Mentoring-Reminiscence: A Conceptual and Empirical Analysis

Abstract

The quality of reminiscence research is often undermined by a lack of conceptual clarity regarding the particular type of reminiscence experience under study. The conceptual meaning of reminiscence is structured in part by the context in which it is experienced. Accounting for contextual factors is thus, an important step toward achieving conceptual validity. In the case of interpersonal reminiscence the role occupied by the reminiscing subject is an important contextual factor which should be accounted for. Interviews were conducted with elders ( N = 12) who had participated in a three-month, college-based life histories project involving mentoring-reminiscence—reminiscing while occupying the role of mentor. Ten elders reported that participation had been a positive and enjoyable experience, and four of these reported significant improvements in self-image. These outcomes are attributed to the fact that mentoring-reminiscence situates elders in a role involving status, an intergenerational relationship, and purposeful and productive activity.