SlideShare a Scribd company logo
1 of 19
Download to read offline
Mentoring Handbook
           2012/13
Welcome
Congratulations on being accepted to be a mentor.

In this handbook you will find all the information you need to mentor a group of new
students and help them in their transition to life at the University of Leicester.

You will find information on what is expected of you, the boundaries of your role, group
management techniques, and even activities to get your group talking.



If you have any questions, please contact your department Co-ordinator:

Biological Sciences
Dr. Jon Scott
js50@le.ac.uk

Economics
Korin Grant
kg53@le.ac.uk

Geography
Charlotte Brocklesby and Nicole Bragg
clb58@le.ac.uk/ ncb13@le.ac.uk

International Buddy Network
Elizabeth Cornish
elc38@le.ac.uk

Psychology
Dr. Steven Shimozaki
ss373@le.ac.uk




With thanks to University College London Transition Mentors Programme for the use of
their Transition Mentor Handbook 2011/12.


                                             2
Contents:
4    Role and responsibilities

4    Your Role
5    Confidentiality
5    Keeping Safe
5    Boundaries
6    Time Commitment

7    Working with your mentor group

7    The first group meeting
7    Meeting ideas
8    Further meetings
8    Icebreakers
10   Final Meeting

11   Group Dynamics

11   General guidelines
12   Inclusive groups

13   Reporting and Feedback

13   Online Materials

14   Useful Websites and Services

16   Appendix: Disability Etiquette Guide




                                     3
Roles and Responsibilities:

Your Role
Mentors are facilitators. You will be facilitating discussion and enabling the smooth
transition of students. It is your job to form a relaxed partnership with your group to make
them feel comfortable, so that they can express their feelings, ask questions and raise
concerns without fear or embarrassment. You should engage with your mentees the way
you would with friends, but be mindful of the responsibilities of your role and the influence
you may have on your mentees actions.

   In your role we expect you to:

      Maintain contact with mentees over the arranged period (1 term)
      If you are matched with students prior to their arrival in Leicester, establish a
       relationship with them by email before they arrive
      Be available for students to contact you by email or phone. Aim to respond to emails
       within three days of receiving them
      Notify your students if you will not be able to respond to emails or phone calls for
       any reason i.e. holiday
      Meet your students regularly (e.g. once per week) for the duration of your
       programme
      Forward any enquiries or problems to the relevant department when you are unable
       to answer a question or it is out of your remit
      Encourage students to get involved in University life
      Provide informal support for mentees
      Attend welcome event where you will meet mentees
      Complete any online training, and attend training workshop
      Notify the Co-ordinator if any of your mentees are not responding or say they are no
       longer interested in the programme
      Complete meeting contact sheets and contact evaluation forms and return them to
       the coordinator on the set dates

   We don’t expect you to:

      Try to solve your mentees personal/social problems
      Try to solve a departmental or academic problem
      Put yourself in a situation where you feel uncomfortable
      Proof read your mentees work
      Jeopardise your own safety or course work to support your mentees




                                              4
Confidentiality
      You are not in a position to offer students total confidentiality (i.e. they don’t want
       you to tell anyone). If they ask for your total confidence you cannot give it because
       you cannot predict what they will tell you. If they really want this level of
       confidentiality you can refer them to another source.
      You are not in a position to speak to a third party on behalf of your mentee. For
       instance you should not speak to their department, a friend, another student or
       family member on their behalf.
      If there is a concern for a student’s welfare you should inform your Co-ordinator who
       may pass information on to the relevant department; i.e. Student Psychological and
       Healthy Living Service or Student Welfare Service.
      Confidentiality can only be provided by Chaplains, Counsellors, Doctors and the
       Students’ Union whose actions are backed by professional codes of practice, and in
       the case of the Chaplains, Canon law.

Keeping Safe
      Arrange to meet in a public place. Do not arrange to meet in each other’s homes.
      Take your mobile phone with you when you go to meet your group.
      Always tell someone where you are going.
      Record the names and contact details of the people you are meeting.
      Trust your instincts. If someone or something makes you feel uncomfortable, don’t
       take the risk. Make your excuse to leave and inform the coordinator as soon as you
       can.

Boundaries
While you should be friendly as a mentor, and may well establish long lasting friendships
with your mentees, your ultimate role is to facilitate students’ integration into University
life, encourage involvement, and signpost to other services. Therefore in your role it is
important that you maintain personal and professional boundaries:

      Do not read your mentees academic work even if they ask you to. This is not the
       purpose of your role and it could jeopardise the relationship. If a student asks you to
       help, let them know you are not allowed.
      Use appropriate, clean language in front of your mentees.
      Respect group members. Do not pressure them into doing anything they may not
       want to do (e.g. drink alcohol).
      Be aware of the limitation of your role. If there are any questions you cannot answer,
       refer your student to someone who can help. You can refer to your ‘Making
       Connections’ leaflet to do this.

                                               5
   Do not give immigration advice. This is an illegal offence. You and the University
      could be held liable if you give advice because you are not trained to give any
      immigration advice. Everyone’s case is different and therefore you cannot speak
      from your own knowledge.
     Maintain professionalism and appropriate boundaries when communicating via
      email or on social networking sites.

Time Commitment
     Attend Welcome Event organised by your department/programme coordinator
     Meet with students at least once a week
     Take part in organised social events
     Attend compulsory feedback session
     Different mentoring schemes may have slightly different expectations in terms of
      your time commitment. Contact your programme Co-ordinator if you need further
      clarification.




                                             6
Working with your mentor group:
The first meeting:
      Your first group meeting will be at a welcome event organised by your department in
       the first or second week of term.
      The first group meeting is about everyone getting to know each other and clarifying
       expectations about the programme. Your department may provide you with an
       activity to get you started, but the meeting should generally be quite relaxed and
       informal.
      Begin by introducing yourself and tell your group a little about yourself, your course,
       what year you’re in, where you are from etc. Then ask each of your group members
       to introduce themselves. You could also try using one of the icebreakers to get
       people talking.
      Ask some questions about how they’ve found the University so far. You can also tell
       them about your experiences, but be careful not to dominate the conversation.
      Spend some time discussing the aims on the mentor programme and how it will
       work. You could start by asking them what they expect to get out of the programme
       and correct any misguided ideas. Make sure they know what you can and can’t do as
       a mentor, and let them know that if something arises which you can’t deal with, you
       will be able to refer them to a person or service with the relevant experience.
      Brainstorm a list of questions or concerns students still have. Is there anything they
       are unsure about their course? Is there anything that they have not yet organised or
       understood?
      Discuss the structure of the mentor programme so that all students know how often
       you will meet and what other activities are happening. Emphasise that the group is
       for them so they should feel free to suggest activities and say what they would like to
       do. Set the agenda for next week.
      Discuss and agree how you want to stay in contact with each other and exchange
       contact details as necessary.
      End the meeting on a positive note and say that you’re looking forward to the next
       meeting and hope to see them all there.

Meeting Ideas
A ‘meeting’ does not have to be a formal meeting where you ask your group lots of
questions for an hour. There are plenty of things you can do together. Here are some
examples of what previous mentors have done with their mentees, to get you started:

      Attend a society event
      Go shopping together


                                              7
   Invite your mentees to meet your friends
      Meet at your favourite local café for lunch
      Give your group a campus tour. You could take them to the Careers Service, Student
       Welfare Service, and Freemen’s Common Health Service etc
      Show your group around the library and show them how to search for books
      Show your group around the Students’ Union
      Invite your group to a society event that you are involved in
      Go to the New Walk Museum
      Plan a trip to the cinema, theatre, a local gig, park, sports game
      Show your mentees around the countryside, particularly if you live in Oadby
      Do a sporting activity together
      Make crafts together
      Go to an open-mic night

If you are mentoring international students you may also like to do the following:

      Go on a trip to a traditional English pub to try British food
      Take your group to the supermarket, to explain the food, and teach them about
       cooking
      Invite them to celebrate a British holiday/festival with you

Further meetings
      Start each meeting with a catch up with questions about how they’ve been, whether
       they have encountered any difficulties this past week, or have any questions.
      Do something fun!
      Decide on the next time to meet.

