Dr. Nancy Carre

COMMUNITYBASED MENTORING 8/1/2017 Stairway to success for community engagement Setting up and maintaining a good mentoring program has six basic steps. The goal is to make sure that both mentors and mentees enjoy a safe, meaningful experience. Community-based mentoring Community-based mentoring S T A I R W AY T O S U C C E S S F O R C O M M U N I T Y E N G A G E M E N T Introduction What exactly is mentoring? Mentoring is an act of support, encouragement, and teaching. A mentor is a person who is willing to share their knowledge and experience with another person on a continuous basis, usually working with that person one-on-one. This can take place in the home, in a school environment where students become mentors to other students, in the workplace, where new employees have mentors who show them the ropes in their new job, or in a community, where members volunteer to help others learn new skills or simply provide a safe place for conversation and guidance. Why mentoring? Mentoring is not a new idea! For millennia, human beings have learned new skills through mentoring. Parents mentor their children when they teach them life skills, such as cooking, growing food, caring for the home, or even good study habits. Grandparents are often excellent mentors as well, since they have the time and patience to work with young people and a wealth of experience and knowledge to share. This frequent, caring, and meaningful guidance helps children and adolescents feel safe as they learn and practice new skills. This brochure provides a user-friendly outline of how to set up a mentoring program for interested communities. Who would do the mentoring? Any individual willing to invest one or more hours a week working with, talking to, helping, or guiding a mentee meets the basic qualifications as a mentor. The mentoring program will establish safety and screening guidelines and help make connections based on common interests and needs. Who would be mentored? Different mentoring programs are set up to provide services for specific groups. A community mentoring program designed to keep at-risk students in school would reach out to families and schools and work with them in a community setting. There are, of course, many different mentoring opportunities: teaching how to use technology, helping young families introduce early literacy into their homes, working with health care providers to make sure communities know how to access health care and do follow-up care after procedures, etc. The possibilities are limitless. When would the mentoring take place? Mentoring schedules can be established by the community mentoring program, or individuals can set up a schedule that is convenient for them. Flexibility is the word! Page 1 Community-based mentoring Where would the mentoring take place? Each community can decide on a good central location for mentoring or suggest places that are convenient and make sense. If the schools collaborate with the community on peer-to-peer mentoring, many activities can take place within the school. Because it is so flexible, mentoring can take place almost anywhere! Photo retrieved from graphicshunt.com 1. Page 2 This brochure provides a summary of research conducted by the Mentoring Partnership. For further information, please refer to Garringer, M., Kupersmidt, J., Rhodes, J., Stelter, R., & Tai, T. (2015). Elements of effective practice for mentoring, at https://mentoring.org Community-based mentoring First thoughts: What are we trying to accomplish? This handbook provides an outline of how to set up a mentoring program to suit a community’s distinct needs. The guidelines are general enough for any type of program, but specific enough to touch on critical aspects for success and endurance. Funding is always an important consideration, and will dictate whether the community creates a program staffed by volunteers, with one paid executive, or directs enough funding to pay several staffers. Establishing strategic goals starts with a clear purpose statement. Any mentoring program must have a clear set of objectives. These goals should be set in writing, as a mission statement that establishes the purpose of the program in a few carefully chosen words. Another key ingredient is a written explanation outlining how this type of program will create meaningful change at the individual and community levels. This should include: ✓ How the activities of the mentoring program will result in the envisioned changes (example: a literacy mentoring program improves reading fluency and comprehension). ✓ How mentoring is the catalyst for making these changes happen ✓ How other similar mentoring programs have successfully created these changes at individual and community levels. This Photo by Unknown Author is licensed under CC BY-NC-SA Page 3 Community-based mentoring The six aspects of a mentoring program I: Bringing people into the program II: Choosing mentors and mentees VI: When mentoring ends Keys to a successful mentoring program III: Making sure everyone has the right training V: Keeping an eye on things IV: Starting the mentor/mentee relationship Page 4 Community-based mentoring I: Bringing people into the program The most important aspect of mentoring is, of course, enlisting people