Mentor Handbook 1 - Microsoft€¦ · learning and positive development in your mentee. Focus on...
Transcript of Mentor Handbook 1 - Microsoft€¦ · learning and positive development in your mentee. Focus on...
1
MentorHandbook
2
WhatisMentoring?Amentorisawiseandtrustedfriendandguide.
Mentoringisastructuredandtrustingrelationshipthatbringsyoungpeopletogetherwithcaringindividualswhoofferguidance,supportandencouragementaimedatdevelopingthecompetenceandcharacterofthementee.
TypesofMentoring:• Traditionalmentoring:oneadulttooneyoungperson• Groupmentoring:oneadulttouptofouryoungpeople• Teammentoring:severaladultsworkingwithsmallgroupsofyoungpeople• Peermentoring:caringyouthmentoringotheryouth• E-mentoring:mentoringviae-mailandtheinternet
Peermentorsaregenerallycloseinagetotheirmentees–forinstancesiblingsoryoungadultsmentoringelementaryormiddleschoolpupils.
Althoughpeermentoringoftentakesplaceinanaturalsettingthefocusofmentoringisonbuildingalong-termrelationship,notonacademics.
APeerMentorIsA...• Friend• Coach• Companion• Supporter• Advisor• Rolemodel• Resourcefornewideasandopportunities• Persontotalkto
3
APeerMentorIsNotA...• Socialworker• Parent• Superhero• Paroleofficer• Sourceofmoney• Therapist• Solutiontoallproblems
WhyPeerMentoring?Ingeneral,peopletaketheirpeers’perspectivesveryseriously.Thismeansthatapositivepeermentoringrelationshipcanhaveprofoundeffectsonamentee’ssenseofself-worth.
Duetotherelationshipandsimilarityinageofpeermentorstotheirmentees,menteesmightalsofeelmorecomfortablesharingconcernsandproblemswiththeirmentors.Thisincreasesmenteeaccesstoappropriatesupportandresourcesduringtimesofstruggle.
BenefitsofPeerMentoring
ForMentors• Improvedreasoningskills• Betterabilitytorelatetoparents;improvedcommunicationskills• Greaterfeelingofconnectiontothe18+Community;increasedself-esteem,
increasedempathy• Improvedconflictresolutionskills;greaterpatience;improvedorganizational
skills• Increased“culturalcapital,”whichhelpsmentorstounderstandtheirown
challengesandexperiences
4
ForMentees
• Increasedacademicachievement;greaterself-efficacy• Improvedsocialskills• Greaterfeelingofconnectiontoschoolandpeers;• Decreasedbehaviouralproblems;lowerrateofengaginginriskybehaviours• Increasedschoolattendance;greaterrateofcontinuingeducation
GreatExpectationsWhileit’sgreattohavegoalsthatyouandyourmenteecanworktowards,it’simportanttorememberthatthepurposeofmentoringistobuildarelationship.Yourprimarymissionshouldbetoestablishtrustandtobeasupportiverolemodelinyourmentee’slife.
It’salsoimportanttokeepinmindthatthegoalsyouworktowardshouldcomefromyourmentee.Ifyouhavegoalsforyourtimetogether,trytofocusthemonyourselfwithinyourrole–toimproveyourlisteningskills,tobecomesolution-oriented,ortobethebestmentoryoucanbe.
AsaPeerMentor...DoExpect...
• Tobeapositiverolemodeltoyourmentee• Therelationshiptobeone-directional,atleasttostart• Somechangetohappen• Tosupportyourmenteeinreachingtheirgoals• Toexperiencesomefrustrationasamentor• Tobebusy• Tomakesomeimpactinyourmentee’slife
5
DoNOTExpect...• To“reform”or“save”yourmentee• Yourmenteetoconfideinyouortrustyou,atleasttostart• Greatchangequickly�• Yourgoalstomirroryourmentee’sgoalsforthemselves• Thatyouwillbe“best-friends-at-first-sight”• Yourmenteetoschedulemeetingsortodevelopplans• Toknowaboutorunderstandtheimpactyouhavemade
YourRoleasaMentor:ModelBehaviour
Whatyoudoisasimportantaswhatyousay.Useyourbehaviourtopromotelearningandpositivedevelopmentinyourmentee.
