2012 Collaborative Mentoring Webinar Series                         Pushing the                        Boundaries of      ...
2012 Collaborative Mentoring              Webinar Series         o Research          o Practice        o Innovation       ...
Good to Know…After the webinar, all attendees receive:    Instructions for how to access PDF of presentation     slides a...
Participate in Today’s Webinar•   All attendees muted for best    sound•   Type questions and    comments in the question ...
Today’s Webinar1. What is SIYM?2. SIYM 2012 Theme3. Panel Discussion with Research   Fellows           Q & A throughout   ...
The Duncan and Cindy Campbell                     Professor for Children, Youth, and Families                     with an ...
Summer Institute on Youth      Mentoring (SIYM)• Intensive week-long seminar featuring  research on youth mentoring• Sessi...
Each SIYM has a different theme2012: Innovative and non-traditionalmodels of mentoring  – Research on programs that have d...
Director of Research for Partners for Our                   Children, School of Social Work at the                   Unive...
Friends of the Children                          Who are Friends?          •Friends are full-time, paid professionals     ...
Friends of the ChildrenProfessional                    Mentoring PlusDevelopment                     •Mentoring opens up a...
Sarah Schwartz is a doctoral candidate in                 Clinical Psychology at University of                 Massachuset...
National Guard Youth ChalleNGe• Youth-Initiated Mentoring  – Pros and cons  – Implications for traditional    mentoring pr...
National Guard Youth ChalleNGe• Intensive intervention  program targeting youth  ages 16-18 who dropped  out of high schoo...
Intervention PhasesResidential Phase                      Post-Residential Phase(5 months)                             (12...
Youth Initiated Mentoring                 Youth nominate a non-                 parental adult from their                 ...
Dr. Noblit is the Joseph R. Neikirk                       Distinguished Professor of Sociology of                       Ed...
Graig Meyer has been the coordinator of                           BRMA since August of 1998. Through his                  ...
Blue Ribbon Mentor-Advocate      (BRMA) program• Advocacy• Comprehensive  services• Explicit emphasis  on race and racial ...
BRMA – 4 Program Elements      •   Mentoring—Volunteer mentors with          students of color; 2 year min.          commi...
BRMA – Evaluation Focus1. How mentoring may   promote social mobility2. How race affects both   mentoring and mobility3. C...
BRMA Evaluation – Multiple    Methods Design           •   Quantitative study of               effects on school system   ...
BRMA Evaluation – FindingsBRMA mentees have high HS graduation rates and         Parents see it as effective in acollege g...
Gabriel Kuperminc, Ph.D., is                        Professor and Chair of Community                        Psychology at ...
25
Mentoring is a Flexible Strategy                    Mentoring can begin                    with an introduction to        ...
Future WebinarsAugust 16 - Back to School: Training Mentors                          Future Topics:for Effective Relations...
Good to Know…After the webinar, all attendees receive:    Instructions for how to access PDF of presentation     slides a...
The Mentoring Forums                       29
2012 Collaborative Mentoring Webinar Series              Thank you!
Upcoming SlideShare
Loading in …5
×

Pushing the Boundaries of Mentoring: SIYM 2012 Preview

1,005 views

Published on

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.

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

Pushing the Boundaries of Mentoring: SIYM 2012 Preview

  1. 1. 2012 Collaborative Mentoring Webinar Series Pushing the Boundaries of Mentoring: SIYM 2012 Preview
  2. 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. 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. 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. 5. Today’s Webinar1. What is SIYM?2. SIYM 2012 Theme3. Panel Discussion with Research Fellows Q & A throughout the presentation 5
  6. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 19. Blue Ribbon Mentor-Advocate (BRMA) program• Advocacy• Comprehensive services• Explicit emphasis on race and racial identity 19
  20. 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. 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. 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. 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. 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. 25
  26. 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. 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. 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. 29. The Mentoring Forums 29
  30. 30. 2012 Collaborative Mentoring Webinar Series Thank you!

×