Icebreakers
It is crucial for your group’s success that you learn everyone’s names and that they learn
each other’s. Knowing their names is a sign that you are genuinely interested in each person
as an individual and reduces any feelings of anonymity.

Icebreaker games are one of the best ways to learn names and people feel comfortable in a
group. The following games are suggestions that can help get people talking. Remember to
always ask people to repeat their names when contributing during the game.

Speed Dating

Line everyone up so they are facing a pair, give each person a question to ask their opposite
partner. Give each pair three minutes each to ask their question of one another. Then one



                                              8
side should move along to another partner, the opposite side stays still. Continue this until
the original pairs are back together.

Roll the dice

A different way to ask the questions above. Bring a dice to the meeting: everyone takes
turns to roll and each number represents a new question to answer.

   1.   Why did you choose this degree programme and Leicester?
   2.   What did you do last year?
   3.   What has been the best thing that’s happened at university so far?
   4.   What has been the most challenging aspect of university so far?
   5.   What has been the most unexpected thing about university so far?
   6.   What are you most looking forward to during your time at Leicester?

Things in Common

Each student pairs up with another student who they don’t know. They must find three
things that they have in common then introduce each other to the group with their findings.
You may then find that others in the group have the same things in common.

The Magic Wand

Imagine you have a magic wand that allows you to change three things about the University
of Leicester. You can change anything you want. How would you change yourself, your
programme, the facilities, the place you live, etc? This can be done as a large group or in
pairs or small groups.

Ball toss

Everyone stands in a circle. Throw a ball around and say the name of the person you throw
it to. Add a second ball into the circle at the same time to add to the speed!

Memorising names

Go around in a circle. The first person says their name, then the second person says their
name and also the first person’s name, the third person says their name and the first and
second person’s name, and so on around the circle. A game where it’s good to volunteer to
go first, as the last person has to remember everyone!

Truth and Lies

Each person has to say three things about themselves; two of which are true and one which
is made up. All three should be believable but perhaps odd enough to trick the group. The
group then guesses which statement is the lie. Whoever is right records one point and the
winner is the person who has the most correct guesses at the end.


                                               9
The final meeting
The mentor programme officially runs during the first term, so after this point, if you want
to continue meeting with your group it would be on your own accord.

Your department may have a celebration to mark the end of the mentoring programme.
This is an opportunity for you to celebrate the time you have had with your group. At the
final meeting be sure to wish your group well in the rest of their degree. Also, try and leave
time to get some feedback from your group about how they think the programme has gone.




                                              10
Group Dynamics
General guidelines
All groups will be different because of the people within them. Some groups will get along
immediately, while others may take a little longer to flourish. Here are some general
guidelines on how to manage your group.


      Listen carefully, try not to interrupt, and respond to questions people ask.
      Explain yourself clearly and perhaps in different ways if people appear confused
       about what you say – especially if you have people in your group for whom English is
       their second language, or who might have other communication difficulties.
      If your group runs out of things to do, take some time out to review progress so far,
       ask them how they feel the group is going and if they have any suggestions for
       improvement.


What If you have a problem with your group?
Managing a mentor group is not always easy. If you are having problems with your group or
simply need advice, remember you are not on your own. You can always contact your
programme Co-ordinator who is there to support you. You can also talk to other mentors to
see what has or hasn’t worked for them.

What if one of your mentees is not responding to your emails?
There could be a range of reasons why someone is not responding to your emails. They may
simply not have received them, may not want to be involved in the programme any longer
but don’t want to tell you outright. In most cases it is nothing to worry about. Try and follow
up with a text or phone call if you haven’t heard from them after a few days.
If you have not received responses to your emails from someone that would normally
respond and you have a reason to be concerned, make your programme Co-ordinator aware.

What if your group dwindles to only one or two mentees?
Try and get in touch with your group members to find out why they are no longer coming to
meetings. It’s worth emailing everyone a few days before each meeting to remind them. It
may be that the times of meetings have been inconvenient or that the group is not fulfilling
their expectations. Some students might find that they no longer need the support of a
mentor group. Remember that this is not a reflection on you. However if your group does
dwindle, let your Co-ordinator know because they may be able to merge your group with
another, or allocate you more mentees.




                                              11
What if one of your mentees wants to drop out of the programme?
If this happens, try and find out why they no longer want to be involved. They may no longer
need support, or they could be feeling uncomfortable within the group. If there is a problem,
there may be an opportunity to resolve it. Whatever their reason for dropping out, inform
your Co-ordinator.

What if one of my mentees wants to switch groups?
If one of your mentees asks to switch groups, don’t take this personally. It is possible that
they just want to join a group with their friends. Speak to your Co-ordinator about arranging
this.

Inclusive groups
It is important to try and be as inclusive as possible with your group to make sure no one
feels left out. It is likely that you will have a very diverse group of students from different
cultural, social, ethnic and educational backgrounds. Try and be aware of differences within
the group and make everyone feel comfortable.


      For students with English as a second language, speak more slowly and clearly if
       there are any misunderstandings, try to find a different way to say the same thing, or
       ask the group to help you explain.
      Avoid stereotyping or making judgements about people.
      Remember that everyone has a different background and you can’t make
       assumptions about anyone.
      Create a general atmosphere of openness, sensitivity and respect in the group by
       being respectful yourself.
      Do not allow racist, sexist or other inappropriate jokes or comments in the group.
      If a student has a disability that might limit their participation, ask them (individually,
       perhaps at the end of the meeting) if there’s anything you can do to help them
       participate fully in the meetings.




                                               12
Reporting and Feedback
Your coordinator may ask you to provide updates on how the programme is going. They
should only take you a couple of minutes to fill in, but they are very important to the
development of the programme. While we would like you to meet with your group every
week, and we hope everything will run smoothly, we are aware this isn’t always the case.
Please try and be as accurate in your reports as possible so we can understand if there are
any issues and try and make changes.

At the end of the programme you will also be expected to complete an evaluation. Again,
your feedback is incredibly important for us to improve the programme for students in the
future.

Leicester Award

If you are gaining accreditation for your involvement in mentoring it is essential that you
complete and return reports to gain credit.




Online Materials
If you would like further information, or would like to recap on anything covered during the
training workshop you can do this at our website: www.le.ac.uk/ careers/ld/peer-
mentoring




                                              13
Useful Websites and Services
Student Welfare Service                         Freemen’s Common Health Centre
 www.le.ac.uk/welfare                           www.le.ac.uk/healthcentre
 0116 223 1185                                 0844 815 1105
 welfare@le.ac.uk
                                               Chaplaincy
Careers Service                                  www.le.ac.uk/chaplaincy
 www.le.ac.uk/careers                           0116 285 6493
 0116 252 2004                                  chaplaincy@le.ac.uk
 careershelp@le.ac.uk
                                                Accommodation Office
AccessAbility Centre                             www.le.ac.uk/accommodation
 www.le.ac.uk/accessability                    0116 252 2428
 0116 252 5002                                  accommodation@le.ac.uk
 accessable@le.ac.uk
                                                Students’ Union
Education Unit                                   www.leicesterunion.com
 http://leicesterunion.com/welfare/ed_-         0116 223 1124
_the_education_unit                              hello@leicesterunion.com
 0116 223 1132
 educationunit@le.ac.uk                        Safety Bus
                                                 http://leicesterunion.com/yourunion
English Language Teaching Unit                   0116 223 1123
 www.le.ac.uk/eltu                              su-safetybus@le.ac.uk
 0116 229 7856/7
 eltu@le.ac.uk                                 Nightline Service
                                                 0116 223 1230 (8pm – 8am term time)
Student Counselling                              nightlineleicester@hotmail.com
 www.le.ac.uk/healthandwellbeing
 0116 223 1780                                 Library
 counselling@le.ac.uk                           http://www2.le.ac.uk/library
                                                 0116 252 2043
Healthy Living                                   library@leicester.ac.uk
 www.le.ac.uk/healthandwellbeing
 0116 223 1268                                 Admissions
 healthyliving@le.ac.uk                        http://www2.le.ac.uk/offices/marketing/ad
                                                missions
Mental Wellbeing Service                         0116 252 5281
 www.le.ac.uk/healthandwellbeing               admissions@le.ac.uk
 0116 252 2283
 mentalwellbeing@le.ac.uk                      SU-Lets
                                                 http://www.sulets.com/
                                                 0116 223 1180/1173
                                                 enquiries@sulets.com

                                           14
Cashiers Office
 http://www2.le.ac.uk/offices/finance
 +44 (0)116 252 2393 (Undergraduate
enquiries) or +44 (0)116 252 2367
(Postgraduate enquiries)
 cashiers@le.ac.uk

International office
 http://www2.le.ac.uk/offices/international
 0116 252 2296
 international.office@le.ac.uk




                                                15
Appendix:
DISABILITY ETIQUETTE

Many non-disabled people have surprising apprehensions and fears when interacting with
disabled people. The purpose of this disability etiquette information is to give you a few
guidelines about this interaction, but most of it comes down to basic common sense. In all
communication with disabled people, it is important to understand that there are some
widely used words and phrases that give offence, because they reinforce prejudices and
preconceptions which should be challenged.