FocusonthePositive
Approachchallengesfromaplaceofoptimismandpossibility.
CreateLearningExperiences
Keepaneyeoutforteachablemoments.Takeadvantageoflocalresourcestocultivatetheirexistinginterests.
Encourage
Helpyourmenteebuildself-esteemandself-confidence.
ANoteOnSelf-Esteem
Self-esteemisasenseofconfidenceinoneself,andafeelingofconnectednesstoothers.Aperson’semotionalwell-beingisoftenbuiltupontheirlevelofself-esteem.Self-esteemisaninternalnegotiationbetweenourownself-image,ourbeliefsabouthowothersviewus,andtheidealversionoftheselfwewouldliketo
6
be.
Buildingself-esteemisacrucialpartofbeingapeermentor.Trytopayattentiontoyourmentee’sself-esteemthroughoutyourrelationship,particularlywhentoughissuesarise.
SignsofHealthySelf-Esteem
• Enjoysinteractingwithothers/comfortableinsocialsettings• Abilitytovoicediscontentwithoutbelittlingthemselvesorothers• Worktowardssolvingissuesthatarise• Generallyoptimistic• Realisticgraspoftheirownstrengthsandweaknesses• Usuallyhappyandcontent• Canlaughatthemselves• Makesrealisticgoals• Activelyparticipatesinconversationandstandsupforwhattheythink• Cooperateseasilywithothers
SignsofLowSelf-Esteem
• Resistancetochange–unwillingtotrynewthings• Negativeself-talk–“I’mstupid,”or“Ican’tdoanythingright”• Viewsetbacksaspermanentandunchangeable• Generallypessimistic• Lackofself-confidenceandanegativeself-image• Pronetoanxietyanddepression• Needsconstantreassurance• Pronetoperfectionism• Troublecommunicatingneedsandfeelings• Overlyaggressive,troublesharing
7
TheB.E.S.T.Model
Allrelationshipsgothroughstages.TheB.E.S.T.modeldemonstratesthetypicallifecycleofmentorrelationships:building,enhancing,sustaining,andtransitioning.
Thesestagesarenotalwaysclear-cutandfrequentlyoverlap.Sometimes,relationshipsreturnbacktoanearlierstageandcyclethroughmorethanonce.Readontolearnmoreabouteachstageindividually–whatitis,whatyoucanexpect,andsometoolsandtipsformakingthemostoftherelationshipineachstage.
StageOne:BuildingThefirststageofthementoringlifecycleisbuildingtherelationship–meetingyourmenteeforthefirsttime,establishingtrust,clarifyingroles,andagreeingonboundariesareallpartofthisstage.
Youandyourmenteewillbothhavesomeanxietyand/orexcitementabout
Transi`oning
BuildingEnhancing
Sustaining
8
buildingthisnewrelationship.Taketheinitiativetoexploremutualinterestsandfindcommonground.
Becausetrustissofragileatthispoint,itisextremelyimportanttobeconsistent,authentic,andopen-minded.Whatyoudonowwillsetthetonefortherestofthementoringrelationship.
YourFirstMeeting• Introduceyourselfwithconfidenceandasmile!• Learnhowtopronounceyourmentee’sname.• Tellyourmenteeaboutyourselfandaskquestionsaboutyourmentee.• Yourmenteemaytakeawhiletowarmuptoyou.Bepatient,non-
judgmental,andopen.• Remainpositiveandendonagoodnote!
StageTwo:EnhancingStagetwoinvolvesenhancingthementoringrelationship.Thismeansexploringinterestsindepth,settinggoals,andofferingyourselfasaresourcetoyourmentee.
Thegoalsyousetcanbepersonalinnature,career-oriented,academics-focused,oranythingelsethatyourmenteehasinmind.Remember–thisisatimeforyourmenteetotalkabouttheirambitions;notanopportunityforyoutoimposeyourgoalsontothem.
StageThree:SustainingInthethirdstageofthementoringrelationship,trusthasbeenestablishedandconversationismorecomfortable,personal,andopen.Workingongoalsmightbeacentralfocusoftherelationship.
