Campus Corps Implementation Manual

Manual Prepared By: Tina Hopkins-Dukes

Last Date of Revision: 1/26/2014

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Table of Contents
CAMPUS CORPS OVERVIEW .......................................................................................................................... 5 Purpose of Manual .................................................................................................................................... 5 Campus Corps History .............................................................................................................................. 5 Goals of Campus Corps ............................................................................................................................ 6 Benefits to students ................................................................................................................................... 7 Benefits to the youth ................................................................................................................................. 7 Benefits to community .............................................................................................................................. 7 Program schedule ...................................................................................................................................... 7 MENTORING PRACTICES AND THE CAMPUS CORPS MODEL ........................................................................ 8 CAMPUS CORPS ROLES & RESPONSIBILITIES .............................................................................................. 13 PARTNERS AND REFERRAL SOURCES .......................................................................................................... 18 Benefits to Partners: ................................................................................................................................ 18 Referral Sources ...................................................................................................................................... 19 YOUTH AND FAMILY PATH .......................................................................................................................... 21 UNDERGRADUATE STUDENT PATH ............................................................................................................. 22 How students become Campus Corps Mentors ...................................................................................... 22 Saturday Training.................................................................................................................................... 23 APPENDICES ................................................................................................................................................ 27 Organizational Chart ............................................................................................................................... 29 Campus Corps (CC) Referrals ................................................................................................................ 30 Campus Corps ......................................................................................................................................... 31 Caseworker Referral Form ...................................................................................................................... 31 Referral Script for ................................................................................................................................... 32 Campus Corps ......................................................................................................................................... 32 Campus Corps Expectations for Youth at Campus Corps ...................................................................... 34 Mentor Profile ......................................................................................................................................... 35 Campus Corps Application ..................................................................................................................... 36 Packet ...................................................................................................................................................... 36 Campus Corps Application ..................................................................................................................... 38 Plan of Study for HDFS 497 Group Study Request form ....................................................................... 40 ROLE PLAYS ........................................................................................................................................ 41

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CAMPUS CORPS MENTORING MANUAL ....................................................................................... 46 CAMPUS CORPS ONLINE TEACHING ASSISTANT MANUAL .................................................... 77 Walk & Talk Directions .......................................................................................................................... 89 Campus Corps Intake Information Packet for Youth.............................................................................. 90 Welcome Letter..................................................................................................................................... 105

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Glossary of Terms
**** All of these components, as well at the Campus Corps Lab Schedule will be mentioned throughout the manual and will be further discussed. This is a brief summary to give a general understanding of what Campus Corps looks like.

Key Terms to know before reading the manual 1. Mentor- undergraduate student who is paired with a youth 2. Mentee- at-risk youth who is paired with an undergraduate student- age 10-18, referred by the juvenile justice system 3. Mentor Coach- Graduate Student, or returning mentor who supervises the mentors and mentees, are available to substitute for an absent mentor, helps deal with issues, serves dinner, helps lead pre-lab and post-lab discussions, and many other roles. 4. Mentor Family- A group of 3-4 mentor/ mentee pairs who are all assigned to sit at a table together during tutoring and dinner, and also go on walks together. Mentor families are meant to provide the youth with several relationships and several positive role models. 5. Walk and Talk- A thirty minute walk to specific locations on campus. Maps and questions about the location provided to the mentor. This activity is designed to provide youth with exercise and the opportunity to become comfortable on a college campus and to learn about degree and career options. Additionally, the hope is that the walk and talk with be a time where the mentor/mentee pairs and the mentor families can build relationships in a comfortable situation. 6. Supporting School Success- this is one-hour of time that is not only tutoring, but also a time to teach the youth good study and time management skills (exa.= how to use a day planner, best places and times to study, etc.) and to check grades and attendance. Also mentor/ mentee pairs can work on GED stuff, homework, college applications, and goal setting during this time. The overall goal is to increase poor grades and decrease poor studying habits. 7. A activities- are one-hour activities that the mentors plan. These activities are meant to teach the mentees new skills, teach them cheap ways to have fun and avoid delinquent behaviors, and to challenge them to try something new. Examples are crafts, cooking, sports, music, and other types of activities. 8. B activities- are one-hour activities that will be offered every week and do not require advanced planning. They do not necessarily teach mentees new skills, but do provide great opportunities to practice pro-social skills. Examples are Wii games, board games and card games such as Apples to Apples 9. Referral Agencies- individuals or organizations that refer youth to the Campus Corps program.

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CAMPUS CORPS OVERVIEW

Purpose of Manual
The purpose of this manual is to provide background information and technical direction to other universities and organizations on how to develop and implement the Campus Corps program in their communities. Research shows that it takes only one meaning connection with an adult to change the trajectory of a troubled youth. That is why it is important to implement the Campus Corps program in as many communities as possible. Youth involved in the Campus Corps program will have higher self-esteem, better mental health, improved school success, and lower tendency to engage in delinquent or illegal behaviors. Campus Corps creates a mentoring community with caring adults that make positive differences in the lives of at-risk youth, giving the youth a sense of belonging and security. By involving college students and the university in the mentoring of at-risk youth, Campus Corps is creating a unique setting where the youth are exposed to higher education and the lifestyles of college students. They learn firsthand what it is like to be on a college campus, what it feels like in the lecture halls, and what the dorms and dining halls look like. Many of these youth have never been on a college campus and may not have even thought about going to college. Once they start exploring the campus, they begin to ask questions and entertain thoughts of going to college after they graduate from high school. This manual is meant to help those interested in starting a Campus Corps program in their facility. It is meant to give direction and guidance to those trying to adopt this program to fit into their own specific setting. Each Campus Corp program will be different in some aspects, which is why this manual is to be used as a template to assist in the development of your own program.

Campus Corps History

Campus Corps: Students Engaging with At-Risk Youth program was created in response to Colorado House Bill 08-1016. This bill was targeted by legislation in Colorado that mandated a coalition of community leaders from mental health agencies, the judicial system, and universities to find ways to fill the needs of at-risk youth and their families. Larimer County, Colorado lacked the services needed for first-time offenders in the juvenile justice system. The need for services existed prior to the economic downturn and as the service deficit continued to increase in severity and resource options decreased, the Campus Corps program was proposed. Campus Corps was designed by faculty members Dr. Toni Zimmerman and Shelley Haddock in the Human Development and Family Studies (HDFS in collaboration with The Center for Family Outreach (The Center). The Center has served as the primary referral center for first-time youth offenders in connection with the juvenile justice system.

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Funding for Campus Corps was received from a Learn & Serve grant during the Fall 2009 semester which is when planning, developing curriculum, and recruitment of youth and students began. During the spring 2010 semester Campus Corps was launched with two pilot sections of the course serving over 46 youth. During the fall of 2010 we had four sections of Campus Corps serving approximately 111 youth. During the spring 2011 we have over 135 mentors and 35 mentor coaches enrolled in Campus Corps. In the Fall 2010 semester Campus Corps grew from two sections to four full sections, and we added the Public Achievement component. By the Spring 2011 semester, Campus Corps had four sections and students from thirty different majors participating in Campus Corps. The Campus Corps team had also added a Parent Mentor group for the family members of the youth. This support group was created because of a high number of parents coming to the youth sessions and asking questions about the program and wanting to learn more about Campus Corps as well as looking for a place to talk with other parents in the program. The Public Achievement (PA) component is a civic engagement initiative for youth. Public Achievement allows the youth to become a part of the solution. As the youth work together to solve problems or help improve situations in the community, they learn how to work together as a team to find solutions to problems in their community. The youth research several issues or concerns and then decide as a team which project they would like to work on. They gather information about the issue and then they come up with ways in which they can also help bring about change. PA took place during Campus Corps labs activity time and the youth met for one hour per week. The Parent Mentor support group is an informal drop-in meeting for those family members and parents interested in asking questions or observing how the Campus Corps program operates. Parents are encouraged to attend the Campus Corps group session between 7:00-8:00 each night of Campus Corps. Parents may attend the night their child attends or any night they are available. This allows the parents to watch the interactions of the students and youth and to become more familiar with what their child is doing at Campus Corps. Families are also referred to counseling for additional support services, at our Center for Couple Therapy in the same building.

Goals of Campus Corps

The goals of Campus Corps are to reduce the recidivism rates of first-time offending youth ages 10-18 by engaging them in activities that will strengthen their life skills, self-confidence, and productive engagement with the community. Campus Corps will prepare university students to become highly skilled, civically responsible and engaged human service professionals and community leaders in response to recent Colorado legislation, Colorado House Bill 08-1016. Campus Corps will develop a partnership between CSU, and the juvenile justice system, to provide a stronger more coordinated system of care for at-risk youth and their families, while at

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the same time providing a strong educational experience for students interested in careers related to mental health services

Benefits to students
The benefits to student mentors in the Campus Corps program include professional experience, civic engagement, and leadership skills. Student mentors also benefit by increasing their involvement in the community, recognizing they can make a difference, making a new friend, gaining new experiences and knowledge about youth and their schools, and by contributing to the quality of the future workforce. In addition, student mentors develop confidence and may describe Campus Corps as a life changing experience. Campus Corps is also a credit-earning course. This course is classified as a three-credit upper division elective course for undergraduate and graduate students. Students are more apt to enroll in a course that meets the requirements of their degree program than they would be to enroll in a course that would not be counted in their course requirements. This may draw more students to enroll in the program, even if they are only curious about working with at-risk youth. This will lead to a diverse and unique group of student mentors to bond with the at-risk youth.

Benefits to the youth

Youth mentees benefit from individual mentoring from college students, tutoring, college preparation, and job search assistance, extracurricular activities such as art, sports, and music, and civic engagement activities that use the Public Achievement model to relieve community stressors resulting from economic crisis. The youth benefit by receiving the support and guidance of a caring adult, receiving assistance with academic endeavors, experiencing greater self-esteem and motivation to succeed. The youth will also benefit from receiving encouragement to stay in school and graduate, receiving encouragement to avoid the use of drugs and alcohol, improving interpersonal relationships with peers, teachers, and family, and by receiving assistance in choosing a career path.

Benefits to community
The community benefits through the Campus Corps program as the youth and family participants will have increased their resources and knowledge, which will reduce the likelihood these firsttime offenders, will continue their criminal behaviors. The community benefits from a decrease in youth crime rates and in the costs of court hearings, juvenile detention costs, and mental health service fees.

Program schedule
In order to meet the requirements for the three credit course students must: meet individually with their youth mentee each week during Campus Corps lab work with their team to develop and implement group-based activities read assigned literature and apply to course learning

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meet as a team with instructor to discuss progress and reflect on experiences Participate in Mentor Family activities such as Walk & Talk and dinner

MENTORING PRACTICES AND THE CAMPUS CORPS MODEL

Campus Corps is a service-learning project that pairs at-risk youth with college students in weekly mentoring sessions on the college campus. The Campus Corps program is designed to be used as part of a diversion plan for those youth already in the juvenile justice system. Although the Campus Corps program is tailored towards the needs of the youth, college students also benefit from involvement and participation in the program, as does the community. Campus Corps came about in response to the increased rates of first time juvenile offenders and the lack of available services for at-risk youth and their families. In 2008, Larimer County referred 1,280 children age 10-18, to the juvenile justice system. This was a 20% increase from 2007 and an additional 20% increase was expected for 2009. The increased rates of first time juvenile offenders were associated with the economic downturn and the lack of available resources due to human service agencies operating beyond capacity. The high need for early intervention services for youth and their families led to the creation and implementation of the Campus Corps pilot program. The purpose of Campus Corps is to promote civic engagement and responsibility in college students while offering support and guidance to at-risk youth. The Campus Corps program allows college students the opportunity to be positive role models for first time offending youth. The students learn how to be civically engaged human service professionals and community leaders through direct service with at-risk youth in the community. The students are trained in mentoring practices prior to interacting with the youth, and they continue to enhance their knowledge and training through direct service and interactions with the youth as mentors, as well as through class lectures, readings, and reflections. The students benefit by interacting with youth from different ethnic, cultural, and financial backgrounds than their own. They also benefit from the involvement they have with students from other departments on campus. In turn, the youth benefit from the relationships they develop with the college students. The youth have the opportunity to interact with young adults they view as role models for their own future. The youth attend Campus Corps at the university where they are exposed to the aspects of college life. The youth have the opportunity to walk around the college campus and explore the different buildings, dorms, and departments with a college student as their guide. Many of these youth have never been to a university campus or even thought about attending college. Campus Corps allows these youth to ask questions and experience firsthand what it is like to be a college student. The youth participants of Campus Corps are generally first time offenders, referred by the juvenile justice system as a part of diversion or as a deferred adjudication. The reasoning behind referring first time offenders to Campus Corps is that it gives the youth a chance to recognize their potential and gain knowledge of positive behaviors. These skills are developed through the interactions the youth have with the college students as well as through the activities and
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curriculum of Campus Corps. Through positive role modeling and one-on-one mentoring, the youth begin to consider their future and set goals for themselves. These new ways of thinking and behaving result in reduced recidivism rates, which positively affect the community. The benefits to community include increased safety, decreased financial burden and increased youth well-being and family functioning. According to the Office of Juvenile Justice and Delinquency Prevention (OJJDP), in 2007, juvenile courts handled 1.7 million delinquency cases and 51% of all delinquent youth were under the age of sixteen (Livsey, 2010). These are alarming statistics, which is why programs such as Campus Corps that offer mentors to at-risk youth, are so important. In 2007, Public/Private Ventures (P/PV) conducted an eighteen-month experimental study of eight Big Brothers/Big Sisters (BB/BS) programs across the nation. P/PV is a nonprofit organization that has expertise in policy development, research, technical assistance, and products for school-to-work initiatives. Their mission is to help organizations improve their initiatives to help youth. P/PV studied whether one-on-one mentoring with at-risk youth made a substantial difference in the youths lives (Grossman & Garry, 2007). The study focused on outcomes in six areas, antisocial activities, academic outcomes, attitudes and behaviors, relationships with family and friends, self-concept, and social and cultural enrichment. The findings were positive and showed that 46% of the mentored youth were less likely to use drugs or alcohol than were youth that did not receive mentoring. In addition, 52% of the youth were less likely to skip school, and the youth had improved relationships with their parents due to increased trust between the parent and child (2007). These results are important to Campus Corps because Big Brothers/Big Sisters (BB/BS) program is similar in structure and presentation to that of Campus Corps. Both programs serve youth 1016 years old, the mentors receive training in areas such as communication skills, value clarification, child development, and problem solving, and a case manager maintains regular contact between the volunteer and the youths parents (Grossman & Garry, 2007). In addition to the similarity in structure, the top five goals for Campus Corps youth are for better decisionmaking skills, improved academic performance, to develop positive peer relationships, to develop career plans, and to refrain from substance use. These goals are right on target with the findings of P/PVs study. P/PV reported that the success of BB/BSs programs were due to the specifics in facilitation. These specifics included having a high level of contact, meaning at least three monthly meetings lasting up to four hours each, and introducing the mentor as a friend rather than as a teacher or authority, the role of mentor is to support the youth in their endeavors not to change their behavior (2007). These results are exactly what Campus Corps program is also looking to achieve. The fact that Campus Corps replicates the BB/BS program in similarity is promising in regards to the successful findings of the program. Grossman and Garry (2007), explained the problems with mentoring programs effectiveness as the lack of availability to the youth in need, and the lack of organizations that take into account the importance of recruiting, screening, matching, and supporting the volunteers. The Campus Corps program has the potential to succeed in these areas of concern because there are plenty of

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college students capable, available, and willing to mentor at-risk youth. Campus Corps also recruits, screens, matches, and supports the volunteering mentors meticulously. Campus Corps offers college students the opportunity to mentor at-risk youth, interact with students from several different departments on campus, and to learn about the issues and concerns in their community. Research has shown that involvement in one-on-one mentoring programs such as Campus Corps has positive outcomes for the youth, the mentor, and the community, including reduced crime rates, increased academic performance, and higher quality family functions. Campus Corps is in their infantile stage but over time, this program will prove to be the missing link in preventing delinquency in youth populations.

Campus corps lab schedule

Campus Corps runs four nights a week each semester. Each night there is a different set of mentors, mentees, mentor coaches and lab instructors. The same schedule is followed each night.

