Federal Mentoring Council Case Study

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

From birth to adulthood, children go through countless emotional, academic and social transitions. Towards the culmination into adulthood, young adults experience a transition from middle school to high school. When students transition from middle school to high school, things change as they head into adulthood, there are several new social and academic adjustments ahead. Such as, peer pressures, navigating a new environment, bigger challenges with classes and homework, and peer pressure. Schools often try to develop programs that will help students successfully make this transition. One tool that can assist in making the transition seamless is an onsite mentoring program at the high school level. A school mentoring program could offer assistance in many areas for example, tutoring, time management, behavior, social skills, and development of positive relationships. At risk students can benefit greatly from a mentoring program. The past decade has seen widespread enthusiasm for school mentoring as a way to address the needs and problems of youth (Herrera, Kauh, Cooney, Grossman & McMaken, 2008). In the last seven to ten years, high school mentor programs have become very popular across the country.

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.

Jekielek, M.A., titled, Mentoring: A Promising Strategy for Youth Development which reviewed research on ten local and nationwide mentoring programs. It concludes that mentoring is one of the most promising programs for children at risk, especially when paired with other supportive services. The report confirms that mentored youth have fewer absences in school, better attitudes toward school, fewer incidents of hitting others, less alcohol and drug use, more positive attitudes toward their elders and helping others in general, and improved relationships with their parents. Establishing a positive relationship with a caring adult can serve as a protective factor for at-risk youth and can significantly offset the effects of existing risk factors. Through their collaborative relationships with other service providers and strong knowledge base of community resources, PCHAS mentors are able to link youth and their families to other supports, as

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 BBBS program matches at-risk youth between the ages of 6 and 18 with a volunteer mentor whose prior screening demonstrated that they are capable of providing socialization to curb delinquency and anti-social behavior (Limber, 2001). Susan Jekielek says that “The Big Brothers/Big Sisters program takes applications from volunteers in the community and subjects each Mentor to an

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.

For purposes of this proposal, we have focused on client data for the first five (5) months of 2017. The basis of the data was the information provided in billing spreadsheets submitted to the County. Therefore, non-billable events have been excluded. Prior to the current contract period which began January 1, 2016, the Therapeutic Mentoring program was significantly larger. Consequently, use of program averages from those periods could be misleading.

Looking back, I can remember my freshman self being ecstatic about finally being in high school with the older kids. I was eager to try new things and meet new people. In the first month of school, freshmen were introduced to their freshman mentors who taught advisement lessons and were meant to serve as guides to assist students in their first year of high school. I looked up to mentors; they were the first upperclassmen besides my relatives that I knew. However, my mentors failed to do their specified job. During lessons, they neglected to keep students engaged in the topic and did not show up prepared or with enthusiasm. They acted as if they were too cool and didn’t serve as a positive role model for freshman. My experience that year is

The RAYBEN Mentoring Program at Huntsville, AL is a tailored program that extends the ability to inspire career development and facilitate academic growth. The key objective is to enrich both the mentor and mentee through the exchange of personal experiences, wisdom, guidance, and understanding. The immediate expansion of knowledge, skill sets, networking opportunities, and personal growth are key components to be obtained by mentees. The achievement of networking opportunities, feedback and scholarship are fundamental aspects that RAYBEN recognizes as a key benefit to the prospective mentors. The overall mentor-mentee relationship will allow perspective and vision to be recognized

During my senior year, I have dedicated over thirty hours to mentoring an at-risk student at my high school through the Fast Track program. Originally, I thought that mentoring would be all about helping a younger student with academic skills. However, it has turned out to be that and so much more.

If the dual-rate elects to return to dealing, they will be given any days off the wish as well as shift preference.

This is a direct quote from the National Mentoring Partnership website, http://www.mentoring.org/why-mentoring/mentoring-impact/. According to their Program Manager, Jennifer Bourgin, this statistic comes from The Mentoring Effect, a report informed by the first-ever nationally representative survey of young people on the topic of both informal and formal mentoring. The full report may for accessed at http://www.mentoring.org/newsite/wpcontent/uploads/2015/09/The_Mentoring_Effect_Full_Report.pdf. The statistics they referenced were found on page three.

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.