The Professional Counselor-Volume12-Issue 1

32 The Professional Counselor | Volume 12, Issue 1 Lund, T. J., Liang, B., Konowitz, L., White, A. E., & DeSilva Mousseau, A. (2019). Quality over quantity?: Mentoring relationships and purpose development among college students. Psychology in the Schools, 56(9), 1472–1481. https://doi.org/10.1002/pits.22284 Marshall, J. H., Davis, M. C., Lawrence, E. C., Peugh, J. L., & Toland, M. D. (2016). Mentors’ perceived program support scale: Development and initial validation. Journal of Community Psychology, 44(3), 342–357. McIntosh, P. (2003). White privilege: Unpacking the invisible knapsack. In S. Plous (Ed.), Understanding prejudice and discrimination (pp. 191–196). McGraw-Hill. McKenzie, L. (2019). No more ‘at-risk’ students in California. Inside Higher Ed. https://bit.ly/InsideHigherEdatrisk Merriam, S. B. (1998). Qualitative research and case study applications in education (1st ed.). Jossey-Bass. Patel, V., Kieling, C., Maulik, P. K., & Divan, G. (2013). Improving access to care for children with mental disorders: A global perspective. Archives of Disease in Childhood, 98(5), 323–327. https://doi.org/10.1136/archdischild-2012-302079 Raposa, E. B., Rhodes, J., Stams, G. J. J. M., Card, N., Burton, S., Schwartz, S., Yoviene Sykes, L. A., Kanchewa, S., Kupersmidt, J., & Hussain, S. (2019). The effects of youth mentoring programs: A meta-analysis of outcome studies. Journal of Youth and Adolescence, 48(3), 423–443. https://doi.org/10.1007/s10964-019-00982-8 Rhodes, J. E. (2002). Stand by me: The risks and rewards of mentoring today’s youth. Harvard University Press. Sacco, F., Jr., Pike, N., & Bourque, J. L. (2014). Therapeutic mentoring: Mentalization training in the community. International Journal of Applied Psychoanalytic Studies, 11(2), 138–150. https://doi.org/10.1002/aps.1405 Schoeneberger, J. A. (2012). Longitudinal attendance patterns: Developing high school dropouts. The Clearing House, 85(1), 7–14. Stark, C., Wehrman, J., Stutey, D. M., Solis, A., Severn, K., Cammell, M., Gloden, H., Enkler, K., Notestine, L., & Palacios, A. (2021). Therapeutic mentoring for at-promise youth: A grounded theory study of mentors’ adaptation during the COVID-19 crisis. Journal of Human Services: Special Interdisciplinary Issue, 40(2), 116–132. Stutey, D. M., Givens, J., Cureton, J. L., & Henderson, A. J. (2020). The practice of bridling: Maintaining openness in phenomenological research. Journal of Humanistic Counseling, 59(2), 144–156. https://doi.org/10.1002/johc.12135 Tolan, P. H., Henry, D. B., Schoeny, M. S., Lovegrove, P., & Nichols, E. (2014). Mentoring programs to affect delinquency and associated outcomes of youth at risk: A comprehensive meta-analytic review. Journal of Experimental Criminology, 10, 179–206. https://doi.org/10.1007/s11292-013-9181-4 Trusty, J. (2011). Quantitative articles: Developing studies for publication in counseling journals. Journal of Counseling & Development, 89(3), 261–267. https://doi.org/10.1002/j.1556-6678.2011.tb00087.x Vagle, M. D. (2009). Validity as intended: ‘Bursting forth toward’ bridling in phenomenological research. International Journal of Qualitative Studies in Education, 22(5), 585–605. https://doi.org/10.1080/09518390903048784 Weiler, L. M., Boat, A. A., & Haddock, S. A. (2019). Youth risk and mentoring relationship quality: The moderating effect of program experiences. American Journal of Community Psychology, 63(1–2), 73–87. https://doi.org/10.1002/ajcp.12304 Weiler, L. M., Chesmore, A. A., Pryce, J., Haddock, S. A., & Rhodes, T. (2019). Mentor response to youth academic support–seeking behavior: Does attunement matter? Youth & Society, 51(4), 548–569. https://doi.org/10.1177/0044118X17697235 Weiler, L. M., Haddock, S. A., Zimmerman, T. S., Henry, K. L., Krafchick, J. L., & Youngblade, L. M. (2015). Time-limited, structured youth mentoring and adolescent problem behaviors. Applied Developmental Science, 19(4), 196–205. https://doi.org/10.1080/10888691.2015.1014484 Weiler, L., Haddock, S., Zimmerman, T. S., Krafchick, J., Henry, K., & Rudisill, S. (2013). Benefits derived by college students from mentoring at-risk youth in a service-learning course. American Journal of Community Psychology, 52(3–4), 236–248. https://doi.org/10.1007/s10464-013-9589-z

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