This section looks at language, behaviour and common courtesies which should be used
throughout the communication process. Try to remember this terminology when meeting or
working with disabled people. Most importantly, do not get ‘hung up’ over language and
behave as naturally as possible. If in doubt ask the person you are talking to for advice,
rather than use words that offend.

Language

      Use ‘disabled’ person rather than ‘handicapped’ person. This word derived from a
       fourteenth century horse racing term where those riders with gifted horses were
       required to ride with a cap in one hand. This ‘cap in hand’ terminology is offensive to
       many disabled people as it implies begging.
      Refrain from using the word ‘disabled’ as a noun, i.e. ‘The Disabled’; it implies a
       homogenous group separate from the rest of society. Disabled people are all
       ‘unique’ individuals: ‘The Disabled’ do not constitute a group apart. Use ‘disabled
       person’ or ‘person with a disability’.
      A person is not a condition; avoid referring to an individual by the condition they
       have. An ‘Arthritic’ is a ‘person with arthritis’; a ‘Spastic’ is a ‘person who has
       cerebral palsy’.
      Avoid attaching labels to people with or without disabilities. For example, the word
       ‘normal’ has no real meaning if we are all different. It also implies that disabled
       people are ‘standard deviations’.

Words to be avoided:

      VICTIM - use person who has/with/person who experienced.
      CRIPPLED BY - use person who has/person with
      SUFFERING FROM - use person who has/person with
      AFFLICTED BY - use person who has/person with
      WHEELCHAIR BOUND – use wheelchair user
      CONFINED TO A WHEELCHAIR – use wheelchair user
      MENTAL HANDICAP – use person with learning disabilities

                                             16
   MENTAL ILLNESS – use person with mental health problems
      INVALID (literally means not valid) – use disabled person
      DEAF AND DUMB – use a person who is deaf and without speech
      MUTE – use a person without speech.

Offering Help

      Most disabled people do not need any extra help. The commonest reason for
       requiring help is a restrictive environment.
      Disabled people are all individuals; some will be very confident in asking for help,
       others will struggle on regardless.
      Never leap in, assuming what help is needed and how to provide it. Offer help if you
       feel it may be required by enquiring “Are you OK?” or “Is there anything I can do?”,
       or “Do you need some help?”
      Disabled people have every right to say no.
      Disabled people may get stroppy; this can be for various reasons. For example, they
       may have been offered help seventeen times that day already, or they are simply
       being rude and unreasonable. If you believe it to be the latter, you should confront
       them. Allowing disabled people to get away with inappropriate behaviour is just as
       patronising as patting them on the head.

General Behaviour and Information

      When offering assistance to a blind person, ask them directly what you need to do,
       but as a rule allow the person to take your arm. You should guide rather than lead or
       propel the person. Advise on steps and other obstacles as they occur.
      To help a blind person sit down, place their hand on the back of the chair and tell
       them what you have done.
      Advise a blind person when you are leaving them as they may end up talking to fresh
       air.
      Introduce yourself by name on meeting a blind person, as they may not recognise
       your voice.
      In welcoming a blind person to a room in which they have not been before, give a
       brief synopsis of the ‘geography’ (shape, size and windows) and contents (furniture
       and people) of the room.
      If a Guide Dog is present, always ask the owner’s permission before you pat the dog.
      Leaning on a person’s wheelchair is often annoying for the occupant; it sometimes
       makes the chair move. But do not allow the chair to become a barrier to appropriate
       physical contact.
      When talking to a person in a wheelchair for any length of time, get to their eye
       level.



                                            17
   Do not grab the back of someone’s wheelchair to push them along. Wheelchair
       users usually either move around under their own power, or use powered chairs. If a
       person is struggling ask if they require assistance.
      Never touch or move crutches or walking sticks without the user’s consent; you may
       make the person lose balance or make it more difficult for the user to stand if they
       are sitting.
      Establish if a deaf person can lip-read. Look directly at the person and speak clearly
       and naturally. Do not shout or exaggerate lip movement, as this will distort
       understanding.
      Facial expressions and gesturing help deaf people understand you. Face the source
       of light and keep hands, cigarettes and food away from your mouth when speaking
       and do not wear sunglasses. If difficulties occur, use written notes. Avoid clothing or
       jewellery that can distract from your face if regularly communicating with a person
       who lip-reads.
      Many deaf people prefer to use sign language; it is a language like any other, with its
       own grammar. Interpreters should be provided if deaf people are present at
       meetings or in an official interview situation. Find out if you need BSL (British Sign
       Language) or SSE (Signed Supported English) interpreters.
      If you are with a deaf person and an audible warning, fire bell or an announcement is
       given, make sure they understand what is happening.
      If someone has speech impairment do not finish the end of sentences or pretend you
       understand them when you do not. Always ask them to repeat themselves, even if it
       takes several attempts.
      Do not make assumptions about the existence or absence of disabilities – some
       people have hidden disabilities, e.g. people who have epilepsy, sickle cell anaemia,
       dyslexia or other specific learning difficulty in a higher education context.

Conversation and Common Courtesies

      Talk directly to a disabled person rather than through a companion. Relax and make
       eye contact.
      Do not be embarrassed about using common expressions, such as “See you later” or
       “I’ll be running along then”, which may relate to a person’s impairment.
      Many jokes are based on humour that exploits an individual’s impairments. These
       are thoroughly offensive and should be challenged in the same way that you should
       challenge all racist, sexist and heterosexist jokes. Silence implies agreement.
      Resist the temptation to ask negative or intrusive questions like “What’s wrong with
       you?” or “Have you always been like that?” When you meet someone, it’s more
       constructive if you ask positive questions.




                                             18
   If you are organising a meeting or conference to which you hope to attract disabled
       people, consult disabled people on access issues. Also, ensure you have a statement
       on your posters, welcoming disabled people and advising on access provision.
      Ask a disabled person which position or seat is best for them; e.g. some people need
       an area which is well lit, and another person may prefer a higher chair.
      Shaking hands: advise a blind or partially sighted person that you are about to shake
       their hand; they may not be able to see your hand. If you are uncertain about
       shaking hands with a wheelchair user, ask the person. They may say, “Please do”;
       proceed in the normal way. With a very few people, because of lack of movement,
       you may have to take their hand. Occasionally someone may say no, because
       movement hurts them.
      If food or refreshments are available, explain what is there if a person is unable to
       see, either because they are blind or partially sighted, or if they are a wheelchair user
       and the table is too high. Ask if they require assistance, either to be served or in
       other ways.