Whilethisnewlevelofcomfortiswonderful,italsomightcomewithsomenewchallenges.Youandyourmenteemaystruggletoliveuptotheexpectationsyouagreedtoatthestartoftherelationship.Ifthishappens,youmightre-negotiatethetermsofyourrelationshipbyevaluatingwhatyouhaveaccomplished,whatnewgoalsyouhave,andhowyouwouldliketoworkonthemtogether.
9
StageFour:TransitioningChangecanbeascarything,buttheycanbemadeeasierbypreparingforthem.Agoodwaytoprepareforrelationshiptransitionwithyourmenteeistotalkaboutit!Celebratehowmuchyouhaveaccomplished,andremindyourmenteehowmuchtimeremains.Partofthesediscussionsshouldincludewhatyouwantyourrelationshiptolooklikeoncetheprogramends.
Nomatterwhenyoudecidetotransitionoutofthementoringrelationship,besuretogiveyourselfandyourmenteeclosure.Closuremeansendingtherelationshiponagoodnote,celebratingthetimeyouhavespenttogether,andclarifyingyourrelationshipmovingforward.Makesureyouarebothonthesamepage.
TipsforEstablishingTrustTrustcanbeaverydifficultthingtoestablish.Bothyouandyourmenteewillbringyourownsetofexpectations,hopes,andexperiencestotherelationship.
Allofthesethingsaffectthewaytherelationshipwilldevelop,thepurposeandgoalsoftherelationship,andtheboundariesyouandyourmenteeestablish.
Consistencyisabigpartoftrustbuilding.Makesureyouractionsandyourwordsmatchandthatyoufollowthroughoncommitments.
Knowthatyouwillgetbusy.Thingswillcomeup.What’simportantistobeopenandhonestaboutyourlimitationsandrealisticaboutyourcommitmentstoyourmentee.
• BeaFriendBeyourmentee’speerandfriend–notanotherauthorityfigureorparent.
• ListenTrytopickuponyourmentee’sinterests,concerns,andgoalsthroughactivelistening.Don’tgiveadviceunlessaskedfirst.
• MutualRespect
10
Don’timposeyourbeliefsorpushyourmenteetodothingstheydon’twanttodo.Knowthatyouaretwodifferentindividuals.
• TakeaStepBackMakesureyourmenteeknowsthattheyarethefocus.Letthemdecidewhattodo,whattotalkabout,andwhatgoalstoworkon.
• BeSupportiveAvoiddismissivelanguagelike"manup"or"that'snotabigdeal."Showthatyou'reontheirsidenomatterwhat.Havetheirback.
• BeYourselfDon'tputonaroletotryand"connect"withyourmentee.Beingauthenticisthebestthingtodo!
• HaveFunResisttheurgetobetotallyfocusedongoals.Havingfuntogetherinthebeginningcanhelpyouworkonmorechallengingthingslater.
• BeConsistentDowhatyousayyou'lldo.Followthrough.Bepresentandattentivetoyourmenteewhileyouaretogether
• BeRealisticDon'tagreetoextravagantrequests-thingsthatcostunreasonableamountsoftime,money,oreffort.Berealisticwhensettinggoals.
11
BeaFriend-Beyourmentee’speerandfriend–notanotherauthorityfigureor
parent.
Listen-Trytopickuponyourmentee’sinterests,concerns,andgoalsthrough
acMvelistening.Don’tgiveadviceunless
askedfirst.
MutualRespect-Don’timposeyourbeliefsorpushyourmenteetodothingstheydon’twanttodo.Knowthatyouaretwodifferent
individuals.
TakeaStepBack-Makesureyour
menteeknowsthattheyarethefocus.
Letthemdecidewhattodo,whattotalkabout,andwhatgoalstoworkon.
BeSupporMve-Avoiddismissivelanguagelike"manup"or"that'snotabigdeal."Showthat
you'reontheirsidenomaTerwhat.Have
theirback.
BeYourself-Don'tputonaroletotryand"connect"withyourmentee.BeingauthenMcisthebest
thingtodo!
HaveFun-Resisttheurgetobetotallyfocussedongoals.Havingfuntogetherinthebeginningcanhelpyouworkonmorechallenging
thingslater.
