Big Brothers Big Sisters Mentoring Program Case Study

The importance of my mentorship with Big Brothers Big Sisters lies within the motto of Go Girls!, “Healthy Bodies, Healthy Minds,” which for any young girl is an important step in growing up. For me, I always had someone older to turn to whether it be a parent, a teacher I was close with, an older friend, or a cousin while growing up. However, for many young girls they may not have such a positive influence to turn to within their lives. It was easy to relate to a lot of girls within the program as they all happened to be between the ages of 13 and 15, and being 18 means it was not very long ago that I found myself within their shoes. I have a younger sister who also happens to be within the age group of these girls so bonding with them and

Criminologist James Fox of Northeastern University predicts that murders committed by teens will skyrocket as the population of kids 10 and under is higher than population of 21st century teens by 20%. (Stephens) Mentoring is the act of helping out someone that isn't as knowledgeable or experienced in different areas. The goal is to make them leaders. (Patterson)

Mentoring has arguments both for and against its effectiveness in relation to at-risk youth. These programs have been known to help in areas of self-esteem, attitudes toward drugs and alcohol, grades, attendance and disciplinary problems in school. Although, the scope of at-risk youth can be quite narrow, if administered correctly it can be inclusive of all teens with emotional and behavioral problems. These programs should not be considered a quick fix to such a large problem, but it can be used as a means to an end.

There is a broad range of factors that might make the youth of any ethnicity to participate in antisocial behaviors. Notably, these factors include young people’s own feelings, family relationships and being brought up in communities with widespread alcohol and violence. In addition to this, young people engage in antisocial behaviors if they have been exposed to poor health, substance abuse, poor-quality housing as well as poor health. These risk factors place youths at risk of dropping out of schools, disengaging from employment and community (Ware, 2013). Further, indigenous youth faces challenges of dislocation arising from colonization coupled with the impacts of the stolen generations. The impact of the forced displacement of homeland and socioeconomic dispossession associated with the colonization period left a legacy of parents raised in abusive settings who are not abusing their own children. In addition, it left a legacy of dislocated kinship networks that reduced family support. Overall, the indigenous young people encounter extra challenges of cultural discontinuity, dispossession, and inter-generational trauma (Ware, 2013). This paper seeks to discuss some of the mentoring programs that can bar young people from engaging in anti-social behaviors that can greatly affect their future.

For my twelve service hours, I decided to dedicate my time to one organization. That organization is known as College Mentors for Kids. College Mentors for Kids is a program specifically designed for elementary and college aged students. It is a nonprofit organization that works with over 2,000 students and mentors one day a week on a college campus. This program can be found throughout nine states and on 33 different college campuses. I am fortunate enough to be attending Ball State University, which is home to the largest chapter in the country for the program. The program’s main focus is to acknowledge the importance of higher education and career growth as you get older. There are a variety of ways the members of this organization accomplish

In 2014, the Lincoln County Resource Board completed an Assessment of Needs (completed by Dr. Cynthia Berry) based on 2007-2013 data. The “Demographics of Lincoln County” section of the report captured statistics on the population and general demographic information, poverty, insurance, unemployment, income, children receiving cash assistance and food stamps, and data on the special needs population. A review of this information reveals the need to continue the Therapeutic Mentoring program to enhance protective factors and facilitate family stability.

The funding back the Federal Mentoring Council, which scheme to increase the number of mentor-mentee two in the US, particularly those that expressly goal at-jeopard boy. In light of the development embody of inquiry, we now know that the emend and more charge-efficient place to stop the “cradle to reformatory pipeline” is as close to the inception of that pipeline as option. In 2006, they were able to condition $400,000 in funding to back co-operative work in this area between four separate direction agencies. Click here to learn more near delinquency thwarting and what your organization can do by watching this familiar webinar. Included are youngster facts, funding information, and bowl to help you Levy community assets, procreate delineate

For this reason clear terms and boundaries must be set and adhered to prior and throughout the mentoring process.

The program being implemented is a mentoring program based off of the successful model of Big Brothers Big Sisters. Using this mentoring approach to rehabilitative ends, allows for the successful integration of many different key factors that need to change in order for success. Mentoring has proven to be effective in treating crime and delinquency in multiple crime/offense types. Add to that as well the promising results in regard to drugs and substance abuse, educational improvements, and mental health and behavioral health involved with psychological functioning. In all, this gives credence to a program based on mentoring and using it to treat at-risk youth between the ages of 6 and 18.

From the past year of joining the EY College Map Mentoring Program, I have learn numerous things about the program. I have learn to never give up in life, study skills, advice from my mentors. They have given me advice on Financial Aid, assist me to learn about scholarships and applying toward the next step of Education. Ey Mentors has help me so much in tutoring for tests, especially the Act and Sat. For my first time I had achieve a composite score of 18 and a 24 in reading. Which I really love. The mentors made learning educational and fun. I learn that I don’t have to stress about some things in life. I learn to work ahead of time and work on my Time-Management skills. I must make time in College for studying and having fun. It’s always

Get M.A.D. Global is exactly how we at Get M.A.D. intend to be, global. As we are intending to be established outside of South Carolina as the leader in mentoring solutions for all, we will be planning to extend our services globally. Our overall focus is mentoring! What is mentoring and why is it important? By understanding mentoring and why it’s important we will be able to formulate a mentoring methodology for our mentoring development program. This is important because, not only is mentoring important here in the United States, it’s equally important in other parts of the world.

Due to the reduction of state funds, the school has had to make difficult budget cuts. Paul Hanks retired from being school counselor and League town hasn’t been able to fill his position. The school has also lost two mentoring programs.

Over the course of my semester of mentoring at Davis Emerson Middle School six lessons were taught and a final jeopardy review was completed during the final session. The topics included: respect, caring, cooperation, citizenship, punctuality, and compromise. These topics proved to be a challenge for the students, since they have never been exposed to many of these terms. Punctuality seemed to be the word that was known the least whereas caring was common knowledge. My favorite lesson was the one on caring. The game, “I love my neighbor”, incorporated in the lesson was relevant and engaged the students. Students were able to make connections they had in common through the game, which ultimately gave them a reason to care about each other. This game allowed us to even pull in the shy kids and established relationships for the weeks to come. Since the students already had knowledge of the topic, conversation flowed during the discussion time. They were able to sight attainable goals to incorporate caring in their daily lives. My mentee, Kaitlin, sighted goals such as opening doors or helping around the house to show she cares. My least favorite lesson was the one on citizenship. The game, “The line game”, involved the students organizing themselves in order according to certain criteria, such as birth month or name. This game had no connection to citizenship, which was hindering since the students already had no prior understanding of the topic. When we moved to our discussion

Five months ago a group of randoms entered a classroom on the third floor of Schneider at the University of Wisconsin-Eau Claire on a Tuesday at about 11 AM. All of us probably thinking the same thing, “Do we have to mentor right away?”, “Who are these professors?”, “Oh thank god, I know someone in this class.” There were feelings of nervousness, excitement, and confusion swirling about the class but it was not long before the class jelled and became almost like a family. Five months later we are coming to the close of the Mentoring Youth with Differing Abilities course and it has been one wild ride. There were good times, bad times, awkward times, and everything in between, all occurring while we learned and experienced new things.

I am finally feeling better and I wanted to see if you have any time available to meet to discuss mentoring in the BIg Brother Big Sister program this week. The time required would only be 20-30 minutes. Meeting in person would be ideal but since this is short notice I could do a Skype or phone interview or email questions to you.