These notes are reproduced with the permission of Dr. Stephen Duckworth of:

Disability Matters Ltd.,
The Old Dairy,
Tiebridge Farm,
North Houghton,
Stockbridge
Hants. SO20 6LQ
Tel: 01264 811120; Fax: 01264 810889; Web: www.disabilitymatters.com




                                              19

More Related Content

What's hot

Peer Mentor Handbook
Peer Mentor HandbookPeer Mentor Handbook
Peer Mentor Handbookucrmentors
 
Ethics and law in school counseling
Ethics and law in school counselingEthics and law in school counseling
Ethics and law in school counselingKimberly Melton
 
Peer mentor presentation
Peer mentor presentationPeer mentor presentation
Peer mentor presentationLaura Taylor
 
FacultyClub Career Tips - Ace Your Interview
FacultyClub Career Tips - Ace Your InterviewFacultyClub Career Tips - Ace Your Interview
FacultyClub Career Tips - Ace Your InterviewFacultyclub.org
 
Peer mentoring
Peer mentoringPeer mentoring
Peer mentoringbensedman
 
Peer mentoring: How to establish supportive relationships with colleagues
Peer mentoring: How to establish supportive relationships with colleaguesPeer mentoring: How to establish supportive relationships with colleagues
Peer mentoring: How to establish supportive relationships with colleaguesJailza Pauly
 
Oak Hill Hospital IT Internship Analysis Paper
Oak Hill Hospital IT Internship Analysis PaperOak Hill Hospital IT Internship Analysis Paper
Oak Hill Hospital IT Internship Analysis PaperVeton Krasniqi
 
Creating Community in Onlinecourses Part2
Creating Community in Onlinecourses Part2Creating Community in Onlinecourses Part2
Creating Community in Onlinecourses Part2Mark Gura
 
Syllabus wo schedule
Syllabus wo scheduleSyllabus wo schedule
Syllabus wo scheduleTara Ptasnik
 
Chapter 2 Presentation
Chapter 2 PresentationChapter 2 Presentation
Chapter 2 Presentationguest1050763
 

What's hot (20)

Syllabus fall 2012 tr
Syllabus fall 2012 trSyllabus fall 2012 tr
Syllabus fall 2012 tr
 
UHI Student Mentor Training
UHI Student Mentor TrainingUHI Student Mentor Training
UHI Student Mentor Training
 
Peer Mentor Handbook
Peer Mentor HandbookPeer Mentor Handbook
Peer Mentor Handbook
 
Ethics and law in school counseling
Ethics and law in school counselingEthics and law in school counseling
Ethics and law in school counseling
 
Peer mentor presentation
Peer mentor presentationPeer mentor presentation
Peer mentor presentation
 
FacultyClub Career Tips - Ace Your Interview
FacultyClub Career Tips - Ace Your InterviewFacultyClub Career Tips - Ace Your Interview
FacultyClub Career Tips - Ace Your Interview
 
Two sides to every semester
Two sides to every semesterTwo sides to every semester
Two sides to every semester
 
Peer mentoring
Peer mentoringPeer mentoring
Peer mentoring
 
Peer mentoring: How to establish supportive relationships with colleagues
Peer mentoring: How to establish supportive relationships with colleaguesPeer mentoring: How to establish supportive relationships with colleagues
Peer mentoring: How to establish supportive relationships with colleagues
 
Oak Hill Hospital IT Internship Analysis Paper
Oak Hill Hospital IT Internship Analysis PaperOak Hill Hospital IT Internship Analysis Paper
Oak Hill Hospital IT Internship Analysis Paper
 
Don't fight the FOMO
Don't fight the FOMODon't fight the FOMO
Don't fight the FOMO
 
Creating Community in Onlinecourses Part2
Creating Community in Onlinecourses Part2Creating Community in Onlinecourses Part2
Creating Community in Onlinecourses Part2
 
Syllabus wo schedule
Syllabus wo scheduleSyllabus wo schedule
Syllabus wo schedule
 
Chapter 1
Chapter 1Chapter 1
Chapter 1
 
E-brochure
E-brochureE-brochure
E-brochure
 
A new normal
A new normalA new normal
A new normal
 
Chapter 2 Presentation
Chapter 2 PresentationChapter 2 Presentation
Chapter 2 Presentation
 
Celebrating the wins
Celebrating the winsCelebrating the wins
Celebrating the wins
 
Chapter 4
Chapter 4Chapter 4
Chapter 4
 
4 reasons why university is worth it
4 reasons why university is worth it4 reasons why university is worth it
4 reasons why university is worth it
 

Similar to Mentor handbook

Spark Mentor Orientation (10.22)
Spark Mentor Orientation (10.22)Spark Mentor Orientation (10.22)
Spark Mentor Orientation (10.22)DevonYoung
 
Resident Assistant Class Syllabus
Resident Assistant Class SyllabusResident Assistant Class Syllabus
Resident Assistant Class SyllabusKaila Henry
 
Ethics and law in school counseling
Ethics and law in school counselingEthics and law in school counseling
Ethics and law in school counselingKimberly Melton
 
Survival Tips for Continuing Education Students
Survival Tips for Continuing Education StudentsSurvival Tips for Continuing Education Students
Survival Tips for Continuing Education Studentsjasonw93
 
Guidance and counseling at school
Guidance and counseling at schoolGuidance and counseling at school
Guidance and counseling at schoolJamlick Bosire
 
ACADEMIC IMPROVEMENT MISSION
ACADEMIC IMPROVEMENT MISSIONACADEMIC IMPROVEMENT MISSION
ACADEMIC IMPROVEMENT MISSIONApurva Kanase
 
ACADEMIC IMPROVEMENT MEASURES
ACADEMIC IMPROVEMENT MEASURES ACADEMIC IMPROVEMENT MEASURES
ACADEMIC IMPROVEMENT MEASURES Sanavi Bhosale
 
Guidelines for a successful mentoring program
Guidelines for a successful mentoring programGuidelines for a successful mentoring program
Guidelines for a successful mentoring programjackeline abinales
 
Mentoring Up - SACNAS 2013 - Steve Lee
Mentoring Up - SACNAS 2013 - Steve LeeMentoring Up - SACNAS 2013 - Steve Lee
Mentoring Up - SACNAS 2013 - Steve LeeSteve Lee
 
IMPORTANCE OF PERFORMANCE SKILLS
IMPORTANCE OF PERFORMANCE SKILLSIMPORTANCE OF PERFORMANCE SKILLS
IMPORTANCE OF PERFORMANCE SKILLSRiya Rathod
 
12.learners and their work and studies pn p 2014 15
12.learners and their work and studies pn p 2014 1512.learners and their work and studies pn p 2014 15
12.learners and their work and studies pn p 2014 15Pat Townshend
 
Advocating for your Gifted Child at School
Advocating for your Gifted Child at SchoolAdvocating for your Gifted Child at School
Advocating for your Gifted Child at SchoolLiftingthelid
 
Problem Solving and Becoming a ProfessionalField Matters
Problem Solving and Becoming a ProfessionalField MattersProblem Solving and Becoming a ProfessionalField Matters
Problem Solving and Becoming a ProfessionalField MattersDaliaCulbertson719
 
A series of unfortunate online events
A series of unfortunate online eventsA series of unfortunate online events
A series of unfortunate online eventsAlexandra M. Pickett
 
OIC Syllabus wo schedule
OIC Syllabus wo scheduleOIC Syllabus wo schedule
OIC Syllabus wo scheduleTara Ptasnik
 
Course handbook cpd
Course handbook cpdCourse handbook cpd
Course handbook cpdCharley1012
 

Similar to Mentor handbook (20)

Spark Mentor Orientation (10.22)
Spark Mentor Orientation (10.22)Spark Mentor Orientation (10.22)
Spark Mentor Orientation (10.22)
 
Strategiesfor successfulsl.1.century
Strategiesfor successfulsl.1.centuryStrategiesfor successfulsl.1.century
Strategiesfor successfulsl.1.century
 
Resident Assistant Class Syllabus
Resident Assistant Class SyllabusResident Assistant Class Syllabus
Resident Assistant Class Syllabus
 
Ethics and law in school counseling
Ethics and law in school counselingEthics and law in school counseling
Ethics and law in school counseling
 
Survival Tips for Continuing Education Students
Survival Tips for Continuing Education StudentsSurvival Tips for Continuing Education Students
Survival Tips for Continuing Education Students
 
Guidance and counseling at school
Guidance and counseling at schoolGuidance and counseling at school
Guidance and counseling at school
 
