UC Riverside

The purpose of this research synthesis was to summarize outcomes of mentor-based interventions for children with internalizing problems represented in single-case design studies. Within the school setting, mentors were defined as interventionists who provide directive as well as nondirective support for the students (Barrera & Bonds, 2013). Internalizing problems are described as symptoms of anxiety, depression, and social withdrawal that cause covert forms of emotional distress (Eisenberg et al., 2001; Forns, Abad, & Kirchner, 2011; Levitt & Merrell, 2009). The overall effect (Tau-U = 0.822) across studies demonstrated that mentor-based interventions reduced identified internalizing problems. The moderator variables grade, disability, race, method for student selection, mentor type, mentor’s mental health background, frequency of meeting, length of intervention, treatment fidelity, and variations of intervention were analyzed. General findings, moderator analyses, limitations, and implications were discussed.

Keywords: internalizing problems, mentor interventions, single case