| dc.description.abstract | The purpose of the study is to find the mentoring relationship characterisctics, qualitative features of the relationship, the roles of mentors in the relationships, and the styles of approach to the child. Mentors´ dilemmas in the relationship are also analyzed. Finally, the comparison of two different mentoring programs´ settings is done.
The qualitative semi structured interviews were used as a method. Interviews were conducted in Sweden and in the Czech republic with 9 mentors from three mentoring programs and with the 3 coordinators of the programs. The perspective of the mediated learning experience (MLE) was used for the analysis of the relationship qualitative features.
Firstly, I found out that the emotional bond in the relationship play the key important mediating role in the development of the other qualitative features. The presence of mentors´ involvement was found as a first necessary condition for establishing the emotional bond between mentee and mentor. The connectedness was the first characteristical feature of the beginning of involvement. Connectedness was found as possibly beneficial level of quality, based on the presence of the involvement.
Secondly, the role of guide and counselor and the feeling of closeness and trust, relaxed atmosphere in the relationship, the mutual enjoyment, based on the mentors´ motivation and satisfaction was found as a second qualitative condition – the motivation of mentor for mediation of meaning.
Thirdly, mentors´ approach to the child was found as qualitative, if it was the commited, respectfull, mutually cooperative, explaining and discussing approach in communication, based on the involvement. In that cases the third qualitative feature was fulfilled – transcendence of meaning. The child-oriented approach was found as most efficient according to MLE. The intentional approach was found as a negative style with the lack of the involvement.
Fourthly, the main difference between the Czech and Swedish program was found in the roles o mentors. The dilemmas of mentors are linked to the programs´ conceptions of their roles.
In conclusion, the relationship with the attributes of MLE was found with the feature of closeness and trust, strong emotional bond, enthusiasm and satisfaction of mentors.
The qualitative style of mentors seems to use the natural skills of mentors in the communication with children. However, the emotional bond, which is present in the relationship on the level of connectedness, seems to be potentionally beneficial for the child through the principles of symbolic interaction and role-taking. The quality and consistency of such a benefits, based on the mentors’ involvement only is the subject of the further research. | eng |