AIM
AIMAIM
AIM
 
ACADEMIC IMPROVEMENT MISSION
ACADEMIC IMPROVEMENT MISSIONACADEMIC IMPROVEMENT MISSION
ACADEMIC IMPROVEMENT MISSION
 
ACADEMIC IMPROVEMENT MEASURES
ACADEMIC IMPROVEMENT MEASURES ACADEMIC IMPROVEMENT MEASURES
ACADEMIC IMPROVEMENT MEASURES
 
Guidelines for a successful mentoring program
Guidelines for a successful mentoring programGuidelines for a successful mentoring program
Guidelines for a successful mentoring program
 
Training
TrainingTraining
Training
 
PMP Manual Booklet
PMP Manual BookletPMP Manual Booklet
PMP Manual Booklet
 
Mentoring Up - SACNAS 2013 - Steve Lee
Mentoring Up - SACNAS 2013 - Steve LeeMentoring Up - SACNAS 2013 - Steve Lee
Mentoring Up - SACNAS 2013 - Steve Lee
 
IMPORTANCE OF PERFORMANCE SKILLS
IMPORTANCE OF PERFORMANCE SKILLSIMPORTANCE OF PERFORMANCE SKILLS
IMPORTANCE OF PERFORMANCE SKILLS
 
12.learners and their work and studies pn p 2014 15
12.learners and their work and studies pn p 2014 1512.learners and their work and studies pn p 2014 15
12.learners and their work and studies pn p 2014 15
 
Advocating for your Gifted Child at School
Advocating for your Gifted Child at SchoolAdvocating for your Gifted Child at School
Advocating for your Gifted Child at School
 
Problem Solving and Becoming a ProfessionalField Matters
Problem Solving and Becoming a ProfessionalField MattersProblem Solving and Becoming a ProfessionalField Matters
Problem Solving and Becoming a ProfessionalField Matters
 
A series of unfortunate online events
A series of unfortunate online eventsA series of unfortunate online events
A series of unfortunate online events
 
OIC Syllabus wo schedule
OIC Syllabus wo scheduleOIC Syllabus wo schedule
OIC Syllabus wo schedule
 
Course handbook cpd
Course handbook cpdCourse handbook cpd
Course handbook cpd
 

More from martau3

Mentor Skills session2
Mentor Skills session2Mentor Skills session2
Mentor Skills session2martau3
 
Mentoring Skills session1
Mentoring Skills session1Mentoring Skills session1
Mentoring Skills session1martau3
 
Cultural and diversity awareness workshop
Cultural and diversity awareness workshopCultural and diversity awareness workshop
Cultural and diversity awareness workshopmartau3
 
Signposting workshop
Signposting workshopSignposting workshop
Signposting workshopmartau3
 
Signposting
SignpostingSignposting
Signpostingmartau3
 
Mentoring skills
Mentoring skillsMentoring skills
Mentoring skillsmartau3
 
Cultural awareness
Cultural awarenessCultural awareness
Cultural awarenessmartau3
 
PAL Award Training Session 2 (14.12.11)
PAL Award Training Session 2 (14.12.11)PAL Award Training Session 2 (14.12.11)
PAL Award Training Session 2 (14.12.11)martau3
 
PAL Award Training Session 2 (01.11.11)
PAL Award Training Session 2 (01.11.11)PAL Award Training Session 2 (01.11.11)
PAL Award Training Session 2 (01.11.11)martau3
 
Peer Assisted Learning Leicester Award Introduction
Peer Assisted Learning Leicester Award IntroductionPeer Assisted Learning Leicester Award Introduction
Peer Assisted Learning Leicester Award Introductionmartau3
 
PAL LA Assessment Specification (Medics)
PAL LA Assessment Specification (Medics)PAL LA Assessment Specification (Medics)
PAL LA Assessment Specification (Medics)martau3
 
PAL LA Assessment Specification (Biologists and Geographers)
PAL LA Assessment Specification (Biologists and Geographers)PAL LA Assessment Specification (Biologists and Geographers)
PAL LA Assessment Specification (Biologists and Geographers)martau3
 
Peer Mentoring/Peer Assisted Learning Leicester Award Guidance
Peer Mentoring/Peer Assisted Learning Leicester Award GuidancePeer Mentoring/Peer Assisted Learning Leicester Award Guidance
Peer Mentoring/Peer Assisted Learning Leicester Award Guidancemartau3
 
Study Skills Development Medics 3
Study Skills Development Medics 3Study Skills Development Medics 3
Study Skills Development Medics 3martau3
 
Study Skills Development Medics 1
Study Skills Development Medics 1Study Skills Development Medics 1
Study Skills Development Medics 1martau3
 
Study Skills Development Medics 2
Study Skills Development Medics 2Study Skills Development Medics 2
Study Skills Development Medics 2martau3
 

More from martau3 (16)

Mentor Skills session2
Mentor Skills session2Mentor Skills session2
Mentor Skills session2
 
Mentoring Skills session1
Mentoring Skills session1Mentoring Skills session1
Mentoring Skills session1
 
Cultural and diversity awareness workshop
Cultural and diversity awareness workshopCultural and diversity awareness workshop
Cultural and diversity awareness workshop
 
Signposting workshop
Signposting workshopSignposting workshop
Signposting workshop
 
Signposting
SignpostingSignposting
Signposting
 
Mentoring skills
Mentoring skillsMentoring skills
Mentoring skills
 
Cultural awareness
Cultural awarenessCultural awareness
Cultural awareness
 
PAL Award Training Session 2 (14.12.11)
PAL Award Training Session 2 (14.12.11)PAL Award Training Session 2 (14.12.11)
PAL Award Training Session 2 (14.12.11)
 
PAL Award Training Session 2 (01.11.11)
PAL Award Training Session 2 (01.11.11)PAL Award Training Session 2 (01.11.11)
PAL Award Training Session 2 (01.11.11)
 
Peer Assisted Learning Leicester Award Introduction
Peer Assisted Learning Leicester Award IntroductionPeer Assisted Learning Leicester Award Introduction
Peer Assisted Learning Leicester Award Introduction
 
PAL LA Assessment Specification (Medics)
PAL LA Assessment Specification (Medics)PAL LA Assessment Specification (Medics)
PAL LA Assessment Specification (Medics)
 
PAL LA Assessment Specification (Biologists and Geographers)
PAL LA Assessment Specification (Biologists and Geographers)PAL LA Assessment Specification (Biologists and Geographers)
PAL LA Assessment Specification (Biologists and Geographers)
 
Peer Mentoring/Peer Assisted Learning Leicester Award Guidance
Peer Mentoring/Peer Assisted Learning Leicester Award GuidancePeer Mentoring/Peer Assisted Learning Leicester Award Guidance
Peer Mentoring/Peer Assisted Learning Leicester Award Guidance
 
Study Skills Development Medics 3
Study Skills Development Medics 3Study Skills Development Medics 3
Study Skills Development Medics 3
 
Study Skills Development Medics 1
Study Skills Development Medics 1Study Skills Development Medics 1
Study Skills Development Medics 1
 
Study Skills Development Medics 2
Study Skills Development Medics 2Study Skills Development Medics 2
Study Skills Development Medics 2
 

Recently uploaded

NOTES OF DRUGS ACTING ON NERVOUS SYSTEM .pdf
NOTES OF DRUGS ACTING ON NERVOUS SYSTEM .pdfNOTES OF DRUGS ACTING ON NERVOUS SYSTEM .pdf
NOTES OF DRUGS ACTING ON NERVOUS SYSTEM .pdfSumit Tiwari
 
UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapitolTechU
 
3.19.24 Urban Uprisings and the Chicago Freedom Movement.pptx
3.19.24 Urban Uprisings and the Chicago Freedom Movement.pptx3.19.24 Urban Uprisings and the Chicago Freedom Movement.pptx
3.19.24 Urban Uprisings and the Chicago Freedom Movement.pptxmary850239
 
How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17Celine George
 
General views of Histopathology and step
General views of Histopathology and stepGeneral views of Histopathology and step
General views of Histopathology and stepobaje godwin sunday
 
Ultra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxUltra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxDr. Asif Anas
 
