Many works have discussed the traditional model of guidance which is individual guidance, considered the most utilized and having great potential to facilitate the development of a close trust relationship and provide the necessary flexibility for these relationships to evolve, giving youth a sense of ownership in their personal relationships with their mentors (according to Philip, Shucksmith, and King in 2004).

The traditional model, represented by individual guidance, may be beneficial for youth due to the learning acquired from another individual's experience and knowledge, which may or may not be older. It is not necessarily about age, but its importance lies in the shared experience, the degree of understanding, and the information that can be transmitted to the trainee. It also provides refugees and young immigrants with a potential connection to an older parental figure who can increase their awareness about various educational and employment opportunities and help them overcome barriers to access these opportunities, as well as provide general support for their issues and personal needs. (According to Herrera et al in 2002 and "Save the Children" in 2003 and Beltman and MacCallum in 2006),

This model is resource-intensive, especially concerning the number of mentors and the time spent on guidance

(According to Herrera et al in 2002), in addition to the accuracy of matching strategies at the beginning of its implementation. Clarke in 2004 noted that the individual model can be problematic in terms of communication as sometimes the mentor dominates during an individual situation, leaving trainees unable to communicate with him or share their thoughts and feelings with him.

Mentors in the individual model can also develop a negative attitude towards their trainees, especially if they expect more from the relationship, which in turn affects how the trainee views the mentoring process, and this feeling can be overcome if mentors have realistic concepts of the nature of their role and the responsibilities of that role." (According to Evans and Ave in 2000).

Finally, the individual model can be overwhelmingly challenging for program coordinators, mentors, and trainees. (According to Long in 1997)

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