1. 3:00-4:00 Pre-Lab- All mentors, mentor coaches, and instructors are required to attend pre-lab. Pre-lab begins one-hour before the youth arrive. During pre-lab, any important announcements are made, everyone sets up for the evening, and mentor families break out with their supervising mentor coach to discuss the weekly reading and apply it to working with the mentees. Additionally, this is a time that mentors can bring up any concerns they would like help with from their mentor families or mentor coaches. 2. 4:00-4:30 Walk and Talk- Each week the mentor family will pick a new location on campus to walk. Each location has a worksheet that goes along with it. The mentor family takes this worksheet with them and fills it out answering questions about the building they are walking to and the department that is housed in that building (examplewalking to the Engineering building, specific questions about the building, offices, etc. will have been created. 3. 4:30-5:30 Supporting School Success- While at their mentor family tables, each mentor/ mentee pair will work on homework, studying for the GED, job applications, school applications, and any other school/career focused information. This could include setting weekly goals for homework, learning study skills, teaching time management skills, and anything else the mentor can teach the mentee to increase their success in school. If the mentee does not bring homework and has nothing to work on, the mentor can find worksheets related to the subject their mentee is struggling with for them to work on. Mentors also check mentees grades online each week to monitor youths academic progress. 4. 5:30-6:00 Dinner- During dinner, the mentor/mentee pairs, along with their mentor family will enjoy a family style dinner. They will sit at their mentor family tables. This time is a great time to build relationships and for the mentors to model pro-social behavior and interactions. 5. 6:00-8:00 Activities- The A Activities are planned by mentors and last for one-hour. The first 2 weeks that the youth are attending, the activities will have been planned and executed by mentor coaches. The purpose of having the mentor coaches lead the activities during the first 2 weeks is so that mentors do not have to be separated from their mentees 2 hours a night for the first 2 weeks. This allows more time for the mentors

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to build relationships with their mentees before the session in which they lead the activities. After the first 2 weeks, the mentors will begin to lead activities. There will be approximately 4-5 A activities a week, each done in 3 week increments. Activities will be lead by two mentors for 3 weeks at a time. Each activity is taught twice per night (6-7 and again from 7-8). Mentors leading the activity are responsible for getting any materials needed (food, craft materials, etc.). If there are costs associated with the activity such as cooking ingredients or art supplies, this can be either paid for by the mentor, or donated from local businesses. After their 3 weeks are completed, they will not have to lead any activities. In addition to the 2 weeks that mentor coaches lead the activities, there are 3 three-week sessions of activities. There are no activities the final week because that week is the celebration of the end of Campus Corps. Youth must participate in at least one A activity a night. They can do two A activities, but may not do two B activities. 6. 8:00-9:00 Post- Lab- All mentors, mentor coaches and instructors are required to attend post-lab. Post lab is a one-hour period to debrief from the evening. The mentors fill out the required daily reports and information that is needed for documentation. As a class, the group discusses any major issues, what could have been done differently with those problems, what went well, and suggestions for following weeks. The group also discusses accomplishments or any exciting and positive events from the night. The class breaks up into their mentor families with their assigned mentor coach (2 mentor families per mentor coach) to discuss in more detail the night and to come up with any suggestions for the specific mentor families mentees. The Instructors and mentor coaches also meet during post lab to reflect on the evenings lab, troubleshoot any concerns, and strategize any necessary interventions. The lab instructor monitors all activities during the 3-9 pm lab sections including, but not limited to, lab programming and supervision of mentor coaches, student mentors, and youth mentees. The lab instructor and Program Director also monitor all aspects of the academic course. Feedback is provided to student mentors through reflection assignments and in person feedback. Lab instructor also meets regularly with mentor coaches to provide feedback and troubleshoot concerns. Online Teaching Assistants are graduate students who evaluate the weekly reflection assignments, papers, online discussions, and meet regularly with course instruction team. Each lab section has 3-5 Mentor Coaches who function as assistants to the instructor, monitor small groups of mentors/mentees, facilitate small group discussion of academic content integration and debrief lab experience. Mentor Coaches are graduate students in Marriage and Family Therapy, Family Development Studies, or Education. Advanced undergraduate mentors who completed Campus Corps during a previous semester will return with leadership responsibilities. Mentor Families are comprised of 3 to 4 mentor/mentee pairs (6-8 individuals total). Each mentor family is supervised and monitored by a mentor coach. These families sit together during school-related activities, participate in Walk and Talk together, and eat a family-style meal together. Mentors in the family support each other and help to

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strategize ways to assist their mentee. Strong bonds between mentor family members are forged through this program design element.

Pre-Lab Daily Schedule & Guidelines

3:00 -3:15 3:15-3:50 3:50-4:00 Check-In, Announcements, Discussion, Review of Lab Schedule Meet in Mentor Families for Attendance, Activity Prep, Review of Mentee Goals, and Assign Floating Mentor if needed, address any concerns Begin Check-in Process for Youth - If youth is with Floating Mentor, the youth will sit with the mentor at the table until the Lab official begins.

Student Lab Daily Schedule

Time: 3:50-4:00 4:00-4:30 Goal: Activity: Greet youth, sign-in, sign-up for nights activities (Check-In) Become familiar with college campus, form a bond between mentor and mentee as well as within the mentor family (Walk & Talk (MF, 1:1) 4:30-5:30 Individualized tutoring, 1:1 Mentorship (Supporting School Success (SSS) (1:1/ M) 5:30-6:00 Family style dinner where positive interactions are modeled by mentors (Dinner) 6:00-7:00/7:00-8:00 Positive play and recreation, alternatives to delinquency, developing niches/ hobbies/ competencies/skills, gaining confidence, giving back to community, pay it forward (Community Activity)

Post-Lab Daily Schedule

8:00- 8:30 8:30-9:00 Clean up, Debrief, Questions/Concerns Students complete weekly reflections Leadership team (instructors & Mentor Coaches) meet to review lab

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CAMPUS CORPS ROLES & RESPONSIBILITIES

Team Member Roles
Members include paid and unpaid positions

MANAGEMENT The Campus Corps (CC) program has two Principal Investigators (PI). One manages curriculum and program development. The other manages research and evaluation, grant compliance, and budget. Principal Research Investigator runs research & program evaluation effort, supervises research team, and manages Budget & Finances. The Primary Research Investigator is also the lead for human subjects / program evaluation as well as being the contact person for the Grant. The Primary Research Investigator helps design and implements programs. They may assist by teaching a lab session and they coordinate with the Public Achievement team. The Primary Research Investigators responsibility timeline is three months and continues each year for the three-year grant period. Co-Principal Investigator is responsible for program design and implementation, curriculum development, coordination of course code and designation of credits and acts as the Curriculum Committee liaison. The Co-Principal Investigator may assist by teaching a lab session and coordinates with the Public Achievement team. The responsibilities of Co-Principal Investigator are for three months and continue each year for the three-grant period. The Program Director manages day-to-day operations of the grant and coordinates the academic service learning course (including instruction, online requirements, recruitment, registration, and all course evaluation responsibilities).This person works closely with the Principal Investigators. Project Director is responsible for program design and implementation, curriculum development, and collaboration between the different youth referral services. The Project Director will instruct the course and co-teach with other instructors to provide student supervision and is the primary instructor for the online component of Campus Corps. The Project Director will supervise Graduate Teaching Assistants and Research Assistants as well as facilitate recruitment, registration, meetings, and the background check process. In addition, the Project Director will coordinate web development, Campus Corps awards and recognition, and coordinate with Public Achievement team and Campus Corps Board. The responsibilities for the Project Director are for a total of nine months.

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The Case Manager coordinates youth participation in Campus Corps and serves as the primary liaison with community partners. This person works closely with the Principal Investigators and the Program Director. Case Workers at referral sites refer the youth to Campus Corps through in-house referral system, communicates with Campus Corps Case Manager, provide feedback from the youth and extend Campus Corps referrals as needed. Campus Corps Case Manager participates in meetings with Diversion Program Staff as needed, facilitates and organizes intake process for youth to enter the Campus Corps program, and communicates and troubleshoots with staff regarding referrals on cases on a regular basis. The Campus Corps Manager will also offer regular office hours for youth intakes and case management. The Case Manger serves as the contact person between Campus Corps mentors and referral sites and provides Campus Corps information to parents as well as answering questions. The Case Manager is also responsible for tracking youth participation and reporting information to the referral sites. The management team (including the Principal Investigators, Program Director, and Case Manager) meet for two hours each week to continually monitor all aspects of the program (including but not limited to curriculum, partners, recruitment, budget, design, research and evaluation). Frequently additional meetings are held to address specific issues of the program. The HDFS Administrative Assistant provides fiscal oversight on budgetary concerns through reporting procedures and regular monthly meetings. Office of Sponsored Programs provides fiscal monitoring of budget expenditures and grant compliance through meetings and reports. Internal Review Board monitors all aspects of research to ensure ethical practices and compliance with university research policies. Director or representative of Diversion Programs, Probation, and Department of Human Services etc. will provide support, refer youth to Campus Corps, provide feedback on the Campus Corps program and encourage their staff to refer youth to Campus Corps. They are also responsible for hiring or providing a case manager to handle the Campus Corps youth as well as provide a space for Campus Corps intakes.

Faculty Supervisor Stays in the building during lab & provide supplemental supervision as necessary Monitor noise in building & ensure everyone follows building policies Respond to cell calls / intervene as needed Lead pre-lab trainings with mentors (eg. hot potato, redirection, managing sexual energy, etc.) Full engagement in some lab sessions as scheduled
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Plan enrichment activities for mentors as needed

Instructor: Clinical (MFT Graduate student/CFCT Intern) ENTIRE LAB Consistent supervision of all groups Monitor noise in Gifford & ensure everyone follows building policies Constant interventions with both mentees and mentors Ensure youth are under constant supervision (arms reach) Early interventions as needed Assessments for safety (as needed) Assessments for drug/alcohol use (as needed) Keep record of an incidents throughout the note with lab notebook (as needed) PRE-LAB Pre-Lab announcements & attendance (large group both instructors together in 145) Youth Check-In beginning at 3:45 & assign MCG to early arrival room Walk & Talk Supervise and assist mentor coaches in sending families off on walk and talk in a timely manner Supporting School Success Supervise mentors during supporting school success (one instructor in each room) Make phone calls to missing youth Ensure calls made to next night youth (may delegate) Supervise mentors during supporting school success (one instructor in each room) DINNER Supervising group (monitoring time, keeping on schedule, give warnings about transitions to activities) ACTIVITIES Supervise all activities in person (inside building) or via phone (outside activities) with mentor coach (each instructor supervises half decide who has which ones depending on inside vs. outside so someone is always available in the classroom area and try to supervise your own students activities) Greet parents and families beginning at 7:30pm POST-LAB Make calls to late parents; communicate with parents as needed; CPS reports, etc. Join group when everything else is wrapped up Large group debrief of the evening (what went well, what we still need to work on) (Large group both Instructors together in one room (or separate based on that nights events) OUTSIDE OF LAB Review journals weekly (split by room) Grade activity proposals (give feedback as needed) evenly split between instructors Grade activity delivery grade activities instructor supervised Communicate with online TAs regarding students and/or youth concerns Offer support as needed to mentors and mentor coaches Participate in weekly CC meetings and bring incident notebook to process

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Communicate with CC case manager about youth attendance and youth concerns

Lead Mentor Coaches (Graduate student or Experienced Undergraduate Mentor) ENTIRE LAB Ensure smooth running of all logistics and keep to schedule. Monitor noise in the building & ensure everyone follows building policies Ensure youth are under constant supervision (arms reach) Early interventions as needed Record incidents from night with lab incident notebook (as needed) PRE-LAB Pre-Lab announcements & attendance (large group) Mentor Attendance sheet Monitor reading & mentee planning discussions (float between MFs) Organize mentee supervision sign-up sheet (coverage of mentee when mentor is leading activity or out aka arms length sheet) Print & post activity sign-up sheets Walk &Talk Supervise any participants who have not gone on walk & talk Supporting School Success Receive food from food bank (ensure arrival, check supplies, etc.) Supervise mentors during supporting school success (one instructor in each room) DINNER Manage dinner set up & serving (may delegate) Supervise dinner line (stay in lobby, serve as needed) ACTIVITIES Supervise all activities in person (inside building) or via phone (outside activities) with mentor coach (each instructor supervises half decide who has which ones depending on inside vs. outside so someone is always available in the classroom area and try to supervise your own students activities) POST-LAB Initiate transition to post lab (move kids to lobby at 8 pm, logs, clean up, time tracking, post-lab announcements) Check-in with mentor families individually Check food supplies at the end of the night & list anything needed on the supply list. Large group debrief of the evening (what went well, what we still need to work on) (Large group both Instructors together in one room (or separate based on that nights events) OUTSIDE OF LAB Review journals weekly (split by room) Grade activity proposals (give feedback as needed) evenly split between instructors Grade activity delivery grade activities instructor supervised Communicate with online TAs regarding students and/or youth concerns Offer support as needed to mentors and mentor coaches

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Participate in weekly CC meetings and bring incident notebook to process Communicate with CC case manager about youth attendance and youth concerns

Mentor Coach (Graduate student or Experienced Undergraduate Mentor) ENTIRE LAB Monitor noise in building & ensure everyone follows building policies To directly assist ONE of the lab instructors (consistent designation) Stay with mentor/mentee pairs during entire lab (dont gather in lobby, stay in CC classrooms) if not assigned another task Other duties as assigned by instructor or faculty supervisor PRE LAB Rotate doing a team building activity each week. It should last approximately 10-15 minutes and involve all mentors (30). Two will lead each week, being responsible for two a semester. We will have a sign up at the beginning of the semester. Set up space (cones & signs, check in table, etc.) Supervise early arrival room provide snacks, art supplies, etc. Look over progress report before youth depart (detailed and professional) DINNER Assist with dinner set up and serve as needed ACTIVITIES Monitor and supervise activities. Each activity should have at least one MC present or more as needed. POST LAB Facilitate clean-up process (weekly rotation between MFs) Check building (bathrooms, outside area, other classrooms, etc.) Parent Mentor Group Facilitator (Marriage Family Therapist) Lead parent-mentoring group.

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PARTNERS AND REFERRAL SOURCES

Benefits to Partners:
Campus Corps works closely with the juvenile justice system, schools, and community agencies. Campus Corps can be mandates to youth as part of their treatment program or they may attend voluntarily. As mentioned earlier in this manual, some benefits for the youth member are the mentoring process, exposure to campus and college students, and enriching activities. The youth will develop niches/hobbies/competencies/skills and gain confidence. These new skills and relationships will help prevent delinquency by encouraging pro-social behavior, helping the youth find positive ways to play and engage in recreation, as well as holding them accountable for their school assignments, class absences and tardiness, as part of supporting school success. The University and participating college departments benefit by referral of select students to engage in experiential, service learning, and multidisciplinary learning opportunities including introduction and connection to the AmeriCorps program. Students will receive university credit for enrollment in Campus Corps and students will gain knowledge and insight to multiple departments through this multidisciplinary program. College students involved with Campus Corps will gain mentoring and job skills while furthering their understanding of working with atrisk youth populations. Campus Corps college students gain experience in planning curriculum with others students and build relationships with faculty and staff for references in the future. How the referral process works is that, first the youth are identified as having the ability to benefit from the Campus Corps experience. This referral can come from any of the partnering referral sources. A form is sent directly to the case manager who then contacts the youth to schedule an intake appointment. The youth and their parent or guardian both attend the intake meeting to complete required paperwork and discuss the Campus Corps program and commitment to the program. During intakes, some families bring other siblings with them. After hearing about the program, parents may inquire as to how their other children can enroll in the program as well. This is how youth can be enrolled without having to be referred by a partnering referral source. Youth that have completed the Campus Corps program successfully can also return for another semester without having been referred as well. They can return as a mentee or as an Advanced Mentee, which gives them the opportunity to be more involved as a mentor to incoming youth.

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Referral Sources
The following is a list of the youth in the Campus Corps program and how they came to be a part of Campus Corps. The majority of referrals come from The Center for Family Outreach followed by returning youth, which are those youth that completed the program but wanted to continue for another semester. Self-referrals are those youth that their parents asked to have them enrolled. Referral Source and Percentage of Referrals 1. The Center for Family Outreach = 31% 2. Returning = 17% 3. Self referral= 7% 4. Department of Human Services = 9% 5. Probation = 16% 6. Fort Collins Restorative Justice Services = 3% 7. District Attorney/ Diversion = 3% 8. School/ School Resource Officer = 13% The Center for Family Outreach http://www.fortnet.org/thecenter The Center is a non-profit organization offering prevention and intervention education, and support services to families and at-risk youth ages 10-18. Focus is on reinforcement of positive behaviors and individual strengths. The Center receives referrals from families, schools, churches and other community organizations as a resource of struggling adolescents and their families; also in collaboration with the District Attorney to provide a Diversion Program. Programs offered range from seven, twelve, and eighteen weeks and are uniquely tailored to meet individual needs. Programs offered include addiction, anger management, conflict resolution, leadership and life skills training. Colorado State District Attorneys Office/Diversion http://www.co.larimer.co.us/da/ The 8th Judicial District Attorneys Office protects the rights and safety of the people, seeks a fair judicial process and just consequences for perpetrators of crimes, informs, supports and assists victims and witnesses of crime, and assumes a leadership role in crime prevention. The 8th Judicial District Probation Department http://www.courts.state.co.us/Probation/County/Index.cfm/County_ID/22 The 8th Judicial District Probation Department is a governmental agency that shapes offender behavior to reduce risk to the community and repair harm to victims. The Probation Department provides pre and post sentence assessment and evaluation, supervision, and monitoring of misdemeanor and felony offenders who are ordered by the Court to participate. Services include Pre-sentence Investigations and Reports, Specialized Supervision, Adult Regular Supervision, Juvenile Supervision, Alcohol & Drug Driving Safety, Adult and Juvenile Drug Court, and Victim Assistance Coordination. Fort Collins Restorative Justice Services

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www.fcgov.com/restorativejustice The RJCP program is an alternative to the traditional justice system and provides a safe environment for victims to ask questions of the offender while teaching the offender the impact of their actions on others and ways to make better decisions in the future. This program offers two components, the Restorative Justice Conferencing Program (RJCP) for most misdemeanor offenses and the RESTORE Program for shoplifting offenses. Both programs are based on the Community Group Conferencing model of restorative justice, which considers the issues of the offender, the victim, and the community. This model allows the victim to be heard and the offender to take responsibility for their actions. The program strives to reduce arrests and repeat offending, and actively involve the community in the justice process. Larimer County Department of Human Services http://www.co.larimer.co.us/humanservices/ The Larimer County Department of Human Services provides individuals and families with assistance to help improve their well-being. The Department of Human Services offers financial assistance for food, shelter, and medical care. The Department of Human Services also offers programs for individuals and families to help protect adults and children, help people become employed, and to assist youth and families learn the skills need to address conflicts in their families and communities. School/ School Resource Officer http://www.psdschools.org/school-resources/school-safety-security/sro-information http://www.psdschools.org/school-resources/student-services/counseling This is can be the campus police officer or school counselor. They are present on the school campus and are the contact persons the school uses when a problem arises during school hours. They assess the situation and then administer the appropriate consequence for the situation. Their role is to defuse the situation before it becomes a concern for the courts.

