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@MENTORNational www.mentoring.org

Building Youth Resilience Through School-Based Mentoring

Dr. Deneen Washington

November 7, 2016


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Information on how to access the slides and recording will be emailed one week after the webinar

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National Mentoring Summit

Expected to bring together nearly 1,000 individuals

February 1-3, 2017 at the Renaissance Washington, DC Downtown

Features 85 workshops, 5 tracks and Capitol Hill Day

For more information, visit our registration website

3

http://www.cvent.com/events/2017-national-mentoring-summit/event-summary-b69366e6fd7745bf88e9e0c624a647a4.aspx


Road to the Summit webinar series

Free learning opportunity that’ll offer you a sneak-peek at Summit workshops

Topics align with Summit plenary themes

Webinars: – Building Youth Resilience Through School-Based Mentoring, Nov. 7

– Mentoring in the Face of Community Violence, Dec. 7

– Capitol Hill Day: Everything You Need to Know, Jan. 12

Register on MENTOR’s website4

http://www.mentoring.org/our-work/events/national-mentoring-summit/#roadtosummit


Who is with us today?

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Dr. Deneen Washington

Served as a principal within Newark Public Schools for 13 years.

Received her doctorate in Educational Leadership in May 2015 from Kean University.

Dissertation topic: The Impact of a School Based Mentoring Program on Middle Level Student’s Academic Achievement and Behavior.

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Between Sisters Mentoring Program

7Established 2007

http://www.customink.com/lab?cid=rxt0-000e-ajap

http://www.customink.com/lab?cid=rxt0-000e-ajap


Group Mentoring Design

Designed to provide positive cultural and social experiences for a group of female students at Maple Avenue School

Original mentees were very active in school-wide activities, maintained good grades and had positive support systems to help them succeed.

Members represented girls with various learning abilities, social-economic backgrounds, religions and cultures from ages 10-14.

Program goal: promote positive peer relationships through engaging activities.

The Between Sisters Mentoring Program hosted a series of events that were aligned with the theme of Self-Empowerment. 8


Between Sister’s Affirmation

“Our deepest fear is not that we are inadequate.

Our deepest fear is that we are powerful beyond measure.

It is our light, not our darkness that most frightens us.

We ask ourselves, Who am I to be brilliant, gorgeous, talented, fabulous?

Actually, who are you not to be?

You are a child of God.

Your playing small does not serve the world.

There is nothing enlightened about shrinking so that other people won't feel insecure around you.

We are all meant to shine, as children do.

We were born to make manifest the glory of God that is within us.

It's not just in some of us; it's in everyone.

And as we let our own light shine, we unconsciously give other people permission to do the same.

As we are liberated from our own fear, our presence automatically liberates others.”

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Program Structure

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Advisory ActivitiesProgram Participation was 5 days per week for 2 hours each day. During this time, Members received instruction and leadership in the following areas:

Math Tutoring 2 days per week

Facilitated by a certified math instructor; course content was an extension to the current curriculum within the classroom

Invited college students to also tutor Number Sense, Algebra and Geometry

Dance Classes 1 day per week

Members received one hour of ballet and one hour of tap/jazz per week in a 16 week program.

Members could participate in a dance showcase to exhibit skills learned within the program

Rap Sessions 1 day per week

Members participate in Rap Sessions, team building activities and completed a journal of activities that required them to reflect

Cheer Classes 1 day per week

Members were part of the school spirit team and practiced cheers showcased during monthly character education assemblies. 11


After School and Weekend Activities

Community Drives

Community Service

Fundraising Activities

Field Trips

School-Sponsored Activities

Buddy Program

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Mentoring Matters!!

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The Mentees Speak

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“I was a Tomboy and only wanted to play Basketball. But in Between Sisters I became a Cheerleader”

“I was smart and got good grades so the other kids teased me. But in Between Sisters I got a chance to tutor my sisters in math.”

“My teachers teased me and said I talked too much. But in Between Sisters I became a leader”

“My mom isolated me and I had no freedom. But in Between Sisters, my mother let me do the activities and I made lots of friends”

“I loved to dance, but my mom could not pay for dance classes. But in Between Sisters I took dance classes for free”

“The boys teased me for my size, but in Between Sisters they loved me for me”

“Between Sisters helped me make good decisions because I did not want to disappoint my sisters”

“I always had to babysit my siblings. But once I got into Between Sisters, the little kids had to stay home and I had a chance to be with my friends”

“Everyone always called me small and no one listened to me. But in Between Sisters I always talked in Rap Sessions and made people laugh” 15


Participants Evaluation of Instructor and Program Quality (PEIPQ)The PEIPQ-B has over 60-items, developed over 10 years, based on extensive work by Prof. Herbert Marsh in evaluating student perceptions of educational and teaching quality in education settings. Modified by Garry Richards, former Executive Director of Outward Bound Australia, and used extensively over a period of 10 years for evaluating participant perceptions of course quality, course outcomes, instructor skills and relations with participants, course length, difficulty, etc.

