Big Sister Mentorship

This project is aimed at participants who have an understanding of youths within in the care services and may know if mentoring is effective, with three aim’s being identified by the researcher that were important. taking an interpretive approach as it seeks to explore beliefs and values of participants Ritchie(2013), purposive sampling has been selected as the researcher was looking for professionals opinions as this has made the findings more reliable this is because the participants are aware of this topic they know the youths and weather mentoring is effective making it valid and reliable as the participants are professionals and work with the youths directly having an understanding of the youth’s needs, although it would of made the project

Dr. Lois Zachary provides a well-organized, hands-on approach to research-based mentoring in The Mentor’s Guide: Facilitating Effective Learning Relationships (2012). This book serves as an excellent introduction for an individual new to the mentoring role; it is also a resource for current mentors. Zachary (2012) provides solid examples, concrete exercises, and a roadmap for building an effective mentoring relationship. Mentors in the business world, nonprofit organizations, and educational settings would benefit from reading this book.

Since the CARE youth/staff program is based on mentoring, you can look at success rates of mentoring program like Big Brother Big Sister to see if they were successful. Although Big Brother Big Sister is done in the community, one could assume the same type of relationship can be built inside the prison, especially if the trouble youths are dealing with the same sort of emotional, family, or social issues. Big Brother Big Sister mentoring program has shown a reduction in use of illegal substances including alcohol, being involved in physical fights, fewer days of skipping school and improvement in grades. Most juveniles in detention centers experience the same type of criminal situations as those on the outside. Hopefully being mentored while

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

One thing I believe is a necessity in growing up is having a mentor. Having a mentor is, not only, beneficial for the mentee but also the mentor. Being a mentor is a learning experience for everyone participating, it helps people grow as a person and friendships are created when a bond if formed. Some people might think it's a waste of time for a child or that it'll never work out for a troubled delinquent but based on the research I've done, I have proven them wrong. Through-out this paper I will provide the pros and cons of mentoring and how they affect both mentor and mentee. To back up my proposal that mentoring is supporting, I will supply examples to answer the question: Is mentoring really important?

My general goal for the year includes training the next generation of cadets. I also have some specific goals I will complete during the upcoming term. First, I think mentorship between cadets needs to step up and play an active role in week to week activities. Even though the 130th has an outstanding group of cadet leaders currently, many newer cadets seem to lack the interest or understanding to take the next step in their leadership journey; mentorship will assist in providing novice cadets with the necessary tools and encouragement to succeed. Secondly, giving cadets personalised classes through more leadership classes. Providing grade related tips from experienced cadets showcases another way to engage cadets and it would be great if the

Helpful Mentor My mentor Deb, understood that I struggled being confident when I interacted with patients. Knowing that about me, Deb found ways to help me improve my confidence, especially the times I had to be the nurse. Taking on the role of a nurse during admissions was nerve-racking, but as I continued admitting patients during clinicals, I began to feel more relaxed and confident. Deb always made sure that I was learning something new and would have me set up goals for myself each clinical day.

Considering the realities Big Brothers Big Sisters Mentoring Program would be valuable project for the Potts' young ladies as well as for the group overall. This system gives guides to the kids to converse with about the circumstance at home as well as school. Concerning the Potts' young ladies this project could point them in the direct of individuals that they could go to, to discuss their dad's drinking and disregard. Since the young ladies are doing great in school, they require more social communications, and this would be a solid match since the meeting with their Big Sister would be a couple times each month it would not meddle with their school work. This could likewise keep them from swinging to substances to manage stress and different issues. I solidly trust that on the off chance that you grow up seeing it done, you are prone to take after the example. I feel that there should be the same number of approaches to achieve minors to break the cycle of substance misuse.

The Big Brothers Big Sisters School-Based Mentoring Impact Study (2007), by Carla Herrera, Jean Baldwin Grossman, Tina J. Kauh, Amy F. Feldman, Jennifer McMaken, and Linda Z. Jucovy was reported on focusing on 10 Big Brothers Big Sister organizations in nine different US states. The study done concluded the program does improve the student’s academic performances and behaviors. The study interviewed 959 youth who were assigned to a “Big” and either assigned a control group or a mentoring group. 18 months later the teams of “littles” and “bigs” were interviewed. Academic performance, behaviors, attitudes, self –concept, social and cultural enrichment, and relationships were evaluated among the youth. The findings showed “46% less likely than

I want to be a mentee because the Mentorship program is a fantastic way to familiarize with the school and meeting people with other background. Obviously, as an incoming freshman, I do not know much people, so the Mentorship program as a chance to break the ice and to make connections in school and among peers. Also, I am not familiar with the state of Michigan, so the program also serves as an opportunity to get accustomed with the new environment, the new climate, and the new culture. I was born and raised in Taiwan, and moved to California five years later; I realize the difference from one place to another. Michigan is a whole new place and it is imperative that I learn how to adjust and behave in an appropriate way. Through the program,

The goal of mentoring in military organizations is to help junior personnel reach their full potential by having senior personnel help develop them, and pass on their practical expertise and professional knowledge to personnel who are committed to advancement and success (United States, 1995). A thriving mentoring program will enhance our overall professionalism and help meet the future needs of our organization. In my current job, I am charged with implementing a mentoring program where officers, enlisted personnel, and civilian employees can pass on not only career development guidance to junior personnel, but also the principles, traditions, shared values, and lessons of our profession.

Effective mentoring can have significant affects on at-risk children. Positive mentor-mentee relationships influence high outcomes, socially and academically. This paper will look at the development, difficulties, and outcomes of mentoring in order for it to meaningfully influence the lives of at-risk children.

Throughout this week’s team discussion session the group identified three resources needed for collaborative consultation to be effective in a school setting. Our team discussed how mentoring and training is needed to develop and improve teaching practices. Mentoring and professional development can be arranged by administration to assist both novice and seasoned teachers. Another skill identified by our group was the need for teachers to develop efficient organizational systems, in order to maximize the use of your time. For example, a group member discussed the importance of collecting and organizing your students’ IEP goals, benchmarks, and data in preparation for meetings. This skill may be developed with the help of asking other teachers

Mentorship is very important in the workplace especially in the area of training and development. The mentor-protégé relationship is a much needed relationship that begins in the early career stage and this relationship involves the current or new employees and the supervisor or other colleagues that provide work-related guidance. The relationship itself is comprehensive and involves “educational, occupational, physical, social, and spiritual development” (Greenhaus,, Callanan, & Godshalk, 2010, p 211). One of the initial task of the early career the establishment of the career field which involves the gaining of the workplace competence, learn what is needed to excel in the organization, and to gain acceptance in the workplace to be recognized as the valued employee. There are many ways of achieving the above mentioned advantages in the workplace which one main method is through the use of the mentorship program.

As part of my introduction, I would like to mention that my research project is about mentoring where I have chosen ‘questioning’ as my strategy. In this report, I will discuss in detail about my ‘Mentoring through Questioning’, which is a key for my research project report. Here, I will cover the project’s context in which it was set, my aims and focus of the project, my justification on why I have chosen mentoring through questioning and the types of questions being used during this project, in support of the relevant literature. And then eventually, I will mention about the interactive sessions between a mentor and mentee, the reflection or the perspectives, specifying the self-analysis as well as the required feedback from mentee as part of the research strategy. Later, I will conclude this report by mentioning about the effectiveness of mentoring sessions and the future actions planned for my skills development.