to participate, and making sure the program functions effectively so they stay engaged in the process. So, what are some important things to consider when trying to recruit participants? The program must develop clear goals and objectives and describe them so the community understands exactly what is being proposed. In addition, the program should describe what mentoring is all about: the challenges, the benefits, and the different ways the program itself will support both mentors and mentees. The program should focus on recruiting mentors whose qualifications are a good fit with the stated goals of the program Encourage word-of-mouth advertising to bring in mentors and mentees Mentees can suggest mentors they feel would be helpful Suggestions: ✓ Use social media, word of mouth, posters, get-togethers and potlucks, and mass communication media to promote the program. ✓ Set realistic expectations for the program. Mentoring is a long-term commitment to a relationship, and results might not be immediate. Mentoring can be time-consuming, and can take people away from other occupations. Only those ready to commit should volunteer as mentors or mentees. ✓ Mentoring can take place in a variety of formats and locations. The program should explain the logistics of how and where mentoring will take place, driving distances, and time commitments. When people understand exactly what they are getting into, they can make an informed decision about participating. ✓ Mentors and mentees should always feel safe. The program is responsible for ensuring participant safety when they are engaged in the program. ✓ Mentoring can be a fun, satisfying experience! Be sure to let recruits know that this is a project designed to enhance their lives. ✓ Promote the program locally by projecting the positive aspects of mentoring ✓ Encourage all age groups and backgrounds to participate ✓ Sometimes mentees relate better to people who have shared their experiences. So, a girl who is thinking of dropping out of high school might feel closer to a mentor who once went through similar difficulties. ✓ Mentors who are too young might struggle with the length and depth of the commitment. Peer mentoring is a good project in-school sites, but might not work at the community level. ✓ Group mentoring with at-risk youth should be carefully planned and implemented, as research has shown that high-risk behavior is often contagious and can place the mentoring project in jeopardy. Page 5 Community-based mentoring II: Choosing mentors and mentees The most important aspect of a good mentoring program is the relationship formed between the mentor and the mentee. Making sure this relationship lasts and benefits both parties means carefully screening mentors and mentees. Some pieces to think about include: Mentor selection: Establish clear criteria for participating Develop an application form for mentors that includes questions that will help the program decide whether a mentor will be a safe choice for mentoring young people Program directors interview mentors face-to-face Program does a complete criminal background check on all adult mentor applicants (to include searching a national criminal records database, along with sex offender and child abuse registries and driving records 1. p. 25 Program checks references carefully—both personal and professional—to determine mentor suitability Mentors should agree in writing to commit to the time frame the program requires. So, for example, a literacy mentoring program that runs throughout the school year might mean a mentor would agree to one hour a week for nine months. Program should establish minimum participation guidelines for mentors Mentee selection: The program should establish clear guidelines for who qualifies for the services (example: a literacy program for middle school children would accept ages 10-14) Parents/guardians complete application and give informed consent for their child to participate (this means the conditions for participating, potential risks etc. are clearly stated in the consent form) Mentees agree in writing to a minimum time commitment and to continue participation until the mentor-mentee relationship ends by mutual agreement and program approval. Suggestions: ✓ The application form should be thorough, and programs should follow through carefully with the face-to-face interview and reference checks after applicants have passed the criminal background check. It is better to reject a suitable applicant than to accept a mentor who turns out to be a danger to the youth the program is serving! ✓ Programs should remember that crimes committed before the age of 18 are often expunged from criminal records, so thorough checks are important. o It is recommended that programs use the FBI’s fingerprint-based background checks whenever possible. The FBI database contains, in theory, the aggregate criminal records from all federal, state, county, and municipal courts…Because criminal history databases are imperfect, programs are encouraged to also consult the national sex offender and child abuse registries when screening prospective mentors. For programs where the mentor may transport the youth in their vehicle, driving histories or motor vehicle records should also be