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2012 Mentor Training - SUHSD Academy Programs
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2012 Mentor Training - SUHSD Academy Programs



This training was delivered to Woodside High School, Sequoia High School, and Carlmont High School in the Fall of 2012.

This training was delivered to Woodside High School, Sequoia High School, and Carlmont High School in the Fall of 2012.



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2012 Mentor Training - SUHSD Academy Programs 2012 Mentor Training - SUHSD Academy Programs Presentation Transcript

  • 10 Things toTransforming lives through the power of mentoring Know and Do as a Mentor SUHSD Academy Programs Training Sarah Kremer, ATR-BC Program Director, Mentoring Institute © 2012 Friends for Youth
  • Introductions •  Name •  One Hope •  One Fear •  One Wish
  • Why Career-Based Mentoring •  Little guidance, preparation, and resources to succeed in job and higher education environments –  15% of American youth do not complete HS –  About 50% of HS graduates attend 2- or 4-year college –  Retention rate in college varies, but low •  5 million American youth (16 – 24) are out of school and unemployed
  • Career-Based Mentoring Impacts•  Caring adults represent key component in efforts to help youth succeed in transition to adulthood•  Work-based mentors help students acquire skills, knowledge, and work habits needed
  • Career-Based Mentoring FocusNot just…•  How To Do Job Right –  Technical CompetenceBut also…•  How To Get Along at Workplace –  Personal & Social Competence•  How To Act Responsibly –  Personal Competence•  How To Participate in Organization –  Social Competence Hamilton & Hamilton, 2002
  • Who Mentored You?
  • 1. Listen more than you talk
  • Communication•  Listening is most important•  Keep it going•  Keep it light if needed•  Be prepared for unexpected answer•  Timing, timing, timing•  Reciprocal sharing•  Talk while doing other things Mentoring Partnership of Minnesota
  • Communication BARRIERS BUILDERS•  Assuming •  Checking•  Rescuing/Explaining •  Exploring•  Directing •  Encouraging/Inviting•  Expecting Too Much •  Celebrating Too Soon •  Respecting•  Adultisms Maine Support Network
  • Appropriate Attention•  Acknowledging feelings•  Giving helpful praise and constructive responses•  Describing instead of evaluating or criticizing•  Problem solving collaboratively•  Encouraging autonomy by encouraging decision- making, showing respect for struggling, supporting seeking additional advice•  Reminding of past accomplishments and helping see success is possible
  • 2. Stay in your lane
  • What is a mentor? “Mentoring” describes a relationship between an older, more experienced adultand an unrelated, younger protégé or mentee,characterized by on-going guidance, instruction, and encouragement provided by the adult and aimed at developing the competence and character of the mentee. Rhodes, 2002
  • What is a mentor? Youth mentoring is the practice of using program-sponsored relationships between an identified youth and an older volunteer or paraprofessional as a context forprevention-focused activities and experiences Cavell, 2011
  • At the of positive mentoring effects is thedevelopment of a strong relationship between mentor and youth. Grossman and Johnson, 1999
  • The relationship isthe intervention. Johnston, 2005
  • A Mentor Is…•  Trusted friend•  Listener•  Coach•  Caring Guide•  Supporter•  Helper (when asked)
  • A Mentor Is Not… •  Savior •  Parent •  Fixer •  Cool Peer •  Tutor •  Cash machine
  • 3. Bethere and follow through
  • Ineffective Mentoring “Mentor practices that leadto a disappointing relationship can have an adverse effect,eroding a youth’s self-esteem and trust in adults.” Grossman and Rhodes, 1999
  • Ineffective Mentoring 1 0 -1 Competence -2 Attendance Prosocial -3 Abstinence -4 -5 < 6 mos. 6-12 mos. > 12 mos.Grossman & Rhodes (2001). American Journal of Community Psychology
  • Stages of Relationship : introduction, first impressions, seekingconnections : bonding, looking for the + : testing, disillusionment, questioning firstimpressions : “real” relationship, plateau of trust,comfort, mutual understanding : closure, looking forward, reflection
  • 4. Provide support by encouraging resiliency and strengths
  • Mentoring: Resiliency Intervention
  • Youth Development •  Prepares young people to meet challenges of adolescence and adulthood through coordinated, progressive series of activities and experiences which help them to become socially, morally, emotionally, physically, and cognitively competent •  Broader developmental needs of youth vs. focusing on problems •  Strengths-based vs. deficit-based •  Youth are resources, not problems
  • 5. Be open andrespectful of cultural differences
  • •  BELONGING: to be accepted and loved by others YOUTH CULTURE•  MASTERY: to be good at something•  INDEPENDENCE: to gain control of destiny•  GENEROSITY: to give to others Mentoractive Training, 2001
  • Impact of Culture•  Three big cultural areas –  Generational –  Family Systems –  Socioeconomic/Class•  Learn about and appreciate BOTH similarities and differences•  Examine own prejudices and stereotypes
  • Cultural Awareness•  Be open, curious, respectful•  Don’t make assumptions•  Be mindful of your language•  Don’t try to be something you are not•  Don’t reinforce stereotypes•  Integrate sharing opportunities