BeConsistent-Dowhatyousayyou'lldo.Followthrough.BepresentandaTenMvetoyour
menteewhileyouaretogether
BeRealisMc-Don'tagreetoextravagantrequests-thingsthatcostunreasonableammountsofMme,money,oreffort.BerealisMcwhenseWng
goals.
12
SettingBoundariesSettingboundariesinthementoringrelationshipwillhelptoensurethatyouandyourmenteehaverealisticexpectationsofoneanotherandcanalsohelpyoutoavoidsomeawkwardsituations.
Somegoodboundariestosetupwithyourmenteemightinclude:
• Whatconversationtopicsareoff-limits• Language/wordsthatareoff-limits• Thekindofrelationshipyoudevelopwithyourmentee’sfamily• Howmuchtimeyouarewillingtospendwithyourmentee• Whatwaysareappropriatetocommunicatewithoneanother,atwhattimes
ofday,andhowfrequently• Typesofbehaviourthatareoff-limits• Definingyourrole–whatyoucanandcannotreasonablydowithyour
mentee
ANoteAboutFamiliesBearinginmindthatsomeofyourmenteesmightnotbefamilymembersthefollowingmightbeuseful.Havingagoodrelationshipwithyourmentee’sfamilycanhelpyoumonitorsomeofthethingsyourmenteeisstrugglingwithortryingtoworkon.
Ifyoupursuearelationshipwithyourmentee’sfamily,however,settingboundarieswillbeextremelyimportant.Rememberthatyourmenteeisyourprimaryfocus;so,avoidtakingsideswithyourmentee’sparents.
Finally,nevercriticizethefamilyofyourmentee.Whileyourmenteemightbenefitfromventingtoyouaboutissuesathome,manyawkwardsituationswillbeavoidedbyremainingneutral.
SettingaGoodExampleAsindividuals,wejugglemanydifferentpartsofourlives.Weallgothroughlifewithdifferentexperiencesandfacedifferentdecisions.Weallmakemistakesand
13
weallhaveourownhurdlestoovercome.
Settingboundariesenablesyoutoseparateyourpersonallifefromtherelationshipyouhavewithyourmentee.Bemindfulaboutwhichtypesofpersonalinformation,experiences,andstoriestosharewithyourmentee.Keepinmindthatthestrugglesyouarefacingrelativetoyouragemaynotbeappropriateorpracticaltosharewithyourmentee.
CommunicationTools1. OpenandClose-EndedQuestions
Itmightbealittletoughtogetconversationstartedwhenyouarefirstgettingtoknowyourmentee.Askingopen-endedquestionsisagreatwaytogettheballrolling.Aclose-endedquestionisaquestionthatcanbeansweredverysimply-generallywithjustoneword,suchas‘yes’or‘no’.Example:Doyoulikeicecream?Open-endedquestions,ontheotherhand,tendtoelicitlengthierresponses.Theyhelpusaskothersabouttheiropinionsandfeelingsandtheycanoftenleadthewaytodeeperconversation.Example:Howdidyoumeetyourbestfriend?
2. ActiveListeningActivelisteningisawayoflisteningthataffirmsthespeakerandletsthemknowthatyouareinterestedandthatyouunderstand.Topracticeactivelistening,tryoutthefollowingtips:
• Paraphrasewhatyourmenteehassaidtomakesureyou
14
understand.Say,“WhatI’mhearingis...DoIhavethatright?”• Leanin,nod,andmaintaineyecontact.Useappropriatefacial
expressionsandgestures.Keepacalmandcomposedpostureanddon’tfiddlewithanythingthatcoulddistractyou(phone).
• Whileyourmenteeisspeaking,don’tthinkaboutyourresponseorthenextquestionyouwanttoask.Justlisten.
3. BodyLanguageBodylanguagereferstoallofthewaysthatwecommunicatewithotherswithoutusingwords.Accordingtoresearch,nonverbal(body)languageaccountsforupto70%ofallcommunication!Itisveryimportant,therefore,tomakesureyouaresendingtherightmessagestoyourmenteewithyourbodylanguage.Afewgoodtipsforgoodbodylanguagearelistedunder“ActiveListening,”suchasleaningforwardandmaintainingeyecontact.Alsopayattentiontoyourposturewheninteractingwithyourmentee,whichmightsendthemsignalsaboutyourmood,yourinterestinthem,andyourtrustworthiness.Trytokeepyourbodyopenandrelaxed,witharmslooseanduncrossed.