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YOUTH AND FAMILY PATH

How the youth and family become a part of the Campus Corps program is through referral or from word of mouth. Many of the youth that are a part of Campus Corps discuss the experience with their friends and classmates while at school. This leads to curiosity amongst those youth that are not in the program and eventually to them seeking involvement. Not all youth that participate in the program have criminal history. Some of the youth that partake in the Campus Corps program are coming to get help with their behavioral patterns prior to being involved in the court system. This is typically the parents requesting help for younger siblings or other family members. The parents may hear about the program from other parents or from the youth themselves. They may inquire about the program from their childs caseworker or probation officer if they are in the juvenile system, or they may ask their local family support service organization. Once the youth and family members hear about the Campus Corps program, they set an appointment to meet with the Campus Corps intake person and find out more about the program responsibilities and requirements, and the time commitment involved with the program When all paperwork is completed and the youth are enrolled, they will choose which mentor they want to be paired with. The youth choose their top three choices based on the mentor profile sheets the students fill out when they enroll in the course. Having the youth chose their mentor helps them feel more a part of the process and helps ensure the youth will be involved with a mentor they feel they can connect with or have mutual interests.

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UNDERGRADUATE STUDENT PATH

How students become Campus Corps Mentors
The first step to becoming a Campus Corps mentor begins when students are introduced to the course. This may happen through emails from advisors, flyers on campus, in class presentations, or from other classmates.
Ideal Mentor Characteristics

Students are from over thirty majors. Each offer unique academic perspectives and skills and bring passion. The following are some of the characteristics that contribute to an ideal model of a mentor. 1. Academic Year: Students must be a Junior or Senior 2. Behavior: All students must complete a background check. 3. Maturity: Students must be able to demonstrate emotional and intellectual maturity as part of the mentoring relationship and serve as positive role models at all times. 4. Desire to Serve: Students will work 4 hours a week in direct service. They must possess an eagerness to assist and support at-risk youth. 5. Reliability: It is imperative that students attend and arrive on time for each lab session. 6. Dependability: Students are expected to complete ALL readings and assignments and be thoroughly prepared for each lab session. Students who are interested in enrolling in the course must then attend a mandatory information meeting. At this meeting, students will learn about the Campus Corps course requirements and brief background about the program. If the student is still interested in enrolling in the course, they will complete the Campus Corps application forms which the department representative must sign. Once all forms are completed the student will contacted by Program Director and informed of their rejection or acceptance into the program. Once accepted the student must submit the nonrefundable payment for the background check and complete the mentor profile form. Students that do not pass the background check will not be allowed to enroll in the course. Those that are cleared through the background check will receive their enrollment code so they can enroll in the course and choose their lab night. Students enrolled in Campus Corps will also be informed of the AmeriCorps program, which gives them the opportunity to enroll in the program and earn a scholarship for their volunteer hours with Campus Corps. The first three weeks of the semester are spent in training. This includes the Saturday training, which counts as one-week lab session. The training takes place without the youth being present so that the students will be prepared for their role as mentor. Youth arrive during week three.

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Saturday Training
Campus Corps course training begins with a Saturday training where the college students learn about their roles as one-on-one mentors, about their team project which requires them to develop and implement group activities for the youth, and the general goals of Campus Corps.. Training for Campus Corps is an imperative part of the mentoring and service learning process. For this reason, students are immersed in training for the first three weeks of Campus Corps, prior to meeting with the youth mentees. The Schedule for training is as follows: Week 1- Training Session: Week 1 begins with an all day training session held on a Saturday from 9:00 am- 5:00 pm. All four sections of Campus Corps meet together and are introduced to Campus Corps staff as well as to the other students in their particular sections. The introductions are followed by the overview of the days agenda and of the history of Campus Corps. After the brief introductions, students are introduced to the Juvenile Justice System. This includes meeting the Juvenile Magistrate and hearing about the hopes for the youth involved in Campus Corps as well as what gaps Campus Corps fills. This is usually about forty-five minutes of lecture and questions, followed by a fifteen-minute break. Returning from break, students separate into their lab night groups. The lab instructors facilitate this breakout session. These groups are for introductions and ice breaker games. The students will introduce themselves to each other and meet their lab night instructors. This session lasts for another forty-five minutes. Following the breakout sessions, all students will return to the full group for the next thirtyminute lecture session. The District Attorneys office representative facilitates this session. The representative for the District Attorneys office will discuss the role of the District Attorney, the flow of juveniles through their system, the profile of youth involved in the system, and the hopes for youth involved with Campus Corps. The last session before lunch break is the experienced mentor panel. During this thirty-minute session, mentor coaches will discuss their roles and experiences with Campus Corps. Each mentor coach also answers specific questions asked by the new students. This is also when the Public Achievement representative also speaks and gives the overview of Public Achievement. All students are released for a one-hour lunch break. Following lunch, The Center for Family Outreach will give will give a thirty-minute introduction of their organization and role of their staff members. They will also give mentors some advice and share their hopes for the youth with the student mentors.

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Once again, the students will break into their lab sections and play a ice breaker game for thirtyminutes to get to know each other. The following thirty-minutes are spent with the Case Manager discussing stages of mentoring and mandatory reporting responsibilities. Students will also be involved in role-playing to practice addressing some issues that they may encounter. This is followed by a fifteen-minute break. A representative from the nutrition lab will speak about the nutritional issues associated with adolescent development, planning healthy cooking activities for the youth, and discuss the rules for using the nutrition lab. Following the nutrition lab lecture will be a discussion on what service learning means, followed by a fifteen-minute background of the Campus Corps research program. The final discussion of the day will be with the Magistrate from the juvenile court. The Magistrate will give a brief background of the juvenile justice system as well as words of wisdom and hopes for the youth participants of Campus Corps. Week 2 Training Session: Week 2 is the first week mentors will attend on their lab nights. They will learn more about who is in their lab section and who mentor coaches are. They will learn the logistics of how Campus Corps is designed to operate and what their responsibilities are as mentors to the youth participants. The first hour of Campus Corps is considered pre-lab and will be spent informing the students about the logistics of Campus Corps. The students will learn about the Learn and Serve Grant that funds the program as well as other detailed background information pertinent to the Campus Corps program and the students involvement. This is also when students learn about the ways in which Campus Corps differs from other mentoring programs, how Campus Corps will benefit them and the importance of always portraying themselves as a mentor even when their mentee is not present. The syllabus and semester assignments will be discussed and the mentors that signed up for the first session of student lead activities will meet with the instruction team. A representative from the Health and Exercise Department will also discuss the availability and use of sports equipment for student lead activities. After the pre-lab session, lab instructors will review the days schedule as well as that of upcoming weeks, followed by introductions from mentor coaches and insights from their experiences with Campus Corps. The following hour will be when the mentoring roles and responsibilities are discussed, including what it means to be a mentor, and when, where and how mentoring happens. The Mentor Manual will be introduced and sections on building mentoring relationships, stages of mentoring relationships, and tips for building mentoring relationships will be highlighted. Students break for dinner and return to lab sessions at 6:00 pm.

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Upon return, students will continue learning about working with adolescences and will participate in role playing activities to practice scenarios they may encounter with their youth mentees. The final hour of lab sessions during training week two, will be team building exercises and brainstorming ways to handle difficult situations when working with the youth. Week 3 -Training Session: Week 3 is the final week of training before the youth arrive. Rules for using the building will be discussed as will the rules for using the restroom, early arrival procedures and any safety or conduct issues that need to be addressed prior to youth participation Next, will be to answer or discuss any follow-up questions from last week. Lab instructors will review the evenings agenda and explain the check-in process and location for meeting with their youth. Following the agenda and check-in discussion, will be to explain and explore the weekly components of Campus Corps. Walk & Talk and Supporting School Success will be discussed in detail at this time. How the Walk & Talk (W&T) program works, where the materials are for this program, how to initiate conversations during Walk & Talk, and role-playing to practice Walk & Talk will all be a part of this section. Supporting School Success (SSS) is the most important part of Campus Corps. This is the time when the details of the program will be discussed, as will the goals for (SSS), reasons for including this program, and role-playing activities to address issues that may arise during (SSS). Following a ten-minute break, will be a team building activity and role-plays for how to interact with youth during dinner. Students will then have their own dinner break, returning to class at 6:00 pm. Once the students return from their dinner break, instruction will continue by addressing the prosocial activities that the youth will partake of nightly. This discussion will include what types of activities the youth will participate in, the procedures for activity sing-ups, goals for these activities, and brainstorming different activities, materials, and ideas for student lead activities as well as the procedures for the activity proposal. Next, a representative from the nutrition lab will give students a tour of the nutrition lab, point out the location and availability of supplies, utensils, and equipment, and review food handling safety. This is the time to discuss the planning of cooking classes with the youth and expectable recipes for meeting the nutritional needs of the youth. The next session of training will review the roles and responsibilities of the mentors. This will include discussions on documentation of weekly interactions, semester summaries, checking youth grades, interactions with youths parents, goal setting with youth, and introduce the reflection assignment.
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Students will take a personality quiz and submit the post-training survey before leaving for the evening. This will take place in the computer lab and the assignment will be submitted online. The reflection assignment is a 2-3 page reflection on past mentoring experiences, current expectations for the mentee/mentor relationship, and how they expect to be impacted by the mentee or mentor experience.

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APPENDICES

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CSU Campus Corps

Students apply for Campus Corps to earn experiential/internship credits approved by their department

Referral Sources
Youth are recruited to participate in Campus Corps

Select students are accepted into Campus Corps (200 Campus Corps & 50100 Advanced Students each year)

Admitted students are given registration number to register for one of two multidisciplinary sections of Campus Corp

Campus Corps Staff communicate weekly with Center Staff regarding registration status, youth feedback, and other topics

Campus Corps Case Manager provides listing of offered activities/programs to youth

Youth are enroll in CC group activities (preferably an online registration system so all Center Case Managers can access listing with times/dates and can enroll youth from Center)

CSU students participate in weekend long intensive training to prepare them for Campus Corps

Parents of youth are informed of CC programs youth is registered for. Parents are responsible for ensuring youth attends.

CSU students and Center youth (1:1) spend approximately XX hours weekly in individual mentoring activities

CSU students (5) and Center youth (# determined by interest) spend approximately XX hours together in group mentoring activities

CSU students and Center youth (5:5) collaborate in community service project based on Public Achievement model

CSU students meet for one hour weekly with Instructor and/or Teaching Assistant. Complete required assignments including reflection papers and Public Achievement project

Case Manager works with youth to ensure that required hours of Campus Corps are completed as determined by court order. Case Manager keeps log of activity participation (from registration website)

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Organizational Chart
Primary Investigator Investigator Primary Investigator

Director Community Partners Case Manager

Instructor

Instructor

Instructor

Instructor

Lead Mentor Coach

Mentor Coach

Mentor Coach

Mentor Coach

Mentor Coach

Mentor Coach

Mentor Family

Mentors

Mentees

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Campus Corps (CC) Referrals

1. Caseworkers determine if the youth would benefit from mentoring at Campus Corps. 2. Contact the youth and their family (parent/guardian) to inform them about Campus Corps (see appendix for script). 3. Schedule the youth and family for an intake using one of the following: a. Schedule a meeting with CC Case Manager during open office hours OR b. Contact CC Case Manager) by phone for an appointment ( insert number) 4. Complete the referral form (Appendix).

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Campus Corps Caseworker Referral Form

To be filled out by the Center caseworker prior to intake meeting and placed in Campus Corps folder. Youth name: ________________________________________________ DOB:______________________ Parent/Guardian name: ______________________________________________________ Parent/Guardian name: ______________________________________________________ Phone number(s): ____________________________________________________________ Youth Charge(s):____________________________________________________________________ Date of Intake at The Center: _________________________________ Why are you referring this client to Campus Corps:

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Referral Script for Campus Corps

When referring a client to Campus Corps (CC), it may be helpful to highlight these main points: Youth will benefit from one-on-one and group mentoring at weekly sessions. Youth will be provided with one-on-one academic/career tutoring, group meals, wellness programming, positive activities, and ongoing support from their mentors. At Campus Corps, youth will be matched with the same mentor each week throughout the semester. Each mentor receives extensive training and ongoing support. Youth will be encouraged to work toward their goals and make positive choices. The sessions will run from 3:50pm-8:00pm on either Monday, Tuesday, Wednesday, or Thursday (depending on the night they sign up for).

Another way to communicate the main points is through the following script: (Client name), as part of your program responsibilities, I am highly recommending that you attend a program called Campus Corps. At Campus Corps, you will be matched with a mentor and work toward academic and career goals. In addition, youll be able to participate in positive activities, such as sports, arts, cooking, and music, and benefit from one-on-one mentoring and group mentoring. This would be a great way for you to spend some time working on your personal goals. Please feel free to use the bullet points or script when talking with clients about Campus Corps. Then please schedule an intake with the current CC Case Manager (either during the CC Case Managers open office hours or by phone. Thanks again for all your hard work! Campus Corps Faculty and Staff

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Dear Parents and/or Guardians: We would like to welcome you and your child to Campus Corps! Campus Corps is a new and exciting program that offers one-on-one mentoring for youth referred from (insert diversion program or partner agency here), as well as the probation department, school district referrals, and other referral sources. Campus Corps provides academic support and fun group activities for your children. The mentors are undergraduate students from the local college or university who work closely with graduate students and faculty. Campus Corps is a 12-week program that is offered two times a year during either the spring semester or fall semester of school. Youth enroll for one evening per week. They will attend Campus Corps for 12 weeks from 4:00 to 8:00 pm on the night they have enrolled. Each youth is paired with an undergraduate student (mentor) who will work with him or her on a variety of academic and life goals. The youth are expected to arrive between 3:45 and 4:00pm each week. During the first half hour, youth will go for a Walk and Talk around the college campus with their mentor and mentor family. This is an opportunity for youth to learn about different college degrees and programs and provide exposure to college and get them excited about the possibility of attending college in the future. They will then come back for one hour of tutoring called Supporting School Success to receive help from their mentor on homework, GED preparation, college applications, or any other future oriented needs of the youth. Following this, the youth and their mentors will eat dinner in their mentor families. Mentor families are a group of 3-4 mentor/ mentee pairs that have a table together in order for your youth to develop a variety of relationships. The dinner has been generously provided by the local Food Bank. After dinner, the youth and their mentors will engage in a variety of pro-social activities, such as art projects, creative writing, cooking class, sports, Wii games, board games and much more. Please plan to pick up your child at 8:00 pm; he or she will need to vacate the building at 8:00 pm. We encourage you to come into the Campus Corps facility between 7:30 and 8:00 pm so that you can meet your childs mentor and the faculty members who run the Campus Corps program. We also will send you a progress report each night to keep you informed of and involved in what your child is doing in the program. The program requires attendance of all 12 sessions. If your child is unable to make it one night, please have him or her contact the Campus Corps Case Manager to be excused. Please be sure to communicate the reason(s) why he or she is absent because it will be included in the progress report for that night. We look forward to getting to know you and your child! If you have any questions or concerns, please do not hesitate to contact Dr. XXX, Campus Corps Program Director, at (phone number) or (e-mail). Please also feel free to contact the Campus Corps Case Manager at (phone number). Sincerely, Campus Corps Faculty, Staff, and Mentors

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Campus Corps Expectations for Youth at Campus Corps

General expectations: 1. Please arrive on time at 4:00 pm and arrange for pick up by 8:00 pm. 2. Please bring warm clothes and comfortable shoes for walking (well be going outside as part of the activities). Behavior expectations: 1. Be respectful.. 2. No fighting. 3. No yelling. 4. No smoking, drinking or doing drugs of any kind (including paraphernalia). 5. Express feelings appropriately. 6. Follow mentors instructions. 7. Dress appropriately. 8. No contact with mentors outside of Campus Corps. 9. No use of cell phones or IPODs during Campus Corps. 10. No friends allowed at Campus Corps. 11. Bring school work or GED prep assignments each night. My plan to get to Campus Corps: My plan to get home from Campus Corps: My back-up plans for transportation: I agree to follow the expectations outlined above to the best of my ability and will ask for help when I need it:
________________________________________________ YOUTH SIGNATURE __________________________________________________ PARENT/GUARDIAN SIGNATURE __________________________________________________ PARENT/GUARDIAN SIGNATURE __________________________________________________ CAMPUS CORPS REPRESENTATIVE SIGNATURE ___________________________ DATE ___________________________ DATE ___________________________ DATE ___________________________ DATE

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Name: ___________________________________

Mentor Profile
About me
Favorite Subject in School:

For Office Use Only Lab Session Mentee Assigned Mon Tues Wed Thurs

In my own words
Something unique or interesting about me:

Major in College:

One dream I have:

Career Goals:

My pet peeves:

Interests
Sports and Exercise: Auto racing Basketball Baseball Bowling Football Hockey Horseback Riding Pool Running Skiing/Snowboarding Swimming Weight lifting Yoga/Pilates Other: _________ Music: Alternative Rock Blues Classical Country Electric Folk I joined Campus Corps as a Mentor because..

