| 
  • If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • You already know Dokkio is an AI-powered assistant to organize & manage your digital files & messages. Very soon, Dokkio will support Outlook as well as One Drive. Check it out today!

View
 

Final Mentoring Proposal-Tiffany, Brian, and Lauren

Page history last edited by ajohnsontiffany@... 14 years, 11 months ago

                       Mount Zion Human Services

                                           Mentoring Program Proposal

 

 

Introduction

 

Lying in the heart of midtown Saint Petersburg, Fl. is Mount Zion Human Services. The community served by Mt. Zion faces many challenges all of them elevated by the highest levels of crime, violence, poverty, substance abuse, illiteracy, education failure, and unplanned pregnancies.  This community is caught in a generational cycle of continuing the pattern of harmful decisions.  With the understanding that one lives what one is shown, this pattern therefore is predictable. A child growing up in a community where gang members take the place of parents and selling drugs become a career path only perpetuates the cycle.  Mount Zion has proven to be a driving force of change and hope by opening their doors to their community. The humane Services provided at Mt. Zion are child care, parenting classes, GED certification classes, and after school programs. However, there is still much work to be done. Mt. Zion needs a mentoring program in place to reach the middle school children. These children would highly benefit from mentors in their life. Someone who would listen to them, encourage them and present to them all of life’s possibilities. A mentor would be someone outside of their social scene that the child could use as a sounding board when difficult choices present themselves.

The neighboring John Hopkins Middle School is the perfect starting point. Teachers and guardians may refer students to Mt. Zion and then they will be partnered with an appropriate mentor.

 

Mt. Zion would target urban minority youth with these issues: physical/emotional/sexual abuse, teen pregnancy, STD’s, discrimination, incarcerated parents, drug/alcohol/ tobacco use, gangs, siblings with multiple fathers, neighborhood violence, intentional/unintentional injury, poverty, stress of depending on extended family for life planning and inadequate physical activity. Without proper role models the risk factors are high for these children. They need protective factors put in place to diminishes risky behaviors caused by the pressures, stresses and circumstances of their reality.

The Mt. Zion mentoring program will provide an opportunity for the mentees to be involved in healthy alternatives, to acquire relevant knowledge, attitudes and skills, towards becoming healthy, confident, and competent members of society.

 

Purpose

The purpose of this report is to provide Mt. Zion Human Services with a collection of resources for designing, funding, and sustaining a mentoring program.  An analysis of the current theories and practices regarding proposal and grant writing, service learning, university/community partnership, and open source technology will serve as a basic and potentially expandable literature review for the individuals designing the program.   This report will provide a summary of the demographic make-up of the community in Midtown St. Petersburg in order to allow program designers the opportunity to customize the program for the community it will serve.  A review of case studies involving existing mentoring programs, most notably Big Brothers Big Sisters, will provide MTZHS a collection of the proven benefits of mentoring on youth and community.  This brief case study analysis will also warn program designers of mentoring strategies shown to less effective or contingent on specific factors.  Finally, this report is intended to equip program designers with a summary of the basic organizational structure seen to be effective in established mentoring programs.

 

Literature Review

In Geeks and recursive publics, a section of Christopher Kelty's Two Bits, he mixes his research and experiences into what seems to be a definition filled exploration of the internet as a system maintained by our awareness and continual replication of what enables it to exist.  He highlights the importance of recognizing the patterns in what may seem to be pattern less.  Kelty examines the idea that the communities the internet creates operate in a way that mirror the creation and functionality of the internet itself, and the systems these communities create (such as Napster) is yet another replication or representation of a basic pattern.  Kelty threads his ever-expanding definition of recursive publics through the entire piece in order to support his claim.  He begins by introducing the idea that "geeks are bound together by recursive publics."  A recursive public is described as a public whose members share a commitment to maintaining the "means of association" as Kelty puts it, that made it possible for them to come together as a public in the first place.  Seeing as a "geek" primarily uses the internet to associate, the product of these associations will work to both sustain and define the internet (and the public).  As the MTZHS mentoring program is developed, program developers should consistently document, using technological means, the patterns used in its development in order to maintain the means of association, and continually set the new zero for expansion.