For this webinar, I am including approximately 27 response items

Section 1: Organizational Structure

Section 2: Program’s Effect on Personal Development

Section 3: Program’s Value

Section 4: Capacity of Mentor

Section 5: Level of Participation 16


17

0

10

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80

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Planning of Course Mentor was Effective Program Materials Accessible Relevance of Topics

% o

f R

esp

on

ses

Item Questions

Organizational Structure

Agree

Strongly Agree


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0

10

20

30

40

50

60

70

80

Achieve things beyondmy limits

Program was valuableon personal growth and

Development

I learned about myself Program waschallenging

Program increased myknowledge and

understanding of others

% o

f R

esp

on

ses

Item Question

Program's Effect on Personal Development

Agree

Strongly Agree


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0

20

40

60

80

100

120

Understood andmastered skills taught

Achieved my goalswithin the program

Was satisfied and hada sense of

achievement

Program was with theeffort

Program was worth thetime

% o

f R

esp

on

ses

Item Response

Program's Value

Agree

Strongly Agree


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0

10

20

30

40

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60

70

80

90

Mentor wasfair

Mentor let ussolve our own

problems

Mentor hadgood technical

skills

Mentor workedwell with group

Mentor wasprofessional

Mentor explainthe relevanceof our work

Mentor wasaccessible to

me

Mentor hadeffective

teaching style

% o

f R

esp

on

ses

Item Question

Capacity of Mentor

Agree

Strongly Agree


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0

10

20

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Group Discussionswere productive

Group memberscooperated and worked

well together

Mentor handled groupproblems effectively

Mentor was able toengage everyone in the

course

I received lots ofsupport from the group

% o

f R

esp

on

ses

Item Question

Level of Participation

Agree

Strongly Agree


WHY THIS PROGRAM?WHY THESE GIRLS?WHY NOW?

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The ANOVA Model displayed in Table 12 was significant F (15,142) = 3.839, p =. 000.

Participation was significant F (1,142) =27.95, p=. 000 and Gender was also

significant, F (1,142) =5.059, p= .03. These results indicate that there was a

significant effect on student’s self-esteem based on their mentoring status

and gender. The ANOVA Model displayed in Table 12 was significant F

(15,142) = 3.839, p =. 000. Participation was significant F (1,142) =27.95, p=.

000 and Gender was also significant, F (1,142) =5.059, p= .03. These results

indicate that there was a significant effect on student’s self-esteem based on

their mentoring status and gender.

Self Esteem .000

Grade .741

Gender .026

Participation .000

Grade/Participation .837

Gender/Participation .799

The Between Sisters Mentoring Group was 1 in 10 school-based mentoring programs that I included in my

research for my dissertation. My research had 7 research questions that wanted to determine if grade, gender and

participation in school-based mentoring programs had an effect on academic achievement on district and state-

wide assessments, attendance, GPA, behavior, self-esteem and classroom engagement.

I included the results of the variable “Self-Esteem”


Data supports the urgency of mentoring for female students Rate of Maltreatment Data: Source Administration for Children and Families,

National Child Abuse and Neglect data system.

Birth Rates Data: Source National Center of Education, Office for Civil Rights, Civil Rights Data Collection

Emotional & Behavior Problems among Female Children: Source National Center for Health Statistics, National Health Interview Survey.

Suspension Rates for Female Students: Source US Department of Education, Office for Civil Rights, Civil Rights Data Collection.

% of Female Students Enrolled in High Poverty Schools: Source US Department of Education, National Center for Education Statistics, Common Core Data, and Public Elementary/Secondary School Universe Survey.

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0

5

10

15

20

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30

35

40

45

50

2008 2009 2010 2011 2012 2013

% o

f F

ema

le C

hil

dre

n

Years

% of Female Students Enrolled in High Poverty Schools

Total Female

White Female

Black Female

Hispanic Female

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0

2

4

6

8

10

12

14

16

18

2008 2009 2010 2011 2012 2013

Ra

te o

f In

cid

ence

s

Year of Incident

Rate of Maltreatment Report of Female Children between ages 8-14

Total Female

White Female

Black Female

Hispanic Female


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0

5

10

15

20

25

30

35

40

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2008 2009 2010 2011 2012 2013

% o

f B

irth

Ra

tes

Years

Birth Rates for Females 8-15

Total Female White Female Black Female Hispanic Female


280

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

1

Total Female White Female Black Female Hispanic Female

% o

f S

tud

ents

Female Students Experiencing Emotional and Behavioral Difficulties

2006-07

2008-09

2010-11

2012-13


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19%

11%

52%

18%

2013 Suspension Rates for Female Students

Total Female

White Female

Black Female

Hispanic Female


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Famous Mentoring Pairs

Dr. Benjamin Hayes and Martin Luther King Jr.

Barbara Walters and Oprah Winfrey

Paul Gaughin and Vincent Van Gogh

Bing Crosby and Frank Sinatra

Connie Cung and Kyung B. Yoon

Father Michael van der Peet and Mother Theresa

Christian Dior and Yvves St Laurent

Luther Powell and Colin Powell

Wareen Buffet and Bill Gates

Ray Charles and Quincy Jones

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Some Programs Succeed While Others Do Not, Why?

