Post on 30-Nov-2014
description
Back to School: Training Mentors for
Effective Relationships Within
Schools
2012 Collaborative Mentoring Webinar Series
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2012 Collaborative Mentoring Webinar Series
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Sarah Kremer
Friends for Youth
April Riordan
Mentoring Partnership of Minnesota
o Research
o Practice
o Innovation
Date: Third Thursday of every
month.
Time: 10-11:15am Pacific/11am-
12:15pm Mountain/12-1:15 pm
Central/1-2:15pm Eastern
Cost: Free
Marissa Strayer-Benton
Mobius Mentors
Good to Know…
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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
dialogue
Please help us out by answering 5 survey questions at
the end of the webinar.
Participate in Today’s Webinar
• All attendees muted for best
sound
• Type questions and
comments in the question
box
• Who is with us today?
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Today’s Webinar
1. School Based Mentoring
– How is it different than CBM? Unique
benefits and challenges?
2. Tips for Training Mentors in School
Based Programs
Q & A throughout the presentation
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Many Different Models of SBM
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Michael Karcher, Ed.D.,
Ph.D.
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Michael J. Karcher, Ed.D., Ph.D., is a
Professor of Counseling in the College of
Education and Human Development at the
University of Texas at San Antonio, where
he coordinates the School Counseling
Training Program. He received a doctorate
in Human Development and Psychology
from Harvard University (1997) and a
doctorate in Counseling Psychology from
the University of Texas at Austin (1999). He
conducts research on school-based and
cross-age peer mentoring as well as on
adolescent connectedness and pair
counseling.
Email: michael.karcher@utsa.edu
Funded by the W. T. Grant Foundation
Michael Karcher, Ed.D., Ph.D. Michael.karcher@utsa.edu
Study of Mentoring In the Learning Environment www.utsasmile.org
Study of Mentoring
in the Learning Environment
Project Overview
Between 2003-2007, SMILE is the 1st large-scale, multisite,
randomized study of school-based mentoring.
Followed 550 youth (½ mentees; ½ comparison) across 20
elementary, middle and high schools for two years.
The only SBM study to include large numbers of Latino
mentees and mentors or high school aged mentees.
Mentors were college students, business employees, and
adult volunteers (half Latino).
Funded by the W. T. Grant Foundation
Michael Karcher, Ed.D., Ph.D. Michael.karcher@utsa.edu
Study of Mentoring In the Learning Environment www.utsasmile.org
Outcomes: Mentoring improved self-
esteem, connectedness, & social skills
However, some groups benefited more
Elementary
School
Middle
School
High
School
Girls (only
female mentors)
No
change
No
change
Improved
Boys Improved No
change
Some got
worse
Sex of Boys’
mentors
Male & Female
Mentors
Male &
Female
Mentors
Same Sex
Mentors
Funded by the W. T. Grant Foundation
Michael Karcher, Ed.D., Ph.D. Michael.karcher@utsa.edu
Study of Mentoring In the Learning Environment www.utsasmile.org
Maybe what the matches did together affected
how much the kids felt valued
To test this, we studied Mentor Activity Logs
• After each visit,
mentors completed
an Activity Log to
note what they did &
talked about with
their mentees
Funded by the W. T. Grant Foundation
Michael Karcher, Ed.D., Ph.D. Michael.karcher@utsa.edu
Study of Mentoring In the Learning Environment www.utsasmile.org
Weekly Activity Logs Completed by Mentors Record Developmental and Instrumental Activities
YOU ENTER: WHAT HELPED/HURT MENTEE BOYS
Goal-directed
conversations
Relational
conversations
Activities: Playful
or Serious
Academics (A) Casual conversation
