Psychology And Mentorship Term Paper Assignment (Term Paper Sample)

Term Paper Assignment
Discuss how psychology may aid in the mentorship of young people for a better future. 20MKS
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Introduction
A study done in a span of five years and sponsored by Big Brother Big Sisters Canada Foundation found that children who had mentors were more confident and had fewer behavioral problems. In the study, girls with mentors were four times less likely to become bullies while those without mentors were two times less likely to become bullies. ‘Whether it's parents, teachers, coaches or even friends, it is evident that adults serve as powerful role models for the youth as the transition from childhood to adolescence and then to adulthood’ (Mitchel, 2013).
Mentoring is usually beneficial to teens that are disadvantaged just like a study that was conducted by North Carolina State University indicates that youth from disadvantaged backgrounds were twice as likely to attend college when they have a mentor who happens to be a teacher. The report also showed that less than half of disadvantaged students have any adult mentor. Several other reports have shown how important mentors are to teenagers especially those with hardships. A good example is how young people who have experienced discrimination or abuse had few chances of breaking the law or engage in drug abuse if at all they had an active mentorship.
The above discussion clearly shows how mentorship contributes to the positive development of young people. The paper now seeks to link the concept of psychology to the mentorship of youth for a better future. In essence, the discussion revolves around how the ability to understand human behavior can help a more experienced and knowledgeable person to guide a less experienced person. In this paper’s context, any adult with psychology skills can understand issues that affect young people. Therefore, he or she can mentor both children and teenagers by creating a lifelong positive impact (Allen & Eby, 2007).
Existing research has found evidence relating psychology knowledge and skills to fruitful mentorship. In 2006, the American Psychological Association (APA) organized a task force aimed at connecting psychology students and early career psychologists with other experienced psychologists in a mentorship program. The program succeeded in facilitating mentoring relationships. This research further points out that the task force helped the psychology professionals in understanding ways of developing the next generation of leaders ("Presidential Task Force: Centering on Mentoring," 2006). In the context of this study, it is evident that psychology and mentorship go hand in hand. From the above illustration, the psychologists who participated in the task force were in a position to foster leadership skills in the young people. The mentorship training program was, therefore, not only helpful to the psychologists, but also to the potential beneficiaries; children and the youth.
Theories in psychology have drawn a direct relationship between mentorship and improved self-esteem among young people. Karcher (2005) notes that children who enjoy close attachment relationships from caring parents, peers, teachers, or mentors report improved self-esteem. In essence, the children are exposed to persons who express a sense of understanding and empathy for them, thereby boosting their self-confidence. Consequently, the children report better mental and physical health, increased economic prospects, and decreased probability of engaging in criminal activities (Trzesniewski et al., 2006).
Mentors who have undertaken psychology training programs are said to enhance the development and education of the mentees (Clark & Harden, 2015). During the training programs, psychologists learn different mentorship skills including personal development and academic excellence. In a certain report by the American Psychological Association, psychology students acquired academic and career advice from their professors. Moreover, the mentors helped the students develop useful professional skills, confidence, and professional identity (Dittman, 2005). The underlying research further confirms the assertion that psychology aids in mentorship of the young people for a better future. Not only do students gain academic skills, but also professional skills.
Previous researchers have observed that young people go through some social problems which, if not addressed, leave the young with a negative attitude towards life. Clark & Harden (2015) says that children who are brought up by parents who do not value education tend to lose motivation in school. However, the attitude of such children can be changed by a mentor who has interacted with both the child and the parents. The psychological ability of the mentor aids her in changing the mentality of the parents. Consequently, the children begin to gain enthusiasm towards their studies. Eventually, the students’ performance improves (Dittman, 2005). The highlighted example is a common phenomenon in many cultures. All in all, the availability of mentors with a psychology background in a society is bound to mold the young people into productive citizens in future.
Further research has shown support for the massive input of psychology towards mentorship of the youth. DuBois & Silverthorn (2005) note that mentoring relationships provide the young people with opportunities to engage in fun activities, improve social relationships, and gain emotional regulation. A different scholar backs up the report by adding that mentors with psychology skills help the youth discover better ways of managing stress (Karcher, 2005). Such solutions include sports and talent search competitions. The researchers argue that mentorship programs deliver the youth from destructive activities such as drug abuse in an attempt to overcome social dilemmas. Fundamentally, the young people are provided a platform to develop positivity in life despite the circumstances that they may be facing.
Psychologists note that young people who have not had a chance of interacting with mentors tend to experience anxiety, anger, fear, and mistrust. In the long run, such individuals pile up stressing issues as they do not know whom to seek help from (Sarah, 2016). On the other hand, youth who have had caring and consistent mentors report better stress-management skills. Such persons learn how to open up in case they are going through particular challenges. For example, a girl who has had a mentor in her life would feel free to talk to her trainer on issues such as relationships with men. Otherwise, such as girl would shy away from the discussion due to the fear that such topics are immoral.
Mentors fill certain social gaps in the lives of the youth. Allen & Eby (2007) observe that young people who have had parental crisis tend to have some reservation about parenthood. For instance, a young girl whose father beats and abuses her mother might develop a negative attitude towards men. She might be made to believe that all men are brutal and ruthless towards women. The role of a mentor comes in; he or she can change the attitude of such a girl by making her understand that every person has a unique character. Primarily, other men may not necessarily act like her father. With time, the girl learns to appreciate the diversity of character among different people.
There is a great deal of untapped potential in the youth. However, the lack of guidance from a knowledgeable and experienced person leads to the lack of realization of the youth’s dreams. In a psychology study conducted by Karcher (2005), the researcher noted that mentors play a major role in the enlightenment of the young people about opportunities suitable for them. For example, high school students normally have big dreams about the careers they wish to pursue in future. Unfortunately, there are way too many higher education cou...