Even It Up Mentoring Program

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Even It Up Mentoring Program

• East Tennessee State University Center for
  Community Outreach

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• Our mentoring program represents a
• consortium between ETSU Center for
• Community Outreach and the Johnson City
• Tennessee School System. The Centers
• programs are located at Keystone Community
• Center in the heart of Census Tract 601-the
• highest crime area in the city. Two schools
  serve
• Census Tract 601-North Side Elementary School
• (grades K-5) and Indian Trail Middle School
• (grades 6th 8th). 90 children with the greatest
  need
• who attend these schools and reside in Census
• Tract 601will be served.

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• The Even It Up Mentoring Program uses a
• team approach to target children with the
• greatest need by providing access to positive
• role models, remediation services and socio
• emotional support. The mentoring team
• includes a college student paired with an adult
• role model. West Davis Park Neighborhood
• Organization, representing a major portion of
• Census Tract 601, has pledged their support to
• the Even It Up Program.

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• A major incentive for
• participation is the Even
• It Up Computer Program
• held at the end of each
• program year. Students,
• with assistance from
• staff or their mentoring
• team, will build their
• own computer and
• take it home, bridging
• the digital divide.

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Why is mentoring important? Studies show that
youth that have a positive role model in their
life are

• 46 less likely to begin to use illegal drugs
• 27 less likely to begin using alcohol
• 53 less likely to skip school
• 33 less likely to hit someone

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AND

• Young people in
• Mentoring programs are
• also more likely to achieve
• better grades and go on to
• post-secondary education.
• The relationship between
• young people and their
• parents also improves.

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What is mentoring all about?

• Youth mentoring is a relationship between a
  mentor and a youth based on respect and the
  desire to make a difference in someones life.
  Mentoring allows the participants to learn and
  grow from each other, build positive
  relationships, reduce fear and stereotypes - and
  in turn, create safe and caring communities.
• Offering youth guidance, support, assistance,
  friendship and a positive perspective on life,
  provides them with a sense of belonging and
  raises self-esteem. It can also help youth
  connect with new resources.

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What is your role as a Even It Up Mentor?

• Your unique role as an Even It Up mentor is to
  explore the connection between school and later
  career and jobs. Mentors do not assume a boss
  or authority type role. They are people who
  take the time to participate in the lives of
  youth to encourage ideas, nurture their interest
  and recognize their efforts. Mentors listen,
  give advise, and share their time, skills,
  interests and experience.
• A good mentor will be willing to share their time
  and be committed to the program. They will take
  a genuine interest in the well being of youth and
  provide guidance that will help improve
  self-esteem and create more independence for
  young people.

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What type of mentors are we looking for?

• Interested in the project
• Open-minded
• Willing to listen
• Have something to offer
• Willing to have fun
• Wants to be involved in the community
• Professional
• Enjoy working with youth
• Reliable
• Trust worthy

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A Mentor is One Who

• Is a loyal friend, confidant, and advisor.
• Is a teacher, guide, coach, and role model.
• Is entrusted with the care and education of
  another.
• Has knowledge or expertise to nurture another
  person of ability.
• Is willing to give what he or she knows with no
  expectation of reciprocation or remuneration.
• Represents accomplishment, knowledge, skill, and
  virtue.

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• The most effective mentors offer support,
• challenge, patience, and enthusiasm while
• they guide others to new levels of
• achievement. They expose their mentees to
• new ideas, perspectives, and standards, and
• to the values and norms of society.
• Although mentors are more knowledgeable
• and experienced, they do not view
• themselves as superior to those whom they
• mentor.

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The Four Stages of a Mentoring Relationship
Stage 1

• The mentor and the mentee become
• acquainted and informally clarify their
• common interests, shared values, and future
• goals and dreams. If taking time to become
• acquainted with one anothers interests, values,
  and
• goals is given a high priority, the relationship
  seems
• to get off to a better start.

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Stage 2

• The mentor and mentee communicate initial
  expectations and agree upon some common
  procedures and expectations as a starting point.
• In the less likely event that the two individuals
  may not be compatible, the pair is able to part
  on a friendly basis.

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Stage 3

• The mentor and the mentee begin to accomplish the
  actual purposes of mentoring.
• Gradually, needs become fulfilled, objectives are
  met, and intrinsic growth takes place.
• New challenges are presented and achieved.

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Stage 4

• The mentor and the mentee close their mentoring
  association and redefine their relationship.
• Follow-up is conducted.

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Getting Acquainted in Stage 1

• Introduce yourself to your mentees name. Write
  it down correctly and phonetically.
• Give your mentee the confidence that you will be
  dependable and will be coming to see them on a
  regular basis. Tell them the method of
  notification to use if either of you is unable to
  attend a scheduled appointment.
• Encourage your mentee to give you a tour of the
  school.

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Goal Setting in Stages 2 and 3

• Mentor and mentee will create a contract for
  their relationship that will outline social, and
  educational goals for the year.
• Each month the pair will reaffirm the school
  behavior and career exploration goals.

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Guidelines for Goal-Setting

• Time must be spent with your student in
  establishing a relationship of trust and
  confidentiality before goal-setting with your
  student.
• Involve your student in the setting of goals.
  Each goal must be articulated by your student
  with your guidance. It must be his or her goal,
  not yours.
• A short term goal which can be immediately
  achievable by your student is a good starting
  point (i.e., a short term goal could be to
  complete all math homework assignments for the
  next week).

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• Goals must be specific and measurable (i.e., Joe
  will complete and turn in all math assignments
  for the next week).
• To assure that your student will attempt to meet
  the goal, your student needs to make a commitment
  to you to carry out the goal (i.e., a handshake,
  a written agreement, etc.).
• If your student fails to achieve his or her goal,
  the following points should be examined

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• The goal may have been too difficult for the
  student to achieve.
• The goal may have been developed without the
  active involvement and commitment of the student.
• The student may be fearful of achieving a goal.
  Many at-risk students believe themselves to be
  losers and become accustomed to making poor
  choices which reinforce their negative self-image.

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• Stated with No Alternative. The mentee should
  work toward only one goal at a time. Research
  shows that a person who says he/she wants to do
  one thing or another seldom gets beyond the or.
  Even though the mentee may set out for one goal,
  he/she can stop at any time and drop it for a new
  one. Always discuss why the original goal did
  not work. But when the mentee changes goals, the
  new goal must be stated with no alternative.
• Conducive to Growth. The goal should never be
  destructive to the mentee, others, or society.
  If a student were seeking a potentially
  destructive goal, he/she should be encouraged to
  consider a different goal.

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Closure in Stage 4

• During the first meeting, mentors should tell
  their mentees how long they will be typically
  meeting.
• Before leaving each week, mentors should discuss
  achievements and give some positive feedback to
  their mentees.
• Both the mentor and the mentee should keep a
  mutual calendar that shows the mentee when the
  meetings will take place.
• Mentors should not overstay their welcome by
  trying to fill extra time if they do not have
  activities to last throughout the duration of the
  meeting.
• The mentor should take this mentorship and the
  weekly commitment seriously.

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Redefining the Relationship

• The mentor and mentee should swap some sort of an
  item or souvenir that would remind them of the
  positive experience they shared.
• The pair should have their picture taken
  together, and the mentor can have it framed and
  given to the mentee.
• The entire group of mentors and mentees should
  have a final banquet, picnic, or awards ceremony
  for the last meeting.
• The mentor must redefine the relationship.
• The mentor must assure the mentee of future
  communication and accountability.