Therapeutic Mentoring for Multiply Marginalized Youth: A Grounded Theory Study of Mentors’ Adaptation During the COVID-19 Crisis

Abstract

The Campus Connections (CC) therapeutic youth mentoring program provides multiply marginalized youth with access to resources (e.g., highly trained undergraduate student mentors, therapeutic interventions) to thrive. In this study, the researchers investigated the distinctive encounter that mentors and their mentees within the CC program experienced as a result of the COVID-19 pandemic. The qualitative data collected from the mentors’ weekly written reflections, and semi structured interviews were coded using Grounded Theory Method (GTM). Findings describe an adaptive process with three connecting themes of: Initial stress response of mentors, transition to online programming, and the mentorship process. The findings have important implications for youth mentoring programs using virtual platforms.