This Webinar presentation was held on Tuesday, September 28, 2010, as part of the free monthly Webinar series from Friends for Youth's Mentoring Institute. Youth mentoring is on the rise - again. More agencies are beginning mentoring programs as a component within other youth services and many existing programs are looking to refine their process. There are many excellent models and guidelines to help, including the Elements of Effective Practice from MENTOR and Foundations of Successful Mentoring from the National Mentoring Center. Successful Youth Mentoring Practices: Considerations and Guidelines will review important youth mentoring programming basics, including California’s 10 Quality Assurance Standards, research and theoretical frameworks, and practical implementation ideas.

1. Successful Youth Mentoring Practices: Guidelines and Considerations Transforming lives through the power of mentoring Friends for Youth’s Mentoring Institute September 2010 Webinar

2. Policy Brief: Strengthening Mentoring Opportunities for At-Risk Youth http://www.mentoring.org/news_and_research/research_and_studies/research_categories

3. Handbook of Youth Mentoring Editors: David DuBois, Ph.D. Michael Karcher, Ed.D., Ph.D. 2nd edition 2011

4. Spring 2002 Summer 2010

5. Webinar Opportunity: PEAR The Program in Education, Afterschool, and Resiliency Upcoming Action Dialogues• Thursday, October 7, 2010 Promising Practices in Youth Mentoring: Implications of Emerging Frameworks 12:30- 2pm EST Panelists: Michael J. Karcher, Michael Nakkula Moderator: Dale Blyth Registration link: www.regonline.com/PromisingPractices

6. Who Mentored You?

7. History and Models of Mentoring

8. What is a mentor? “Mentoring” describes a relationship between an older, more experienced adult and 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

9. Brief History of Mentoring Mentor from The Odyssey Traditional apprenticeship programs BBBS movement - 1904 Friends for Youth, Inc. - 1979 Corporate mentoring model - 1980s MENTOR/National Mentoring Partnership - 1990 EMT/Center for Applied Research Solutions - 1990 School-based mentoring model - 1990s First Elements of Effective Practice - 1991 National Mentoring Center/NWREL - 1995 First major research on mentoring – 1995 America’s Promise - 1997

10. Brief History of Mentoring Friends for Youth’s Mentoring Institute - 1998 California Mentoring Initiative’s Best Practices - 1999 First White House event for mentoring - 1999 First National Mentoring Month - 2002 Major federal-level funding available - 2003 SafetyNET pilot program - 2004 Association of Mentoring Professionals - 2007 First Summer Institute on Youth Mentoring – 2007 White House Mentoring Program Press Conference - 2010 Major federal-level funding continues - 2011 Friends for Youth’s 12th Annual Conference - 2011

11. Mentoring Program Models One-to-one Group Team Peer-to-peer or Cross-age E-mentoring EMT, 2002; MENTOR/National Mentoring Partnership, 2005

12. At the of positive mentoring effects is the development of a strong relationship between mentor and youth. Grossman and Johnson, 1999

13. The relationshipis the intervention. Johnston, 2005

14. Mentoring as aDevelopmental Intervention Mentoring addresses developmental task of attachment Mentors must be appropriate supplemental attachment figures Assessment is essential Mentoring is resource-intensive Mentors must receive adequate supports Johnston, 2005

15. Mentoring within Relational Framework: 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

16. Mentoring within Relational Framework: 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 limits, …which I think goes along with being a teenager…but as far as like…like her… her core… like I think everybody has a core, you know?” Sophie, a mentor Spencer, 2006

17. Mentoring within Relational Framework: 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

18. Mentoring within Relational Framework: 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

19. Mentoring supportsResiliency Research “Research finds that resilient youth - those who successfully transition from risk-filled backgrounds to the adult world of work and good citizenship - are consistently distinguished by the presence of a caring adult in their lives.” Cavell, DuBois, Karcher, Keller, Rhodes 2009

21. Ability to successfully adapt in face of adversity

22. Possibility of developing social competence despite exposure to severe stressColby Rivkin & Hoopman

23. Kauai Longitudinal Study Werner & Smith studied cohort (210) of children from Kauai, Hawaii Risk factors: poverty; perinatal health factors; low-educated mothers; familial alcoholism, violence, instability, discord, mental illness Follow up surveys at 1, 2, 10, 18, 32, 40 Two-thirds exhibited destructive behaviors in later teen years - chronic unemployment, substance abuse, and out-of-wedlock births One-third did not exhibit destructive behaviors – “resilient” Resilient children and families had traits different from non-resilient children and families

