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Pushing the Boundaries of Mentoring: SIYM 2012 Preview

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Presented July 19, 2012 - Part of 2012 Collaborative Mentoring Webinar Series …

Presented July 19, 2012 - Part of 2012 Collaborative Mentoring Webinar Series

Education Northwest/National Mentoring Center, Friends For Youth, Indiana Mentoring Partnership, Kansas Mentors, Mass Mentoring Partnership, Mentoring Partnership of Minnesota, Mentor Michigan, Mobius Mentors, Oregon Mentors and other partners are working together in 2012 to deliver this free monthly webinar series for mentoring professionals.

For updates about upcoming webinars, join and follow the Mentoring Forums at http://mentoringforums.educationnorthwest.org.

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  • Hello and welcome to this month’s Collaborative Mentoring Webinar Series. We’re going to get started on this month’s webinar, Pushing the Boundaries of Mentoring: SIYM 2012 Preview.
  • This is April Riordan, Director of Training & Community Partnerships for the Mentoring Partnership of MN. The Collaborative Mentoring Webinar Series is managed by several different mentoring t.a. providers. With us today supporting this webinar is Sarah Kremer, Mike Garringer, and Marissa Strayer-Benton. Mike will be moderating the interview with our panelists and Sarah & Marissa will be answering your questions and encouraging chat throughout today’s webinar.
  • Generic slide… show as folks log in to webinar… and sometimes periodically throughout. Also remind attendees through chat/QA As a reminder, after the webinar attendees will receive an email with information about how to download a copy of these slides and see the webinar again We use the mentoring forums as a place to chat, share resources, and more. At the end of today’s webinar, we’ll show you how to log into the mentoring forums. Also, we’re looking for your feedback. At the end of today’s webinar, please answer the short survey we’ll send to you.
  • We want this to be an participatory experience… a chance for you to interact with experts and peers in the field of mentoring. Use the question box to chat or to ask a question. You can do so at any time, and April and Sarah will que up your question or try to respond. We’ll also have a few exercise where we will encourage everyone to type an answer in the question box. Before we get started, we like to know who is with us on the webinar today. To find out more about you, we’d like to launch a series of polls: First: Poll #1 – Experience level (expert, experienced, beginner)? Poll #2 – What is your role? Mentoring program, T/TA, researcher, funder, other? # Registered: # Here now: Share how many youth served? Approximately:
  • SIYM is the Summer Institute on Youth Mentoring, held at Portland State University… kicks off next Monday. POLL: Have you ever attended the Summer Institute on Youth Mentoring? Chat/ask: Anyone attending next week?
  • Tom, could you talk a little bit about SIYM historically and especially some of the ways that folks around the country who are not attending can access the research and ideas being presented.
  • Show web page: http://www.pdx/.edu/youth-mentoring/
  • For Tom: Let’s dive right into this year’s theme: Why did you feel it was important to have this focus on innovation and explore “edges” of mentoring? What do you think the broader field learns from looking at different applications of, and contexts for, mentoring? For the panel: How do you see your research fitting into this theme? Talk a bit about how the programs you are studying expand our view of what mentoring is and what it can achieve.
  • For Mark: You are studying Friends of the Children… What do you think we can conclude about their approach to mentoring? Obviously, most mentoring programs are not going to offer services that are that intensive or long-term, but what can traditional mentoring programs learn from their approach? Are there bits of what they do that are transferable? For Mark: What implications do you think your research has for policymakers? Is Friends of the Children offering hints as to how we can meet some challenges for certain youth?
  • POLL and/or CHAT: How do you feel about paid mentors? http://friendspdx.org/it-works/research-results
  • For Sarah: I’ve always been curious about how to do mentoring in a residential setting like the ChalleNGe program does… those youth are often not happy to be there and engage adults! But ChalleNGe seems to have found a way around some of those relationship barriers. Can you talk about how youth get their mentors and what they do in the program? For Sarah: What do you think other mentoring programs can learn from the ChalleNGe approach? What beyond the youth-initiated match might other programs be able to replicate or adapt?
  • For George/Graig: You have a very interesting focus in your research on the Blue Ribbon program: examining how the program promotes the social mobility and capital of youth of color. Explain a little bit about what this social capital is and how their mentors facilitate it?
  • For George/Graig: Recent research by David DuBois and others has pointed to mentors with an advocacy focus being really successful. Tell us a bit about how Blue Ribbon mentors act as advocates. And is that a role that mentors in other programs can learn to fill?
  • For all panelists: What do you wish you knew, but don’t yet, about the programs you are studying? About mentoring in general?
  • For entire panel: Is our definition of mentoring becoming less rigid? Seems like we spent a decade or so narrowing what a mentor, and mentoring, is. Now recent research seems to be indicating that mentoring is far more flexible and adaptable than maybe we thought. Is it time to expand our notions of what a mentor is?
  • We are talking a lot here about innovation and new ideas in mentoring. What is one innovation currently happening in the field you’d like to see studied more? What’s an innovation you’d like to see in mentoring? Let’s invent a new program model here on the webinar! 
  • Generic slide… show as folks log in to webinar… and sometimes periodically throughout. Also remind attendees through chat/QA As a reminder, after the webinar attendees will receive an email with information about how to download a copy of these slides and see the webinar again We use the mentoring forums as a place to chat, share resources, and more. At the end of today’s webinar, we’ll show you how to log into the mentoring forums. Also, we’re looking for your feedback. At the end of today’s webinar, please answer the short survey we’ll send to you.
  • Sarah will log on and go to Collaboration page
  • If want to learn more about the collaborative and how it works, stay on the line and we will field questions.

