Professional Mentoring Program

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

Matz shows that mentoring programs were first instituted in the U.S. in the late 19th century as an alternative to incarceration to be used in Juvenile Courts under the supervision of probation officers (2014). According to Matz, these sentencing policies were inspired by the progressive era’s focus on alleviating the mass poverty that was caused by industrialization, immigration, and urbanization (2014). Blakeslee and Keller state that “The highly renowned Big Brothers Big Sisters of America (BBBS) mentoring program, for example, began in 1904 in New York City and today consists of over 375 agencies serving more than 210,000 youth across the United States” (2012).

Nurses maintain a position in which they guide, support and nurture a less experienced person (Berman, Snyder, & Frandsen, 2016). A nurse as a mentor can be important in helping less experienced nurses assumed added responsibilities. The benefits of having a mentor include but are not limited to: acquiring clinical practice knowledge, building confidence within, and performance improvement (Taylor, Lillis, LeMone, & Lynn, 2011).

understanding who a mentor should be? How the organisation selects them and what is there

Regardless of the previous experience you may have in a healthcare setting, it is always important to know where you can go to seek professional development opportunities. In the healthcare industry, there are many different professional organizations that have been created for nearly every professional in the healthcare industry, from nurses, to radiology techs, to administrative professional, and these organizations provide many opportunities for those professional members in the healthcare industry. This paper will cover one specific professional organization for the development of administrative professionals. It will cover the opportunities provided by this specific organization as well as the importance of joining this organization and

Over the past century, Americans have seen a number of educational reforms designed to promote academic equality for all students. However, minority students today continues to struggle to “do right.” Minority students can at times be referred to as “at risk” students, identifying them as students who are at a greater risk for lower levels of success in school, have higher dropout rates, engaged in violence, sex, drugs. The public education measures are taken to erase these inequalities in student achievement so that every member has the opportunity to achieve.

My sophomore year I was accepted into the peer mentor program at my school. Peer mentoring for people who don’t know is a program where sophomores, juniors, and seniors mentor the freshman students we are also heavily involved in working with the special needs students. Every week we meet with our group and go over different topics about high school and sometimes even life. My first year with a group I had a very tough group of kids they never listened to me always talked over me and they would say awful things about me behind my back. It was very hard and that whole year but looking back on it now I can honestly say that finishing out my year with that group of kids was my biggest accomplishment. I worked so hard every week to be prepared

Professional development/"proactive" (not reactive) mentoring has taken a backseat with the reduction in the force and the increase in TDY/Deployments throughout the 2 BW. It's setting a standard of "take care of yourself because no one will". How can I task risks if there is no room to fail? If I fail how severe will the consquences be? It basically tells me I shouldn't task any risks whether they are acceptable or not because I might fail. E-4/E-5's do not know how to lead because the E-6's are limited in their abilities to take care of the people because they are focused on a growing mission with a reduced force. The E-7/E-8's do a fair enough job managing their respective programs but when things go wrong are often quick to push off

Study Two: In a study conducted by Fox (2010), a 12-month mentor program concentrated on increasing nurse job satisfaction and decreasing turnover rates.

It is my understanding that for the remainder of this course, the audience will consist of my current and future colleagues, along with anyone seeking a particular interest in adolescent mentoring. In order to determine a sufficient basis for comparison, I would need to first understand who my potential audience or reader might be. To do that, I began asking myself several questions from an outside point of view, to acquire concerns that relate to this particular subject: the benefits that could be gained from the essay; the side a reader could take, and if, more or less convincing would be needed as a result; and the overall, background knowledge of the audience—to help establish the amount of information that could be safely left out. After

Educators across the nation are faced with increasing demands on their workday, from data-driven instruction, emerging research on best practices, administrator observations, and continuing education in addition to creating lessons to compete with distracting technologies, professional development that is turn-key and tailored to individual educators is integral to professional growth. Professional development offerings have long been of the one and done variety leaving educators feeling excited by the prospect until implementation fails. Without the ongoing support of the content provider, often, professional development lessons are not utilized in the classroom as much as educators would like. One response to the growing need for professional

Ms Smith’s supervisor noted that she seemed to know the ABC people and not people from the other companies present. He casually asked Ms Smith where she had met the ABC team previously and was amazed when she told him she had been helping ABC while on leave. She indicated her personal preference to see ABC win the contract, as she would become an employee if this occurred.

School-based mentoring programs (SBMP) have become widely used due to their presumptuously simple implementation and effective results; however, they remain to be scientifically under-developed and require integrity during implementation (Miller et al., 2013; Smith & Stormont, 2011). Undoubtedly, SBMP have been shown to improve students: attitudes, confidence, school engagement, school performance, behaviour, vocational skills, and emotional and social skills (Converse & Lignugaris/Kraft, 2009; Miller et al., 2013; Schwartz, Rhodes, & Herrera, 2012). Contrarily, these promising outcomes are equally met with many studies that show: no, or only little, improvements; only short-lived results; or only effectiveness with certain types of students (Converse & Lignugaris/Kraft, 2009; McQuillin, Smith, & Strait, 2011; Miller et al., 2013).

• Ray: “Your telephone message about an error in your tender was a waste of time. You can’t change the rules. The best you can do is to withdraw”