checked. Community-based programs in which the youth may occasionally visit the mentor’s home are encouraged to conduct criminal history checks on other adults in the home. 1. p.27 Page 6 Community-based mentoring ✓ Conducting a mentor interview in the home, or visiting a mentor’s home, can uncover other safety concerns such as alcohol and drug abuse problems. This is especially relevant for communitybased programs. ✓ Reference checks are an important addition and provide another window into an individual’s ability to be a mentor. ✓ Programs should develop a clear check-off list to make sure every safety aspect has been taken into consideration. Criteria for accepting a mentor into the program must be understood by everyone involved. Safety is important for mentors, mentees, the community, and the survival of the program. Page 7 Community-based mentoring III. Making sure everyone has the right training Training, in the context of community-based mentoring, involves helping mentors understand the program and apply its goals and objectives in their interactions with mentees. It also provides program staff with the opportunity to get to know the mentors, and identify early-on some potential problems, such as mentors who do not know how to set appropriate boundaries, are struggling with their own personal problems, or individuals who will not openly share the activities they plan with the mentee assigned to them. An effective training program includes, Providing a mandatory initial training session that all mentors must attend, that includes the following general topics: o Basic program protocols and requirements o What is expected of mentors o How to develop and maintain a good mentor-mentee relationship o Program guidelines on safety and ethics o Procedures for addressing problems, and support systems available to mentors o Explanations of the challenges presented by specific youth populations, such as at-risk students and high school dropouts. o Strategies for helping these populations and protocols for addressing problems encountered when working with them. o How to start and terminate a good mentoring relationship (see VI: When mentoring ends) o How to work with parents and guardians. Specific topics to include: o Appropriate touch guidelines o Mandatory reporting guidelines for suspected abuse or neglect o Reporting guidelines for youth in crisis (suicide/violence) o Emergency procedures o Substance use/firearms o Confidentiality/use of photos/videos o Social media use o Program guidelines on travel/funds spent on mentoring activities/transportation of mentees o How to contact the program o Scheduling of mentoring sessions and reporting to the program. Suggestions: ✓ It’s a good idea to provide ongoing training for long term mentoring ✓ Working with youth involves understanding generational differences and different value systems. These can be discussed and best practices for open, honest, respectful communication and interactions suggested. ✓ The program can suggest activities and help put them in place Page 8 Community-based mentoring Mentee and parent/guardian training is also important. Guidelines for participation should be clear for mentees and their parents/guardians. Parent participation and support is considered a critical factor for success, so it is important to include them in the process and make sure they are comfortable with the program and will help make mentoring a positive experience for their child. Some important aspects to emphasize include, Understanding what mentoring is, and what mentees can expect from having a mentor Program guidelines for length of participation, things to do if mentees are late for or miss an appointment, what happens if a mentor/mentee match doesn’t work out How mentees can set goals for themselves and communicating these to their mentor Appropriate touch guidelines Safety considerations and how to address these How to end a mentoring relationship appropriately A program that makes its guidelines clear and understandable is more likely to succeed. Page 9 Community-based mentoring IV Starting the mentor/mentee relationship Selecting a mentor for a young person is not a random assignment. The Mentor Partnership recommends that the following be considered: • Gender • Age • Ethnicity • Personality • Expressed preference of mentor, mentee, and parent/guardian • Strengths • Previous experiences 1.p. 55 The initial meeting between the mentor and mentee should be at the program center, with staff in attendance. If the mentee is a minor, parent or guardian ought to be present as well. A contract that outlines program rules and requirements, the time, place, and length of mentoring meetings, and safety policies and protocols should be agreed to and signed by all parties. Suggestions: ✓ In community-based programs, the recommendation is that a mentor be older (3 years or more) than the mentee. This does not apply in peer-mentoring programs, as established in schools or youth programs. ✓ Group meetings of mentors and mentees can enhance the program ✓ Parents and guardians should be given opportunities to provide the program with feedback and comments. Collaboration between all parties is the key to making a good match happen. Page 10 Community-based mentoring V. Keeping