How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17Celine George
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...raviapr7
 
Diploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfDiploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfMohonDas
 
How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17Celine George
 
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfMaximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfTechSoup
 
Philosophy of Education and Educational Philosophy
Philosophy of Education  and Educational PhilosophyPhilosophy of Education  and Educational Philosophy
Philosophy of Education and Educational PhilosophyShuvankar Madhu
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17Celine George
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICESayali Powar
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfYu Kanazawa / Osaka University
 
How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17Celine George
 
Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationMJDuyan
 
Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.EnglishCEIPdeSigeiro
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxraviapr7
 

Recently uploaded (20)

NOTES OF DRUGS ACTING ON NERVOUS SYSTEM .pdf
NOTES OF DRUGS ACTING ON NERVOUS SYSTEM .pdfNOTES OF DRUGS ACTING ON NERVOUS SYSTEM .pdf
NOTES OF DRUGS ACTING ON NERVOUS SYSTEM .pdf
 
UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptx
 
3.19.24 Urban Uprisings and the Chicago Freedom Movement.pptx
3.19.24 Urban Uprisings and the Chicago Freedom Movement.pptx3.19.24 Urban Uprisings and the Chicago Freedom Movement.pptx
3.19.24 Urban Uprisings and the Chicago Freedom Movement.pptx
 
How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17
 
General views of Histopathology and step
General views of Histopathology and stepGeneral views of Histopathology and step
General views of Histopathology and step
 
Ultra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxUltra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptx
 
How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...
 
Diploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfDiploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdf
 
How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17
 
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfMaximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
 
Philosophy of Education and Educational Philosophy
Philosophy of Education  and Educational PhilosophyPhilosophy of Education  and Educational Philosophy
Philosophy of Education and Educational Philosophy
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICE
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
 
