<ul><li>The chess coach: what can we learn from mentoring as an educational process? </li></ul><ul><li>Kate Philip, The Ro...
This presentation will  <ul><li>Explore dimensions of youth mentoring </li></ul><ul><li>Relate these to approaches to info...
Researching mentoring <ul><li>Previous work - young people’s perspectives on ‘natural mentoring’ processes </li></ul><ul><...
Where has mentoring emerged from? <ul><ul><li>Arguably based on ancient myths </li></ul></ul><ul><ul><li>Waves of youth me...
What is Youth mentoring? <ul><li>The mentor is someone with greater  experience  or wisdom than the  mentee. Second the me...
Themes <ul><li>A ‘protective’ factor or a ‘steeling mechanism (resilience) </li></ul><ul><li>A consistent and continuing p...
Informal Education <ul><li>Emphasis on  dialogue  between teachers and learners and learners themselves </li></ul><ul><li>...
Mentoring – informal education <ul><li>You do the stuff that you are  meant  to do but with (the mentor) it is different a...
Informal and Formal mentoring <ul><li>Distinction between informal mentoring and formal mentoring </li></ul><ul><li>Both h...
Informal Mentoring <ul><li>Active participation </li></ul><ul><li>Resolving conflict, renegotiating relationships, trying ...
Reciprocity and Non conformity Reciprocity And equality Reciprocity And equality Mentors Empathetic Advisory, guide, outsi...
Findings: formal mentoring <ul><li>Many in the sample had poor educational experiences and were excluded from mainstream <...
The importance of relationship <ul><li>Reciprocity – sharing a laugh </li></ul><ul><li>A voluntary relationship </li></ul>...
Classic, peer and group Classic and group Classic e-mentoring Classic, peer and group Classic Style Variable – aim for lon...
But caution needed <ul><li>Moving on and moving out </li></ul><ul><li>Coercive mentoring and ‘unfriendly contexts’ </li></...
Building a mentor rich environment <ul><li>Assumption that young people have few opportunities to develop informal relatio...
Mentoring and coaching <ul><li>What does youth mentoring have to offer in this field? </li></ul><ul><ul><li>Mentoring as a...
Mentoring and chess <ul><li>Does chess playing offer a means of engaging with young people who may wish a mentor? </li></u...
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The chess coach what can we learn from mentoring as an educational process philip

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The chess coach what can we learn from mentoring as an educational process philip

