supervisor system for PRHOs provided sufficient support for students and PRHOs . Deanery project: Webbased learning for clinical teachers. . Some of the benefits of mentoring to the mentor, mentee and organisation are .. At Stage 4 the mentoring relationship will either come to a premature end or terminate naturally. the study of secondary school teachers as mentors to students not deemed at-risk behaviourally relationship has been terminated. Furthermore, mentoring is. supervisor system for PRHOs provided sufficient support for students and PRHOs . Deanery project: Webbased learning for clinical teachers. . Some of the benefits of mentoring to the mentor, mentee and organisation are .. At Stage 4 the mentoring relationship will either come to a premature end or terminate naturally.
Few studies have examined mentor relationship quality as a potential mechanism for reducing antisocial behavior and some reveal counter-intuitive findings Smith, Cavell and Hughes tested whether the quality of mentoring relationships predicted outcomes in their sample of highly aggressive children.
These investigators minimized the premature ending of relationships by relying on college student mentors who earned course credit for completing their assignment. These findings offer some support for the notion that relationship quality contributes to the success of mentoring programs for aggressive children.
This study is an attempt to replicate and extend the findings of Cavell and Hughes Data were gathered as part of the second clinical trial conducted by Hughes, Cavell, and colleagues Hughes et al.
Children had been assigned to PrimeTime, which involved community-based mentoring, or to the Lunch Buddy program, which involved school-based mentoring.
First, we expected children in the PrimeTime condition to rate mentoring relationships more positively than children in the Lunch Buddy program see also Herrera, ; Secondly, we hypothesized that relationship quality would predict teacher-rated externalizing problems immediately following the intervention and at one- and two-year follow-ups.
Our third hypothesis was that relationship quality would predict parent-rated outcomes, but only for children in PrimeTime. Also, parents of PrimeTime children had occasions to interact with mentors and regular consultation with case managers who supervised mentors, both of which gave parents considerable information about how their child was behaving in this three-semester relationship.
Parents of Lunch Buddy children, on the other hand, had limited access to information about how their child was behaving in the context of school-based mentoring. Our study extends the work of Cavell and Hughes in four ways.Mentoring the Next Generation: Michael Benko at TEDxOU
First, the sample was larger and the follow-up period longer than that used by Cavell and Hughes Second, child and mentor ratings of relationship quality were gathered after each semester of mentoring, which allowed for a broader and more reliable gauge of relationship quality.
Third, measures of relationship quality assessed both level of support and level of conflict. Finally, our data allowed us to examine relationship quality in the context of two very different mentoring programs. PrimeTime involved well-trained, closely supervised community-based mentoring combined with child-focused PSST and consultation for parents and teachers.
Lunch Buddy was a stand-alone mentoring program with limited opportunities to form close mentoring relationships. Both programs spanned three academic semesters, both relied on college student mentors, and both used course credit and class grades as contingencies to ensure consistent visits and to eliminate the risk of early termination.
Because of these program structures, the relation between child outcomes and relationship quality was not confounded by variability in the duration of mentoring. The project began the following semester and lasted for three successive semesters.
The project was approved by the university institutional review board and only children for whom we had active parental consent and student assent participated. Because our primary research question focused on the predictive utility of mentor relationship quality, procedures and methods from the original intervention study Hughes et al. More detailed information can be obtained from the corresponding author. Analyses were based on a sample of children who participated in a prevention project that targeted aggressive elementary school students.
Second- and third-grade teachers from 13 public elementary schools in a suburban school district in the Southwest were asked to nominate students who matched a behavioral description of an aggressive child. Children were blocked by school and randomly assigned to one of two mentoring programs: Children with and without post-treatment data did not differ on baseline demographic or outcome variables. Table 1 reports demographic characteristics for children in each condition. There were no significant differences between treatment groups on demographic characteristics or pre-treatment outcome variables.
Table 1 Demographic Characteristics by Treatment Condition. Give feedback and offer chances to improve. Students who struggle with school work can sometimes feel frustrated and get down on themselves, draining motivation. Figuring out a method to get where students want to be can also help them to stay motivated to work hard. Offer nonjudgmental feedback on their work, stress opportunities to improve, and look for ways to stimulate advancement. Help them track their progress so that they can see visually just how much they are learning and improving as the year goes on.
