Presented by: Adam R. Schepman, Ed. S WMSD School Psychology Specialist.
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Transcript of Presented by: Adam R. Schepman, Ed. S WMSD School Psychology Specialist.
![Page 1: Presented by: Adam R. Schepman, Ed. S WMSD School Psychology Specialist.](https://reader035.fdocuments.in/reader035/viewer/2022062314/56649eb35503460f94bbae91/html5/thumbnails/1.jpg)
WMSD MENTOR PROGRAM
Presented by:Adam R. Schepman, Ed. SWMSD School Psychology Specialist
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MISSION STATEMENT
Construction of positive relationships between students and the school community at large Establish meaningful connections between
work and community Develop personal skills and career
awareness Build relationships between students and
caring adults
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VISION STATEMENT
Empower students to explore and expand personal interests
Increase student achievement potential Skills for success Applications of ethics Sense of responsibility
Increase school-community engagement
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GOALS AND OBJECTIVES
Mentors will provide Positive relationships with caring adults Framework for positive future growth &
decision making skills Students an opportunity to develop their
own vision for the future
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GOALS AND OBJECTIVES
Mentors will provide A sense of community More opportunities for career awareness
and exploration More opportunities for positive connection
between students and: Schools Local Businesses Communities
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PROTOCOL/STANDARDS
Servicing students in grades K-12 while maintaining the following Professional relationship at all times promoting the
students mental, physical, and emotional health and safety
Respect for the student In no way demean, embarrass, or harass students
Nurture intellectual, physical, emotional, social, and civic potential
Display concern and compassion for student’s personal challenges
Refer to counseling if necessary
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TERMS
• Merriam-Webster Mentor-(n) a trusted counselor or guide Advocate-(n) one that supports or
promotes the interests of another All school personnel are advocates by default
• West Memphis School District Mentor-(n) an advocate who is willing to
spend his/her time and expertise to guide the development of another person
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PROGRAM STRUCTURE
District Advisory Committee
School Advisory Committee
Mentors
Public Relations/Communicatio
n
Training/Prof. Development
Data Collection
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PROGRAM OPERATIONS
Confidentiality training How to pair students with mentors
Different factors to consider Questions to think about
Mentor/Mentee Activities Mentor support
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CONFIDENTIALITY
Any information discussed between mentor and mentee is kept Confidential; meaning information is not shared with others unless Student is a threat to themselves (duty to protect) Student is a threat to others (duty to warn)
All information gathered for research, program evaluation, or consultation must be de-identified All identity (name, date of birth, SSN, student
number, etc) must be removed
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WHEN TO BREAK CONFIDENTIALITY
Components required to break confidentiality (Duty to Warn/Duty to Protect) Serious threat to harm self or another
(Threat) Typically stated verbally
Means to Carry out the threat (Access) Shooting threat and has access to a gun,
overdose on obtainable medications Plan of action (Plan)
Expression of how/when harm will occur
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RECENT REAL LIFE EXAMPLE
Second grader at a local school mentioned that he planned on “killing himself.” “Reason”
Generally unhappy at school, kids “checkin’” him Mom had gotten a new boyfriend
Student had negative relationship with the new boyfriend “Means”
“Gonna let a train run over/hit me” Student lived near a railroad tracks (knowledge provided by
school staff)
“Plan” Said was going to do it “soon”
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DUTY TO WARN
Legal/Ethical responsibilities to warn a third party (person) when a threat is made Mentor/Counselor has been working with Tim for
5 weeks. There is good rapport between student and staff. Tim has been depressed for the past 3 weeks and states that John, a classmate, is picking on him. In the most recent session, Tim seems to have a more positive affect and states that his father has bought him a shotgun for hunting. Tim said he could use the gun to shoot the student picking on him after school.
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DUTY TO WARN
Components of Duty to Warn Mentor/Counselor has been working with Tim for
5 weeks. There is good rapport between student and staff. Tim has been depressed for the past 3 weeks and states that John, a classmate, (identifiable target) is picking on him. In the most recent session, Tim seems to have a more positive affect and states that his father has bought him a shotgun for hunting (access). Tim said he could use the gun to shoot the student picking on him after school (plan).
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DUTY TO PROTECT
Example of a Duty to Protect Mentor and Sam have been working
together for 5 months. There is good rapport between them and Sam has been very open with the mentor. Sam has disclosed to his mentor that his parents are addicts, verbally abuse him, and have hit him in the past. Sam has stated that he wants to die and that he planned to overdose on his parents drugs during the upcoming weekend.
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DUTY TO PROTECT
Components of Duty to Protect Mentor and Sam have been working
together for 5 months. There is good rapport between them and Sam has been very open with the mentor. Sam has disclosed to his mentor that his parents are addicts, verbally abuse him, and have hit him in the past. Sam has stated that he wants to die (threat) and that he planned to overdose on his parents drugs (plan & access) during the upcoming weekend.
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HOW TO PAIR MENTORS WITH MENTEES
Variety of Factors to consider in Mentor/Mentee relationships Genders, ethnic background, educational
levels, common interests, student social skills, mentor behavior tolerance, etc
With whom does the student (mentee) interact best with (based on observed data and reported past experiences)
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HOW TO PAIR MENTORS WITH MENTEES
Vignette-Student history Shenika is a 6th grade student in WMSD.
She has a history of drug use. Counselor notes indicate she was sexually abused by her father at age 8 and he has been in prison since the conviction. School records indicate she shows more aggression/defiant behavior with male staff members and during transition times. She has average/grade level speech and academic abilities.
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HOW TO PAIR MENTORS WITH MENTEES
Mentor/Mentee placement need not be permanent Problems may arise
Mentor or Mentee based interpersonal problems Staffing issues Scheduling difficulties
Parent/student acceptance/refusal Watch for dual relationships
Conflicts of interest
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MENTOR/MENTEE ACTIVITIES
Organized events for mentor/mentee interaction School level functions
Career/Job Information Seminar Lunches
Mid-South Community College
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MENTOR SUPPORT
Supervision Crisis Support
School based crisis response teams Student voiced concerns of suicide/violence Student reporting pregnancy
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PROGRAM EVALUATION
Review school level planning Review relevant and reality based data to
determine effectiveness of program Available data sources
Rating scales (Quantitative) Completed before entry into program and then monthly basis
(for temporary placements) Survey (Qualitative)
Questionnaires for students/parents to complete
Methods of improving school developed plans Review/Analyze data collected
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POTENTIAL PROGRAM MEMBERS
MENTORS MENTEES (STUDENTS WITH…)
Teachers Paraprofessionals Custodians Cafeteria Staff Academic Coaches Secretaries Counselors Principals Asst. Principals Agency Therapists Social Workers Case Managers Community Volunteers
Poor attendance Multiple Retentions Academic distress Inappropriate Behaviors Poor Hygiene Lack of resources Lack of academic/social concern Social Withdrawal Non-traditional students Neglected/abused Drastic change in family structure
(foster care, divorce, incarceration, death, homelessness)
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