How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17
 
Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive Education
 
Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptx
 

Mentor handbook

  • 2. Welcome Congratulations on being accepted to be a mentor. In this handbook you will find all the information you need to mentor a group of new students and help them in their transition to life at the University of Leicester. You will find information on what is expected of you, the boundaries of your role, group management techniques, and even activities to get your group talking. If you have any questions, please contact your department Co-ordinator: Biological Sciences Dr. Jon Scott js50@le.ac.uk Economics Korin Grant kg53@le.ac.uk Geography Charlotte Brocklesby and Nicole Bragg clb58@le.ac.uk/ ncb13@le.ac.uk International Buddy Network Elizabeth Cornish elc38@le.ac.uk Psychology Dr. Steven Shimozaki ss373@le.ac.uk With thanks to University College London Transition Mentors Programme for the use of their Transition Mentor Handbook 2011/12. 2
  • 3. Contents: 4 Role and responsibilities 4 Your Role 5 Confidentiality 5 Keeping Safe 5 Boundaries 6 Time Commitment 7 Working with your mentor group 7 The first group meeting 7 Meeting ideas 8 Further meetings 8 Icebreakers 10 Final Meeting 11 Group Dynamics 11 General guidelines 12 Inclusive groups 13 Reporting and Feedback 13 Online Materials 14 Useful Websites and Services 16 Appendix: Disability Etiquette Guide 3
  • 4. Roles and Responsibilities: Your Role Mentors are facilitators. You will be facilitating discussion and enabling the smooth transition of students. It is your job to form a relaxed partnership with your group to make them feel comfortable, so that they can express their feelings, ask questions and raise concerns without fear or embarrassment. You should engage with your mentees the way you would with friends, but be mindful of the responsibilities of your role and the influence you may have on your mentees actions. In your role we expect you to:  Maintain contact with mentees over the arranged period (1 term)  If you are matched with students prior to their arrival in Leicester, establish a relationship with them by email before they arrive  Be available for students to contact you by email or phone. Aim to respond to emails within three days of receiving them  Notify your students if you will not be able to respond to emails or phone calls for any reason i.e. holiday  Meet your students regularly (e.g. once per week) for the duration of your programme  Forward any enquiries or problems to the relevant department when you are unable to answer a question or it is out of your remit  Encourage students to get involved in University life  Provide informal support for mentees  Attend welcome event where you will meet mentees  Complete any online training, and attend training workshop  Notify the Co-ordinator if any of your mentees are not responding or say they are no longer interested in the programme  Complete meeting contact sheets and contact evaluation forms and return them to the coordinator on the set dates We don’t expect you to:  Try to solve your mentees personal/social problems  Try to solve a departmental or academic problem  Put yourself in a situation where you feel uncomfortable  Proof read your mentees work  Jeopardise your own safety or course work to support your mentees 4
  • 5. Confidentiality  You are not in a position to offer students total confidentiality (i.e. they don’t want you to tell anyone). If they ask for your total confidence you cannot give it because you cannot predict what they will tell you. If they really want this level of confidentiality you can refer them to another source.  You are not in a position to speak to a third party on behalf of your mentee. For instance you should not speak to their department, a friend, another student or family member on their behalf.  If there is a concern for a student’s welfare you should inform your Co-ordinator who may pass information on to the relevant department; i.e. Student Psychological and Healthy Living Service or Student Welfare Service.  Confidentiality can only be provided by Chaplains, Counsellors, Doctors and the Students’ Union whose actions are backed by professional codes of practice, and in the case of the Chaplains, Canon law. Keeping Safe  Arrange to meet in a public place. Do not arrange to meet in each other’s homes.  Take your mobile phone with you when you go to meet your group.  Always tell someone where you are going.  Record the names and contact details of the people you are meeting.  Trust your instincts. If someone or something makes you feel uncomfortable, don’t take the risk. Make your excuse to leave and inform the coordinator as soon as you can. Boundaries While you should be friendly as a mentor, and may well establish long lasting friendships with your mentees, your ultimate role is to facilitate students’ integration into University life, encourage involvement, and signpost to other services. Therefore in your role it is important that you maintain personal and professional boundaries:  Do not read your mentees academic work even if they ask you to. This is not the purpose of your role and it could jeopardise the relationship. If a student asks you to help, let them know you are not allowed.  Use appropriate, clean language in front of your mentees.  Respect group members. Do not pressure them into doing anything they may not want to do (e.g. drink alcohol).  Be aware of the limitation of your role. If there are any questions you cannot answer, refer your student to someone who can help. You can refer to your ‘Making Connections’ leaflet to do this. 5
  • 6. Do not give immigration advice. This is an illegal offence. You and the University could be held liable if you give advice because you are not trained to give any immigration advice. Everyone’s case is different and therefore you cannot speak from your own knowledge.  Maintain professionalism and appropriate boundaries when communicating via email or on social networking sites. Time Commitment  Attend Welcome Event organised by your department/programme coordinator  Meet with students at least once a week  Take part in organised social events  Attend compulsory feedback session  Different mentoring schemes may have slightly different expectations in terms of your time commitment. Contact your programme Co-ordinator if you need further clarification. 6
  • 7. Working with your mentor group: The first meeting:  Your first group meeting will be at a welcome event organised by your department in the first or second week of term.  The first group meeting is about everyone getting to know each other and clarifying expectations about the programme. Your department may provide you with an activity to get you started, but the meeting should generally be quite relaxed and informal.  Begin by introducing yourself and tell your group a little about yourself, your course, what year you’re in, where you are from etc. Then ask each of your group members to introduce themselves. You could also try using one of the icebreakers to get people talking.  Ask some questions about how they’ve found the University so far. You can also tell them about your experiences, but be careful not to dominate the conversation.  Spend some time discussing the aims on the mentor programme and how it will work. You could start by asking them what they expect to get out of the programme and correct any misguided ideas. Make sure they know what you can and can’t do as a mentor, and let them know that if something arises which you can’t deal with, you will be able to refer them to a person or service with the relevant experience.  Brainstorm a list of questions or concerns students still have. Is there anything they are unsure about their course? Is there anything that they have not yet organised or understood?  Discuss the structure of the mentor programme so that all students know how often you will meet and what other activities are happening. Emphasise that the group is for them so they should feel free to suggest activities and say what they would like to do. Set the agenda for next week.  Discuss and agree how you want to stay in contact with each other and exchange contact details as necessary.  End the meeting on a positive note and say that you’re looking forward to the next meeting and hope to see them all there. Meeting Ideas A ‘meeting’ does not have to be a formal meeting where you ask your group lots of questions for an hour. There are plenty of things you can do together. Here are some examples of what previous mentors have done with their mentees, to get you started:  Attend a society event  Go shopping together 7
  • 8. Invite your mentees to meet your friends  Meet at your favourite local café for lunch  Give your group a campus tour. You could take them to the Careers Service, Student Welfare Service, and Freemen’s Common Health Service etc  Show your group around the library and show them how to search for books  Show your group around the Students’ Union  Invite your group to a society event that you are involved in  Go to the New Walk Museum  Plan a trip to the cinema, theatre, a local gig, park, sports game  Show your mentees around the countryside, particularly if you live in Oadby  Do a sporting activity together  Make crafts together  Go to an open-mic night If you are mentoring international students you may also like to do the following:  Go on a trip to a traditional English pub to try British food  Take your group to the supermarket, to explain the food, and teach them about cooking  Invite them to celebrate a British holiday/festival with you Further meetings  Start each meeting with a catch up with questions about how they’ve been, whether they have encountered any difficulties this past week, or have any questions.  Do something fun!  Decide on the next time to meet. Icebreakers It is crucial for your group’s success that you learn everyone’s names and that they learn each other’s. Knowing their names is a sign that you are genuinely interested in each person as an individual and reduces any feelings of anonymity. Icebreaker games are one of the best ways to learn names and people feel comfortable in a group. The following games are suggestions that can help get people talking. Remember to always ask people to repeat their names when contributing during the game. Speed Dating Line everyone up so they are facing a pair, give each person a question to ask their opposite partner. Give each pair three minutes each to ask their question of one another. Then one 8
  • 9. side should move along to another partner, the opposite side stays still. Continue this until the original pairs are back together. Roll the dice A different way to ask the questions above. Bring a dice to the meeting: everyone takes turns to roll and each number represents a new question to answer. 1. Why did you choose this degree programme and Leicester? 2. What did you do last year? 3. What has been the best thing that’s happened at university so far? 4. What has been the most challenging aspect of university so far? 5. What has been the most unexpected thing about university so far? 6. What are you most looking forward to during your time at Leicester? Things in Common Each student pairs up with another student who they don’t know. They must find three things that they have in common then introduce each other to the group with their findings. You may then find that others in the group have the same things in common. The Magic Wand Imagine you have a magic wand that allows you to change three things about the University of Leicester. You can change anything you want. How would you change yourself, your programme, the facilities, the place you live, etc? This can be done as a large group or in pairs or small groups. Ball toss Everyone stands in a circle. Throw a ball around and say the name of the person you throw it to. Add a second ball into the circle at the same time to add to the speed! Memorising names Go around in a circle. The first person says their name, then the second person says their name and also the first person’s name, the third person says their name and the first and second person’s name, and so on around the circle. A game where it’s good to volunteer to go first, as the last person has to remember everyone! Truth and Lies Each person has to say three things about themselves; two of which are true and one which is made up. All three should be believable but perhaps odd enough to trick the group. The group then guesses which statement is the lie. Whoever is right records one point and the winner is the person who has the most correct guesses at the end. 9
  • 10. The final meeting The mentor programme officially runs during the first term, so after this point, if you want to continue meeting with your group it would be on your own accord. Your department may have a celebration to mark the end of the mentoring programme. This is an opportunity for you to celebrate the time you have had with your group. At the final meeting be sure to wish your group well in the rest of their degree. Also, try and leave time to get some feedback from your group about how they think the programme has gone. 10