Hip Hop Jazz Metal Pop Punk Reggae Rock Other: ___________ For fun: Art galleries Board games Camping Concerts Dining out Hanging out with friends Movies Rock climbing Shopping Travel/vacation TV Video games Other: ___________

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Campus Corps Application Packet

Thank you for your interest in Campus Corps!. Campus Corps is a Multidisciplinary Service Learning Course involving (list departments/ programs from your university). Mentoring at-risk youth through diversion programs, probation programs, and other referral sources. As part of the Campus Corps three credit (upper division) course, students will study and employ best mentoring practices, learn about adolescent development, and implement wellness programming. The mentoring will take place between undergraduate students and at-risk youth. The youth range from 10-18 years old and have either committed minor criminal offenses (Level 1, such as drug/alcohol possession or vandalism) or have been referred from the school as a troubled youth or a youth heading towards problems. Mentoring will take place during weekly sessions that include individual tutoring, group meals, exercise and wellness, and positive enrichment activities which will be student planned and implemented and based on youth needs and interests. Students will participate in Campus Corps from 3-9 pm on their lab night. Youth will be at lab from 4-8 pm. Students will have before and after lab meetings to plan for and reflect on lab, discuss weekly readings, and any other assignments related to mentoring. If you have any questions along the way, please do not hesitate to contact Campus Corps Project Director: Campus Corps Website: (provide universities Campus Corps website here)

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*Please note: Spanish students must have majors or minors in relevant coursework and/or have experience in fields dealing with human development to be eligible for Campus Corps. Other subjects such as Social Work, Education, and Journalism may also apply.

Registration Checklist for Students interested in Campus Corps:

Obtain information on Campus Corps (from website or Department Representatives) Confirm that you are eligible for participation (Jr. or Sr. level student preferred. Major in (list university programs participating in Campus Corps) required). Request application from faculty representative or download from website. Complete application packet and submit to Program Director before or at the mandatory informational sessions. Be sure your department representative signs your form endorsing you for Campus Corps. Department Representatives: Human Development and Family Studies & Campus Corps Project Director Health and Exercise Science Psychology

Spanish Translation (emphasis on mental health)

Bring $35 check to university police department for background check to Information Session
(nonrefundable after course registration).

Attend one of the MANDATORY Information Sessions:

Students will be notified within one week of the information session regarding acceptance status. If accepted, students will receive an email with the appropriate registration code for the course number for your major. Regardless of course number all Campus Corps students will participate in the same coursework and complete the same requirements. Registration for Campus Corps will be discussed in depth at the informational sessions. Consider additional commitment of service hours and be eligible to earn $1000 through an AmeriCorps Award (optional, see information on Campus Corps webpage). (if AmeriCorps is accessible at your university) There are limited seats in the course, so extra students will be placed on a waiting list for following Campus Corps semesters.

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Campus Corps Application

Connecting Community and Campus

Office Use Only:

___ Application ___ Background check forms ___ $35 nonrefundable check ___ AmeriCorps, optional ___ Course Code

Name: ______________________________________ Phone Number: _______________________ Email: _________________________________

Date: __________

Spring 2010 Course Application

Major: ______________________________________ EID: ___________________________Academic Year: _____________ Planned Graduation Date: ___________ GPA:____________ *Students with 3.0 GPA are prioritized
Why are you interested in participating in Campus Corps?

What special interests, skills, and talents do you have?

Which lab section (3pm-9pm) would you prefer? _____Monday _____ Tuesday ____Wednesday ______Thursday

STUDENT SIGNATURE (REQUIRED) DEPARTMENT REPRESENTATIVE SIGNATURE (REQUIRED)

DATE

DATE

NOTE: It is required that you attend an informational session on Campus Corps to be considered for acceptance into the course. Applications are due before or at the information session. At the information session, you will asked fill out a background check and submit a check for $35 to your university (nonrefundable after registration). Within one week of the information session, you will receive an email confirmation of your acceptance into Campus Corps. Registration for the course requires departmental approval and you will be given a code after acceptance into the course. Please contact your Program Director if you have any questions.

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Contract of Ethical Conduct Campus Corps Core Values Standards of ethical behaviors in human development and education are based on commitment to core values that are deeply rooted in the history of our field. We have committed ourselves to:
Appreciating childhood, adolescence, and adulthood as unique and valuable stages of the human life cycle. Basing our work on knowledge of human development. Appreciating and supporting the close ties between the child and family. Recognizing that people are best understood and supported in the context of family, culture, community, and society. Helping children and adults achieve their full potential in the context of relationships that are based on trust, respect, and positive regard. To the best of my ability I will: Ensure that programs are based on current knowledge of human development. Respect and support families. Respect colleagues in human development and support them in maintaining the NAEYC Code of Ethical Conduct and the Ethical Standards of Human Service Professionals. Serve as an advocate for children, adolescents, older adults, families, and their teachers in community and society. Maintain high standards of professional conduct. Recognize how personal values, opinions, and biases can affect professional judgment. Be open to new ideas and be willing to learn from the suggestion of others. Continue to learn, grow, and contribute as a professional. Honor the ideals and principles of the NAEYC Code of Ethical Conduct and the Ethical Standards of the Human Service Professionals.

I, __________________________, do promise to honor the ideals and principles of this ethical contract. Signature: ________________________________ Date: ______________

* Adapted from the Code of Ethical Conduct for the National Association for the Education of Young Children. ADDITIONAL PAGES TO PRINT FROM THE CAMPUS CORPS APPLICATION LINK: (insert your universities Campus Corps Website here) (Insert any other forms to print for your university)

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Plan of Study for HDFS 497 Group Study Request form CAMPUS CORPS
3 credits Learning Objectives: In this course, students will: Analyze models of power, privilege and oppression, diversity and social justice. Apply those models to their own life experiences and to the experiences of local youth. Consider the themes of identity and adolescent development in the lives of youth and consider how the youth they work with understand and express these themes. Consider theories of mentoring presented in the readings, course discussion, and apply these theories when working with youth. Gain skills in facilitating group classes for at-risk youth, mentoring youth one-on-one, and communicating youths progress in relation to their personal goals. Reflect on the benefits of community service activities for themselves and those they serve. Learning Activities Weekly participation in Campus Corps lab mentoring youth from 4-8 pm Participation in weekly pre- & post- lab sessions (3-4 & 8-9) Completion of assignments: Readings related to adolescent development, mentoring practices, healthy recreation, diversity, and helping skills. Participation in online discussions Mentoring Philosophy statement paper Weekly reflection journals Proposal and co-lead one 2-3 week activity with another student Final Mentoring paper integrating course readings and discipline based knowledge with lab experience Final case study presentation Mentoring Lab Daily Schedule: 3:00 pm-4:00 pm: Plan for the evening, discuss concerns, propose activity ideas 4:00 pm 4:30 pm: Kids arrive and then go on Walk and Talk 4:30 pm-5:30 pm: Do homework with mentee (school success lab) 5:30 pm-6:00 pm: Dinner 6:00 pm-7:00 pm: Youth choose a CSU student led activity 7:00-pm-8:00 pm: Youth choose a CSU student led activity Grading system will be traditional

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ROLE PLAYS
Campus Corps Role Plays Print and cut into strips to discuss in Mentor Families or role model for entire class. General Role Plays Your mentee comes up and sits on your lap. When you ask her/him to get up s/he just laughs? How do you respond? Your mentee talks about their family and as you listen you begin to realize that is isnt their biological family but a gang they are a member of. What do you do? Your mentee has disclosed to you that she was recently sexually assaulted. What do you need to do with this information? Role play your conversation with your mentee and your CC staff. Your mentee discloses that one of their parents has physically abused them this past week. What do you need to do with this information? How do you explain this to your mentee? Your mentee tells you that they think they are pregnant. She tells you not to tell anyone and is really worried about how her parents will respond. What do you say to her? How do you handle this situation? Your mentee asks you if you have ever smoked pot. Respond, and then have the individual acting as mentee put some pressure on you to answer. Feel out how they react with your different answers. Your mentee asks you how you feel about marijuana and alcohol use. How would you respond? Your mentee has told you that they are feeling suicidal and that they want to die. Act out how your response might be different if they told you this now vs. at the end of the program. You walk past two mentees and overhear one of them telling the other that their father hit them that weekend. What would you do? Your mentee told you that their stepfather hits them sometimes, but they told you not to tell anyone because the father said that he would beat their mother if he told. What would you do? Your mentee tells you a funny story about their friend stealing something from their parents. How would you respond? Role play that you see some cuts on your mentees arm that looks like they were self-inflicted. What would you do? Your mentee has gotten their tongue pierced and shows you. They are 15, and it seems that they did not get it done professionally. How would you respond?

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Your mentee tells you something that might lead you to believe they are being sexually abused at home (either direct or indirect). They dont want you to tell anyone. What would you do? Your mentee tells you that another youth who is in Campus Corps hooked up with someone that weekend. How would you respond? Your mentee says they wish you could be their boyfriend/girlfriend. How do you respond? A mentee is flirting with another mentor. How OR would you intervene? Your mentee is flirting with you. What do you do? Your mentee starts threatening to beat up another mentee. What do you do? Your mentee is very clingy and hugs you constantly. What should you do? Two mentees are talking about starting dating each other. What should you do? Your mentee gets frustrated and starts screaming obscenities at you and everyone around you. How do you handle the situation? Drop Off Your mentee is very disrespectful to his mother/father during drop off. What would you do/say? You see your mentee being dropped off, but instead of coming into Campus Corps he/she walks away and does not come to lab. How would you handle the situation? When your mentee is dropped off, the parent is very verbally abusive towards your mentee. They tell you the child is a failure and they wish they did not have to deal with this child anymore. What would you do? A male who is much older than your minor female mentee drops off the mentee and she tells you he is her boyfriend but the parents do not know. How would you react? This is the fourth week in a row that your mentee has not come to Campus Corps. You are feeling very discouraged and disappointed. How do you deal with this? Your mentee comes to Campus Corps about 30 minutes late and says that they dont want to be there. S/he asks is you will tell on them if they leave.

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Walk & Talk During walk & talk your mentee and another mentee in your mentor family linger behind the group. You overhear them talking about a party this past weekend and how intoxicated they were. How do you intervene? You walk past a group of mentees who are talking about what they did that weekend. They are talking about doing something that might be illegal or could violate their current standing. Respond to the discussion and re-direct what they are doing. Your mentee is running around and misbehaving during walk and talk. How do you act to try to have him/her behave appropriately? During walk and talk one of the mentees is being verbally abusive towards another mentee. How do you discourage that behavior? During walk and talk your mentee wants to go to the Lory Student Center. When you get there, he/she asks you to buy her a coffee or drink. What do you say? During walk and talk to student center, your mentee wants you to buy him/her dinner because they do not like what is being served at Campus Corps. How do you react? During walk and talk in an academic building your mentee and another mentee starts turning doorknobs of closed office doors. What do you do? Supporting School Success You have a younger mentee (approx. 10-12 yrs old) who is full of energy. S/he wont sit down quietly and work during SSS and they seem to be getting under the skin of some of the older mentees. How do you handle this situation? Your mentee constantly complains about two of their teachers at school. They explain that the teachers do not like them and that is why they are failing the classes. How do you respond? Your mentee is failing all of their classes and will likely not pass 10th grade this year. S/he doesnt bring homework to CC and doesnt want you to check their grades each week. How do you handle this situation? You ask your mentee how school is going and they reveal that they are thinking about dropping out of school. How would you respond? Your mentee has dropped out of school and wants to work on a GED instead. How do you respond? Your mentee says they do not think they should go to college because they are too stupid/dumb. What would you say?

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Your mentee would like to go to college, but the parents are telling him/her that they would be better off just getting a job at the fast food place to make ends meet. How do you respond? Dinner Your mentee refuses to eat and says the food from the Food Bank is awful. How do you respond? Your mentee refuses to eat dinner and only wants dessert. What do you do? Your mentee is disruptive during dinner time and does not want to sit next to certain person/people. How do you handle the situation? Your mentee is listening to music on his/her IPod and is ignoring everyone at dinner time. How do you respond? You have asked your mentee to shut his IPod off so that he/she can participate in dinner conversation, but he/she refuses to. How do you handle the situation? Your mentee keeps getting up from the table and wanders over to sit with another mentor family? How do you respond? Activities Your mentee refuses to do any activities. How do you handle this situation? Your mentee refuses to do any activities without his/her friends from school, who are also Campus Corps mentees. What do you do? Your mentee signs up for an activity, but then says he/she changed their mind and refuse to join in. What do you do? You are leading an activity and your mentee is being disrespectful towards another mentee. How do you handle the situation? You are leading an activity and another mentee is being disrespectful towards you. Their mentor is there but is not taking initiative to stop the disruptive behavior. What do you do? During an activity, a mentor and mentee are not behaving properly. How do you handle the situation? Your mentee refuses to sign up for any sports activity because he/she says they are bad at it and other mentees will make fun of them if they participate. How do you handle the situation? One mentee is making fun of another for failing at a sports activity or not being good at a certain sport during activity. What do you do? Pick up
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The parents do not show up to pick up a mentee. The mentee asks you to give them a ride home and they will never tell anyone. How do you react? The parents are very late to pick up their child (mentee). The mentee decides they will just walk to a friends house instead near the college. What should you do? A mentee says their friend is coming to pick them up instead of the parents. This friend is very suspicious/verbally abusive/unsafe for the child to go with. What would you do? When the parents pick up their child, they tell you that this program is useless and their child is just wasting their time here. What would you tell them? When your mentees dad picks her up he spends a lot of time talking with you about struggles he has in being a single parent and how he is worried about his daughter. He really appreciates you being her mentor. Post-lab has already begun and the other mentors are already discussing the evening. During pick-up, if you are waiting for parents to pick up or walking the youth to their car, they disclose something such as possible abuse (but perhaps is a gray area that should be checked out with the instructor). What do they do?

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CAMPUS CORPS MENTORING MANUAL

Undergraduate University Students Mentoring Local

Youth Campus Corps Phone Number:

*If you are ill and unable to attend lab, please contact your instructor by email and leave a voicemail at the Campus Corps Office. Please make this contact as soon as you know that you will be absent so we can plan accordingly for your mentee.

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Table of Contents:
Welcome to Campus Corpspg 3 Words of Inspiration.pg 4 Benefits of the programpg 4 Campus Corps policies for undergraduate studentspg 5 Expectations of mentorspg 6-7 A mentor is... pg 7 A mentor is notpg 8 Rights of the menteepg 8 Characteristics of 11-13 year oldspg 9 Characteristics of 14-16 year oldspg 10-11 How to help a mentee clarify valuespg 11 What not to dopg 12 I statementspg 13 Non-verbal communication cuespg 14 Conversation starterspg 15 Child Abuse disclosurepg 16 No contact policypg 17

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Welcome to Campus Corps

Dear Campus Corps Mentor: Welcome to the second semester of Campus Corps. During the Spring 2010 semester we launched two pilot sections of the course to over 46 youth. This fall we will have four sections of Campus Corps and serve approximately 120 youth. As mentors you will have a tremendous opportunity to shape the trajectory of a young persons life. You were selected because of your enthusiasm, experience, and academic training. This mentoring manual provides you with many of our expectations for you as mentors including rules (such as no contact with your mentee outside of Campus Corps for the duration of the program) and guidelines for how to be more effective as you work with your mentee. We will go over the highlights of the manual in the first weeks of class, but it is very important that you review the entire document carefully. Never hesitate to ask your instructor, TA, or Mentor Coaches if you have any questions about our expectations for you or in dealing with any situations at Campus Corps. We are here to support you as you make meaningful connections with your mentee. Thank you so much for your dedication to doing this work and for bringing your best self to Campus Corps. The youth will greatly benefit from it.