4. “I”Statements“I”statementsaresentencesthatstartwithanexpressionofyourpersonalopinionorexperience.Youcanonlybesureofyourownexperiencesandfeelings–neverthoseofothers.Usingan“I”statementtoclarifywhereyouropinionscomefromensuresthatyoudon’toffendanyonebyspeakingforthem.Example:Insteadofsaying“Youhatemaths!”trysayingsomethinglike“Inoticedthatyouseemedfrustratedwhiledoingyourmathshomeworktheotherday,couldyoutellmeaboutthat?”Using“I”statementscanbeparticularlyusefulduringaconflict.Insteadofsoundingaccusatory,whichcouldmakethingsworse,itwillhelpyouunderstandyourmentee’sperspectives.
15
Example:Insteadofsaying“You’resoirresponsible!Youletmedown,”trysaying“IwasreallylookingforwardtospendingtimewithyoutheotherdayandIwasupsetwhenyoudidn’tshowup.Whyweren’tyouabletomakeit?”Asyoucansee,“I”statementsenableyoutolearnaboutyourmentee.Thefirst“you”statementineachexampleonlyshowsthementor’sassumptionsaboutthementee.Nothingislearnedandconversationisturnedintoaconflict.
5. GivingFeedbackFeedbackisanobservationoropinioncommunicatedfromonepersontoanother.Feedbackcanbepositiveornegative,andwhendoneappropriatelybothtypescanbeconstructiveanduseful.Whenprovidingfeedbacktoyourmentee,trytofollowtheseguidelines:
• Behonestandrespectful.Keepinmindthatitcanbedifficulttohearnegativefeedback.
• Makeobservations,notevaluations.Provideexamplesofwhatyouhaveobservedwhenyougivefeedback-don’tevaluateorprovidepersonaljudgment.Observationswillhelpyourmenteereplicategoodbehavioursandrecognizebehavioursthataren’tconstructive.
• Provideempathy.Tryyourbesttoputyourselfintheirshoestounderstandtheirperspectives.
• Betimely.Givefeedbackprivatelywhenyouwon’tbedisturbedordistractedandyourmenteewon’tbeembarrassed.
FindingSupport
16
Asapeermentoryoudonotneedtohavealloftheanswers.Oneofthemostimportantskillsyoucanlearnfrommentoringishowtoaskforhelp.Forsomeissues,youcanfindwaystorespectfullyandconfidentiallytrouble-shootwithothersyoutrust.
Remember-youcanaskforhelpfrom:
• 18+CommunityMembers• IGIProgramstaff• Othermentors• Mentorsinyourlife
Whiletheinformationyourmenteeshareswithyoushouldgenerallybekeptprivate,therearesomesituationsthatmeritfull-disclosureofinformation–asinsituationswhereyourmenteeisarisktothemselvesorothers.
HandlingToughIssues
Whiletogether,youandyourmenteemayencountersomedifficultissuessuchas:
• Substanceuseandabuse• Abuse,violence,andbullying• Mentalhealthissues• Peerpressure• Puberty,sexuality,andrelationships• Death
Withmanyoftheseissues,engaginginopenandhonestconversationabouttheproblemisanimportantwaytolearnmoreanddeterminethebestcourseofaction.Asapeermentor,yourroleistodirectyourmenteetotheappropriateresources,whetherthatisareferraltoaprofessionalorsharingagoodnewsarticle.Whendiscussingtheseissuesremembertoremaincalmandnon-judgmental.
Justbecauseoneoftheseissuescomesupinconversationdoesnotmeanthat
17
yourmenteeisinimminentdanger.Forinstance,ifyourmenteeiscuriousaboutusingillegalsubstances,talkingaboutitencouragesyourmenteetoaskquestionsandlearninformationabouttherisksoftheseactivities.
Sometimes,justhavingatrustworthyfriendtotalktoabouttheseissuescanhelpenormously.Showyoursupportbyusingactivelisteningskills,affirmingtheirfeelings,andempathizingwiththeirstruggles.Afterhavingthatmomentofaffirmation,youcanmoveontoexploringoptionsandpursuingthebestsolution.
