Teachers as mentors

1. MENTORS! Teachers as mentors THE POWER TO MAKE A DIFFERENCE Charles A. Williams III, PhD DREXEL UNIVERSITY

2. MENTORING Liang, Tracy, Kenny, Brogan, and Gatha (2010) specifically describe mentoring as a process by which skills are passed along from the adult to the youth.

3. MENTORING Centers for Disease Control (CDC) recommend mentoring as an effective prevention strategy.

4. MENTORING In a study of the Big Brothers Big Sister mentoring program, youth participants were 46% less likely to engage in drug use; for minority youth the number increased significantly to 70% (Brown & Henriques, 1997).

5. MENTORING An evaluation of the Juvenile Mentoring Program (JUMP) demonstrated that 30% of youth participants improved school attendance; 30% demonstrated academic progress; 35% improved their general behavior; and, there was a 48% increase in overall positive peer interaction (Brown & Henriques, 1997).

6. MENTORING Through that teacher-student bond, students learn, from you, appropriate social responses to such things as conflict and disappointment; they learn about setting boundaries and limits; and how to regulate and appropriately express feelings and emotions – social competence.

7. MENTORING “The presence of a positive, trusted, adult role model has been recognized as a protective factor against violence and other maladaptive outcomes for youth” (Cheng et al., 2008, p. 944).

8. MENTORING This type of personal and social engagement has been found to improve intellectual, emotional, academic and life outcomes for students (Horn & Kolbo, 2000; Draper, Siegel, White, Solis, & Mishna, 2009).

9. MENTORING In order for the relationship to be effective the mentor has to have regular and frequent contact, enough time to facilitate high quality interactions; there should also be mutual trust (Gordon et al., 2009).

10. MENTORING These mentoring relationships can also reduce the likelihood that youth will commit crimes or become violent (Molnar, Cerda, Roberts, & Buka, 2008), especially for youth who at-risk (Brown & Henriques, 1997).

11. MENTORING In a randomized controlled study involving two large urban hospitals and 113 families, assault-injured youth who were involved in a mentoring program exhibited decreased aggression, fewer misdemeanors; and, they also demonstrated greater self-efficacy as compared with the control group (Cheng et. al., 2008).

12. MENTORING There is research which suggests that part of what makes mentoring effective in dealing with a myriad of youth issues, violence notwithstanding, is the mentor-mentee relationship.

13. MENTORING The mentoring relationship grows through phases (Hamilton & Hamilton, 1990; Styles & Morrow, 1995; Bogat, Liang, & Rigol-dahn, 2008).

14. MENTORING • building a relationship; • offering options; • developing character; and, • lastly, developing some type of competence

15. MENTORING Glomb et al. (2009) highlight the efficacy of matching on mentoring programs. Matching is the process by which mentors are matched with mentees based upon certain traits and personal attributes (Glomb et al., 2009).

16. MENTORING Glomb et al. (2009) assert that “according to the literature, matching children with adult mentors on the basis of similar personal traits is an important component of successful mentoring programs” (p. 31).

17. MENTORING They go on further to state that having a mentor who may have experienced similar challenges and obstacles could prove quite effective in improving socially desirable outcomes for at risk youth (Glomb et al., 2009).

18. MENTORING Consistency!

19. LET’S DISCUSS AND SHARE IDEAS

20. THANK YOU DRCHUCK@DREXEL.EDU