Sincerely,

(List director) Campus Corps Project Director

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Words of Inspiration
Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it's the only thing that ever has. ~Margaret Mead

We cannot live for ourselves alone. Our lives are connected by a thousand invisible threads, and along these sympathetic fibers, our actions run as causes and return to us as results. ~ Herman Melville Change will not come if we wait for some other person or some other time. We are the ones we've been waiting for. We are the change that we seek. ~President Obama

Mentoring is a one-to-one caring, supportive relationship or partnership between a mentor and a [mentee] that is based on trust. This relationship focuses on the needs of the mentored individuals and encourages them to develop to their fullest potential based on their own vision for the future. ~California Mentor Resource Center, 1996, pg 3.

Benefits of the Program

Youth benefit by... Receiving the support and guidance of a caring adult Receiving assistance with academic endeavors Experiencing greater self-esteem and motivation to succeed Receiving encouragement to stay in school and graduate Receiving encouragement to avoid the use of drugs and alcohol Improving interpersonal relationships with peers, teachers, and family Receiving assistance in choosing a career path Students benefit by... Increasing their involvement in the community Recognizing they can make a difference Making a new friend Gaining new experience and knowledge about youths and the schools Contributing to the quality of the future workforce
Adapted from: Osborne T. Osborne N. (n.d.). Mentoring . Teammates Mentoring Program, Lincoln Public Schools, Lincoln Nebraska. Retrieved from http://bin.lps.org/manila/vip/TeamMatesHandbook.pdf

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Campus Corps Policies for Undergraduate Mentors

1. Undergraduate Student Mentors must never be alone with their mentee or other mentees. All one-on- one interactions and discussions with youth should take place in the larger group settings, classroom, or mentor family groupings. If mentor/ mentee pairs must walk to another location on campus or in the building, a mentor coach, instructor, or another mentor/mentee pair must go with. 2. All Undergraduate Student Mentors have a duty to warn the Campus Corps clinical staff if their mentee reports any behaviors or circumstances that pose a risk to themselves or others. The professional Campus Corps staff will make a determination about what needs to be done in each unique situation. This means that if your mentee makes any comments or statements that indicate a possibility of the following situations listed below, you MUST let your instructor or Mentor Coach know immediately. There are a few instances, as well, in which Campus Corps clinical staff will have to legally report information to the appropriate services. If the clinical staff believes that someone (including the youth) is in imminent danger, they will take immediate action to ensure their safety as well as other Campus Corps participants safety. 3. Possible situations that must be reported: a. If the youth threatens grave bodily harm or death to another person or directly endanger the life of another; b. If the clinical staff suspect abuse or neglect of any youth; c. If the clinical staff is ordered to release information by a court of law; d. If the clinical staff suspect youth know about or pose a threat to national security. 4. Mentors will NOT have any communication with their youth mentee outside of Campus Corps for the duration of the program. This includes but is not limited to: phone conversations, text messaging, Facebook/MySpace, or in person. If there is a circumstance where you would like to have contact outside of Campus Corps, please contact your instructor for permission. 5. If there is an emergency, campus Police will be contacted General expectations for Undergraduate Student Mentors: 1. Be a good role model in all ways - for our youth. 2. Arrive on time! You are expected to be at Campus Corps at 3:00pm. You are expected to participate in Campus Corps until 9pm. (6 hours a week) 3. Bring a sack lunch every night. (or pay for the meals provided ahead of time) 4. Bring a jacket and other weather appropriate clothes every night. 5. Bring walking shoes every night.
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Campus Corps Mentor Expectations

Be honest and respectful. Model respectful communication and appropriate behaviors. Avoid power struggles & be flexible. Support your mentee and encourage pro-social behaviors. Encourage mentee to plan activities and help them plan as well. Give your mentee your full attention when you are together. Be consistent and clear with your expectations. In new situations, have patience if you have not explained the limits ahead of time. Allow and encourage your mentee to be open about his/her thoughts, feelings, and values...but dont pry. Respect your mentees opiniondont discount it as foolish. Be aware that your actions, thoughts and words may be seen, used, and heard by your mentee even if that is not your intention. Value diversitychances are that your mentee will be different from you in fundamental ways. Remember that you can learn from your mentee just as he/she learns from you. Set a positive example by obeying laws and school rules. Do not be drawn into family conflicts. The parent child relationship is family business and you should not be involved beyond listening to the mentees feelings. Help your mentee make decisions and formulate their own conclusions without telling him/her what to do. Explore alternative solutions together. Never make promises you cannot keep. Let your mentee know that you like him/her through words of praise and encouragement. Give the relationship time to develop. Dont judge it too quickly! If you are unable to meet with your mentee, you should call your lab instructor, by the appropriate time, to tell them of your absence so they can contact the school to inform the mentee.

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While devoting that time to your mentee, you will act in a positive and appropriate manner, which means you will not intentionally influence your mentee in any negative way. You will not talk about inappropriate subjects (i.e. skipping class, drinking/drugs, dating, relationships, or partying) in the presence of your mentee. You will not talk inappropriately to or about other people. You will not see your mentee outside of this commitment unless as a participant of a Campus Corps event. Exceptions to this policy may be authorized by your lab instructor. Contact them with any questions regarding outside of lab contact with your mentee. You will always stay within areas that are visible to other adults and will not take your mentee off of your assigned site grounds or into a vehicle. You will join your mentee in extracurricular activities as well as assist them with academic work. You will attend periodic reflection and/or training sessions with other mentors that will be facilitated by the Campus Corps staff. If you have ANY concerns about your mentees well being, you will talk directly with your site coordinator or program coordinator. This means IMMEDIATELY if your concern is a pressing matter or needs to be addressed before your mentee leaves Campus Corps. Do not hold on to your concerns until the end of the night or just write about it in your journal reflection.

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A Mentor is
A trusted guide or friend: Young people today do not get much opportunity to be friends with adults, especially adults who will listen to them and take them seriously. A caring, responsible adult: For many of our mentees, there is not always a consistent adult presence in their lives who can model appropriate behaviors, interactions and attitudes. A resource that provides access or exposure to people, places and things outside their mentee's routine environment. A positive role model: Todays youth have many role models; however, they are not necessarily positive role models.

Adapted from: Bentzel M. Blakney T. Brock L. Brown L. Erwin A. Garland J. Hallen L. Hammond A. Hammond R. Harris P.Hawko T. Karter C. LeClair J. Merrifield L. Parker C. Prince M. Ring M. Schade A. Shaw S. Tappan M. Tuck S. Turner W. Walsh L. (2002). Colby Cares About Kids Mentor Training Manual. Colby . Retrieved from http://www.colby.edu/ccak/trainingmanual.pdf

A Mentor is NOT
All things to their mentee. A parent/legal guardian: The role of the parent or legal guardian (governed by law) is to provide food, shelter and clothing. It is not the mentor's role to fulfill these responsibilities. If the mentor believes his/her mentee is not receiving adequate support, he/she should contact and speak ONLY with the appropriate people. A social worker: A social worker is a licensed professional with the necessary skills and training to assist in family issues. If a mentor believes there is something wrong in the mentee's home life, the mentor should share this information ONLY with the appropriate contacts. A counselor, therapist, or psychologist: A mentor is not a formal counselor or therapist.

Adapted from: Bentzel M. Blakney T. Brock L. Brown L. Erwin A. Garland J. Hallen L. Hammond A. Hammond R. Harris P.Hawko T. Karter C. LeClair J. Merrifield L. Parker C. Prince M. Ring M. Schade A. Shaw S. Tappan M. Tuck S. Turner W. Walsh L. . (2002). Colby Cares About Kids Mentor Training Manual. Colby . Retrieved from http://www.colby.edu/ccak/trainingmanual.pdf.

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Rights of the Mentee

To not be judged To feel valued To be respected To have a undergraduate mentor who is dedicated to them, and is interested in the events in their life To feel supported To feel comfortable in the mentor/mentee relationship To feel safe in the Campus Corps setting

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Characteristics of 11-13 year olds

General Characteristics: Vulnerable, insecure, fear of rejection, mood swings. Testing limits, know it all attitude Physical Characteristics: Small muscle coordination is good, and interests in art, crafts, models and music are popular. Are very concerned about their appearance and are self-conscious about their growth. Their diet and sleep habits can be bad, which may result in low energy levels. Girls may begin menstruation. Social Characteristics: Being accepted by friends is quite important which means there is a real need to conform. Peers often set the general rule of behavior. They dress and behave alike in order to belong. Cliques start to develop outside of school. Crushes on members of the opposite sex are common. They have a tendency to manipulate others. They are interested in earning their own money Emotional Characteristics: Are caught between being treated like a youth and feeling like an adult. Because friends are so important during this time, there can be conflicts between adults rules and friends rules. Loud behavior hides their lack of self-confidence. Look at the world more objectively, and more subjectively and critically at adults. Mental Characteristics: Tend to be perfectionists. If they try to attempt too much, they may feel frustrated and guilty. They have mood swings often, and may be vulnerable. Want more independence, but know they still need guidance and support. Attention span can be lengthy.

Adapted from: Bentzel M. Blakney T. Brock L. Brown L. Erwin A. Garland J. Hallen L. Hammond A. Hammond R. Harris P.Hawko T. Karter C. LeClair J. Merrifield L. Parker C. Prince M. Ring M. Schade A. Shaw S. Tappan M. Tuck S. Turner W. Walsh L. . (2002). Colby Cares About Kids Mentor Training Manual. Colby . Retrieved from http://www.colby.edu/ccak/trainingmanual.pdf

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Characteristics of 14-16 Year-Olds

General Characteristics: Testing limits, know-it-all attitude. Vulnerable, emotionally insecure, fear rejection, mood swings. Identification with admired adult. Bodies are going through physical changes that affect personal appearance. Physical Characteristics: Are very concerned with their appearance and very self-conscious about growth. Diet and sleep habits can be bad, which may result in low energy levels. Rapid weight gain at beginning of adolescence. Enormous appetite. Social Characteristics: Friends set the rules of behavior. Feel a need to conform. They dress and act alike in order to belong. Are very concerned about what others say and think of them. Have a tendency to manipulate others. Going to extremes, emotional instability with know-it-all attitude. Fear ridicule and being unpopular. Strong identification with an admired adult. Strongly idealistic. Girls usually more interested in boys than boys are in girls, resulting from earlier maturing of the girls. Emotional Characteristics: Are very sensitive to praise and recognition. Feelings are easily hurt. Are caught between being a youth and being an adult. Loud behavior and bravado hides their lack of self-confidence. Look at the world more objectively, adults subjectively, critical. Mental Characteristics: Can better understand moral principles. Attention span can be lengthy. Argumentative behavior may be part of trying out an opinion. Developmental Tasks: Physical maturation. Abstract thinking. Membership in the peer group. Sexual relationships. Suggested Volunteer Strategies: Give choices and dont be afraid to confront inappropriate behavior. Use humor to diffuse testy situations.

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Give positive feedback, and let them know your affection is for them and not for their accomplishments. Be available and be yourself, with strengths, weaknesses and emotions. Be honest and disclose appropriate personal information to build trust.

Suggested Activities: Active time in the gym, walks, and talks. Cooking, car repair, career exploration, homework. Talk about movies and music.
Adapted from: Osborne T. Osborne N. (n.d.). Mentoring . Teammates Mentoring Program, Lincoln Public Schools, Lincoln Nebraska. Retrieved from http://bin.lps.org/manila/vip/TeamMatesHand

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How to Help a Mentee Clarify Values

In working with youth, we want to encourage them to think through the consequences of possible actions when they are faced with a dilemma. A mentor can help by asking a mentee questions like: How do you feel about this? What would happen if you did? How would you like this to work out? How will the results of this decision affect you and others? Is that the effect that you want? Would it help to get more information? Have you ever been in a similar situation? What did you do? How did it turn out? However, always remember that even if you do not agree with the mentee's decision/values, your job is to give him/her the proper support to make that decision on his/her own.

Adapted from: Bentzel M. Blakney T. Brock L. Brown L. Erwin A. Garland J. Hallen L. Hammond A. Hammond R. Harris P.Hawko T. Karter C. LeClair J. Merrifield L. Parker C. Prince M. Ring M. Schade A. Shaw S. Tappan M. Tuck S. Turner W. Walsh L. . (2002). Colby Cares About Kids Mentor Training Manual. Colby . Retrieved from http://www.colby.edu/ccak/trainingmanual.pdf.

What Not to Do
Moralizing, Preaching, Obliging "You should" "You ought to" "It's your duty to"

*These messages induce guilt, reduce self-esteem and build general resistance to authority (including you!!). Persuading with Logic, Arguing, Instructing, Lecturing "Do you realize" "Here is why you are wrong" "The fact is" *These invite counter arguments, increase defensiveness, reduce openness and belittle the opinion against which you are arguing. Advising, Recommending, Providing Answers or Solutions
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"What I would do is" "Why don't you" "It would be best for you" *Statements like these imply superiority, deprive the receiver of the esteem-building experience of solving their own problem and may encourage dependency. Criticizing, Blaming, Judging Negatively, Disapproving "You are lazy" "You aren't thinking straight." "You are really mixed up" *These statements instantly lower self-esteem, induce guilt, reduce openness and arouse resentment. Kidding, teasing, joking, using sarcasm "You think that you know it all." "Were you just born yesterday?" "Get up on the wrong side of the bed this morning?" *These messages may arouse feelings of rejection and resentment.

When in doubt, USE YOUR COMMON SENSE. Take a moment to try and place yourself in your mentee's shoes and think about how you would feel if you were he/she. Then proceed.
Adapted from: Bentzel M. Blakney T. Brock L. Brown L. Erwin A. Garland J. Hallen L. Hammond A. Hammond R. Harris P.Hawko T. Karter C. LeClair J. Merrifield L. Parker C. Prince M. Ring M. Schade A. Shaw S. Tappan M. Tuck S. Turner W. Walsh L. (2002). Colby Cares About Kids Mentor Training Manual. Colby . Retrieved from http://www.colby.edu/ccak/trainingmanual.

"I" Statements
The way we talk can build up or take down another person's confidence or self-esteem. For many mentees, self-esteem is virtually non-existent or easily destroyed. How we talk to our mentees, therefore, is an important factor in reinforcing how they feel about themselves. A good way to think about the differences between ineffective and effective communication is to think of sending either "YOU" or "I" messages. "YOU" messages are belittling and blaming. They put the responsibility for your feelings on the other person. "YOU make me so mad!" "YOU disappoint me." "Don't talk back to me."

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"I" statements are more effective. They let you express your feelings and thoughts directly, honestly, and clearlywithout blaming, accusing or labeling. An "I" message states how you feel, a specific behavior, the effect the behavior had on you and/or what you want. They may also induce further more responsible or more clearly thought out behavior from your mentee.

"I feelwhen youbecause"

"I feel disappointed that you lied to me about going to school because I thought that you trusted me." "I get nervous when you ride your bicycle without a helmet because I worry you'll get hurt." "I feel frustrated when you are not ready when I arrive, because we may be late." "I feel happy that you are my mentee because I have had a lot of fun with you."