24. Protective Factors CARING AND SUPPORT: Described someone to whom they felt important, whom they felt knew them and believed in them HIGH EXPECTATIONS: Had responsibilities, including “required acts of helpfulness” YOUTH PARTICIPATION: Possess belief that odds can be overcome and have some control over own future Benard, 1991; Werner 1990

25. I see what is right with you, no matter what you have done in the past, no matter what problems you currently face. Your strengths are more powerful than your “risks.” And whatever risks, problems, or adversity you are facing are steps on the road to bouncing back - they are not the end of the road! Henderson, 1997 Resiliency Attitude

26. Mentoring Impacts Young persons who lack a strong relationship with a caring adult while growing up are much more vulnerable to a host of difficulties, ranging from academic failure to involvement in serious risk behaviors. Cavell, DuBois, Karcher, Keller, & Rhodes 2009 February 2009 National Policy Brief

28. Better chance of higher education

29. Help in preventing substance abuse

30. Reduce negative risk behaviors

31. More positive social attitudes and relationships

32. Trust and communicate more with parents

33. Experience more emotional support from friendsChild Trends Research Brief, 2005

34. Mentoring Impacts “Successful mentoring…has been shown to have a positive effect on some forms of delinquent behavior, including skipping school and skipping class, initiating alcohol and drug use, and getting in physical fights. Bauldry, 2006

35. Mentoring Impacts . . . growing number of studies which find significant associations between youth’s involvement in mentoring relationships and positive developmental outcomes, including reduced delinquency and gang involvement and improved academic performance and attendance. Rhodes and DuBois2008

36. Safe & Effective Mentoring

37. Effective Programming “Research does NOT indicate that ANY mentoring relationship or program produces benefits.” Sipe, 1998 “Good intentions and a ready corps of volunteers are not enough to deliver an effective youth mentoring program - a solid infrastructure is essential.” Cavell, DuBois, Karcher, Keller, Rhodes 2009

38. Effective Programming Engaging in Social Activities Engaging in Academic/Learning Activities Time Commitment and Relationship Duration & Closure Youth Involvement in Decision Making Matching Practices Pre-match Training Post-match Training, Monitoring, and Support Age of Mentee Mentor Screening Sipe and Roder, 1999

39. Ineffective Programming “Mentor practices that lead to a disappointing relationship can have an adverse effect, eroding a youth’s self-esteem and trust in adults.” Grossman and Rhodes, 1999

40. Ineffective Programming Grossman and Rhodes, 2001

41. Recommended Best Practices Mission Statement and Long Range Plan Recruitment Plan for Mentors and Mentees Customized Orientations for Mentors and Mentees Eligibility Screening/Application Process for Mentors and Mentees Training Curriculum for Mentors and Mentees Matching Strategy Monitoring Process Support, Recognition, and Retention Component Relationship Closure Steps Evaluation Process California Governor’s Mentoring Partnership, 2002

42. Evidence-Based Best Practices Target children and youth most likely to benefit Use rigorous screening and training processes for mentors Clearly state program goals and expectations to all Develop activities to facilitate mentor-youth relationship Provide consistent ongoing support for mentors to strengthen relationships and minimize early termination Support and involve parents Use systematic monitoring and evaluation in order to improve quality of services Cavell, DuBois, Karcher, Keller, Rhodes 2009

43. Promising Practices Youth Participation in Program Voluntary Involve Youth in Planning and Mentoring Process Mentor Selection for Safety Mentor Selection for Quality Community of Caring Approach Asset Building Friends for Youth, 2010

44. Foundations of Successful Youth Mentoring http://educationnorthwest.org/resource/360

45. Elements of Effective Practice, 3rd Edition http://www.mentoring.org/program_resources/elements_and_toolkits

46. Our vision: Transforming lives through the power of mentoring relationships Our mission: Creating quality mentoring relationships for youth who need them most

47. Achievements in Field 31 years of direct service + 12 years of support service Winner 2008 NMM ReelPeople Project - Jennifer & Iliana California Governor’s Mentoring Partnership’s Recommended Best Practices contributor Becky Cooper named Mentoring Expert in California Mentoring Consultants for CARS, MENTOR, NMC, MANY 10 years of annual mentoring conferences MENTOR’sNational Working Group on Accreditation Summer Institute of Youth Mentoring at Portland State University

48. Programs Mentoring Services creates and sustains community-based, long-term one-to-one relationships since 1979 Mentoring Institute disseminates information to the mentoring community on safe and effective practices since 1998

