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Peer Mentor Training for Youth Program
- 1. Peer Mentor Training Mayor’s Office for Children, Youth and Families 50 Broad St. Charleston, SC 29401
Editor's Notes
- Icebreaker: me as a mentor Discuss bullet 1 and 4- qualities of a mentor + roles a mentor can play. Make a list of qualities and roles on the board. For the qualities identify which ones might be categorized as communication skills.
- -focus on the needs of the mentee; Encourage good social skills, responsible values, and positive identity -Encourage your mentee to develop his or her potential; Help your mentee develop a vision for the future -respect your mentee’s privacy & let them know information is confidential, but ask for help if a situation arises that you can’t handle -keep your commitment -Why should you limit these actions? You want to use your experiences and the lessons you learned as a means to help your mentee learn those same lessons. You don’t want to solve their problems and give them a solution. You want to help and guide them to finding a solution of their own. Example about boyfriend girlfriend troubles. -Any additional thoughts or questions?
- -Mentoring is a relationship where each person has defined roles. Boundaries help reinforce those roles. -For boundaries to be effective they need to be applied on a consistent and ongoing basis. -You should decide what boundaries are important to you before the match begins and before being confronted with a difficult situation - Some areas where boundaries might come up are time, behavior, and self-disclosure - Give out 4 different scenarios
- -reinforce confidentiality. Break confidentiality. -Any additional thoughts or questions?
- -being around lots of people may stifle the conversation -icebreaker questions help you get to know your mentee. Don’t just drill your mentee with questions. Answer the questions you ask as well. Encourage your mentee to ask you questions about yourself. -building trust: be fully present (don’t use your cell phone); consistency; be yourself
- -Close-ended questions allow for a one or two word response. Do you like school? Do you get along with your family? How was school today? -Some people may respond with more than a one-two word response -you will ask close-ended questions, the best way to get/keep the conversation going to follow-up -Also when you answer questions provide open-ended responses
- Role Play: Sample 1 st meeting 4 volunteers- 3 minute break while they are honing their role plays. Discussion/reflection after each role play. Any additional thoughts or questions about getting started/open-ended communication?
- - We all have our own opinions about everything. Tie back into advice giving. Focus on needs of your mentee. Help them figure out what their opinions are about things. - Be prepared for the unexpected or shocking answer. You may ask a question and get an answer you did not expect or want. Try to understand where your mentee is coming from.
- Non-judgmental communication is also about listening and understanding what is being said. Active listening is about being and showing the speaker that you are attentive. Sit + Lean: body language track- relate to eye contact
- Reflect on what your mentee says. Put out a “feeler”. Your mentee will correct you if you are mistaken. Activity “211 Someone says… you say…”
- You solve problems and make decisions everyday. You don’t consciously think about the steps each time you make a decision or solve a problem, but these are probably similar to the steps you follow. Problem Solving role plays