Cavell and Hughes (2000) found significant decreases in parent reported

aggression in a sample of 62 2nd and 3rd graders with behavior problems who had

school-based "therapeutic mentors" (p. 199). These mentors were not specifically

psychology students, but were provided with training specific to handling aggressive

children. The children with these mentors had better outcomes then those in the

"standard mentoring" group (Cavell & Hughes, p. 203). The mentors in the latter group

had no training or ongoing supervision.

 Other research has found no significant improvement in classroom behavioral

functioning in 25 3rd and 4th graders evaluated in a pre-test post-test design (Dennison,

2000). These participants did, however, show academic improvement. They received an

in-school peer tutoring and mentoring program. It is difficult to tease out if the tutoring

was the key ingredient, or the mentoring, or both. Other mentoring programs, that do not

have a tutoring component, have also demonstrated an effect on academic achievement

(Blum & Jones, 1993; Grossman & Tiemey, 1998).

 Blum and Jones (1993) found declines in the number of poor grades (Ds and Fs)

and increases in better grades (Bs and Cs) in a sample of 22 middle school students that

received mentoring from school personnel and a weekly peer support group. The

mentoring involved daily interaction between the mentor and mentee and occasional

planned recreational activities over 8-10 weeks.

 Other programs that have yielded positive psychological outcomes have included

increases in levels of future aspirations (Lee & Cramond, 1999). A sample of 130 (78%

African American) elementary and middle school students that were mentored for more

than one year were compared to a wait-list group. The mentored group had higher levels