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Deconstructing empathy: A qualitative examination of mentor perspective-taking and adaptability in youth mentoring relationships

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  • Spencer, Renée
  • Pryce, Julia
  • Barry, Johanna
  • Walsh, Jill
  • Basualdo-Delmonico, Antoinette

Abstract

Empathy has been identified as a central component of effective youth mentoring relationships yet little is known about what empathy within mentoring relationships looks like and the specific aspects of empathy that may be at work in this context. Longitudinal qualitative interview data with 50 mentor participants in a larger study of mentoring relationship development were used to examine mentors’ expressions of different dimensions of empathy within their narratives about the nature and quality of their mentoring relationships. Two main dimensions of empathy were identified: (a) perspective-taking, which was marked by mentors’ descriptions of their efforts to relate to the youth’s experiences and to understanding things from the youth’s point of view and (b) adaptability, which was conveyed through the mentors’ descriptions of their openness to the wants, needs, and experiences of the youth and to their flexibility in the relationship and responsiveness to the youth. Mentors who described being able to engage empathically with their mentees also conveyed greater satisfaction with the experience of mentoring.

Suggested Citation

  • Spencer, Renée & Pryce, Julia & Barry, Johanna & Walsh, Jill & Basualdo-Delmonico, Antoinette, 2020. "Deconstructing empathy: A qualitative examination of mentor perspective-taking and adaptability in youth mentoring relationships," Children and Youth Services Review, Elsevier, vol. 114(C).
    • Handle: RePEc:eee:cysrev:v:114:y:2020:i:c:s0190740920300104
    DOI: 10.1016/j.childyouth.2020.105043
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    References listed on IDEAS

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    1. Munson, Michelle R. & Smalling, Susan E. & Spencer, Renée & Scott Jr., Lionel D. & Tracy, Elizabeth M., 2010. "A steady presence in the midst of change: Non-kin natural mentors in the lives of older youth exiting foster care," Children and Youth Services Review, Elsevier, vol. 32(4), pages 527-535, April.
    2. Spencer, Renée & Drew, Alison L. & Gowdy, Grace & Horn, John Paul, 2018. "“A positive guiding hand”: A qualitative examination of youth-initiated mentoring and the promotion of interdependence among foster care youth," Children and Youth Services Review, Elsevier, vol. 93(C), pages 41-50.
    3. Ahrens, Kym R. & DuBois, David Lane & Garrison, Michelle & Spencer, Renee & Richardson, Laura P. & Lozano, Paula, 2011. "Qualitative exploration of relationships with important non-parental adults in the lives of youth in foster care," Children and Youth Services Review, Elsevier, vol. 33(6), pages 1012-1023, June.
    4. Dutton, Hilary & Deane, Kelsey L. & Bullen, Pat, 2018. "Distal and experiential perspectives of relationship quality from mentors, mentees, and program staff in a school-based youth mentoring program," Children and Youth Services Review, Elsevier, vol. 85(C), pages 53-62.
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    Cited by:

    1. Williamson, Supriya & Deutsch, Nancy L. & Lawrence, Edith C., 2020. "A qualitative exploration of mentoring relationship development for girls experiencing maternal relationship difficulties," Children and Youth Services Review, Elsevier, vol. 119(C).
    2. Drew, Alison L. & Spencer, Renée, 2021. "Mentors’ approach to relationship-building and the supports they provide to youth: A qualitative investigation of community-based mentoring relationships," Children and Youth Services Review, Elsevier, vol. 121(C).
    3. Sulema Torres-Ramos & Nicte Selene Fajardo-Robledo & Lourdes Adriana Pérez-Carrillo & Claudia Castillo-Cruz & Patricia del R. Retamoza-Vega & Verónica M. Rodríguez-Betancourtt & Cristina Neri-Cortés, 2021. "Mentors as Female Role Models in STEM Disciplines and Their Benefits," Sustainability, MDPI, vol. 13(23), pages 1-19, November.

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