  1. 1. <ul><li>The chess coach: what can we learn from mentoring as an educational process? </li></ul><ul><li>Kate Philip, The Rowan Group </li></ul><ul><li>CISCCON International Conference </li></ul><ul><li>University of Aberdeen </li></ul><ul><li>30 th August – 1 st September 2007 </li></ul>
  2. 2. This presentation will <ul><li>Explore dimensions of youth mentoring </li></ul><ul><li>Relate these to approaches to informal education </li></ul><ul><li>Raise questions about how mentoring processes might interact with the role of the chess coach </li></ul>
  3. 3. Researching mentoring <ul><li>Previous work - young people’s perspectives on ‘natural mentoring’ processes </li></ul><ul><li>Typology of informal mentoring </li></ul><ul><li>Study of organised mentoring ( Sharing a Laugh) </li></ul>
  4. 4. Where has mentoring emerged from? <ul><ul><li>Arguably based on ancient myths </li></ul></ul><ul><ul><li>Waves of youth mentoring </li></ul></ul><ul><ul><li>A response to fears about and for youth </li></ul></ul><ul><ul><li>Perceived decline in intergenerational relationships and in neighbourhood </li></ul></ul><ul><ul><li>Broad appeal to a range of interests </li></ul></ul><ul><ul><li>Idea of community base and link with Puttnam’s notion of social capital </li></ul></ul>
  5. 5. What is Youth mentoring? <ul><li>The mentor is someone with greater experience or wisdom than the mentee. Second the mentor offers guidance or instruction that is intended to facilitate the growth and development of the mentee. Third, there is an emotional bond between mentor and mentee, a hallmark of which is a sense of trust </li></ul><ul><li>(Dubois and Karcher, 2005:3) </li></ul>
  6. 6. Themes <ul><li>A ‘protective’ factor or a ‘steeling mechanism (resilience) </li></ul><ul><li>A consistent and continuing presence (attachment) </li></ul><ul><li>A guide, adviser, broker, supporter (social support) </li></ul><ul><li>Community based (ecological) </li></ul>
  7. 7. Informal Education <ul><li>Emphasis on dialogue between teachers and learners and learners themselves </li></ul><ul><li>Experiential and grounded </li></ul><ul><li>A co-operative process </li></ul><ul><li>Aim of critical reflection </li></ul>
  8. 8. Mentoring – informal education <ul><li>You do the stuff that you are meant to do but with (the mentor) it is different and you’re doing it because you want to </li></ul><ul><ul><ul><li>A starting point for educational processes to begin </li></ul></ul></ul><ul><ul><ul><li>Negotiated agenda and boundaries </li></ul></ul></ul><ul><ul><ul><li>A bridge to new experiences and sometimes social worlds (for mentors and mentees) </li></ul></ul></ul><ul><ul><ul><li>A catalyst to build up new skills </li></ul></ul></ul><ul><ul><ul><li>A means of ensuring compliance or critical thinking? </li></ul></ul></ul>
  9. 9. Informal and Formal mentoring <ul><li>Distinction between informal mentoring and formal mentoring </li></ul><ul><li>Both have educational aims although these are often implicit </li></ul><ul><li>Planned mentoring often explicitly based on a deficit model of young people </li></ul>
  10. 10. Informal Mentoring <ul><li>Active participation </li></ul><ul><li>Resolving conflict, renegotiating relationships, trying out new identity </li></ul><ul><li>A ‘safe setting’ in which to take risks in learning – leaving the ‘baggage behind’ </li></ul><ul><li>Chess as a starting point? </li></ul>
  11. 11. Reciprocity and Non conformity Reciprocity And equality Reciprocity And equality Mentors Empathetic Advisory, guide, outsider Qualities Sought /identified Recognition and life crises Managing reputations Identity Lifestyle Rehearsal for action Acceptance of peer Group and Youth Culture values Empathy Recognition Of aspiration to role models Life events Home and street Street Home based Youth Groups Home based Context Both Both Female Female Male Gender Long term ‘risky adult’ Peer Group Best Friend Individual/ Team Classic Mentoring Forms
  12. 12. Findings: formal mentoring <ul><li>Many in the sample had poor educational experiences and were excluded from mainstream </li></ul><ul><li>Mentoring offered some young people a means of developing alternative forms of relationship </li></ul><ul><li>Successful mentors went beyond traditional professional boundaries </li></ul>
  13. 13. The importance of relationship <ul><li>Reciprocity – sharing a laugh </li></ul><ul><li>A voluntary relationship </li></ul><ul><li>Negotiating boundaries and agendas </li></ul><ul><li>An alternative to sometimes difficult peer and family relationships </li></ul><ul><li>Qualities of trust, shared interests, challenge and respect </li></ul>
  14. 14. Classic, peer and group Classic and group Classic e-mentoring Classic, peer and group Classic Style Variable – aim for longstanding Variable – may be linked to employment scheme Variable – schemes vary. Mentoring often ended if yp leaves employment scheme Ideally flexible – may be intensive rather than long term Ideally flexible but not less than I year Duration Primary age-young adults 13+ 15+ 10-25 10-25 Age groups Important – often aims to rebuild relationships Variable Variable – focus on developing skills Important – befriending key element Level of emotional engagement Confidence, solidarity, strengthen communities that may feel under threat Confidence/resilience, explore alternatives, challenge behaviour, advocacy Link with individuals/agencies and young person; build skills and confidence Develop relationship via shared interest/activity Building social skills Strategies ‘ community’ members – often unclear which community volunteers to complement work of paid staff Volunteers ideally with business background/knowledge. Complement work of paid staff Volunteers and sometime paid staff. Skills in key areas, ability to relate to yp Male ‘role models’ favoured but majority women Target groups (mentors) Yp from marginalised groups eg minority ethnic NEET; substance misusers, yp in criminal justice system ‘ underachieving’ Possible school problems, poor background ‘ underachievin disadvantaged, potentially at risk, esp young men Children from single parent family; isolated yp; known family difficulties Target Groups (mentees) Ecology of development; Attachment; resilience; Cognitive behavioural therapy; resilience; social capital Ecology of development Social capital and social inclusion Mentoring as ‘professional friendship’- Youth transitions Social support Attachment theory/resilience/social capital (bridging)/developmental psych Theoretical framework – (explicit or implicit) Yp alienated from mainstream community – often linked with (i) Disruptive/ challenging behaviour often linked to schools Deficit model: lack social capital and access to networks. Remedy absence of or missed opportunities to build expertise Deficit model of yp/family Underlying assumptions (v)Integration into community (iv)Reduction of unwanted behaviours (iii)Expanding opportunities (ii)Instrumental (i)Compensatory Mentoring Forms
  15. 15. But caution needed <ul><li>Moving on and moving out </li></ul><ul><li>Coercive mentoring and ‘unfriendly contexts’ </li></ul><ul><li>Unsuccessful mentoring can undermine confidence and capacity </li></ul><ul><li>A ‘risky’ process for all involved </li></ul>
  16. 16. Building a mentor rich environment <ul><li>Assumption that young people have few opportunities to develop informal relationships with adults </li></ul><ul><li>Capitalising on shared interests and capacities </li></ul><ul><li>Offering a link between individual and group </li></ul><ul><li>Need for longitudinal insights </li></ul>
  17. 17. Mentoring and coaching <ul><li>What does youth mentoring have to offer in this field? </li></ul><ul><ul><li>Mentoring as an educational intervention </li></ul></ul><ul><ul><li>The importance of relationships to learning </li></ul></ul><ul><ul><li>A community based approach </li></ul></ul><ul><ul><li>Links with coaching practices </li></ul></ul>
  18. 18. Mentoring and chess <ul><li>Does chess playing offer a means of engaging with young people who may wish a mentor? </li></ul><ul><li>To what extent should peer mentoring be developed within chess playing groups? </li></ul><ul><li>Could chess playing offer a setting in which mentoring relationships could be developed for excluded young people? </li></ul>

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