In Grant Seeking in an electronic age Victoria Mikelonis, Signe T. Betsinger, and Constance Kampf collaborate on an extensive report describing the process for seeking a grant.  The authors highlight the importance of minding the advances in electronic technology in order to compete.  Proposal writing is introduced as step one.  The program designers for Mt. Zion's mentoring should consider this, considering that the proposal is the answer to the problem at hand.  In other words, a mentoring program, THIS mentoring program is our remedy for the situation the youth of Midtown St. Pete find themselves in.  Program designers should continue to build on our strategic plan.  In "Grant Seeking" we see that a strategic plan should be established, then agreed upon, and finally documented.  Again, more literature proclaiming the benefits of documentation.  As Mt. Zion develops the program, the process must not be lost.  Pat Fried should encourage designers to "play" and "record" as we have.  Assessing resources, delegating responsibilities, and appointing positions should be done right away to establish an organizational structure for success.  A clear understanding of the culture, values, and intentions of Mt. Zion Human Services is imperative for program designers.  It is important for program designers to stay mindful of the objectives and goals of Mt. Zion, first for an understanding of the mission, but also, in order to persuasively adapt language and modes of interaction.  Language and communication that adapts to the Mt. Zion culture will enhance collaborations with outside organizations, and give all documents at least a hint of the Mt. Zion brand or identity.  Proposals should represent Mt. Zion by adapting to culture and goals.  This will keep documents both relevant and consistent, adding persuasive value.  Keeping with the organizational culture should be mixed with a strategy for keeping the mission unique, timely, and compelling.  Identifying resources (supplies, staff, time, equipment, space), and considering challenges, and recognizing needs is important and must be documented.  Communication, hierarchy, and delegation should be emphasized just as much, if not more than, a normal operating business.

Service learning in technical and professional communication presents observation, reflection (another form of documentation), and involvement in the process will assist a service learning project, or in this case the development of a mentoring program. This piece speaks of the need for technical and professional writers to orient themselves as a primary step in the persuasion process.   In other words, immersion and engagement in the process are necessary.  Service learning explains how persuasive force is created through a narrowing down or concentration of this collected information into a format or package that is comprehensive and motivating for our potential supporters and collaborators, again advising program developers to mind the organizational culture of both the organization they wish to advance, and the ones potentially providing funding or support.

In Living and learning with new media,  Mizuko Ito examines the effect interactive media have on youth, and their rapidly changing identity in today's culture. The report examines how youth involvement with friendship, games, romance, family, mentors, interests, and talents shapes their focus and path towards adulthood. Digital/interactive media thread these aspects of "growing up" together into a realm easier to navigate through, and more accessible than ever before. This creates a new speed at which today’s kids can realize their goals and potential, and continue to raise the bar in the future.  Our partnership with Mt. Zion provides access to this realm with the activation of a computer network system.  Mentors should understand the tools provided by digital technology, and employ its ability connect across boundaries of gender, race, and especially age.  New media provide program designers with the "new and improved" way to DOCUMENT the path to a program.  Much of the report details adult interaction in the youth digital culture. Ito mentions the duality between adults as mediators vs. mentors. This is important because it shows how "geeking out" can diffuse the identity of adults as authoritarians, and bring generations together as people with common interests as opposed to just adults or kids. On the same topic, it is important to understand how technologically advanced our youth are becoming. Children teaching their parents how to record, edit, game, and interact with the media represent a revolution of sorts.  Program designers and mentors should utilize this concept in order to bridge the gap. This promotes learning from the kids, enhancing the experience for all parties, and could contribute to retention of both mentors and mentees.

 

Aggression Replacement Therapy

 

Many adolescents find it difficult to channel their frustrations fueled by their environment causing them to act out with violence. Aggression Replacement Therapy or A.R.T. is an intervention program designed to alter the behavior of aggressive youth. Many children and adolescents display anti-social and aggressive behavior. Many times their behavior is a direct result of them not knowing how to deal with their peers or the social positions that they find themselves in. Other times they could be dealing with emotions of disappointment, embarrassment, neglect and low self-image, all of which too often translates into anger and aggression.

 

Many youths are skilled in fighting, bulling, intimidating, harassing and manipulating others, while lacking more desirable social skills such as negotiating differences, dealing appropriately with accusations, responding effectively to failure, teasing, rejection and anger.

 

The A.R.T. program’s goal is to arm the students with the skills to behave in constructive, non aggressive and satisfying ways in their school, at home and in their community allowing a happier and healthier adult to emerge. The program has been implemented in schools, as well as delinquency and mental health settings.  Evaluation demonstrated decreasing anger levels in response to minor anger provoking situations and increasing pro-social skills and social skills knowledge.