Transcript

  • 1. 2012 Collaborative Mentoring Webinar Series Pushing the Boundaries of Mentoring: SIYM 2012 Preview
  • 2. 2012 Collaborative Mentoring Webinar Series o Research o Practice o Innovation Sarah Kremer Michael GarringerDate: Third Thursday of every Friends for Youth National Mentoring Center month.Time: 10-11:15am Pacific/11am-12:15pm Mountain/12-1:15 pm Marissa April Riordan Central/1-2:15pm Eastern Strayer-Benton Mentoring Partnership of Mobius Mentors MinnesotaCost: Free 2
  • 3. Good to Know…After the webinar, all attendees receive:  Instructions for how to access PDF of presentation slides and webinar recording  Link to the for resources, contact information & opportunities to continue the dialoguePlease help us out by answering 5 survey questions atthe end of the webinar. 3
  • 4. Participate in Today’s Webinar• All attendees muted for best sound• Type questions and comments in the question box• We may invite you to “raise your hand” during interactive activities 4
  • 5. Today’s Webinar1. What is SIYM?2. SIYM 2012 Theme3. Panel Discussion with Research Fellows Q & A throughout the presentation 5
  • 6. The Duncan and Cindy Campbell Professor for Children, Youth, and Families with an Emphasis on Mentoring in the School of Social Work at Portland State University, and director of the PSU Center for Interdisciplinary Mentoring Research. Professor Keller studies the development and influence of mentoring relationships in school and community settings and the role of parent involvement in mentoring interventions. Prior to his Ph.D., he worked for several years with a Big Brothers Big Sisters affiliate in Seattle as a caseworker,Tom Keller, Ph.D., supervisor, and program director. Email:Institute Director siym@pdx.edu 6
  • 7. Summer Institute on Youth Mentoring (SIYM)• Intensive week-long seminar featuring research on youth mentoring• Sessions led by a prominent researchers• For advanced mentoring professionals in program leadership roles• Interactive discussions examining implications for policies and practices 7
  • 8. Each SIYM has a different theme2012: Innovative and non-traditionalmodels of mentoring – Research on programs that have distinctive features (structure, intensity, duration, goals, etc.) – Mentoring programs that incorporate services vs. service programs that incorporate mentoring – Exploring definitions and boundaries – Mutual exchange and advantages/disadvantages 8
  • 9. Director of Research for Partners for Our Children, School of Social Work at the University of Washington. Previously, Dr. Eddy was a Senior Scientist with the Oregon Social Learning Center, where he conducted numerous studies of interventions for parents and children in conjunction with school systems, the juvenile justice system, and adult corrections. Dr. Eddy is the Principal Investigator of an NIH-funded randomized trial of the Friends of the Children program, which provides paid professional mentorsMark Eddy, Ph.D. for youth at risk for problems from kindergarten through high school. 9
  • 10. Friends of the Children Who are Friends? •Friends are full-time, paid professionals •Friends receive extensive training, supervision, and support •Friends are diverse •Friends work with an average of 8-11 children, spending an average of 4 hours with each child every week •Friends maintain regular contact with each child’s family •Each Friend has a Bachelor’s or an Associates Degree •Friends all have previous experience working with youth •Friends stay at Friends of the Children for an average of 7 years 10
  • 11. Friends of the ChildrenProfessional Mentoring PlusDevelopment •Mentoring opens up avenues to support and advocate for the•Training and supervision are youth.an ongoing priority. CommunityDuration •Structure creates a community•Endures across multiple of youth and adults that isdevelopmental transitions and present throughout childhoodmilestones. and adolescence. 11
  • 12. Sarah Schwartz is a doctoral candidate in Clinical Psychology at University of Massachusetts-Boston. She has published studies investigating factors that influence the impact of school-based mentoring, including the relationship histories of students and the duration of mentoring relationships. She is completing her dissertation on the National Guard Youth ChalleNGe Program, in which youth select an adult they know to serve as a mentor during and after participation in a residential training program.Sarah Schwartz 12
  • 13. National Guard Youth ChalleNGe• Youth-Initiated Mentoring – Pros and cons – Implications for traditional mentoring programs• Mentoring as a strategy to address erosion of effects following residential programs 13
  • 14. National Guard Youth ChalleNGe• Intensive intervention program targeting youth ages 16-18 who dropped out of high school• Embraced YIM model in early 1990s• Currently operates in 26 states
  • 15. Intervention PhasesResidential Phase Post-Residential Phase(5 months) (12 months)•Highly structured •Transition back intoprogramming includes GED, communities; educational,life skills, job skills, health, and vocational, or military pursuitsleadership classes and (no military requirement)activities •Supported by a mentor (YIM•Frequently takes place on a model)military base; quasi-militarymodel
  • 16. Youth Initiated Mentoring Youth nominate a non- parental adult from their existing social networks to be their formal mentor Youth Initiated – Family friends, extended Mentoring family members, neighbors, teachers, afterschool providers, members of religious organizations etc.
