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1. Background ............................................................................. 2
2. Overall intentions of the Project ............................................ 2
3. Work in year one (2007) .......................................................... 2
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4. Work in year two (2008) ......................................................... 4
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6. Evaluation ................................................................................ 9
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7. Summing up the Project ....................................................... 11
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==========
=
Introduction to the Peer Mentoring Project

1 Handout used on the Course: What we say to potential

mentors

Why do people choose to become peer learning mentors?

There are probably as many reasons for becoming a mentor, as there are
mentors!

By deciding to become a mentor, you are placing yourself in some very

good company. Here are some of the many benefits that mentors can
experience.

Learning about yourself.

Increasing your personal effectiveness as a result of the
experiences as a mentor.
Giving something back and contributing to the future of others.
Having fun.
Having the opportunity to participate in training and development
activities.
Experiencing the satisfaction of making a difference in someone
elses life by helping another person to develop and achieve their
goals.
Being able to talk about this experience on your CV to enhance your
career prospects.

Specifically peer mentoring allows you as a mentor to extend and develop

your core skills in the form of:

Interpersonal skills such as advising, negotiating and target setting.

Confidence to communicate with clarity, precision and a sense of
audience.
Problem solving and technical skills.
Confidence, selfesteem and task management, which will add to
your employability.
Time management and organisation skills fitting mentoring into
your personal schedule.

What is a mentee?

Students are attracted to enrol on distance learning courses for a variety

of reasons.

= NO=
The main benefit of distance learning is that the learning experience can
take place in any venue and can be easily transported if students get
moved from place to place. It enables students to study subjects that are
not available via prison education departments due to lack of funding.

Mentees have the following in common:

A person who wants to achieve their academic and educational

goals.
A person who is embarking on a distance-learning program whilst
undertaking many other inside commitments, other courses, work.
A person who is seeking guidance from an experienced advisor who
is not their academic tutor or a member of the education staff.
A person who is looking for support, guidance and encouragement
to enable them to achieve their goals to their fullest potential.

The definition of a mentee can be as varied as the number of people

enrolled in the programme. Part of your job as the mentor will be to find
out about your particular mentee and their needs and aspirations.

Mentoring is hard work for both the mentee and the mentor but
the rewards are great for both.

2 Overview of the Project

What is the structure of the Trusts peer-mentoring course?

Our course has been written by our own staff and has been accredited by
OCN. Candidates can gain three credits at level two. There are two
modules:

The role of the Mentor

Mentoring Skills

The course is split into four sessions and covers topics such as Values,
Self- esteem, Confidentiality, Power, Appropriate Boundaries and
Communication Skills. It also looks at how appropriate mentoring
relationships should be conducted. The sessions are interactive and have
a balance between theory and practical elements.

The four sessions can be imported into education slots, but there needs to
be some distance between the four sessions to accommodate the in cell
work needed to complete the qualification.

Students will receive formative and summative assessments. They will be

provided with a one sheet summary of their progress mid way through
their course in the form of a feedback sheet, to allow them to make
improvements if necessary. This has proved necessary because of the
high mobility within this cohort of learners.

= NP=
The course is assessed by handing in a portfolio of work at the end of the
course and through participation in class.

What do establishments gain from mentoring?

Training peer mentors for learning within an establishments Education

Department can provide a two-fold benefit: it provides a resource to an
already over stretched department; and it gives the mentors a sense of
worth as they help others to achieve qualifications.

The Education Department also benefits; they gain the ability to run their
own courses as this course is designed also to train the Education Staff to
deliver the course within their establishment so they can better support
their mentors and can train more mentors when necessary.

Given the mobility of young offenders at many establishments, we have

developed this model in order to ensure that establishments become self
sufficient in generating mentors. This means continuous support will be
available for distance learners. Those who have had the training may also
use it in other roles, such as classroom assistants.

What does the future hold for the Peer Mentoring Project?

The Trust plans to run the Project in as many establishments within the
Young Offender Estate that its funds will allow. We plan then to roll out
the scheme in the wider prison estate to provide support for all prisoners.
The Trust is currently setting up a trial in the south in six adult prisons,
which will be adapting the course run in the Young Offender Estate. We
hope to secure funding in the near future to extend this project.

Tip everyone gets butterflies The trick is getting them to fly in formation

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SPECIFIC OUTCOMES OUTCOME INFORMATION NUMBER OF

AIM INDICATORS COLLECTION RELEVANT
QUESTION IN
QUESTIONNAIRE
1.To Study skills
increase Making a study Study plan Mentee 1.2
mentees plan made/study questionnaire
learning plan adhered to 2.2
and their Assignments in Assignments in Education staff
study skills on time on time questionnaire 1.5

Confidence to Mentee reports Mentee

ask questions confidence to questionnaire 1.6
ask mentor
Ability to find questions
information Mentee
independently Mentees report questionnaire 2.2
they can
Learning 1.7
Assignments in
on time Education staff
Assignments in questionnaire
Knowledge and on time 1.8
understanding Mentee
of their subject Mentee reports questionnaire

Reading
beyond
requirements Mentee reports Mentee
questionnaire

= NR=
 SPECIFIC OUTCOMES OUTCOME INFORMATION NUMBER OF
AIM INDICATORS COLLECTION RELEVANT
QUESTION IN
QUESTIONNAIRE
2.To enable Mentees Increased Mentee 1.9
mentees to increase in confidence questionnaire
feel and confidence 1.10
behave Fewer Mentee
better adjudications questionnaire

3. To Amount of Number of Education staff 2.1

improve mentoring people being questionnaire
access to mentored
mentoring
and other
resources

4. To enable Pass course How many Jacky's records

mentors to
gain:
qualifications
Increased How many Mentor 4.2 and 4.5
skills and self skills, questionnaire
esteem confidence
and self-
esteem How many 4.6
Mentor
Maintaining questionnaire
privileged
positions

= NS=
 SPECIFIC OUTCOMES OUTCOME INFORMATION NUMBER OF
AIM INDICATORS COLLECTION RELEVANT
QUESTION IN
QUESTIONNAIRE
5. To enable Level of PET Staff 2.3 and 2.4
staff to extend applications to applications questionnaire and
their skills and PET records PET records
understanding 2.5
of learners Staff Staff
needs facilitating Staff facilitating questionnaire
distance distance 2.6
learning learning
(mentors (mentors
courses) courses) Staff
questionnaire
Staff have Staff have
identified identified
additional additional
resources resources
needed for needed for
distance distance
learning learning

6. To improve Mentees pass How many PET

mentees the course
success with How many Mentee 1.3
courses Make questionnaire
significant How many 1.4
progress Mentee
questionnaire
Up-to-date
with work
=

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