Adapted from: Bentzel M. Blakney T. Brock L. Brown L. Erwin A. Garland J. Hallen L. Hammond A. Hammond R. Harris P.Hawko T. Karter C. LeClair J. Merrifield L. Parker C. Prince M. Ring M. Schade A. Shaw S. Tappan M. Tuck S. Turner W. Walsh L. (2002). Colby Cares About Kids Mentor Training Manual. Colby . Retrieved from http://www.colby.edu/ccak/trainingmanual.pdf

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5 Nonverbal Communication Cues

By Denise Witmer When talking with teens, it is important that your non-verbal communication cues support what you are saying verbally and not get misconstrued with how frustrated you are at work, for example. No one wants to talk to a grouch or someone who isnt really paying attention, which is what your nonverbal cues could be saying. Here are five actions you can practice to keep communication positive and ongoing: Use an upbeat tone of voice. The intonation, volume and pitch of your voice can change the whole meaning of your words. Using an upbeat positive tone of voice will get you more attention than using a pessimistic tone of voice. Use eye contact when listening. Eye contact shows the person who is speaking that you are interested in what she is saying and encourages more communication. Smile as much as possible. Research shows that the face is the primary mode of communicating a person's feelings and the act of smiling can even boost a persons feelings. So when you smile, it will uplift your attitude toward what you and your mentee are talking about, as well as your mentees outlook on what you are saying. Use open gestures. Avoid finger pointing, crossing your arms and putting your hands on your hips. More positive movements like leaning forward and nodding will encourage your teen to share more about what she is thinking.
Adapted from About.com

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Here are some conversation starters to help you communicate with your mentee:
1. What's your favorite Dr. Seuss book? 2. If you could live in any home on a television series, what would it be? 3. What's the longest you've gone without sleep? 4. What's the habit you're proudest of breaking? 5. What's your favorite Web site? 6. What's your favorite school supply? 7. What was your most recent trip of more than 50 miles? 8. What's the best bargain you've ever found at a garage sale or thrift store? 9. What's the most interesting biography you've read? 10. What do you order when you eat Chinese food? 11. What's the best costume you've ever worn? 12. What's your least favorite word? 13. If you had to be named after one of the 50 states, which would it be? 14. If you could travel anywhere in the world, where would it be? 15. What did you have for lunch yesterday? 16. Where do you go for advice? 17. Which do you use more often, the dictionary or the thesaurus? 18. Have you ever been snorkeling? Scuba diving? 19. Have you ever been stung by a bee? 20. What's the sickest you've ever been? 21. What's your favorite form of exercise? 22. What did you do for your 13th birthday? 23. Are you afraid of heights? 24. Have you ever taken dance lessons? 25. What's your favorite newspaper? 26. What's your favorite Broadway musical? 27. What's the most memorable class you've ever taken? 28. What's your favorite knock-knock joke? 29. What's your favorite commercial? 30. If you could go to Disney World with any celebrity alive today, who would it be? 31. What's your favorite breakfast food? 32. If you could have a super power, what would it be? 33. Name five songs to which you know all the lyrics. (Better yet, sing them.) 34. What's your favorite infomercial? 35. What's the longest you've ever waited in line? 36. What's on the cover of your address book or day planner? 37. Have you ever taken a picture in one of those little booths?
Adapted from: Unique Conversation Starters by Kim Kankiewicz

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CHILD ABUSE DISCLOSURE

If a youth comes to you about abuse: Remain calm (take 3 deep breaths) and deal with the disclosure at the youth's level- stay focused on listening and pay close attention to the youth's story. Maintain eye contact while talking to the youth. Stress that he/she did the right thing by telling you. Allow the youth to relate the incident in his/her own terms. Stress that you believe him/her. Tell him/her that it is NOT his/her fault. Express that you feel bad, too, and want to help. Do not ask too many questions unless the youth wants to answer them. Show affection to let him/her know your friendship is constant and that he/she is still worthy of that friendship. Avoid displays of shock. Never use terms such as "bad", "awful", "disgusting" to describe the incident. The youth may feel he/she is disgusting due to his/her role in the incident. Tell the youth you have a responsibility to report this incident to your Campus Corps instructor. (**This is NOT a violation of your trust-it is an action done with the best interests of the youth in mind**). Do NOT confront the abuser. A confrontation can jeopardize the match and the youth, not to mention the mentor. Go through the appropriate channels-they are designed to help you and your mentee. Call your lab instructor ASAP!! The abuse may constitute a mandated report. The youth and you may need information and support to cope with the situation. ***Note to students: All the youth abuse policies will be reviewed with the mentees and their families beforehand***
Adapted from: Bentzel M. Blakney T. Brock L. Brown L. Erwin A. Garland J. Hallen L. Hammond A. Hammond R. Harris P.Hawko T. Karter C. LeClair J. Merrifield L. Parker C. Prince M. Ring M. Schade A. Shaw S. Tappan M. Tuck S. Turner W. Walsh L. (2002). Colby Cares About Kids Mentor Training Manual. Colby. Retrieved from http://www.colby.edu/ccak/trainingmanual.pdf

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CAMPUS CORPS
NO CONTACT POLICY:
IT IS CRUCIAL THAT THERE WILL BE ABSOLUTELY NO CONTACT BETWEEN THE MENTOR AND MENTEE OUTSIDE OF CAMPUS CORPS TIME (UNLESS YOU ARE DOING OFFICIAL TUTORING HOURS AT THE CENTER). NO CONTACT WILL OCCUR FOR THE DURATION OF BOTH THE MENTORS & MENTEES PARTICIPATION IN CAMPUS CORPS. EXCEPTIONS CAN BE MADE AT THE DISCRETION OF THE INSTRUCTOR. FOLLOWING THE COMPLETION OF THE SEMESTER MENTOR/MENTEE PAIRS MAY HAVE CONTACT OUTSIDE OF THE PROGRAM.
To affirm that you will not have contact with your mentee outside of Campus Corps for the duration of the semester, please sign below.

Signature of Mentor

Date

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GETTING TO KNOW YOUR MENTEE

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Great Group Games:

In the Spotlight: Each participant writes a question he/she wants to ask someone else in the group, and places it in a box. Then, everyone in the group takes turns picking a question out of the box and answering it. All questions have to be G-Rated. Other people can ask follow up questions. 10 to 40 minutes. Youre a Star: This is when one person writes the names of famous people on a number of note cards. Then, a note card is taped to the back of each player in the group. The name on the note card is unknown to the player to whose back it is taped. For the rest of the game, the player has to discover his or her secret identity by asking everyone else yes or no questions. The person who discovers their identity the fastest with the fewest number of questions is the winner. 10 to 30 minutes. Life Story: This is when each person in a group has 30 seconds to tell their life story to another member in the group. The listener then has to repeat this story in his or her own words. 5-10 minutes. Diversity Toss: This is when the mentor writes different questions on all sides of a beach ball. Then, the beach ball is tossed around the group until each person has had a chance to answer at least one question. The question they answer should be one that their hand lands on (game leaders can pick which hand). 10 to 30 minutes. Song off: This is when the big group is divided into several smaller groups which stand in differing corners of the classroom. Then, each small group is assigned a word such as love, or Christmas. The group members have to come up with a list of songs that has their specific word within a minute, followed by a sing off. 5 to 15 minutes. Two Circles: This is when the group members form two circles, one inside the other. Facing each other, the members answer question that have been asked by the group leader. Some examples of questions are what have you learned about respect from other cultures? and who is your primary role model? 10 to 30 minutes.

Ragsdale, S, & Saylor, A. (2007). Great group games. Minneapolis, MN: Free Spirit Publishing Inc..

Teambuilding with Mentees:

Change the World: In this activity, youth respond to a question prompt created by their mentor to create a poster, which expresses (using both words and art) what the world would look like if they could change it. The main purpose is to get teens talking about the world around them, and reflect upon their roles in the social system. 45 minutes.

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Body Map: This is a partnered activity, where youth create a blank outline of their bodies, and then respond to several questions presented by their mentors. The youth are allowed to use pictures, symbols, quotes, phrases, and so on. For instance, in the brain, the youth would put answers to questions such as what topics do I really like learning about? and so forth. 45 minutes. My Whole Self: The main purpose of this activity is to make youth aware of all the different facets of their personalities. There are handouts known as my whole self handouts available, in which the youth can fill in blanks such as, I am. I want. I hope. Etc. 45 minutes. Our Community: This is a bingo game in which youth are encouraged to get to know other members better. Some squares in the bingo grid are, I am a vegetarian, I have never been camping, I have a pet, and so on. In a period of about 30 minutes, the youth go around the room and interact with each other, and try to win the game of bingo. 25 to 45 minutes. Heroes: The initial phase of this activity is when the group as a whole discusses the definition of a hero, and a few problems facing current society. After that, the youth work on their own as they identify someone they see as a hero and imagine him or her solving one of the current problems. Subsequently, that youth rejoin the larger group and discuss their thoughts. 30 minutes. Fruit salad: This activity requires a pile of similar fruits. Each member takes a piece of fruit, and determines the objects distinguishing qualities. The youth then places the fruit back into the larger pile, and after mixing, attempts to find it again. The main goal of this activity is to make individuals aware of stereotyping, and display how individuality is overlooked when stereotypes about a group are sustained.

MacGregor, M. (2008). Teambuilding with teens. Minneapolis, MN: Free Spirit Publishing Inc.

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ICEBREAKER QUESTIONS
1. My name is Whats yours? (Be sure to get the pronunciation right; ones name is a precious and highly valued thing. Call the mentee by name at every opportunity.)

2. How old are you? What grade are you in?

3.

Do you like school? Why or why not? Which are your favorite subjects? Which subjects dont you like as much? What do you like to read about?

4. What did you do in school today that made you feel good? Comment briefly on the answer and move on

5. What are some things you like to do? (Listen carefullythere might be something in this response that you can build on later. You can explain schoolwork or other issues to mentees within the context of their interests.)

6. What are your hobbies/favorite television shows/favorite sports?

7. When do you feel important?

8. Who are some of your heroes?

9.

What is your family like?

Adapted from: Osborne T. Osborne N. (n.d.). Mentoring . Teammates Mentoring Program, Lincoln Public Schools, Lincoln Nebraska. Retrieved from http://bin.lps.org/manila/vip/TeamMatesHandbook.pdf.

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THIS IS ME:
Today I feel. When I graduate from school I want to I get angry when. My idea of a good time is. I wish my parents knew School is I feel bad when I wish teachers. On weekends, I I hope Ill never I am at my best when I feel proud when I like to read when When I take my report card home I sometimes worry that People think I. I wish I could If I could go anywhere it would be If I could be anything it would be
Adapted from: Osborne T. Osborne N. . (n.d.). Mentoring . Teammates Mentoring Program, Lincoln Public Schools, Lincoln Nebraska. Retrieved from http://bin.lps.org/manila/vip/TeamMatesHandbook.pdf

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MENTAL HEALTH

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Child and Adolescent Mental Health:

Mental Health Is Important Mental health is what effects how people think, feel, and act as they face life's situations. It affects how people handle stress, relate to one another, and make decisions. Mental health influences the ways individuals look at themselves, their lives, and others in their lives. Like physical health, mental health is important at every stage of life. All aspects of our lives are affected by our mental health. Caring for and protecting our children is an obligation and is critical to their daily lives and their independence. Children and Adolescents Can Have Serious Mental Health Problems Like adults, children and adolescents can have mental health disorders that interfere with the way they think, feel, and act. Untreated, mental health disorders can lead to school failure, family conflicts, drug abuse, violence, and even suicide. Untreated mental health disorders can also be very costly to families, communities, and the health care system. Mental Health Disorders Are More Common in Young People than Many Realize Studies show that at least one in five children and adolescents have a mental health disorder. At least one in 10, or about 6 million people, serious emotional disturbances. The Causes Are Complicated Mental health disorders in children and adolescents are caused mostly by biology and environment. Examples of biological causes are genetics, chemical imbalances in the body, or damage to the central nervous system, such as a head injury. Many environmental factors also put young people at risk for developing mental health disorders. Examples include:

In this fact sheet, "Mental Health Problems" for children and adolescents refers to the range of all diagnosable emotional, behavioral, and mental disorders. They include depression, attentiondeficit/hyperactivity disorder, and anxiety, conduct, and eating disorders. Mental health problems affect one in every five young people at any given time.

Exposure to environmental toxins, such as high levels of lead; Exposure to violence, such as witnessing or being the victim of physical or sexual abuse, drive-by shootings, muggings, or other disasters; Stress related to chronic poverty, discrimination, or other serious hardships; and The loss of important people through death, divorce, or broken relationships.

"Serious Emotional Disturbances" for children and adolescents refers to the above disorders when they severely disrupt daily functioning in home, school, or community. Serious emotional disturbances affect 1 in every 10 young people at any given time.1

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Signs of Mental Health Disorders Can Signal a Need for Help Children and adolescents with mental health issues need to get help as soon as possible. A variety of signs may point to mental health disorders or serious emotional disturbances in children or adolescents. Pay attention if a child or adolescent you know has any of these warning signs: A child or adolescent is troubled by feeling:

Sad and hopeless for no reason, and these feelings do not go away. Very angry most of the time and crying a lot or overreacting to things. Worthless or guilty often. Anxious or worried often. Unable to get over a loss or death of someone important. Extremely fearful or having unexplained fears. Constantly concerned about physical problems or physical appearance. Frightened that his or her mind either is controlled or is out of control.

A child or adolescent experiences big changes, such as:

Showing declining performance in school. Losing interest in things once enjoyed. Experiencing unexplained changes in sleeping or eating patterns. Avoiding friends or family and wanting to be alone all the time. Daydreaming too much and not completing tasks. Feeling life is too hard to handle. Hearing voices that cannot be explained. Experiencing suicidal thoughts.

A child or adolescent experiences:

Poor concentration and is unable to think straight or make up his or her mind. An inability to sit still or focus attention. Worry about being harmed, hurting others, or doing something "bad". A need to wash, clean things, or perform certain routines hundreds of times a day, in order to avoid an unsubstantiated danger. Racing thoughts that are almost too fast to follow. Persistent nightmares.

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A child or adolescent behaves in ways that cause problems, such as:

Using alcohol or other drugs. Eating large amounts of food and then purging, or abusing laxatives, to avoid weight gain. Dieting and/or exercising obsessively. Violating the rights of others or constantly breaking the law without regard for other people. Setting fires. Doing things that can be life threatening. Killing animals.

Teen Mental Health Problems: What Are the Warning Signs?

(NAPS)-The teen years can be tough for both parent and child. Adolescents are under stress to be liked, do well in school, get along with their family and make important life decisions. Most of these pressures are unavoidable and worrying about them is natural. But if your teen is feeling extremely sad, hopeless or worthless, these could be warning signs of a mental health problem. Mental health problems are real, painful, and can be severe. They can lead to school failure, loss of friends, or family conflict. Some of the signs that may point to a possible problem are listed below. If you are a Parent or other caregiver of a teenager, pay attention if your teen: 1.

Is troubled by feeling: very angry most of the time, cries a lot or overreacts to seemingly simple things; worthless or guilty a lot; anxious or worried a lot more than other young people; grief for a long time after a loss or death; extremely fearful, has unexplained fears or more fears than most kids; constantly concerned about physical problems or appearance; frightened that his or her mind is controlled or is out of control. Experiences big changes, for example: does much worse in school; loses interest in things usually enjoyed; has unexplained changes in sleeping or eating habits; avoids friends or family and wants to be alone all the time; daydreams too much and can't get things done; feels life is too hard to handle or talks about suicide;
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2.

hears voices that cannot be explained. Is limited by: poor concentration; can't make decisions; inability to sit still or focus attention; worry about being harmed, hurting others, or about doing something "bad"; the need to wash, clean things, or perform certain routines dozens of times a day; thoughts that race almost too fast to follow; persistent nightmares. Behaves in ways that cause problems, for-example: uses alcohol or other drugs; eats large amounts of food and then forces vomiting, abuses laxatives, or takes enemas to avoid weight-'gain; continues to diet or exercise obsessively although bone-thin;. often hurts other people, destroys property, or breaks the law; does things that can be life threatening.

3.

4.

To find help, discuss your concerns with your teen's teacher, school counselor or others such as a family doctor, psychiatrist, psychologist, social worker, religious counselor or nurse.

Adapted from: http://mentalhealth.samhsa.gov/publications/allpubs/Ca-0023/default.asp

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MENTOR NOTES

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(Insert University/ College Website Here)

(Insert university or college name here)

CAMPUS CORPS ONLINE TEACHING ASSISTANT MANUAL 2010-2011

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Contents INTRODUCTION How to Use the Handbook Graduate Teaching Assistant Job Description Campus Corps Information Community Partner Information Assuming the Responsibilities of a Professional WHO ARE THE STUDENTS? Who are the Campus Corps Students? EFFECTIVE TEACHING STRATEGIES Learning and Motivation Instructor Knowledge Interacting Successfully with Students Laboratory Sections Grading and Deadlines Additional Considerations Tips for all TAs LAB SCHEDULES Campus Corps Schedule Working with the Instructor Lectures and Textbooks Teaching Assistants and grading the labs Daily duties Weekly duties Semester duties RESOURCES FOR TAs (University online grading/ class tool) Use Reportable examples Instructor contact info Training

Contact information for instructor: Instructor (Online) Name: Online Instructor Office: Phone: Cell: E-mail:

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INTRODUCTION This handbook addresses the role of a university or college Campus Corps online Teaching Assistant (hereafter, TA). We hope that this handbook will be a useful tool as you begin your semester as a TA. Contact information is provided in this manual should you have any questions or concerns. HOW TO USE THIS HANDBOOK The subsequent sections of this handbook have been written so that they will be generally useable by TAs throughout Campus Corps. The Department utilizes TAs in various ways with differing levels of responsibility. If you have questions about the handbook, grading, specific cases, etc., check with your supervising instructor or project director. Though you will find excellent general advice throughout this handbook, your first obligation is to heed the expectations of the instructor of record (the instructor in charge of teaching the course) with whom you work. Job Descriptions - Graduate Teaching Assistant f the course.

during the first weeks of the semester if possible). completing all assigned readings for the course on topics ranging from adolescent development, mentoring, at risk youth, diversity, etc. source in a timely manner. Campus Corps information: Campus Corps is a multidisciplinary service -learning course that involves undergraduate students mentoring at-risk youth. Become familiar with the Campus Corps website to learn about the program and its purpose. Information can be found at the Campus Corps website : (list
Campus Corps website here)