  • 11. Group Dynamics General guidelines All groups will be different because of the people within them. Some groups will get along immediately, while others may take a little longer to flourish. Here are some general guidelines on how to manage your group.  Listen carefully, try not to interrupt, and respond to questions people ask.  Explain yourself clearly and perhaps in different ways if people appear confused about what you say – especially if you have people in your group for whom English is their second language, or who might have other communication difficulties.  If your group runs out of things to do, take some time out to review progress so far, ask them how they feel the group is going and if they have any suggestions for improvement. What If you have a problem with your group? Managing a mentor group is not always easy. If you are having problems with your group or simply need advice, remember you are not on your own. You can always contact your programme Co-ordinator who is there to support you. You can also talk to other mentors to see what has or hasn’t worked for them. What if one of your mentees is not responding to your emails? There could be a range of reasons why someone is not responding to your emails. They may simply not have received them, may not want to be involved in the programme any longer but don’t want to tell you outright. In most cases it is nothing to worry about. Try and follow up with a text or phone call if you haven’t heard from them after a few days. If you have not received responses to your emails from someone that would normally respond and you have a reason to be concerned, make your programme Co-ordinator aware. What if your group dwindles to only one or two mentees? Try and get in touch with your group members to find out why they are no longer coming to meetings. It’s worth emailing everyone a few days before each meeting to remind them. It may be that the times of meetings have been inconvenient or that the group is not fulfilling their expectations. Some students might find that they no longer need the support of a mentor group. Remember that this is not a reflection on you. However if your group does dwindle, let your Co-ordinator know because they may be able to merge your group with another, or allocate you more mentees. 11
  • 12. What if one of your mentees wants to drop out of the programme? If this happens, try and find out why they no longer want to be involved. They may no longer need support, or they could be feeling uncomfortable within the group. If there is a problem, there may be an opportunity to resolve it. Whatever their reason for dropping out, inform your Co-ordinator. What if one of my mentees wants to switch groups? If one of your mentees asks to switch groups, don’t take this personally. It is possible that they just want to join a group with their friends. Speak to your Co-ordinator about arranging this. Inclusive groups It is important to try and be as inclusive as possible with your group to make sure no one feels left out. It is likely that you will have a very diverse group of students from different cultural, social, ethnic and educational backgrounds. Try and be aware of differences within the group and make everyone feel comfortable.  For students with English as a second language, speak more slowly and clearly if there are any misunderstandings, try to find a different way to say the same thing, or ask the group to help you explain.  Avoid stereotyping or making judgements about people.  Remember that everyone has a different background and you can’t make assumptions about anyone.  Create a general atmosphere of openness, sensitivity and respect in the group by being respectful yourself.  Do not allow racist, sexist or other inappropriate jokes or comments in the group.  If a student has a disability that might limit their participation, ask them (individually, perhaps at the end of the meeting) if there’s anything you can do to help them participate fully in the meetings. 12
  • 13. Reporting and Feedback Your coordinator may ask you to provide updates on how the programme is going. They should only take you a couple of minutes to fill in, but they are very important to the development of the programme. While we would like you to meet with your group every week, and we hope everything will run smoothly, we are aware this isn’t always the case. Please try and be as accurate in your reports as possible so we can understand if there are any issues and try and make changes. At the end of the programme you will also be expected to complete an evaluation. Again, your feedback is incredibly important for us to improve the programme for students in the future. Leicester Award If you are gaining accreditation for your involvement in mentoring it is essential that you complete and return reports to gain credit. Online Materials If you would like further information, or would like to recap on anything covered during the training workshop you can do this at our website: www.le.ac.uk/ careers/ld/peer- mentoring 13
  • 14. Useful Websites and Services Student Welfare Service Freemen’s Common Health Centre  www.le.ac.uk/welfare  www.le.ac.uk/healthcentre  0116 223 1185  0844 815 1105  welfare@le.ac.uk  Chaplaincy Careers Service  www.le.ac.uk/chaplaincy  www.le.ac.uk/careers  0116 285 6493  0116 252 2004  chaplaincy@le.ac.uk  careershelp@le.ac.uk Accommodation Office AccessAbility Centre  www.le.ac.uk/accommodation  www.le.ac.uk/accessability 0116 252 2428  0116 252 5002  accommodation@le.ac.uk  accessable@le.ac.uk Students’ Union Education Unit  www.leicesterunion.com  http://leicesterunion.com/welfare/ed_-  0116 223 1124 _the_education_unit  hello@leicesterunion.com  0116 223 1132  educationunit@le.ac.uk Safety Bus  http://leicesterunion.com/yourunion English Language Teaching Unit  0116 223 1123  www.le.ac.uk/eltu  su-safetybus@le.ac.uk  0116 229 7856/7  eltu@le.ac.uk Nightline Service  0116 223 1230 (8pm – 8am term time) Student Counselling  nightlineleicester@hotmail.com  www.le.ac.uk/healthandwellbeing  0116 223 1780 Library  counselling@le.ac.uk  http://www2.le.ac.uk/library  0116 252 2043 Healthy Living  library@leicester.ac.uk  www.le.ac.uk/healthandwellbeing  0116 223 1268 Admissions  healthyliving@le.ac.uk http://www2.le.ac.uk/offices/marketing/ad missions Mental Wellbeing Service  0116 252 5281  www.le.ac.uk/healthandwellbeing  admissions@le.ac.uk  0116 252 2283  mentalwellbeing@le.ac.uk SU-Lets  http://www.sulets.com/  0116 223 1180/1173  enquiries@sulets.com 14
  • 15. Cashiers Office  http://www2.le.ac.uk/offices/finance  +44 (0)116 252 2393 (Undergraduate enquiries) or +44 (0)116 252 2367 (Postgraduate enquiries)  cashiers@le.ac.uk International office  http://www2.le.ac.uk/offices/international  0116 252 2296  international.office@le.ac.uk 15
  • 16. Appendix: DISABILITY ETIQUETTE Many non-disabled people have surprising apprehensions and fears when interacting with disabled people. The purpose of this disability etiquette information is to give you a few guidelines about this interaction, but most of it comes down to basic common sense. In all communication with disabled people, it is important to understand that there are some widely used words and phrases that give offence, because they reinforce prejudices and preconceptions which should be challenged. This section looks at language, behaviour and common courtesies which should be used throughout the communication process. Try to remember this terminology when meeting or working with disabled people. Most importantly, do not get ‘hung up’ over language and behave as naturally as possible. If in doubt ask the person you are talking to for advice, rather than use words that offend. Language  Use ‘disabled’ person rather than ‘handicapped’ person. This word derived from a fourteenth century horse racing term where those riders with gifted horses were required to ride with a cap in one hand. This ‘cap in hand’ terminology is offensive to many disabled people as it implies begging.  Refrain from using the word ‘disabled’ as a noun, i.e. ‘The Disabled’; it implies a homogenous group separate from the rest of society. Disabled people are all ‘unique’ individuals: ‘The Disabled’ do not constitute a group apart. Use ‘disabled person’ or ‘person with a disability’.  A person is not a condition; avoid referring to an individual by the condition they have. An ‘Arthritic’ is a ‘person with arthritis’; a ‘Spastic’ is a ‘person who has cerebral palsy’.  Avoid attaching labels to people with or without disabilities. For example, the word ‘normal’ has no real meaning if we are all different. It also implies that disabled people are ‘standard deviations’. Words to be avoided:  VICTIM - use person who has/with/person who experienced.  CRIPPLED BY - use person who has/person with  SUFFERING FROM - use person who has/person with  AFFLICTED BY - use person who has/person with  WHEELCHAIR BOUND – use wheelchair user  CONFINED TO A WHEELCHAIR – use wheelchair user  MENTAL HANDICAP – use person with learning disabilities 16
  • 17. MENTAL ILLNESS – use person with mental health problems  INVALID (literally means not valid) – use disabled person  DEAF AND DUMB – use a person who is deaf and without speech  MUTE – use a person without speech. Offering Help  Most disabled people do not need any extra help. The commonest reason for requiring help is a restrictive environment.  Disabled people are all individuals; some will be very confident in asking for help, others will struggle on regardless.  Never leap in, assuming what help is needed and how to provide it. Offer help if you feel it may be required by enquiring “Are you OK?” or “Is there anything I can do?”, or “Do you need some help?”  Disabled people have every right to say no.  Disabled people may get stroppy; this can be for various reasons. For example, they may have been offered help seventeen times that day already, or they are simply being rude and unreasonable. If you believe it to be the latter, you should confront them. Allowing disabled people to get away with inappropriate behaviour is just as patronising as patting them on the head. General Behaviour and Information  When offering assistance to a blind person, ask them directly what you need to do, but as a rule allow the person to take your arm. You should guide rather than lead or propel the person. Advise on steps and other obstacles as they occur.  To help a blind person sit down, place their hand on the back of the chair and tell them what you have done.  Advise a blind person when you are leaving them as they may end up talking to fresh air.  Introduce yourself by name on meeting a blind person, as they may not recognise your voice.  In welcoming a blind person to a room in which they have not been before, give a brief synopsis of the ‘geography’ (shape, size and windows) and contents (furniture and people) of the room.  If a Guide Dog is present, always ask the owner’s permission before you pat the dog.  Leaning on a person’s wheelchair is often annoying for the occupant; it sometimes makes the chair move. But do not allow the chair to become a barrier to appropriate physical contact.  When talking to a person in a wheelchair for any length of time, get to their eye level. 17
  • 18. Do not grab the back of someone’s wheelchair to push them along. Wheelchair users usually either move around under their own power, or use powered chairs. If a person is struggling ask if they require assistance.  Never touch or move crutches or walking sticks without the user’s consent; you may make the person lose balance or make it more difficult for the user to stand if they are sitting.  Establish if a deaf person can lip-read. Look directly at the person and speak clearly and naturally. Do not shout or exaggerate lip movement, as this will distort understanding.  Facial expressions and gesturing help deaf people understand you. Face the source of light and keep hands, cigarettes and food away from your mouth when speaking and do not wear sunglasses. If difficulties occur, use written notes. Avoid clothing or jewellery that can distract from your face if regularly communicating with a person who lip-reads.  Many deaf people prefer to use sign language; it is a language like any other, with its own grammar. Interpreters should be provided if deaf people are present at meetings or in an official interview situation. Find out if you need BSL (British Sign Language) or SSE (Signed Supported English) interpreters.  If you are with a deaf person and an audible warning, fire bell or an announcement is given, make sure they understand what is happening.  If someone has speech impairment do not finish the end of sentences or pretend you understand them when you do not. Always ask them to repeat themselves, even if it takes several attempts.  Do not make assumptions about the existence or absence of disabilities – some people have hidden disabilities, e.g. people who have epilepsy, sickle cell anaemia, dyslexia or other specific learning difficulty in a higher education context. Conversation and Common Courtesies  Talk directly to a disabled person rather than through a companion. Relax and make eye contact.  Do not be embarrassed about using common expressions, such as “See you later” or “I’ll be running along then”, which may relate to a person’s impairment.  Many jokes are based on humour that exploits an individual’s impairments. These are thoroughly offensive and should be challenged in the same way that you should challenge all racist, sexist and heterosexist jokes. Silence implies agreement.  Resist the temptation to ask negative or intrusive questions like “What’s wrong with you?” or “Have you always been like that?” When you meet someone, it’s more constructive if you ask positive questions. 18
  • 19. If you are organising a meeting or conference to which you hope to attract disabled people, consult disabled people on access issues. Also, ensure you have a statement on your posters, welcoming disabled people and advising on access provision.  Ask a disabled person which position or seat is best for them; e.g. some people need an area which is well lit, and another person may prefer a higher chair.  Shaking hands: advise a blind or partially sighted person that you are about to shake their hand; they may not be able to see your hand. If you are uncertain about shaking hands with a wheelchair user, ask the person. They may say, “Please do”; proceed in the normal way. With a very few people, because of lack of movement, you may have to take their hand. Occasionally someone may say no, because movement hurts them.  If food or refreshments are available, explain what is there if a person is unable to see, either because they are blind or partially sighted, or if they are a wheelchair user and the table is too high. Ask if they require assistance, either to be served or in other ways. These notes are reproduced with the permission of Dr. Stephen Duckworth of: Disability Matters Ltd., The Old Dairy, Tiebridge Farm, North Houghton, Stockbridge Hants. SO20 6LQ Tel: 01264 811120; Fax: 01264 810889; Web: www.disabilitymatters.com 19