The research offers vital characteristics to sub-question I: What it takes to create a successful school-base mentor program? First, it must take into consideration the need for a leadership, encouraged program. A school-based mentoring program must have a logical model theory that states, and encourages positive actions and outcomes. A clear mission, with goals, and an exit plan is needed. Internal and external factors will influence the program’s effectiveness and they need to be taken into consideration when building a model program. The end goal for a school-based mentoring program is to achieve meaningful and measurable results. It is important to establish, who is eligible to participate in the mentoring program. Due to the logistics of a school-based mentoring program, it is easier to target the participants and one most have am effective plan to entice students to partake in the program. One of the best strengths of a school-based mentoring program is to have a variety of activities and to also change the venue for example social gathering like bowling or the movies. Another, key element is involvement in the community, possible providing support for a cause to develop and boarder social skills. Mentoring programs need to deliver their message and activities in original and motivational way, making adjustments to insure the most effective outcomes. The conceptual design of a school-based mentor should bring about change. Academic and social changes in the
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The mentoring program for new grads at this facility has been very successful. The facility has found that the mentoring program builds confidence in the new grads and respect for the mentor. It makes the new grads believe they are wanted and helps them adapt to the
This study is limited to the freshman mentor program at one high school in a 30 high school district located in Maryland. Data was collected from a representative group of mentors. Interviews were limited to discussion of the role of the mentor in working with the freshmen mentees. Although many high schools have freshmen mentor programs, each school develops a unique program to fit the needs of the students feeding into their school. Data was collected from a small representative group of mentors and they were all
Clutterbuck & Megginson (1999, p.17) describe mentoring as being like ‘standing in front of a mirror with a trusted other, who can help you see things that you do not know how to see, or that have become too familiar for you to notice’. It is a helping relationship between an individual with potential and an individual with expertise. This multi-dimensional relationship is a partnership between those in similar roles, who can support each other. A number of roles of the mentor have been listed by Bolton (2010, p.193): role model, enabler, teacher, encourager, counsellor, befriender, facilitator, coach, confidante, supporter and ‘un-learner’. To be successful roles and responsibilities of those involved need to be clear and they need to be matched to each other and understand expectations of them.
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.
It takes a lot of commitment to be a mentor, an appropriate meeting time needs to be discussed between mentor and mentee so that it doesn't conflict with family, school, and/or social life. Mentors are usually provided for: troubled teens, young children with busy parents that work, children or teens with special needs such as Autism or ADHD, or anyone under or over the age of 18 who needs to have one on one time with someone they trust and can talk to confidentially.
While the evidence for mentoring programs suggest that mentoring does appear to have a positive effect on education, training, and employment as well as self-esteem and social skills, mentoring is essentially an unproven strategy (Headley, 2004). Furthermore, the evaluations that have been conducted on the mentoring programs have not demonstrated strong effects for positive outcomes. In fact, some studies have found negative or no effects at all for youth mentoring (Rhodes, 2008). Other studies have shown that positive effects have diminished significantly within a few months of the program ending (Rhodes, 2008). These findings identify the importance of more research in the efficacy and lasting impact of mentoring for youths. Blinn-Pike (2011) compared several studies and found that mentoring improved interpersonal relationships, behavior and reduced violence in the mentees. However, these findings are limited by several variables, including, the small amount of studies, small sample sizes within the studies and that most of the effect sizes were small and medium, with only one effect size that was considered large (.80). Headley (2004) also found that most mentoring programs in Australia and overseas had not been subject to an external evaluation. If the effectiveness and impact of mentoring programs such as the BBBS-AU program, are to be determined more
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.
While the number of at-risk students attending public schools have continuously increased in recent years, school based mentoring programs have been identified as successful interventions to improve the academic, social, attendance, and behavioral performance of at-risk students. At-risk students generally possess certain characteristics that usually include but are not limited to, being from the lowest socioeconomic quartile, living in single parent households, having a sibling that failed to graduate from high school, changing schools more than two times prior to completing 8th grade, being poor readers, receiving low test scores, and lacking academic motivation (Horn & Chen, 1998; Eggen & Kauchak, 2004). If the schools fail to intervene and change the mindset of at-risk youth, the probability of the student dropping out of school increases.
In this article, Eugene C. Roehlkepartain talks about how important relationships in regards to mentoring. He talks about how relationships can help improve a mentee’s education level as well as build a sense of self. Relationships need to always be evolving as the mentor and mentee evolve. There should also be different relationships for different things. Then, he mentions the Institute’s Developmental Relationships Framework in which five elements are present. They are: express care, challenge growth, provide support, share power, and expand possibilities. In which, he adds actions that relate to that element and what does actions really mean. These five elements need to go in order. He also reveals how parents typically have the strongest
Mentoring is a process of where a more experienced professional teaches, give advice or guide a less experienced person. The mentee receives “guidance to develop professionally through a combination of advising on projects, skills development, creation of opportunities, and personal growth in an intense manner over an extended period of time.” (Tracey, C. & Nicholl, H., 2006). This process can be formal or informal, and according to Tracey & Nicholl (2006), “it is suggested in the literature that mentors do not, in themselves, create great people, but their value lies in their willingness and ability to nurture greatness in their protégés, and in helping them to achieve their dreams.”
This essay will start by defining mentoring, and giving a brief understanding of mentoring. This essay will then go on to identify and evaluate a number of key factors that may influence the effectiveness of a mentoring relationship. This essay will focus on the example of mentoring within schools and a learning mentor to be more specific.
Implementing a strong mentoring program that fosters individual and personal growth within the company is vital for the future of this firm. This includes setting up and maintaining a mentoring program. The mentoring program will be set up with individuals from all levels of achievement, that are willing to devote a portion of their time to the firm’s prosperity.
Mentoring - Mentoring is an indefinite, relationship based activity with several specific but wide ranging goals. It does not have to be a formal process. The mentor is a facilitator who works with either an individual or a group of people over an extended time period. The agenda is open and continues to evolve over the longer term. Mentoring seeks to