DecidingtoReportaProblemIfyoudecidethatitisbesttoreporttheproblem,tellyourmenteeimmediatelypriortothereportandtalktothemaboutwhyyoumadeyourdecision.Makesuretheyknowthatyouareontheirsideandthatyouwantwhat’sbestforthem.Offertosupporttheminanywaythatyouareableto,butdon’tmakepromisesyoucan’tkeep.
Thefollowinglistcanhelpyouidentifywhetherornotyourmenteehasaproblemthatshouldbediscussedand/orreported.
WarningsignsGeneralwarningsigns
• Lossofinterestinschool• Spendingalotoftimealone• Severemoodswings• Sleepingalotorverylittle• Eatingalotorverylittle• Turningawayfromadultsforsupport• Increaseinbehaviouralproblemsatschool• Engaginginriskybehaviours
Substanceabuse• Irrational,clumsy,or“spacedout”behaviour
• Lying
18
• Secretiveness• Abuse,violence,andbullying• Injuriesthatcan’tbeaccountedfor• Physicaldefensiveness;gettingjumpyornervous• Suddenonsetofcompulsiveorself-destructivebehaviour
Mentalhealthissues
• Becomingwithdrawn• Talkingaboutdeathordying• Prolongedsadness;expressionofhopelessness• Prolongednervousnessoranxiety• Severeinsecurity• Inexplicableandirrationalbehaviour• Unhealthycopingmechanisms–sexualactivity,druguse,self-harm,etc.
MentoringActivitiesDuringthementoringrelationship,youandmenteewillspendalotoftimetogetherdoingfunactivities.Dependingonyourprogram,theseactivitiesmightbeplannedforyoubythe18+Communityoryoumayhavetocomeupwithideaswithyourmentee.
Giveyourmenteeavoiceinthisprocessandavoidplanningeveryactivityforthem.Letthemtellyouwhattheywouldliketodo.Ifthey’rehavingtroublethinkingofideas,givethemafewdifferentoptionsbasedontheirinterests.Alternatively,youandyourmenteecoulddevelopalonglistofideasearlyontochoosefromthroughouttherelationship.
Ifyou’rehavingtroublecomingupwithideas,visitThe18+Communitywebpage,whereyoucanfindfunexercisesandeasyactivities.
19
SettingGoalsBeyondhavingfunwithoneanother,settinggoalswithyourmenteeandworkingtowardsthemtogetherwillbeyourprimaryactivity.Whensettinggoals,makesuretheyareS.M.A.R.T.
• Specific-Answerthe“who,what,when,where,why,how,andwhich”questions
• Measurable-CreatebenchmarkstocheckyourprogressDeterminehowexactlyyouwillknowwhenyourgoalhasbeenattained
• Achievable-Makesurethatitisrealistictoattainthegoalwithinyourtimeframekeepingotherresponsibilitiesinmind
• Relevant-Doesthegoalmatter?Howwillitcreatepositivechange?Whatwillbetheimpactofreachingthegoal?
• Timely-CreateatimeframeforthegoaltobeachievedHaveaduedateandcheck-indatestomeasureprogress
CulturalDiversityDiversityisthevastpossibilityfordifferencesamongallofus.Sinceeverypersonisanindividual,withindividualdifferences,humansareaboutasdiverseasthenumberofpeopleexistingonthisplanetatanygiventime!
Tomakethingseasier,wetendtogroupcommonalitiesintodifferentidentitiesorcultures.Allofushaveavarietyofculturesandidentitiesandexperiencesthatmakeuswhoweare.Thiscombinationofculture,identity,andexperienceisdifferentforeachpersonwemeet!
Takesometimetothinkaboutyourcultureandidentities,whichmayinclude:
• Yourage• Yourraceorethnicity• Yourgender
20
• Yoursexualorientation• Yourreligionorpersonalphilosophy• Whereyouwenttoschool• Whereyoulive• Howmuchmoneyyourfamilyhas• Thenumberofpeopleinyourfamily• Thehobbiesyouhaveandyourpersonalpassions• MUCHMORE!
