ThesisDoctor of Philosophy

Abstract

Rationale:
The present study aimed to investigate the feasibility of using Video Enhanced Reflective Practice (VERP) as a training method to improve outcomes of school-based mentoring. Meta-analytical studies have shown that youth mentoring produces mostly modest positive outcomes for the young person (mentee). Mentor-mentee relationship quality and mentor retention are considered two key factors that moderate youth mentoring outcomes. Previous studies highlight the need for mentor training and theory suggests that mentor training could improve mentee outcomes by improving mentor-mentee relationship quality and mentor retention. The present study introduced VERP as a potential training program to support youth mentors develop the quality of their relationships with their mentees through improving their skills of interaction/communication.

Method:
This study adopted a mixed methods design. Quantitative analysis aimed to investigate changes in participant attuned/discordant interactions after completing a VERP training program. Three out of four youth mentors recruited through a local youth mentoring program completed the VERP program and their pre/post intervention attuned/discordant interactions were compared using paired t-tests. Post-intervention the four mentors who began the study gave their views of the VERP process through a semi-structured interview. This included the mentor who dropped out early so that their experience was not excluded. Thematic Analysis was used to examine themes and patterns within mentor responses.

Results:
Inferential statistics did not show any significant changes in attuned or discordant interactions after completing the VERP program. However, qualitative analysis indicated that the mentors felt that VERP resulted in positive outcomes including: improved mentoring relationship, improved mentor confidence, improved mentoring skills, improved mentee outcomes and improvements outside of the mentoring dyad. The mentors also provided valuable insight into their experiences of the different stages of the VERP program.

Conclusion:
This study recommends VERP as a positive training experience. There is a call for future research to further investigate the connection between VERP training and improved mentee outcomes by using randomised controlled trials with higher numbers of participants.
Date of AwardDec 2020
Original languageEnglish
Awarding Institution
  • Queen's University Belfast
SupervisorAnthea Percy (Supervisor) & Agnieszka Jaroslawska (Supervisor)

Keywords

  • Youth Mentoring
  • Training
  • Video Feedback
  • Video Enhanced Reflective Practice

Cite this

“I’ve Learned More About Myself Than I Thought I Would”: Using Video Enhanced Reflective Practice to Train School-Based Mentors
McNally, S. (Author). Dec 2020

Student thesis: Doctoral ThesisDoctor of Philosophy