(E)
Tutoring/
Homework (I)
Behavior (B) Social issues (F) Sports or athletic (J)
Attendance & Stay-in-
School (C)
Relationships (G) Creative activities (K)
Future (D) Listening & Learning
(H)
Indoor games (L)
Funded by the W. T. Grant Foundation
Michael Karcher, Ed.D., Ph.D. Michael.karcher@utsa.edu
Study of Mentoring In the Learning Environment www.utsasmile.org
Grouping Activities
Academic discussion
about kid’s behavior,
attendance, dropping out,
and importance of future;
Tutoring/Homework
playing sports,
games, creative activities
Generally goal-oriented
activities intending to
change in the mentee
Generally relational or
playful conversations &
activities that strengthen
the mentor-mentee
relationship and promote
youth development
Funded by the W. T. Grant Foundation
Michael Karcher, Ed.D., Ph.D. Michael.karcher@utsa.edu
Study of Mentoring In the Learning Environment www.utsasmile.org
SMILE: Relational Discussion (Goal-directed Focus in Meetings by Grade & Sex)
Percent of time
in discussions of
friends & family
and in casual
conversation
Elem. Middle High School
Funded by the W. T. Grant Foundation
Michael Karcher, Ed.D., Ph.D. Michael.karcher@utsa.edu
Study of Mentoring In the Learning Environment www.utsasmile.org
SMILE: Problem Discussion (Goal-directed Focus in Meetings by Grade & Sex)
Percent of time
in discussions of
academics,
behavior,
attendance
Elem. Middle High School
Funded by the W. T. Grant Foundation
Michael Karcher, Ed.D., Ph.D. Michael.karcher@utsa.edu
Study of Mentoring In the Learning Environment www.utsasmile.org
Feeling valued by the Mentor: is a critical ingredient (but is
in short supply in High School matches)
Boys:
Blue
Girls:
Magenta
Elementary
school boys
High school
boys
Funded by the W. T. Grant Foundation
Michael Karcher, Ed.D., Ph.D. Michael.karcher@utsa.edu
Study of Mentoring In the Learning Environment www.utsasmile.org
Time spent in goal-focused, problem oriented conversations was inversely
related to feeling valued by the mentor Time spend discussing
academics, behavior, attendance
Funded by the W. T. Grant Foundation
Michael Karcher, Ed.D., Ph.D. Michael.karcher@utsa.edu
Study of Mentoring In the Learning Environment www.utsasmile.org
The importance of balance
Mentor-mentee relationship quality
Relational Interactions
Goal Directed Interactions
casual conversation
talk about family
talk about friends
listening & learning
talk about school
discuss attendance
discuss behavior
talk about the future
Karcher, M. J., Herrera, C., & Hansen, K., (2010).“I dunno, what do you wanna do?”: Testing a framework to
guide mentor training and activity selection. New Directions in Youth Development, 126.
Funded by the W. T. Grant Foundation
Michael Karcher, Ed.D., Ph.D. Michael.karcher@utsa.edu
Study of Mentoring In the Learning Environment www.utsasmile.org
Take home points • Unless teens can “shape” the program
(and thus how their peers view it),
mentors in high schools may do more
harm than good with Latino boys
• Case managers can cultivate success by
providing activities, ideas, training
• Mentors need training in how to balance
goal/relating focus and being fun/serious
Funded by the W. T. Grant Foundation
Michael Karcher, Ed.D., Ph.D. Michael.karcher@utsa.edu
Study of Mentoring In the Learning Environment www.utsasmile.org
School-Based Mentoring Training and
Support
BBBS Impact Study
Relationship closeness
Linked with
Individual pre-match training;
•Individual post-match training;
•Communication with school staff;
•BBBS program quality;
•BBBS staff support;
•Helpfulness of BBBS staff;
•Helpfulness of school staff; and
•School resources and space.
Carryover of match
Linked with
•Group training;
•Individual pre-match training;
•Individual post-match training;
•BBBS program quality;
•BBBS staff support;
•Helpfulness of BBBS staff; and
•School resources and space.