  • 17. Dr. Noblit is the Joseph R. Neikirk Distinguished Professor of Sociology of Education in the School of Education at University of North Carolina-Chapel Hill. Professor Noblit has studied A+arts- enhanced schools, charter schools, and prison education for young offenders. He currently is investigating how the Blue Ribbon Mentor-Advocate program builds the social networks of students and enhances their social mobility through mentoring, advocacy, enrichment, and leadership training.George Noblit, Ph.D. 17
  • 18. Graig Meyer has been the coordinator of BRMA since August of 1998. Through his years in the program, Graig has learned to love the special phenomenon of introducing mentors and mentees who would not know either other without the role of this program. These relationships knit a tighter and more healthy social fabric in our community. Graig is a 2003-2005 William C. Friday Fellow for Human Relations through the Wildacres Leadership Initiative. Graig is a Phi BetaGraig Meyer, Blue Ribbon Kappa graduate of the College of Wooster,Mentor Advocate (BRMA) and was trained as a social worker at theCoordinator University of Chicagos School of Social Service Administration. 18
  • 19. Blue Ribbon Mentor-Advocate (BRMA) program• Advocacy• Comprehensive services• Explicit emphasis on race and racial identity 19
  • 20. BRMA – 4 Program Elements • Mentoring—Volunteer mentors with students of color; 2 year min. commitment • Youth Leadership and Service projects • Advocacy-staff, parents and mentors advocate with schools and community agencies for student supports and appropriate programming • Academic Support—tutoring programs 20
  • 21. BRMA – Evaluation Focus1. How mentoring may promote social mobility2. How race affects both mentoring and mobility3. Characteristics of useful mentoring relationships between mentors, mentees and parents 21
  • 22. BRMA Evaluation – Multiple Methods Design • Quantitative study of effects on school system data (achievement, behavior and other markers. • Qualitative study involving observations of program activities and interviews with staff, parents, mentees and mentors 22
  • 23. BRMA Evaluation – FindingsBRMA mentees have high HS graduation rates and Parents see it as effective in acollege going rates (only 1 student of 40 so far hasnot completed HS and continued into post- situation where “race is everything.”secondary). In 2009, 14.3% and 12.5% of collegestudents were African American and Latin@ ,respectively (NCES).BRMA mentees do not have significantly different Mentoring relationships are scary to parents whoacademic outcomes than a matched sample. Thus have to give up their children. The relationships thatBRMA ‘works around’ the existing achievement gap work best are marked by honesty about valuedto keep students in school and motivated to attend (White dominant) cultural capital and a valuing ofpost-secondary institutions. what parents provide for their children (aspirational, social, navigational, resistant, linguistic and familial capitals.Parents, mentors and mentees all see BRMA Mentors are sources of social and cultural capitalas providing a valuable service. (“They do so that when coupled with advocacy can make somemuch!) (“It’s an incredible program.”) things possible that would not otherwise have been. 23
  • 24. Gabriel Kuperminc, Ph.D., is Professor and Chair of Community Psychology at Georgia State University. Professor Professor Kuperminc studies the processes of resilience and positive youth development, and he has expertise on group mentoring as well as the role of mentoring within multi-component programs. Since 1999, he has evaluated the effectiveness of Cool Girls, Inc., a comprehensive youth development program that provides mentoring, tutoring, and life skills training to high risk, urban, preadolescent and earlyGabe Kuperminc, Ph.D. adolescent girls. 24
  • 25. 25
  • 26. Mentoring is a Flexible Strategy Mentoring can begin with an introduction to a positive person, coming to a positive place or by accessing a positive opportunity. 26
  • 27. Future WebinarsAugust 16 - Back to School: Training Mentors Future Topics:for Effective Relationships within Schools September 20 –This webinar will focus on how to prepare volunteers to create Closureand sustain effective relationships within school walls. First, Dr.Michael Karcher, will talk about ways in which school-based October 18 –mentoring is different than community-based mentoring, both in Public/Privatepractice and in the kind of impact it can have on youth Venturesoutcomes. Then, learn strategies and tips from expert trainersand quality SBM programs to help you better prepare mentors November 15 –for the school-based mentoring environment, which in turn willhelp all participants feel more connected to each other, their Disconnected/schools, and the programs. Opportunity Youth 27
  • 28. Good to Know…After the webinar, all attendees receive:  Instructions for how to access PDF of presentation slides and webinar recording  Link to the Mentoring Forum for resources, contact information & opportunities to continue the dialoguePlease help us out by answering 5 survey questions atthe end of the webinar. 28
  • 29. The Mentoring Forums 29
  • 30. 2012 Collaborative Mentoring Webinar Series Thank you!