 

The A.R.T. program’s three part approach includes Pro-social skills, Anger Control, and Moral reasoning.  The program is formatted in an intensive 10 week group session. A small group of youths will attend a one two hour session per week. The purpose of a small group verses a one on one session is to demonstrate that the adolescence are not alone in their social frustrations.  Keeping the groups small makes it easier for them to exchange feelings in a non threatening environment.  In these sessions participants gain tools that allow them to solve problems, make decisions and interact positively in social situations.

PRO-SOCIAL SKILLS TRAINING

Participants are taught a series of interpersonal skills that address various social situations and alternatives to aggressive behavior, such as “Making a complaint”, “Keeping out of fights”, and “Understanding the feelings of others”.  Youth role-play the skill in group and with practice and feedback progress to using the skills outside the classroom.

ANGER CONTROL TRAINING

Focused directly on teaching youth self-control in dealing with anger. Participants are introduced to techniques for reducing and managing feelings of anger in difficult situations. The goal is to empower the youth through positive anger control methods.

 

MORAL REASONING TRAINING

Potential problem situations are presented to the group weekly to discuss the moral dilemmas presented in the scenario.  This component is designed to help correct thinking errors and lead participants to see there are other ways of acting in different situations.  The purpose of the discussion is to facilitate mature reasoning in order for the youth to make more mature decisions in social situations. Other skills that may be explored during the A.R.T. sessions are:

 

Building self esteem

Budgeting skills

Job interview/application skills

Academic study habits

Accountability and structure for youth

 

The positive outcomes of A.R.T. have been increased pro-social, educational and employment skills, gained trust with guardian/parent and improved communication in relationships. Aggression replacement therapy is a proven method toward helping children obtain the social skills and reasoning to succeed in life. A.R.T. being a proven method could easily be adopted as part of Mt. Zion’s mentoring program.

 

Case Study Review

 

                                         Mentoring -- A Proven Delinquency Prevention Strategy

                                               

The Juvenile Mentoring Program, Jump, is a Federal program administered by the Office of Juvenile Justice and Delinquency Prevention (OJJDP).  AS supported by JUMP, mentoring is a one-one relationship between a pair of unrelated individuals, one adult and one juvenile which takes place on a regular basis over an extended period of time.  It is almost always characterized by a “special bond of mutual commitment” and “an emotional character of respect, loyalty, and identification”  (Hamilton, 1997).

JUMP is designed to reduce juvenile delinquency and gang participation, improve academic performance, and reduce school dropout rates.  To achieve this JUMP brings together caring, responsible adults and at-risk young people in need of positive role models. In the 1992 reauthorization of the Juvenile Justice and Delinquency Prevention Act of 1974, Congress added part G--Mentoring. This was done in recognition of mentoring potential as a tool for addressing two critical concerns in regard to America’s children-- poor school performance and delinquent activity. In part G, Congress also recognized the importance of school collaboration in mentoring programs, whether as a primary source or as a partner with other public or private nonprofit entities.  Congress has made $19 million available to fund JUMP in the past fiscal years. $4 million each fiscal year of 1994, 1995, and 1996 and $7million in 1997.In its first year (July 1995-July 1996), JUMP was involved in attempting to keep more than 2,000 at-risk young people in 25 States in school and off the streets through one- to -one mentoring. At the same time Congress was considering Federal support for juvenile mentoring programs, Public/Private Ventures (P/PV) was beginning a carefully designed evaluation of Big Brothers/Big Sisters of America. BB/BS is a federation of more than 500 agencies that serve children and adolescents.  For more than 90 years, the BB/BS program has paired unrelated adult volunteers with youth from single - parent households. BB/BS does not seek to ameliorate specific problems but to provide support to all aspects of young people’s lives. The volunteer mentor and the youth make a substantial commitment, meeting for about 4 hours, two to four times a month, for at least 1 year.  Developmentally appropriate activities shared by mentor and mentee may include taking walks, attending a play, movie, school activity, sporting event, playing catch, washing a car, going grocery shopping, watching television or just sharing thoughts and ideas about life.  These activities promote positive decision making, enhanced communication skills and relationship skills. The BB/BS mentor relationships between mentors and youth are achieved through professional staff and national operating standards that provide a level of uniformity in recruitment, screening, matching, and supervision of volunteers and youth.  BB/BS agencies provide orientation for volunteers, parents and youth to assist the individuals in determining if involvement in the program is suitable for them.  Opportunities to participate in volunteer education and development programs such as relationship building, communication skills, values clarification, child development, and problem solving are available to local affiliates. Supervision includes contact with all parties within the first two weeks following a match.  BB/BS maintains monthly contact with the volunteer parent or child for the first year.  In addition, in-person or telephone contact is maintained quarterly between case managers and both the volunteer and the parent, guardian, and/or child for the duration of the match. Although its standards are reinforced through national training, national and regional conference, and periodic agency evaluations, BB/BS is not monolithic. Individual agencies adhere to national guidelines, but they customize their programs to fit the circumstances in their area. P/PV chose eight local BB/BS agencies for the study, using two criteria: large caseload and geographic diversity. The young people in the study were between 10 and 16 years old (93% between 10 & 14). 60% were boys and more than 50% were minority group members of these 70% were African American. Almost all lives with one parent (usually the mother), the rest with a guardian or relatives.  Many were from low income households and many came from households with a history of family violence or substance abuse.  The goal of the study was to determine whether a one-on-one mentoring experience made a tangible difference in the lives of these young people. The results are as follows:

 

 46% less likely to initiative drug use (mentored youth)

70% less likely to initiate drug use (minority youth)

 27% less likely to initiate alcohol use

1/3 less likely to hit someone

 

* Mentored youth skipped half as many days of school as control

youth, felt more competent about doing school work and showed

gains in their grade point average. These gains were strongest

among female minority.

The quality of their relationships with their parents with increased

levels of trust.

 

Improved relationships with their peers.

 

P/PV concluded that the research presented clear and encouraging evidence that mentoring programs can create and support caring relationships between adults and youths.  The researchers noted the following about the relationships between mentor and mentee:

 

 They had a high level of contact, typically meeting three times

per month for 4 hours per meeting. Many had additional

contact by phone.

 

* The relationships were built using an approach that defines the

mentor as a friend, not a teacher or preacher. The mentor’s role

is to support the young person in his or her various endeavors

Not to change his or her behavior or character.

 

The following elements are prerequisites for a successful mentoring program:

 

* Thorough volunteer screening that weeds out adults who are unlikely

to keep their time commitment or who might pose a safety risk

to youths.

 

* Mentor training that includes communication and limit-setting skills

tips on relationship building and recommendations on the best way to

interact with a young person.

 

* Procedures that take into account the preferences of the youth, their

families, and volunteers and that use a professional case manager to

determine which volunteer would work best with each youth.

 

*  Intensive supervision and support of each match by a case manager

who has frequent contact with the parent or guardian, volunteer and

youth and who provides assistance as difficulties arise.

 

One of the strongest conclusions of the P/PV study is the importance of providing mentors with support in building trust and developing positive relationships with youth. The mentors must be trained and constantly improving their communication skills as well. This can be done through seminars or workshops, yet the best solution is a strong infrastructure that fosters and supports the development of effective relationships. The role of a solid infrastructure is carried out by a case worker.  Effective programs require caseworkers to take substantial care inebriating, screening, matching, and supporting volunteers.

 

An Exploratory Study of Youth Mentoring in an Urban Context: Adolescents’    Perceptions of Relationship Styles

 This Study looks at a range of mentoring relationships using 1138 youth from ages 10-16.  Each youth is assigned to a mentoring relationship categorized into moderate, unconditionally supportive, active, and low-key.  Each category contains a set of characteristics (frequency of activity and emotional support) with the intent of measuring improvements in social, psychological and academic outcomes.   The study includes references to a wide range of literature suggesting that mentoring in general provides improvements in all aspects being addressed on similar populations of youth.  The authors describe a need for more research on the nature of youth/volunteer relationships.  The case study concludes that "moderate" levels of activity, structure, and conditional support (vs. unconditional) may have positive effects on relationship formation, competence building.  The study provides a case for training volunteers more like "good parents" and less like peers. 

                             Benefits of a Faith Based Program

While Big Brothers and Big Sisters are at an advantage with their many resources, Mt. Zion will be able to tap into their existing relationship with The Mount Zion Baptist Church.  Reports have shown the largest obstacle in establishing a mentoring program is actually finding the volunteers to mentor. Community churches offer eager volunteers enthusiastic towards helping the community youths. The mentoring relationship if kept fairly religion neutral. Therefore the number of faith-based mentoring programs is increasing.

 A Volunteer-Rich Environment – Many faith based mentoring programs are a partnership between a faith-based institution (church, mosque, synagogue)   and  a social service center , community outreach program or an established community mentoring program. The members of the faith community volunteer to become mentors in the community program, thus mitigating some of the common challenges of volunteer recruitment.