National BBBS School-Based Mentoring Impact Study (published by P/PV) full report: http://ppv.org
Amy Cannata, Senior
Program Advisor,
Mentoring and National Service Initiatives
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Amy's work focuses on providing training and
technical assistance for local and national
initiatives in the areas of volunteerism, mentoring,
and education success. She assists a diverse
group of programs via distance learning, in-person
training, publication development, and one-on-one
coaching. Her past training and technical
assistance projects at Education Northwest
included the Corporation for National and
Community Service LEARNS Project, Office of
Juvenile Justice and Delinquency Prevention
funded National Mentoring Center, and the Texas
Commission on Volunteerism and Community
Service Mentor Texas statewide initiative. Her
passion for youth work stems from her experience
researching teen courts and hip-hop youth culture,
and serving as an outreach and shelter worker
with homeless street youth.
Rae Smith, Volunteer
Services Specialist,
YouthFriends Kansas
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In her role, Rae supports YouthFriends
initiatives in school districts throughout Kansas.
YouthFriends connects young people with
caring adult volunteers in schools to promote
success, encourage healthy behaviors and
build stronger communities. Rae’s work with
school districts across Kansas includes
providing the tools, technology and training for
individual districts to implement or enhance a
school based mentoring initiative. Rae has not
only facilitated numerous volunteer trainings
across the state but also many “YouthFriends
Train the Trainer” sessions to equip school
district staff to successfully train their
volunteers.
Key Concepts to Include in Training for School Based Mentors
1. Integrating academics
into the mentoring
relationship
2. How does change
happen in SBM?
3. Ways to give mentee(s)
a voice and choice in
activities, even if
prescribed by
program/school
4. Importance of
developing relationships
with other adults
5. What to do/not do when
student is struggling
academically
6. Manage mentor
expectations before they
enter the school
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The Mentor’s Role in Academics
• Friend and role model (developmental mentor)
• Advocate
• Cheerleader
• Learning facilitator
Roles of Mentors & Tutors
• A mentor is…
– A trusted and faithful
friend, who listens,
supports, and guides a
young person on a
consistent basis over a
specified period of time
• A tutor is…
– A peer or an adult who
offers one-on-one support
for the specific purpose of
improving student
achievement in an
academic subject or a life
skill
Building Strong Relationships
“Relationships were built using an approach that defines the mentor as a friend, not as a teacher or preacher. The mentor’s role is to support the youth in his or her various endeavors, not explicitly to change the youth’s behavior or character.”
-From Making a Difference: An Impact Study of
Big Brothers/Big Sisters
The Results of Strong Relationships
• Mentoring has a a positive impact on
grades and other academic indicators by
improving relationships between youth
and the parent and by boosting the
youth’s perception of their own
academics abilities
(2000. Agents of change: Pathways through which mentoring relationships influence adolescents’ academic adjustment, Child Development, 71, 1662-1671.
Other Outcomes of Mentoring
• Mentoring has a positive impact on the number of
unexcused absences (Tierney, 1995:Aseltine, 1995)
• Mentoring helps boost student attitudes about
school (LoSciuto, L., Rajala, A., Townsend, T.N., & Taylor, A.S., 1996)
• Impact youth’s sense of connectedness to school (Portwood, et al, in press)
Ways for Mentors to Support Academic Achievement
1. Let their mentee know they are there to support them in school and in the community
2. Celebrate academic successes with their mentee
3. Learn about their mentee’s academic areas of strength and weakness
4. Capitalize on “teachable moments”
5. Encourage participation in school activities
Resources at Your Fingertips
• What is already in place?
– School resources
– Community resources
– Program resources
– Parents as resources
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Close your eyes and picture a middle school hallway.
Hear?
(Smell? )
What do you see?
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Mentors can be an island
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Future Webinars
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September 20 - Closure
Join us in September to talk about best ways to handle early
match endings and ideas for providing positive closure
experiences for successful matches. We will be joined by
Renée Spencer, M.S.S.W., Ed.D. an Associate Professor at
Boston University and a prominent researcher in the field of
mentoring.
Future Topics:
October 18 –
Public/Private
Ventures
November 15 –
Disconnected/
Opportunity
Youth
December 20 –
National
Mentoring Month
Good to Know…
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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
dialogue
Please help us out by answering 5 survey questions at
the end of the webinar.
2012 Collaborative Mentoring Webinar Series
Thank you!