therapeutic purpose. They may be corrective relationship experiences in instances when

the parent-child relationships are insecure (Rhodes, Haight, & Ernestine, 1999). The

affective aspect of the mentor-mentee relationship can be easily conceptualized based on

attachment theory.

 The main concept from social learning theory that applies to mentoring is

observational or vicarious learning (Bandura, 1977). Vicarious learning is the ability to

learn from the behavior of others. One observes both the beneficial and detrimental

outcomes that result from specific behaviors. Positive role models demonstrate prosocial

behavior, and adolescents learn that this is a viable behavioral option. This defines one

mechanism of the behavioral influence of role models. Role modeling is a key concept

within the mentoring literature and in the development of mentoring programs (Cavell &

Hughes, 2000; Blum & Jones, 1993). Social learning has also been the basis of traditional

prevention efforts in the form of social skills training and other teacher-learner models of

intervention (e.g., Andrews, Hops, & Duncan, 1997).

 Role modeling is, however, different from mentoring. Famous people or world

leaders can serve as role models without the context of a relationship. Mentoring has the

added component of a supportive, trusting relationship. In a review of youth program

evaluations, independent of the type of program, adolescents improved more on

behavioral outcomes if there were caring adults involved in program implementation

(Roth, Brooks-Gunn, Murray, & Foster, 1998). Consistent and stable relationships had an

impact on adolescent outcomes. This provides evidence that the ability of a mentor to

serve as a role model stems partly from the quality of the relationship between the

adolescent and the mentor.