SharingCultureWithYourMentee
What’simportanttorememberaboutdiversityistobeinclusive–berespectfulandwelcomingofallofthedifferencesyouencounter.Yourmenteewillundoubtedlyhaveculture,identities,andexperiencesthatdifferfromyourown.
Explorethosedifferenceswithyourmenteeandalsofindcommonalities.Askaboutyourmentee’sfamily,theirtraditions,andwhat’simportanttothem.Sharewithyourmenteeaboutyourcultureandidentity,andperhapshowthingswereforyouattheirage.You’llbesurprisedathowmuchyoucanlearn!Thediversityamongushelpsustolearnmoreaboutotherwaysoflifeandprovidestheopportunitytosharethewealthofexperienceseachofushaswithoneanother.
21
22
Very Not Very
Do you think that your experience as a Mentor will help you in your future? Please give examples:
Did you have any difficulties in taking part in the program? Please give some examples:
Did you find the Training Program useful?
Can you suggest any ways the training program might be improved?
Did you find your IGI supervisor supportive?
Can you suggest any ways the supervision program might be improved?
Do you have any suggestions of ways to improve the mentoring program?
23
Name Signature,
Mentee:
Mentor:
Date:
Mentoring Start Date:
End Date:
Mentoring Evaluation Sheet (Mentee)
Do you feel you have gained from being part of the mentoring program? Please give some examples:
Did you find the Mentoring Program useful?
Number of meetings held: Did you keep in contact between meetings: by email; by text; by phone? How frequently?
24
Very Not Very
Do you have any suggestions of ways to improve the mentoring program?
Do you think that your experience as a Mentee will help you in your future? Please give examples:
Did you have any difficulties in taking part in the program? Please give some examples:
Did you find the Training Program useful?
Can you suggest any ways in which your Mentor might have been more supportive?
25
In#th
e#pa
st#4#weeks...
Non
e#of#th
e#tim
eA#little
#of#
the#tim
eSome#of#th
e#tim
eMost#o
f#the
#tim
eAll#of#the
#tim
e
1.#Abo
ut#how
#often
#did#you
#feel#tired#ou
t#for#no#good
#reason
?
2.#Abo
ut#how
#often
#did#you
#feel#nervous?
3.#Abo
ut#how
#often
#did#you
#feel#so
#nervous#th
at#nothing#cou
ld#calm#you
#do
wn?
4.#Abo
ut#how
#often
#did#you
#feel#hop
eless?
5.#Abo
ut#how
#often
#did#you
#feel#re
stless#or#fidgety?
6.#Abo
ut#how
#often
#did#you
#feel#so
#restless#you
#cou
ld#not#sit#still?
7.#Abo
ut#how
#often
#did#you
#feel#dep
ressed
?
8.#Abo
ut#how
#often
#did#you
#feel#th
at#everything#was#an#effort?
9.#Abo
ut#how
#often
#did#you
#feel#so
#sad#that#nothing#cou
ld#che
er#you
#up?
10.#A
bout#how
#often
#did#you
#feel#worthless?
These#qu
estio
ns#con
cern#how
#you
#have#be
en#fe
eling#over#th
e#past#fo
ur#weeks.#Tick#a#bo
x#ne
xt#to
#each#qu
estio
n#that#best#rep
resents#h
ow#you
#have#
been
.
The#higher#th
e#score#the#more#likely#you#may#be#expe
riencing#de
pressio
n#and/or#anxiety.#You
r#answers#a
nd#re
sults#re
main#confiden
tial.#We#do
n’t#
keep
#any#inform
ation#on
#file.#A
fter#you
#take#th
e#test,#you
#can#prin
t#the
#results#fo
r#you
r#records#or#to#give#to
#you
r#GP.
Being#a#men
tor#is#b
oth#a#great#p
rivilege#and
#a#re
spon
sibility.#The
refore#you
r#personal#w
ellbeing#will#have#a#sig
nificant#influen
ce#on#that#of#you
r#men
tee.#This#sim
ple#checklist#aim
s#to#measure#W
HETH
ER#you
#may#have#be
en#affe
cted
#by#de
pressio
n#and#anxiety#in#th
e#past#fo
ur#weeks.#
Person
al#W
ellness#C
hecklist#