in a group setting, according to The International Journal of Social Work. Both approaches can be done in a one-on-one or group setting between mentee youth and paraprofessional mentors. Paraprofessionals are non-parent adult mentors who are recruited or volunteer to execute certain tasks after being guided and supervised by a professional service provider. Although the many community-based programs that exist today vary in design and delivery, the majority target skill sets relating to social integration, self-sufficiency, and academic competence. Community engagement statistics states that mentees after mentoring programs are 55% more likely to enroll in college, 78% more likely to volunteer regularly, 90% are interested in becoming a mentor, and 130% more likely to hold leadership positions. A survey questioning 1,101 mentors through 98 mentoring programs found that school-based mentoring programs had fewer contact hours than community-based mentoring programs. Community-based mentors also self-reported to be “very close” to their mentees, while school-based mentors reported to be “close”. This survey used nine factors to benchmark the developing relationships. These factors are “(1) engaging in social activities; (2) engaging in academic activities; (3) number of hours per month spent together; (4) decision-making shared by mentor and mentee; (5) prematch training; (6) postmatch training; (7) mentor screening (only important relationship development in community-based programs); (8) matching; and (9) age of the mentee." The conclusion of this study is that school-based programs are a good compliment to community based mentoring programs, meaning that schools should strive to have a variety of mentoring programs in order to give students the best resources that fit to their needs. Youth mentoring also addresses the issue of workforce shortages since it utilizes paraprofessionals for child services where the need is high but the resources are limited. Beginning in 2019, a new form of training—Just-In-Time Training—was proposed to help address shortages in child services. These strategies are proposed to even work “within the context of dynamic mental health services,” as they allow for services, normally directed towards professionals, to be executed just as efficiently by individuals with less official qualifications. Individual Individual mentoring, or a one on one setting is where there is one mentor who repeatedly meets with the same mentee for the duration of their program. These partnerships can be found in both community and school-based programs. One on one mentoring is seen in programs such as Big Brothers, Big Sisters in The United States, as well