Based on research by Stanford Professor, Carol Dweck and her colleagues, we know that students with a growth mindset— the belief that intelligence is not just something that you are born with-have higher levels of success than those with a fixed mindset.
Teaching your students about this concept has the potential to make them grittier, more positive, and more successful in their careers and everyday lives. Why Read Out Loud? This includes journal-writing and reading aloud to each other.
We read to children for all the same reasons you talk with children: But in reading aloud, you also: Why not let them read themselves? The answer lies in the difference in reading level versus listening level.
Children and most adult listen at 3 or 4 grade levels higher than they can read. Sure, they need to practice reading, of course. But, by increasing listening comprehension, reading comprehension follows. Make listening fun, and reading will become fun too. Of course, it does not hurt that by children experiencing adults reading for pleasure, role modeling is occurring, sharing the love of reading.
Why not just talk? But when we read, we experience less often used vocabulary, which only enhances education. You can find more information on reading aloud further in your mentor handbook as notes from a workshop by Jim Trelease. How to say which is which? Mentee is involved in deciding how we spend time together.
Mentee creates and accepts ownership of goals and objectives. Mentee accepts responsibility Mentee does not freeze when faced with challenges Mentee can change course Enabling: Mentee depends on you You provide solutions to mentee problems. Whether they succeed or fail, it all comes back to the fact that you provided the solution. You build an artificial safety net and therefore the mentee does not grow. Remember, we are working towards successful independence for the mentee, not dependence.
We are not tutors— we are mentors! We are not about teaching or solving math problems, but more about figuring out WHY our mentee is doing poorly in math, thus teaching them how to assess and respond to a difficulty. We are about solving bigger problems— we emphasize this because we want to create independency and self-reliance in our students, not dependency.
Solving their problems may make us feel good to see that we are actually doing something tangible to help them; however, we have to think about this on a long-term basis. Need help navigating rough spots with your mentee?
Here are some tips: What to know about? Teens often worry that they are disliked or not respected by adults. Even though teens may occasionally seem nonchalant in attitude, your opinion is always important.
Youth culture has unique rules. Young people often experiment with dress and behavior. You will need to distinguish typical, rebellious adolescent behavior from broader cultural differences. What to do about? Understand your influences as an adult. Recognize that your mentee has come to you for guidance. Always take his concerns seriously. Praise and censure only as appropriate. Confront inappropriate behavior directly. Some adolescents may refer to adult culture as hypocritical or material.
Explain to your mentee that like it or not the adult world is made up of standards and norms with which one is expected to comply. Peer pressure and emerging sexuality are very real and confusing to teens. While these problems may at times seem trivial to you, recognize that they are real to your mentee. As a mentor, you have a unique role. You are not a parent, a principal or another, similar authority figure. The trust between a mentor and mentee is built on that premise.
The established trust will move your mentee to confide in you.
Relationship Quality and the Mentoring of Aggressive, High-Risk Children
Be sure to establish eye contact. If there ever comes a time when you feel a breach is unavoidable, inform your mentee first of your plans to talk to someone outside which would be the match supervisor. All relationship have problems. Adolescence is a particularly trying time.
Peer pressure and insecurity can also come into play.
Occasionally, a mentee will have a serious problem. Though this arises infrequently, you may be asked to help him with problems for which you are not qualified. The majority of problems can easily be overcome. Just stay level-headed and calm. Be sure to use communication tools to get to the hear of an issue.
Recognize your limitations and do not exceed them. You are not a psychologist, psychiatrist, drug counselor or social service worker. Instead, talk to your match supervisor to connect your mentee with qualified, experienced specialist if the need arises.
Every mentoring relationship cycles through phases as it matures. Early on, you and your mentee will be testing the water with each other. Be consistent and reliable. Show you are willing to listen 3. Focus on doing things with rather than for your mentee 4. Be aware of your own feelings about age, cultural, and lifestyle differences. Reach out, be available. Be open and honest about what you can, cannot, or have to do.