Abstract
This study examined college students' perceptions about whether volunteering as a youth mentor impacts their experience of flourishing. The aim was to examine how specific experiences in the mentoring program (e.g., relationships with staff and peers, belonging to an organization, and skill development) may lead to flourishing. This study was conducted using a phenomenological study design and was guided by the broaden-and-build theory of positive emotions. Participants (N = 9) were recruited on a midwestern campus from a voluntary program where college students mentor youth in an after-school setting. Aspects of the mentoring experience that contribute to college students' experience of flourishing and opportunities for growth were examined.This study examined college students' perceptions about whether volunteering as a youth mentor impacts their experience of flourishing. The aim was to examine how specific experiences in the mentoring program (e.g., relationships with staff and peers, belonging to an organization, and skill development) may lead to flourishing. This study was conducted using a phenomenological study design and was guided by the broaden-and-build theory of positive emotions. Participants (N = 9) were recruited on a midwestern campus from a voluntary program where college students mentor youth in an after-school setting. Aspects of the mentoring experience that contribute to college students' experience of flourishing and opportunities for growth were examined.