Community Partner- (insert local community partner here) Youth from the community partner will be mentored by undergraduate students with regards to academic success, career options, pro-social behaviors, and healthy recreation activities. Online TAs are responsible for grading the online component of the labs attended by the undergraduate students. ASSUMING THE RESPONSIBILITIES OF A PROFESSIONAL For TAs, the grading responsibility follows a professional standard. The following list is not exhaustive, but serves to illustrate the type of behavior expected of professionals. 1. Most importantly, learn and take seriously the policies regarding your role as a TA. 2. Learn to enforce the policies fairly. Be firm and uphold standards. This may involve making decisions that disappoint others. Students have to comply with due dates and format of assignments.
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3. Be a reliable worker. If a student, a colleague, or a teaching team is depending on your input, get the task done well and on time. 4. Know the context and the limitations within which you work. Consult the section instructor with any questions about your duties, responsibilities, or limitations. 5. Respect the dignity of all students; put aside your personal biases. 6. Maintain proper boundaries between professional and personal relationships. In general, avoid personal relationships with non-peerseither your students or your professors. 7. Restrain your responses to student conflicts. Attempt to read and understand their concerns in an unbiased way. Report any questionable student or mentee behavior to your instructor. 8. Deal responsibly with problems of course organization and sensitive relations with coworkers. In large courses served by teams of TAs, the class may be divided so that each TA is responsible for a certain number of students. 9. Be cautious and discreet about disclosure of information. You will learn sensitive information about court cases, names, etc. Respect privacy. Do not disclose any information to any friend, relative, or any person other than Campus Corps instructors and coordinators. WHO ARE THE STUDENTS? There are currently from the following primary departments that are partnering in the Campus Corps program: (list participating programs and departments from your university here) Other majors are considered on an individual basis. Relevancy and experience are considered. Please note: It is preferred that Campus Corps students are Junior and Senior level (so that they have a significant amount of their course work for their major completed). EFFECTIVE TEACHING STRATEGIES Learning and Motivation Even though the students are typically Juniors or Seniors, many have not had experience in dealing with troubled youth. Many may take things personally and become discouraged as the semester progresses. Your responsibility as a TA is to encourage the students to continue their work and notify the instructor if there are any concerns the students list on their journals. TAs are encouraged to read all the material the students read to better prepare themselves to grade the student journals. If students are discouraged or writing in their journal that they are not sure if they are able to handle the program, enter encouraging comments in their grading/comments box online and notify the section instructor. Instructor Knowledge The instructors at Campus Corps are PhDs and/or clinical psychologists and are trained to deal with many situations that may occur during lab. As a TA, you should encourage the students to
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seek their instructor or mentor coaches help if any undesired behavior is demonstrated by the mentees or other mentors. Students are not yet trained for resolving many issues and will need assistance. Interacting Successfully with Students To interact successfully with the students you are grading, TAs are encouraged to attend and participate in at least one lab section during the semester. The online TA should attend at least one section per lab they are grading. The TA should contact the instructor prior to the visit so that the instructor will know when to expect them. Lab Sections: The TA is responsible for grading journals from one or more sections of a laboratory class. The TA grades student journals and other assignments submitted online. Grading and deadlines: The TA may be responsible for grading journals, letters, surveys, and other assignments as required by the section instructor. All grades will be posted by the TA in the online grade book. TAs need to be open to changes and suggestions in case the online grade book does not work. Instructors will have access to all grades. The due dates for students submitting journals are as follows: Mon lab journals are due on Fridays at 5 pm of the same week. Tues lab journals are due on Fridays at 5 pm. Wednesday lab journals are due on Sundays at 5 pm. Thursday lab journals are due on Mondays at 5 pm. NOTE: Students are required to submit their journals by the date listed above. Points will be deducted for all late submissions. Additional Considerations Some of the students may be handling problems with their mentees that they are not familiar with and may not feel comfortable to talk to an instructor about. Many students may use their journal as a way for you to contact their instructor for them. Make sure to encourage open communication between students and instructors, but always notify the instructor of the problem, should this student not communicate with their instructor or mentor coach. Many students do not feel comfortable confronting their peers when issues arise between mentors and might ask your advice. Always direct them to the mentor coaches and instructors and write an email to the section instructor to notify them of the conflict.

Tips for all TAs Grading the journals daily will help your work load, as you will not have an excessive number of journals to grade at once. Waiting until the end of the week to grade journals might result in 100 journals to be graded at the same time. The first week might require some extra time on your part since you might be grading both the intro letter and the week 3 journal report, so plan your time accordingly that week.

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Grade journals on a timely manner so that students will not be waiting for their grades. Again, you do not want 100 emails from students wondering about their grades. Check your emails daily. Respond to emails on a timely manner. Some students have questions about their assignment and may be waiting for your answer to submit their work. Also, instructors may have questions or concerns that you may need to address. Have a list of sentences to use when grading, to save some time, so that you can copy and paste them to the comments section instead of re-writing them over and over again (if applicable). LAB SCHEDULES Students enroll in Campus Corps for 3 credits and attend lab one evening. Labs will be held Monday, Tuesday, Wednesday, and Thursday evenings. Each lab will have different mentors and different youth, but the schedule is the same each night at Campus Corps. Campus Corps Schedule: - 4: Pre-lab (Students prepare for evening) rrive 4-4:30: Walk & Talk (for exercise, knowledge about college majors, comfort on a college campus & have a fun on campus) -5:30: Supporting School Success (eg. tutoring, career planning) -6:00 Dinner provided by the Food Bank or another local partner -7:00 Student led activities (cooking, sports, games, wii, arts & crafts, etc.) 7:00-8:00 Student led activities (cooking, sports, games, wii, arts & crafts, etc.) 8-9: Post-lab (Debrief & wrap up for the evening) Working with the Instructor: The instructor will rely on the TA to grade online assessments and report any questionable entries. The instructor may assign other duties to TA as needed during the semester. Keep an open line of communication with the instructor so that any issues can be resolved in a timely manner. Lectures and Textbooks: The students have required weekly readings that are posted on the universities online class system. The TA should be familiar with the readings and subjects covered to properly grade the journals, as the journals reflect what the students have learned, in addition to their lab experiences.

Teaching Assistants and grading the labs: The TA will grade the journal entries by the students after they finished labs. The due dates are posted online and students are expected to meet the deadlines. A rubric is attached to the
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assignments to assist the TA in grading the journals. Late assignments are accepted for a reduced grade. See below.
Complete Grading Form of XXXX () for Journal wk 9 Insert an example of your universitites online grading system grading form here

Daily duties: The TA is expected to check emails and grade journals daily. The TA should also do any reading available online to keep up with the subjects studied. Weekly duties: The TA should meet in person with the Campus Corps Director to discuss journals, content of emails, and any other issues that come up during the week. Meeting times will be arranged at the beginning of each semester to accommodate schedules as needed. Semester duties: The TA will also be responsible for being an activity consultant to the students as they plan their activities for the semester. Should you have specific talents or connections to help the students, inform the instructor of your section so that they can pass the information on to the students. Emails: email is set up in a way that you could send them to a specific mentor group and coordinator or to all of them. RESOURCES FOR TAs: Online Grading System/ class information board Use: (please individualize the instructions for this section based on your universities online grading system) All the assignments for this class are posted online by the students. To grade the letters or journals: Enter your online grading system and click on the Campus Corps Course Number link to enter course. left hand of the class site. Click on the assignment drop box on the site. On the submitted tab, click on the assignment that corresponds to the student you are grading for example journal week 9 There will be instructions for the student, as well as the students submission on the page. Before you start grading the journals make sure you are grading your mentors journal and not the other TAs mentors. All mentors post their journals to the same week section, they are not separated by TAs. Enter any comments about the journal in the grader/reviewer comments box At the bottom of page there are save options. If the student needs to re-do or review the assignment, click on return to student and click on save in the bottom. If you are ready to grade the assignment, click on complete grading form. A new box will pop up that will allow you to complete a rubric. Complete the rubric and click on save. That will

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return you to the save options. Click on return graded submission to student and then click on save in the bottom. Click on the assignment drop box to see more assignments to grade. erns with any journals, copy and paste the comment to a word document and print to bring to your meeting on campus with the coordinator, or turn it into the section instructors mail box on campus.

Reportable examples: There are times when students will write comments that need to be reported to the section instructor. Anything having to do with child abuse, violence, drug use, suicidal thoughts, etc, should be brought up to the instructor. The following are examples of reportable comments: Tonight was a both difficult and beautiful. It was difficult because XXX told me about her childhood and her life since she has been "in the system" and it was hard to hear because she has been through so much. It was also beautiful because she finally felt like she could open up to me. Was there any information about her in life in the system that needs to be reported? Did she disclose about what got her into the system. However, he really seems to want to talk to me about things that he shouldnt be doing. He is constantly talking about going out after curfew and drinking, wanting to smoke pot, and being around people who are using some pretty scary drugs (like methamphetamine). I am trying to figure out if this is a cry for help. I told him he shouldnt talk to me about those things because I would probably have to tell someone (maybe even his caseworker) but he still kept talking about them. At the end of the night he showed me he had tinfoil in his backpack because his friends always needed it so he just decided to buy a roll of it so he would have it on him for them. I assume this has something to do with the drugs his friends are using because he talks about how a lot of them use meth and cocaine. He didnt say this outright but I cant think of any other reason why a 17 year old would have tinfoil in his backpack! This information about the mentee using drugs may need to communicate to the caseworker. The mentor should check-in with a professor and see if communication is needed and who should make it. Then, he proceeded to tell me that he often feels depressed and that his family should not be around sharp objects because they were dangerousThis information often makes me concerned about his safety and I often find myself having to talk to Lindsey or Jen. However, I feel that I am violating his trust, even though it is best to tell someone for his safety. Also, he might be conveying these things to me as a cry for help. It is just a very conflicting situation for me because he is so young; I often find myself being overwhelmed by feelings of sadness, uncertainty, and concern. Hopefully, he is in counseling to help fix these problems within him and his family. The mentor is clearly concerned for her mentees safety. She should case plan with a professor or mentor coach in order to determine if she has a reason to make a report. Has she heard about abuse that makes her fear for his safety?

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We visited about her and her boyfriend who is 22 and asked her to move in with him. We weighed the pros and cons and discussed this a little further.I was a little shocked to hear that she was considering moving in with her boyfriend of 22 after they had only dated three months. I didnt know how to give her advice on this and not come off as controlling since I am only 2 years older than her. I didnt feel I had a lot of authority in this topic but we just weighed pros and cons. I sensed that XXX didnt really want to move in with him but was doing it more for him which also concerned me. How old is the mentee? Depending on their age this would need to reported. The mentor needs to find out the age of her mentee and consult with a professor or mentor coach about the laws in Colorado. While I certainly understand how XXX can come across sometimes (like he doesn't care), he is really sensitive to being called out in front of others. XXX seems to be the kind of person that will get involved when he feels comfortable and by pushing him to get involved only causes him to pull back into his shell. I definitely know that the interaction was to help, but yet again it just made everyone in the room uncomfortable. That interaction was a reminder of how individual each mentee needs to be treated at all times. Telling someone what to do directly may work for one person, but for others it's very important to let them interact at their own pace. I was really disappointed at first to hear that XXX had contact with the police but after she told me the story and if she was telling me the truth then she should be fine. This whole situation has been a little frustrating for me. I finally get a mentee and she keeps getting into trouble before I have really had a chance to connect with her. I know it is not really anyones fault, but it is hard because I was really looking forward to this experience and really envisioned it playing out much differently. XXX will still have a chance to come so hopefully she does and maybe I still can make some sort of difference for her. Another thing that came up during supporting school success is teen cutting. The other mentee in my family brought up that his friends are self-cutters. I asked him if he thought that was alright and he said he didnt care that his friends do it because he doesnt do it. Before she arrived other mentors in my family notified me that last week while I was in Kansas there was a small incident where XXX and XXX were talking about drugs so I was concerned about that because in the past XXX had expressed disgust toward drug and alcohol usage. One concern that I have developed this week is the possibility that he is involved in a gang. If he is I dont think hes too involved and its not too serious but he shows a lot of interest in insane clown posey and considers himself to be a Juggalo. During the presentation almost everything she said on this gang I could relate to XXX. He opened up on his own and mentioned that he doesnt want to move with his dad to Boulder this summer as planned; rather he wanted to try to stay with his mom in Fort Collins. Early in the semester he mentioned that his mother is not very active in his life, and I thought he had said she lived out of state.
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In addition to coming late, XXX was either high or had weed on him. This pretty much set the mood for the rest of the night. It was difficult to get him involved and his peers definitely continued to make comments about how he smelled like weed. During the walk and talk she told me about how she chooses to skip classes and she is grounded because of it. Her mom supports what court is requiring her to do which is attending all classes. She tells her mom when she isnt going to school sometimes, her mom grounds her and tells her that that is her choice This week XXX was HORRIBLE about using her phone. I had hoped that since we made progress it would stick to this week but she was the worse she has ever been! She was texting on her phone from the time she arrived at Campus Corps all the way until she had to leave. Every single mentor in my family mentioned it to her multiple times and she still would not get off. XXXs home life sounds like a mess right now and so it makes me sad to know that he feels like hes not getting the support he needs from day to day. It felt good for him to open up to me and let me know whats going on at home. I had a really hard time keeping a conversation going with him and really wasnt able to learn much about him. I had to be stern with him a couple times, but he didnt seem to even react. Everyone else that interacted with him also noticed some of his actions being a little strange and quickly became aware of his anger. To be completely honest, I feel pretty uncomfortable and intimidated by him. XXX doesnt really have any father figures all his cousins/uncles are in jail and he knows he doesnt want to be like them. He told me he got into a fist fight with his dad this week because his dad was intoxicated and wanted to fight him so XXX had to push him away several times to avoid it. I asked him if I could be honest with him about my opinion and he said yes, so I told him (and reassured him that I know I didn't know his father, obviously) but that from what he's told me, it sounded like XXX is much more mature than his own father. I told him that his dad has never been in his life for the last 15 years, and could be bring XXX down a wrong path and that I feel he would be better off without his Dad. XXX just smiled at me and said I hit the nail right on the head. He confided in me that he's never felt close to his Dad and felt downright abandoned by him. Training: At the beginning of the semester there will be training for the mentors and mentor coaches, as well as the on-campus TAs. The online TA is encourage to participate in this training, where guest speakers and Campus Corps staff will describe the program, expectations, and answer any questions you may have. There are different training opportunities during the semester that are available to mentors. Those are emailed to the mentors and the TAs. If you are interested in attending any of those, contact the online section instructor.

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Case Study Outline

Student:__________________________________ Date:_________________

Site:_______________________________ Alias: ________________________

Theories: (1) _________________________ (2) _________________________

1. Introduction: a. Youths name? b. What is the persons gender? c. What is the persons age? d. How long has the person been involved with Campus Corps? e. How much interaction do you have with the persons family? f. Based on your observations, what are the behaviors or characteristics of this person that interests you? 2. Context: a. What are the major contextual influences that exist in the persons life? b. How might those influences impact this persons functioning, opportunities, or life experiences? 3. Theories: a. What two theories did you base your study/observations on? b. What would these theories say about why the person functions the way they do? 4. Empirical Research:

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a. What are the studies you selected? b. What do these studies say about the persons contextual influences? c. Is this persons life experience consistent with these findings? 5. Conclusion

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Walk & Talk Directions

1. Find your section. It will be either Mon or Wed. Then find your group letter. (Example: Group A, Group B, etc.) 2. Then pick a walk out randomly of the envelope provided in the binder. After randomly picking a walk from the envelope, write the name of the walk on the chart provided labeled Walk & Talk Weekly Tracker. This will help keep track of which walk your group did and which week you did it. The goal is to complete a different walk each week and complete all 13 walks. (Please after you picked a walk put the walk back in the envelope so they can be used in the future.) 3. After your group has picked a walk and filled in the chart, all group members need to discuss and decide who will be the leader and who will be the recorder. This will help make sure that everyone will get the chance to be both of these positions. The position descriptions are: Leader: The leader will be the one who has the map and is leading everyone to the focus building of the specific walk. Recorder: The recorder is the one who has the questions and is reading them aloud and writing down the answers to the questions. ***** Although there are positions assigned each week EVERYONE needs to make sure to include ALL team members and EVERYONE needs to participate! 4. Go on the walk and answer all the questions. (Some of the walks may be too long to complete within the time provided. If you start to run out of time then just complete as many questions as you can and start to head back to home base.) 5. When you get back check your answers with the answer keys provided in the binders.

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Campus Corps Intake Information Packet for Youth

Campus Corps Intake Paperwork

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Potential Referral Sources

The Center for Family Outreach o This will be the main referral source (90%) o Works with diversion and deferred youth o Often comes from DAs office (Wendy Willet) o Caseworker is contact person Restore/Restorative Justice Services o Works mainly with theft and shoplifting offenses o Caseworker is contact person Juvenile Probation Department o Works with youth on probation o Probation Officer is contact person Department of Human Services (DHS) o Works with youth in diversion o Caseworker is contact person School Social Workers o Work with youth that may or may not have a charge o School social worker is contact person School Counselors o Work with youth that may or may not have a charge o School counselor is contact person School Resource Officers (SRO) o Work with youth that may or may not have a charge o SRO is contact person Open Referral or Other Referrals o Youth referred from parent or other source o Referral source is the contact person for this youth

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EXAMPLE - Campus Corps Referral Form

Youth name: _________________________________________________ DOB: __________________ Youth Cell:___________________________________________________________________________ Parent/Guardian names: ________________________________________________________________ Parent/Guardian names: ________________________________________________________________ Parent/Guardian Phone number(s): _______________________________________________________ Youth Charge(s): _______________________________________________________________________ Name of Referring Program: _____________________________________________________________ Why are you referring this client to Campus Corp

Goal Recommendations:

Other services the youth is receiving

Referral Program Signature: ____________________________________________ Date: ____________ Phone: ___________________________________ Email: ______________________________________ REMINDER: Youth will begin attending Campus Corps beginning the week of February 7th and are expected to attend for 12 weeks during Spring Semester 2011.