 A Setting for Mentoring Practice-Some faith based institutions become a setting for the mentoring program.  In this model, the church, synagogue, or mosque becomes a safe place where the mentors and youth can meet.

  A Commitment To Community Service And Civic Engagement- Commitment to service and social transformation, as well as personal spiritual growth is an explicit component of many faith based institutes. 

  Mediation of Youth Development- In some neighborhoods and communities, faith institutions are the central organizing agencies of the community.  In these cases, the church, synagogue, or mosque serves as a catalyst or mediator for positive youth development.  Youth mentoring in this context offers more than just mentoring but rather contributing to a larger social bond between youth and community.

  A Framework for Values and Life Skills- finally, faith based mentoring offers a framework for teaching and modeling values and life skills to youth.  While some faith based mentoring programs incorporate religious tenets and teachings many programs are largely nonsectarian, relying on the larger principles related to values and life skills.

       Organizational Structure and Mentor Criteria

        Recruitment Policy

Inquiry Policy

Eligibility Policy

Screening Policy

Training Policy

Matching Policy

Match Support and Supervision Policy

Recognition Policy

Record-Keeping Policy

Confidentiality Policy

Transportation Policy

Overnight Visits and Out-of-Town Travel Policy

Mandatory Reporting of Child Abuse and Neglect Policy

    Use of Alcohol, Drugs, Tobacco, and Firearms Policy

Unacceptable Behavior Policy

Closure Policy

Evaluation Policy

 

 

 

Essential  Mentor criteria

An ability to relate to children and young people.

An ability to focus on a young person’s individual needs.

The ability to form positive relationships with a variety of people who are involved with the child or young person and to understand their roles and responsibilities.

The ability to use own initiative, but to also to know when to ask for advice and support.

Good communication skills.

Experience and knowledge

An understanding of a professional relationship and boundaries when working with young people and families.

An appreciation of the issues relevant to children and young people, including how education and their social network can affect and contribute to their development.

   Some experience with children or young people, whether in a professional, personal or voluntary capacity.

Personal qualities

Honesty and integrity.

Self-awareness.

Commitment to and interest in the welfare of children and young people.

Sensitivity to the needs of children and young people, as well as their careers.

Reliability and resilience.

Commitment to young people’s rights

Final Recommendations

 

Our literature review supports the theory that documentation of the process when creating a program will advance the goals of Mt. Zion, and create a constantly improving template for revisions. Aggression Replacement Therapy has been proven effective. We recommend that ART is re-visited when the program is established.  Contradicting data show that the type of relationship a mentor has with a child needs to be researched further.  Parent-like and friend-like relationships both have positive and negative outcomes.  Generally, matches made in regards to ethnicity or gender have little influence, however, a description of the communities attitudes leads us to recommend that matches are made from within the community whenever possible. The role of a solid infrastructure is carried out by a case worker.  Effective programs require caseworkers to take substantial care inebriating, screening, matching, and supporting volunteers. While Big Brothers and Big Sisters are at an advantage with their many resources, and proven to be financially viable, Mt. Zion will be able to tap into their existing relationship with The Mount Zion Baptist Church, and develop their own unique, organic brand.

 

 

 

     Helpful Sites

http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=2640473

http://www.sjsu.edu/faculty/watkins/cba.htm

http://gwired.gwu.edu/hamfish/merlincgi/p/downloadFile/d/20701/n/off/other/1/name/policypdf/

http://www.charitynavigator.org/index.cfm?keyword_list=mentoring&Submit2=GO&bay=search.results

 

www.wi-doc.com/MISC_pages/DJC%20Direct%20to%20SOGS%20shorterm.doc –

 

www.ajph.org/cgi/content/full/95/3/518

 

http://legisweb.state.wy.us/progeval/reports/2000/turnovr/chapter5.htm

nwrel.org/mentoring

 

http://www.friendsnrc.org/download/06confpres/disporportionality.pdf

 

 

 

Helpful Books

 

Successful youth mentoring: A step by step guide. 24 practical sessions to impact kids lives and successful youth mentoring 2 (Group Publishing/emerging young leaders,1998,1999)

 

Intensive Caring: Practical ways to mentor youth (group publishing, 1998)

 

One on One: Making the most of your mentoring relationship(faith in life press/Mennonite publishing house,1993)

 

Comments (0)

You don't have permission to comment on this page.