  • 6. Be who you are
  • Mentoring: Relational Intervention Authenticity“So I was like… not telling her anything. … I was telling her some stuff, yeah. But then we started seeing each other, so I’d tell her more stuff, like about me, and what I do and stuff like that.”Shadow, a mentee“He had to be real with me, you know. I can’t get close to nobody without them being real with me, you know… And without you being real with me, you can’t be close with me. … He brought it to me real, so I was like, okay.”Demetrious, a mentee Spencer, 2006
  • 7. Learn from your mentee
  • Activity: Helping Mentees Carry Issues
  • 8. Have fun and enjoy your mentee
  • Mentoring: Relational Intervention Empathy “Um…she is…a bright light. She really is, I mean, she’s just…she’s got a good heart. She knows right and wrong. Although she doesn’t always follow through. But I mean, heck, who didn’t do that when they were a teenager, you know? …I think that she definitely does like to push the envelope, test the“Empathy? Yeah, I limits, …which I think goes along with being a can see how that could be useful.” teenager…but as far as like…like her… her core… like I think everybody has a core, you know?” Sophie, a mentor Spencer, 2006
  • Mentoring: Relational Intervention Companionship“He’s my best, best, best friend.”Maurice, a mentee“Until I have to go buy him adult diapers for an old folks home.”Shaggy, a mentee“I just really like him and I enjoy spending time with him… and now five hours goes by like nothing… it’s become very easy.”Frank, a mentor“The best part is being together and being with Frank.”T.K. Williams, Frank’s mentee Spencer, 2006
  • 9. Be flexible in your approach and expectations
  • What Works Best? How mentors approach mentoring relationship Developmental Instrumental How mentors and What happens mentees decideduring meetings what to doGoal- togetherdirected UnilateralRelational Success of Collaborative mentoring relationship Reciprocal Karcher & Nakkula, 2010
  • 2. Mentoring Activities Relational: building andGoal-directed: explicit sustaining relationship isoutcomes are priority priority
  • BUT – Remember…•  For some mentees who are unable to form relationships, focusing on goals or projects may be successful approach to building the relationship•  Expectations around instrumental activities only work with resources and structure to support them Nakkula, M. (2010)
  • 3. Mentoring Activities Decision-Making Collaboration “He supports me in like, he asks me… what I’ve been doing in like, science since I like science a lot. And what I’ve been doing in math and it supports me… to do more work in science and math and other subjects.” JaShawn, a mentee “I’d talk to him on Monday and he’d say oh, I can’t wait for Saturday. He just really hated school.” Wolfgang, a mentor Spencer, 2006
  • Raise your hand if you EXPECT:1.  My mentee and I will immediately connect with each other.2.  My mentee and I will always get along.3.  My mentee will thank me when I check in on him/her.4.  My mentee and I will get along well because we share a similar cultural background or have had similar experiences growing up.5.  My mentee will thank me for my commitment to him/her.6.  This experience will be a lot of fun and little effort.7.  This experience will look good on my résumé.
  • 10. Rely on program for support
  • • Agree to timeframe and monthly commitmentMentor • Be reliable and flexible • Adhere to policies and procedures • Communicate regularly with mentee • Be on time for meetings or call • Attend required trainings and activities • Communicate regularly with staff • Report anything causing harm
  • Crisis Response•  If emergency response needed, contact 911•  Contact mentee’s parents/guardians immediately•  Contact Director and Instructor staff immediately –  Provide necessary intervention and/or referrals
  • Reporting Child Abuse•  Includes physical, emotional, sexual abuse and neglect•  Always believe youth – they are telling adult for reason•  Immediately report any suspicion of abuse to program staff•  Program staff are mandated reporters and must contact appropriate services within 72 hours•  May or may not know of resulting actions
  • Keeping ConfidentialityThese examples do not fall under what is consideredconfidential and must be reported by mentors immediately: ü  When mentee or another child is at risk of harm to themselves or others ü  When mentee or another child is being abused, neglected, or exploited ü  When mentee reveals clear intent to commit crime that reasonably is expected to result in injury of person
  • Healthy Closure•  Imperative to hold Closure meeting•  All involved come to common understandings and expectations•  Many mentees’ experiences with endings are poor –  Promises made are often not kept –  They may never know what caused ending –  They often will believe it was their faultConfront reality of situationAcknowledge learningReflect on positivesExpress thoughts and feelings
  • Closing
  • “Positive relationships are seen as the primary way that mentoring leads to improved outcomesfor youth who are mentored.” Nation, Keener, Wandersman, & DuBois, 2005
  • Thank you!
  • www.mentoringinstitute.org 650-559-0200 http://www.facebook.com/pages/Friends-for-Youth/ 105093182858863 http://twitter.com/friendsforyouth http://www.friendsforyouth.blogspot.com/ http://www.youtube.com/user/FriendsforYouthOrg