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Intake Guidelines
New Youth
1. Greet family and introduce yourself as a Campus Corps Representative (if you have other roles, state those as well (e.g., Mentor Coach, Instructor, etc)) 2. Inform family that the paperwork will take 30 minutes to complete and that we have a lot to get through. Inform them that there will be a short survey to complete after the paperwork. (Total: 1 hour) 3. Begin CC Paperwork a. Start with Parent/Guardian Permission Form (one copy to family, keep the other) i. Cover all material and answer any questions they might have ii. Go over schedule (use brochure if needed) iii. Reiterate the 12 session requirement and confidentiality limits iv. Have everyone sign b. Next, complete the Release of Information form i. Fill this in completely with the family. Include full names and double check the caseworker/probation officer/school counselor name. ii. Have everyone sign c. Go over CC Expectations for Youth i. Review each one and answer questions ii. Have everyone sign d. Give Emergency Contact Form to parent/guardian to complete e. Start New Youth Intake Form with youth i. Complete top part ii. Ask about and record youths goals iii. Check off and record youths interests iv. Obtain detailed information about school. Get Log-in information. v. Complete the rest of the form. (Leave assigned mentor blank) vi. Have everyone sign. f. Show youth 3-4 Mentor Profiles (more if needed) i. Have youth pick their mentor and then record the mentors name on the intake form. g. Move to the familys take-home folder i. Point out all information in the folder and give to family 1. CC Calendar (find the appropriate day in the mentor profile folder and put in familys take-home folder show CC contact info if they need to be excused) 2. CC Parent Mentoring Group 3. CC Welcome Letter 4. Give them a CC Brochure (if they dont already have one) 5. CSU Center for Family and Couple Therapy flyer h. Program Evaluation i. Obtain Consent from parents and youth for questionnaires and interviews ii. Have youth and parents fill in cover sheets
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iii. Collect coversheets and consents iv. Give them intake survey (one to each parent and one to youth) 4. Give quick CFCT tour 5. Facilitate intake surveys (parents in one room and youth in a separate room) a. When family is completing survey, organize all paperwork with the New Youth Intake Form on top. Paperclip everything together (all forms you completed, the mentor profile selected, and the referral form, as well as all program evaluation paperwork) leave in Lindseys inbox (on top of her desk in 142A). 6. Collect surveys (or have them slip under the door in 142 {if no one is in there}) 7. Say Goodbye

Returning Youth/Advanced Mentees

8. Greet family and introduce yourself as a Campus Corps Representative (if you have other roles, state those as well (e.g., Mentor Coach, Instructor, etc)) 9. Inform family that the paperwork will take 30 minutes to complete and that we have a lot to get through. Inform them that there will be a short survey to complete after the paperwork. (Total: 1 hour) (Tell them its shorter than last time ) 10. Begin CC Paperwork a. Start with Parent/Guardian Permission Form (one copy to family, keep the other) i. Cover all material and answer any questions they might have ii. Reiterate the 12 session requirement and confidentiality limits iii. Have everyone sign b. Next, complete the Release of Information form i. Fill this in completely with the family. Include full names and double check the caseworker/probation officer/school counselor name. (They may not have this information if they are done with their requirements for court just leave blank then). ii. Have everyone sign c. Go over CC Expectations for Youth i. Review quickly and answer questions ii. Have everyone sign d. Give Emergency Contact Form to parent/guardian to complete e. Start New Youth Intake Form with youth i. Complete top part ii. Ask about and record youths goals (ask about NEW goals they want) iii. Check off and record youths interests (ask about activities they think would be good) iv. Obtain detailed information about school. Get Log-in information.
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f. g.

h.

i.

j.

v. Complete the rest of the form. (Leave assigned mentor blank) vi. Have everyone sign. Complete Agreement to Attend (if not required to complete). If they are eligible for advanced mentee (indicated on the schedule in the NOTES section), complete the Advanced Mentee Opportunity form. Initial where they are interested in participating. If they are not eligible, leave blank. Show youth 3-4 Mentor Profiles (more if needed) i. Have youth pick their mentor and then record the mentors name on the intake form. Move to the familys take-home folder i. Point out all information in the folder 1. CC Calendar (find the appropriate day in the mentor profile folder and put in familys take-home folder show CC contact info if they need to be excused) 2. CC Parent Mentoring Group (THIS IS NEW FOR EVERYONE***) 3. CC Welcome Letter 4. Give them a CC Brochure (if they dont already have one) 5. CSU Center for Family and Couple Therapy flyer Program Evaluation i. Obtain Consent from parents and youth for questionnaires and interviews ii. Have youth and parents fill in cover sheets (assign ID to cover sheet and first page of questionnaire BE SURE YOU DOUBLE CHECK THEY MATCH) iii. Give them intake survey (one to each parent and one to youth)

11. Give quick CFCT tour 12. Facilitate intake surveys (parents in one room and youth in a separate room) a. When family is completing survey, organize all paperwork with the New Youth Intake Form on top. Paperclip everything together, including all program evaluation paperwork, and leave in Lindseys inbox (on top of her desk in 142A). 13. Collect surveys (or have them slip under the door in 142 {if no one is in there}) 14. Say Goodbye

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Colorado State University: Campus Corps Parent/Guardian Permission Form

Campus Corps 502 W Lake Street, Gifford 145 Fort Collins, CO 80523 970-492-4004/cell: 970-988-9811 Please read the following information which describes the nature of services provided by Campus Corps. If you have questions about any of the following, please do not hesitate to discuss these questions with the CC Case Manager or the CC Program Director.

Nature of Services Campus Corps provides one-on-one mentoring for youth in Larimer County. The mentors are undergraduate students from Colorado State University who are enrolled in a mentoring course and who work closely with graduate students and faculty. Along with the one-on-one mentoring, Campus Corps provides individual tutoring, positive enrichment activities, and exercise and wellness programming. Campus Corps Team Youth at Campus Corps will work with the same mentor each week in a professional relationship. Each mentor-mentee pair will be part of a mentor family. Graduate students, advanced CC mentors, and CSU alumni will serve as lead mentors for the mentor families and assist in supervising the evenings activities. In addition, lab instructors will be present eac h night. Confidentiality Information All information will be treated as confidential. However, contact and sharing of participant information with each youths caseworker and parent/guardian will occur on an ongoing basis regarding their progress in Campus Corps, attendance, and concern for safety (including, but not limited to, harmful use of drugs and/or alcohol, risky behaviors, or health related concerns.) There are a few instances, as well, in which Campus Corps clinical staff will legally have to report information to the appropriate services. They include: a) If the clinical staff believes you are in imminent danger to yourself; b) If you threaten grave bodily harm or death to another person or directly endanger the life of another; c) If the clinical staff suspects abuse or neglect of any child(ren); d) If the clinical staff is ordered to release information by a court of law; e) If the clinical staff suspects you know about or pose a threat to national security. Campus Corps Program Director Contact Information If you have any questions or concerns, please do not hesitate to contact the Campus Corps Program Director, Dr. Jen Krafchick. To contact Jen, please call the Campus Corps Office at 970-492-4004. Expectations Failure to comply with the Campus Corps general and behavioral expectations could result in suspension for the evening or termination from the program. In addition, youth are required to attend 12 sessions. Youth with 2 or more unexcused absences may be terminated from the program. Campus Corps is not responsible for lost or stolen items. Campus Corps assumes no responsibility for injury during activities. Parent/Guardian Permission By signing below, I agree to the terms and conditions outlined and give permission for the following child to participate in CC: Name: ___________________________________________ Date of Birth: _______________________________ __________________________________________________ YOUTH SIGNATURE __________________________________________________ PARENT/GUARDIAN SIGNATURE __________________________________________________ PARENT/GUARDIAN SIGNATURE __________________________________________________ CAMPUS CORPS REPRESENTATIVE SIGNATURE ___________________________ DATE ___________________________ DATE ___________________________ DATE ___________________________ DATE

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Campus Corps
Release of Information Form

I, ________________________________, authorize the mutual exchange of

(Youth and Family Name)

information between ______________Campus Corps _________________ and the office of ___________________________________. This release
(Name of person or organization)

regarding ______________________________________ covers pertinent

(Youth and Family Name)

information regarding history, diagnosis, medical and treatment records, psychological and educational evaluations, and similar information from the records.
I understand that my records are protected under Federal and specific State Confidentiality laws and cannot be disclosed without my written consent, unless otherwise provided for in the regulations. I also understand that I may revoke this consent at any time by submitting a written request to Campus Corps and that in any event this consent expires automatically as described below.

The date, event, or condition upon which this consent expires is: ________ _______________upon completion of Campus Corps_________________.

___________________________________
Youth Signature

_______________
Date

___________________________________
Parent/Guardian Signature

_______________
Date

________________________________
Parent/Guardian Signature

_______________
Date

________________________________
Campus Corps Representative Signature

_______________
Date

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Campus Corps Expectations for Youth at Campus Corps

General expectations: 1. 2. Please arrive between 3:45pm and 4:00pm to Gifford 145 and arrange for pick up by 8pm. Please bring warm clothes and comfortable shoes for walking (well be going outside).

In order to create and maintain a safe and positive environment, the following are some behavioral expectations: 1. 2. 3. 4. 5. 6. 7. 8. 9. Behave respectfully (examples: no fighting, no yelling, no cussing, no outbursts) Keep yourself and others safe. No smoking, drinking or drugs (including paraphernalia) prior to or during Campus Corps. Express feelings appropriately. Follow mentor and all other Campus Corps staff instructions the first time. Dress appropriately (please follow your school dress code). Keep hands to yourself. No contact with mentors outside of Campus Corps until the end of the 12 week program. No use of cell phones or IPODs during Campus Corps, except in emergencies.

10. No friends allowed at Campus Corps. 11. Bring school work or GED prep assignments each night. 12. Engage in appropriate conversations with others at Campus Corps. What you can do at Campus Corps: 12. Laugh and have fun. 13. Get help with homework during supporting school success. 14. Take a walk. 15. Have a great meal. 16. Engage in fun, positive activities while learning new skills. 17. Get support and talk with your mentor. 18. Learn about yourself 19. Learn about career options and the value of education. By signing below, I agree to follow all expectations to the best of my ability and will ask for help when I need it. I also understand that failure to comply with these expectations could result in suspension or termination from the program: __________________________________________________ YOUTH SIGNATURE __________________________________________________ PARENT/GUARDIAN SIGNATURE __________________________________________________ PARENT/GUARDIAN SIGNATURE __________________________________________________ CAMPUS CORPS REPRESENTATIVE SIGNATURE ___________________________ DATE ___________________________ DATE ___________________________ DATE ___________________________ DATE

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Campus Corps
Emergency Contact Information and Release
Parent/Guardian Information: Name: ___________________________________________________ Relationship: _________________________ Address: _____________________________________________________________ _____________________________________________________________ Phone Number(s): ______________________________________________________________________________ Name: ___________________________________________________ Relationship: _________________________ Address: _____________________________________________________________ _____________________________________________________________ Phone Number(s): ______________________________________________________________________________
In the event of an emergency in which I cannot be reached, I authorize Campus Corps to contact the following people:

Contact One: Name: ___________________________________________________ Relationship: _________________________ Address: _____________________________________________________________ _____________________________________________________________ Phone Number(s): ______________________________________________________________________________ Contact Two: Name: ___________________________________________________ Relationship: _________________________ Address: _____________________________________________________________ _____________________________________________________________ Phone Number(s): ______________________________________________________________________________ ____________________________________________________ PARENT/GUARDIAN SIGNATURE ____________________________________________________ PARENT/GUARDIAN SIGNATURE ____________________________________________________ CAMPUS CORPS REPRESENTATIVE SIGNATURE ___________________________ DATE ___________________________ DATE ___________________________ DATE

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Campus Corps
New Youth Intake Form Youth Name: ________________________________________ Date of intake: ________________ Youth Age: Case Manager Name: Parent/Guardian(s) Name(s): Ph: ___________________ Ph: ___________________ DOB: ________________ Youth Cell Number: _______________________

Three goals that Campus Corps can help to accomplish (one relevant to school): 1.

2.

3.

Please select all activities that you would find helpful or of interest: Art School Success Relaxation Interactive games Physical activities Music Dance/Movement Creative Writing Time management Cooking/Baking Other: Please let us know about any specific academic needs the youth has (i.e. failing Spanish, currently studying to take the GED, trouble with attendance, etc.): School: Grade Level:

Online School Log-in Username: ____________________ Password: __________________________

Please let us know of any allergies or food restrictions (e.g. vegetarian diet, lactose intolerant):

Please let us know of any health restrictions or physical concerns (e.g. allergies, asthma):
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Day of Campus Corps Attendance: ____ Monday ____ Tuesday ____ Wednesday ____ Thursday
My plan to get to Campus Corps:

My plan to get home from Campus Corps:

My back-up plans for transportation:

Assigned Mentor: ________________________________________________________________

__________________________________________________ YOUTH SIGNATURE __________________________________________________ PARENT/GUARDIAN SIGNATURE __________________________________________________ PARENT/GUARDIAN SIGNATURE __________________________________________________ CAMPUS CORPS REPRESENTATIVE SIGNATURE

___________________________ DATE ___________________________ DATE ___________________________ DATE ___________________________ DATE

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Campus Corps
Agreement to Attend (Returning Youth Only)
To be completed by all youth who attend Campus Corps on their own commitment.

I, ________________________________, agree to participate in Campus Corps for

(Youth Name)

the duration of the program. I understand that I am committing to attend all 12 weeks of Campus Corps on the night I am enrolled in.

___________________________________
Youth Signature

_______________
Date

As the parent/guardian of ____________________________, I agree to assist him/her in

(Youth Name)

attending Campus Corps for the entire program. My involvement may include transportation, motivation and/or support for his/her participation in Campus Corps.

___________________________________
Parent/Guardian Signature

_______________
Date

________________________________
Parent/Guardian Signature

_______________
Date

________________________________
Campus Corps Representative Signature

_______________
Date

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Campus Corps
Advanced Mentee Opportunity (RETURNING YOUTH ONLY)
To be completed by all youth who attend want to participate in the Advanced Mentee Program at Campus Corps.

Leadership Roles include: 1) Act as role model for new Campus Corps youth 2) Help set a positive tone for everyone during Campus Corps

Specific Opportunities include: ____ Help plan an activity with your mentor in the first 2 weeks of Campus Corps ____ Participate in Public Achievement at Campus Corps ____ Develop one new Walk and Talk walk on campus with your mentor ____ Serve on an advisory board that will meet twice during the weeks to help improve Campus Corps 12

__________________________________
Youth Signature

_______________
Date

__________________________________
Campus Corps Representative Signature

_______________
Date

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You are invited to attend the

Campus Corps Parent Mentoring Group (CC-PM)

Education and Resources for Parents of Campus Corps Youth

Drop-in during any Campus Corps evening from 7pm-8pm: Monday, Tuesday, Wednesday or Thursday

Ask questions and learn more about adolescents Learn important parenting strategies for todays teens Gain support from others Learn about local resources
CSU Center for Family and Couple Therapy therapist on-site
For more information, please contact:
Spring 2011 Dear Parents and/or Guardians:

Jen Krafchick, Ph.D., CFLE Project Director, Campus Corps Assistant Director, CFCT Phone: 970-492-4004

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Welcome Letter
We would like to welcome you and your child to Campus Corps! Campus Corps is a new and exciting program that offers one-on-one mentoring for youth referred from Larimer County. As part of our mentoring, we provide academic support and fun group activities. The mentors are undergraduate students from Colorado State University who are enrolled in a mentoring course and work closely with graduate students and faculty. Campus Corps is a 12-week program that begins in February and ends in May. Youth will enroll for one evening per week and will attend for 12 weeks from 4:00 to 8:00 pm. Each youth is paired with a CSU student who is their mentor for the entire program and will work with him or her on a variety of academic and life goals. Youth are expected to arrive at Campus Corps between 3:45 and 4pm each week. During the first half hour, mentors and mentees get some exercise and fresh air by going for a walk around the CSU campus. During this time the youth learn about different college departments and careers they can pursue with a college degree. Then youth work one-on-one with their mentor on homework and school-related activities. Following this, youth and mentors will eat dinner, which is generously provided by the Food Bank of Larimer County. Following dinner, youth and their mentors engage in a variety of fun activities, such as Wii Sports, art projects, creative writing, cooking classes, sports and much more. Please plan to pick up your child at 8:00 pm; as all youth will need to vacate the building at that time. We encourage you to come to Campus Corps between 7:30 and 8:00pm whenever you would like so that you can meet and talk with your childs mentor and the faculty who run the Campus Corps program. We also will provide you with a progress report each night that keeps you informed of and involved in what your child is doing during the program. The program requires attendance at all 12 sessions. If your child is unable to make due to illness or emergency, please contact Lindsey Weiler at 970-988-9811 to have your child excused. Please be sure to communicate the reason why he or she is absent because it will be included in the progress report for that night. We look forward to getting to know you! If you have any questions or concerns, please do not hesitate to contact Dr. Jen Krafchick, Campus Corps Program Director, at 492-4004 or jen.krafchick@colostate.edu. Please also feel free to contact Lindsey Weiler, Campus Corps Case Manager, at 988-9811. Sincerely, Campus Corps Faculty, Staff, and Mentors

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