an eye on things For a mentorship program to be successful in the long term, it must maintain clear and open lines of communication with mentors, mentees, and families. This communication has many aspects, including, Bi-weekly contact between program and mentor/mentee at first, then once a month Ask mentors for feedback on activities, safety issues, how the relationship with the mentee is progressing, concerns and issues If possible and relevant, the program assesses outcomes using evidence-based tools Program stays in contact with parents and guardians (bi-weekly or monthly). Continuous ongoing feedback from parents on the quality of the mentoring and its effect on the child is critical. Matches are evaluated on an ongoing basis to ensure they are successful and appropriate Information about each mentoring meeting is documented (date, time, place, outcome). This can be completed by the mentors as a program requirement and turned in to the program staff on a regular basis. Mentors are supported with training, information, guidelines, and staff support in an ongoing basis Parents are provided with relevant information to help them access resources they may need to support their child beyond the mentoring program Suggestions: ✓ Programs host group activities for mentors and mentees to promote togetherness, collaborative effort, and communication ✓ Programs host get-togethers or activities for mentors, mentees, and their families ✓ Programs thank mentors and families for their contributions and recognize their efforts publicly, in ceremonies or special events Clear, open communication and accountability maintain a program’s integrity and strength. This Photo by Unknown Author is licensed under CC BY-NC-ND Page 11 Community-based mentoring VI. When mentoring ends As the saying goes, “All good things must end.” This is also true with mentoring relationships. Whether mentoring stops because it’s the end of the school year, the program goals have been met, or there has been an unsuccessful match, mentor or mentee dropout, or parental intervention, the way closure is handled is important. Factors to consider include, A step-by-step closure process should be developed for anticipated closures (program completion, school-year ends) and those that are not anticipated (dropout, unexpected events). Closure should address the possibility that: o The mentor or mentee (or both) are willing to participate in the closure process o The mentor or mentee (or both) are NOT willing to participate in the closure process. Exit interviews with mentor, mentee, parents/guardians Processes are in-place for re-matching Documentation of closure procedures for each match All closures should include a conversation with mentors and mentees (separately) that asks the following questions: o What are your feelings about this closure? o Why are you ending this relationship? (or, what is causing this relationship to end?) o What were the positive experiences you had? Protocols for notifying parents/guardians/mentees if the mentor is withdrawing. This should be done far enough in advance to prepare the mentee for the closure. Protocols for notifying mentors if the mentee is withdrawing Possible creation of a post-closure contact plan between mentee and mentor. Suggestions: ✓ Planned closures can be a cause for celebration! This is a good time to plan a group get-together to express appreciation ✓ Closure is a good time for conversations between parents/guardians, mentees, and mentors to share experiences and discuss ways to make the program better ✓ Sometimes mentees and mentors resist closure processes, and just want things to stop. The program can anticipate these feelings and avoidance, and establish protocols to address difficult closures. Formal closure protocols promote positive feelings about mentoring as a practice and the program itself. Mentors and mentees should discuss memories of fun times they have had together and participate in a special activity for their last meeting. 1. p. 73 Graduation ceremonies are a good way to celebrate and exit from mentoring relationships. The way we say Page 12 is just as important as our first hello. Community-based mentoring Some last thoughts. Setting up a successful mentoring program must be done carefully to prevent program failure. Some common reasons mentoring programs fail: • • • • • • The program is not clear about what it is trying to accomplish The program has not established a clear and workable recruiting system for mentors and mentees There is little or no follow-up, so if something goes wrong with a mentor-mentee relationship, remedies are not immediate and effective Logistical problems have not been clearly worked out (time, place, funding, paperwork) Mentors become discouraged, bored, or drop out because they did not understand the program’s requirements, leaving mentees without the needed support Mentees are not consistent, develop other interests, and drop out, leaving mentors wondering what happened to the relationship they were creating. Most of these issues can be resolved ahead of time with good planning! Page 13 Community-based mentoring For further information, or assistance developing your community mentoring program, please contact Inkurujon Consulting, LLC-- Page 14