Source of Success

Mentoring Program
Program Created by Matthew B. Tolliver, School Counselor and
Paris Holmes, School Counselor intern, Skyview Elementary School
Support provided by Jennifer Cox, Principal of Skyview Elementary School
Sponsored and Coordinated by "The Source" nutrition program

Training Agenda:

Who I am Icebreaker Activity

Roles of a Mentor

Resiliency Worksheet
Risk

and Protective Factors

Goals of the program

What a Mentor is NOT

Effective vs. Ineffective Mentors

Stages of Relationship Development

Who I Am- Activity

Worksheet

Share information with a partner, discuss

Introduce your partner

Group Discussion

Some of the strengths I will bring into this mentoring relationship are

One of my worries about being a mentor is

One thing I hope to gain from being a mentor is

Some of the things I hope my mentee will gain are

Roles of a Mentor

Identify someone who was like a mentor to you

Write

the name of the person at the top of your index card

Why was that person important to you?

What qualities made that person so great in your eyes?

Write

those qualities on an index card

What kinds of roles can a mentor can play in a childs life?

Risk Versus Protective Factors

Risk Factor Survey

The following data was taken from a risk assessment survey we conducted for
students that are in grades 2 through 5 at Skyview Elementary School.

31% of students do not live with their biological parents

47% of students feel like people yell or argue often at home

54% of students have heard their parents say that they do not have enough money

29% of students said they have had police come to their place of residence at one
point or another

26% of students do not sit down with their parents for dinner, most of the time

34% of students said it is okay to hit a boy but not a girl

Resiliency Worksheet

Goals of the Program:

Providing Support for Mentees

Academically

Supporting them through tough times

Making academic resources available

Goal Setting, both long-term and short-term

Help them with making it to next grade

Career and Hobby Exploration

Exposure to different careers and opportunities

Participating in activities that will help mentee learn more about the world around them
and what there is to offer

Positive Social and Emotional experiences

Role Modeling

Consistent Concern for their lives and attention

Listening

What a Mentor is and is NOT

Employer
Disciplinarian

Counselor

Pastor

Supporter
Confidant
Adult Friend
Teacher
Guide

Social Worker

ATM

Parent
Doctor

Effective vs. Ineffective Mentors

Effective

Ineffective

Take safety precautions

Seat Belts
Being aware of Allergies etc.
No consumption of alcohol
before or during time with
Mentee
No illegal activity
Always sitting in the backseat
Respect Mentee's viewpoint

Insensitive to self-esteem

Doesn't allow Mentee to explore

things on their own

Overprotective

No standards are present

Removes obstacles for Mentee

Allows boundaries to get in way

of mentor/mentee relationship
(i.e. cultural, financial, belief
systems)
Tries to change behaviors of
Mentee

Allow them to make mistakes-it's

ok!

Focus on the positives of the

child's life, leave negative aspects
alone

Involve them as much as possible

in decision-making

Stages of Relationship Development

1. Developing Rapport and Trust
2. Setting and Reaching Goals
3. Closure

Developing Rapport and Trust

Consistency and Accountability

Make commitments and keep them, being on time

Weekly for two to four hours at a time

Checking-in

Take responsibility for actions

You may be the only person this mentee can talk to and feel comfortable with, stay in
contact

Communicating through adults, I.e. parents, not through social media or texting with
your mentee

Any issues should be discussed with the Program Coordinator ASAP

Developing Rapport and Trust

Activities you can do with your mentee:

Job shadowing: real world experience, based on their interests

Q&A session regarding career possibilities or hobbies

Do things in groups with other mentors and their mentees

A sit-down meal, lunch at the school

Bowling

WVU sports game

Taking a walk

Developing Rapport and Trust (cont.)

"A-Okay Syndrome"

Role 1: Excitement over new role as mentor, nothing can deflate the relationship,
they are capable of handling every situation

Role 2: Everything is amazing, when in reality it's not

Role 3: Feeling that the match isn't worthwhile since everything is awesome, and
there isn't a challenge.

Testing Limits

Mentees WILL test you, how committed you are, how trustworthy you are, and to
see how far their behavior can go. Best thing you can do in this situation is stay
mature, remember you are the adult, and understand that children are still
developing and don't have the full capacity yet to deal with certain situations in a
mature manner.

What is Confidentiality?
Mentors

must maintain confidentiality, and are not permitted

to discuss student/family/school related issues in the
community.

Must

be willing to sign the Confidentiality Agreement/Child

Protective Services Reporting Agreement

With

not share personal information regarding a mentee with

anyone other than program officials

Cannot
A

ask to see grades or attendance from the school

best practice is not to photograph, videotape or tape record

events that take place with the mentee

Reporting Child Abuse and/or Neglect

When any teacher, school personnel, coach and/or volunteer has reasonable
cause to suspect that a child is neglected or abused or observes the child
being subjected to conditions that are likely to result in abuse or neglect,
such persons shall immediately, and not more than forty-eight hours after
suspecting this abuse, report the circumstances to Child Protective Services
of the Department of Health and Human Resources.
If a mentee says something that concerns you, report it to the Program
Coordinator ASAP!

Developing Rapport and Trust (cont.)

Communication

Active Listening

Things to look for:

Paraphrasing
Open-Ended Questions

Probing

"I" vs. "You" Messages

"I" Message: states feelings, unwanted behavior

-Eye Contact
-Crossed Arms
-Reactions to mentioning
of different people

and the acceptable behavior(s)

"You" Message: places blame and guilt
Peer Court Manual

Pages 23-25,27

"I" Message

"You" Message

I feel upset when you dont do what I ask.

I need you to listen so that you can stay
safe

You need to listen to me because I am the

adult

Setting and Reaching Goals

Closure

Knowledge of closure

Awareness of feelings

Mentor/mentee

Recall mentees progress

Refer to goal worksheet

Also how far they will go and can go in the future

Confidence

Staying in touch

If you do, how often