50. San Mateo & Santa Clara Counties

51. Referred by youth professionals

52. Identified as needing positive, supportive adult & at risk of not reaching full potential because of challenges in community, family, or school environment

53. Parent support & voluntary participationJunior Friends

55. Live/work in or near San Mateo/Santa Clara Counties

56. Desire to make difference in life of young person

57. Able to make 3 hours per week commitment for 1 year

59. Average 3 hours/week for 1 year

60. Meet on own time in community with variety of activities

61. Program Coordinators monitor Friendship (20-25 matches max)

62. 3-month & 12-month Reviews, incl. parents

63. 4 group activities

64. Recreational

65. Learning/Academic

66. Community Service

67. Life Skill Workshop

69. 5 Outcome Areas Increase in involvement in school (attendance, truancy, attitude, grades, suspensions) Reduce risk behaviors (drug/alcohol use, police involvement, probation) Increase positive behaviors (community service, new activities) Increase opportunities to influence future potential (office visits, talking about college & career with adult) Improve self-concept (trusting relationships, self-assuredness, self-reliance, handle unexpected problems)

70. Friends for Youth’s Impact After 12-month period, youth made significant changes Improved school attendance: 81% reported not skipping school at all & 75% reported avoiding suspensions Improved attitude toward school: 100% showed positive change in at least 1 aspect & 69% showed positive change in 2 or more aspects Reduction in risk behaviors: reduced self-reported incidents of police involvement (13% vs. 28%), stealing (4% vs. 23%), hurting others (12% vs. 32%); alcohol & drug use decreased in time & showed delay in starting use Increase in positive behaviors: 87% participated in community service project vs. 35% at start; significant increase in new activities Improved self esteem: 95% reported increase in at least 1 aspect of self-esteem & 63%reported increase in all 3 aspects Increase in number of trusting relationships with family, peers, & other adults: nearly 90% reported positive overall change Lapp 2009 (2007-2009 results)

71. Resources for Organizations

72. Mentoring Institute Products

73. Mentoring Institute Products "One of the most comprehensive and scholarly publications that addresses the need to insure maximum protection for individuals involved in mentoring programs. The document will serve well to guide professionals in the field of mentoring.” Susan Weinberger, Dr. Mentor Cited as an initiative to promote program quality in the field in 2009 Policy Brief Cavell, DuBois, Karcher, Keller, Rhodes 2009

74. Mentoring Institute Products “Friends for Youth’s Mentoring Journal is the most sophisticated and creative tool I’ve seen for structuring and documenting the life of a match. When fully utilized by mentors, the Mentoring Journal appears to provide a flexible, fun, and engaging mentoring activity, especially for older teens with whom it can be quite difficult to establish a connection. With sufficient training, support, and encouragement from program staff in its use, the Mentoring Journal may prove to be a valuable resource for community- and school-based matches alike.” Michael Karcher, Ed.D., Ph.D.

75. Mentoring Institute Training Mentoring 101: Core Principles & Practices Going Beyond the Background Check: Incorporating SAFE Practices Mentor and Mentee Training Specialty Trainings

76. Mentoring Institute Conference 12th Annual Mentoring Conference Share What You Know: Collaboration and Networking in Youth Mentoring January 27-28, 2011 Oracle Conference Center

77. Mentoring Institute Coalitions Mentoring Coalition of San Mateo County (ACAT)

78. Mentoring Institute Networking National Mentoring Center

79. Summary

80. “Positive relationships are seen as the primary way that mentoring leads to improved outcomes for youth who are mentored.” Nation, Keener, Wandersman, & DuBois, 2005

81. My Mentor by Karla Sagastume, mentee matched in 2000 The day you walked into my house I had a great feeling that my life would stop falling apart. I could not wait for our friendship to start. The memories began to roll and soon our hard shells began to break away. We were not afraid to speak our minds or tell what was in our hearts. My mentor, my friend, the one I can confide in. She’ll help me if I’m in a jam and need a helping hand. She’s the award of the year, the first prize, the one of gold. The priceless gift of friendship that she gives. My mentor has changed my life. From now until 4ever. My mentor is my 4ever friend. And 4ever has no end. Robin & Karla (2000)

82. Questions?

84. Prevention of or delaying use of alcohol, tobacco, and other drugs

85. Decreasing other negative risk behaviors

86. Increasing positive behaviors and experiences

87. Bringing hope for the future

89. Professional and trained staff

90. Screening and monitoring

91. Support and activities for mentors and mentees

94. Trainings for program staff, mentors, and mentees

95. Individual consultations