Examining Mentors’ In-the-Moment Observations of Youth-Related Concerns Within an After School Mentoring Program

Abstract Mentors serve as critical sources of support for young people and have a unique vantage point for observing the child’s life. Their perspective is also crucial for identifying the challenges mentors may encounter, which helps guide training and supervision. Using archival data, the current study sought to index real-time concerns that mentors were noticing with their youth mentees (ages 11–18) during a site-based mentoring program. This program developed a TIME (Tailored Intervention In-the-Moment for Everyone) Card system in which mentors share any concerns they are observing on index cards. The TIME Cards are visible to youth and integrated into the milieu of the program. Cards are submitted to supervisory staff who review and respond accordingly (e.g., offer support, conduct an assessment, provide a referral). Data included 578 excerpts that were independently coded by a team of researchers using content analysis. Mentors submitted an average of 16.06 concerns per program night. Concerns were categorized into four themes: (1) internalizing and externalizing problems (23.48%), (2) adverse childhood experiences and other adversities (28.38%), (3) adolescent development (35.51%), and (4) program-related behaviors or concerns (12.63%). Youth age was negatively associated with program-related concerns and positively associated with violence/aggression, microaggressions/racism, and gaming problems. This study provides insights into common challenges faced by youth and introduces the TIME Card system as a responsive and dynamic tool for supporting mentors and youth in site-based programs. Future research should examine whether this approach enhances mentoring processes and outcomes.