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Definitions

Resilience:

The process of adapting well in the face of adversity, trauma, tragedy, threats or significant sources of stress.

School-Based Mentoring:

School-based mentoring is defined by many program features that contrast it to community-based mentoring models. Among the key elements frequently found in school-based mentoring programs:

• The program operates on the school campus• Mentoring relationships meet for the duration of the school year• Youth are referred by teachers, counselors, and other school staff• School-based mentoring is not simply a tutoring program, nor is it as unstructured as

community-based mentoring.

Jucovy, Linda The ABCs of School-Based Mentoring, September 2007, The Hamilton Fish Institute on School and Community Violence & The National Mentoring Center at Northwest Regional Educational Laboratory 33


What Builds Resilience?

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Components of an Effective Mentoring Program

Have frameworks that describe personal and environmental characteristics that promote positive emotional, social, physical and cognitive development among at-risk mentees.

Have mentors that model achievement and social development.

Develop systems to measure the aspirations of students.

Develop interventions for at-risk youth and identify the variables that influence aspirational development in students.

Promote connectedness

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How does a mentoring program facilitate connectedness?

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School-based mentoring can promote connectedness by ensuring that... Each child can connect with another adult within the learning

environment.

Families that have children being mentored have support systems to remove barriers that impede their success.

The mentoring program closes the communication gap between home and school.

Teachers have open communication with mentors so that problems in the classroom can be discussed during mentoring sessions.

Students receive necessary support systems to support the “Whole Child”

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Who Do We Mentor, and Why?

School-based mentoring programs in middle schools can be considered an intervention for at-risk youth. The objective of these efforts is to determine whether students could be impacted positively by participating in a school-based mentoring program.

At-Risk students may:

Experience academic deficiencies

Have behavior problems

Drop out of school before high school graduation

Score low on standardized assessments

Be retained

Have discipline problems in schools

Be less likely to graduate from school with the basic skills needed to succeed in life and overcome basic life adjustments

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Key Components for Building Strong Caring Relationships

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Communication

Goals

Empowerment

Respect and Trust

Exchange of Knowledge

Collaboration

Role Modeling


How to Identify Students for Mentoring

Students that benefit from mentoring are those that: Need to improve socialization skills Need to develop empathy for their peers May have a tragic event within the immediate family and need an immediate

connection to an adult Have a desire to create change in their school Need an activity to build friendships Desire engagement with classmates already in mentoring programs

Once involved in a mentoring program, coordinators need to make sure that the program is engaging and doesn’t mimic a classroom setting. Students are looking

for an outlet that will allow them to express themselves and have different experiences that classroom settings do not provide. 40


Embedding Mentoring within a School’s Culture“Teachers who use culturally responsive instruction foster a climate of caring, value and respect to promote student performance are able to use a student’s cultural and societal context as a vehicle for learning” (Klump & McNeir, 2005 p.5)

Students have the need to…

Feel connected to the school environment,

Understand expectations for behavior,

Feel success at their academic level,

Connect with at least one adult,

Have teachers that foster a climate of caring,

Be accepted by their peers. 41


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Parents

Teachers

Students

Community Mentor

Engagement of Stakeholders


Parents Count

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Griffin and Galassi (2010) noted that there are six common themes that

exist between school and home.

Barrier

Between

Home and

School

Barrier Between

School and Home

The Parent-

Teacher

Barrier

The

Student

Barrier

Barriers

within the

School or

Education

System

The Student-Teacher Barrier


Empowerment of the Staff

If the program is sponsored by the school or another community organization, classroom teachers play an important role in the success of the

program.

Some can become mentors

They can connect with mentors to talk about growth or needs of mentees

They can support the program by becoming volunteers or through monetary donations

They can help support and participate in the parent connections

It may spark their interest to be involved in facilitating their own mentoring group

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Benefits of Group Mentoring

The group setting offers better opportunities to practice new skills

Students are more likely to feel “safer” to express themselves

Allows coordinators to offer various types of activities that will provoke different perspectives from peers

Allows for multiple mentors to provide different pieces that the students may need

Builds real relationships

Allows time for other concerned adults to get involved on occasion45


In closing

The purpose of this presentation was to show how students who were mentored could build resilience for life challenges through structured

mentoring activities that are strategic as well as meaningful.

The young women that I began working with in grade 2 are now high school seniors. They are now planning for their transition into college. I am now

working with a majority of them and their families with college applications.

It has been a rewarding journey to watch these young ladies blossom and become independent thinkers and citizens within their communities.

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Thank You!47Dr. Deneen Washington


Q&A

Type your questions in the

question box:

48


Thanks for joining!

Information on how to access the slides and recording will be emailed one week after the webinar.

To learn more about the Summit or to register, please visit our registration website.

– February 1-3, 2017 at the Renaissance Washington, DC Downtown

– Features 85 workshops, 5 tracks and Capitol Hill Day

Join our next webinar: Mentoring in the Face of Community Violence, Dec. 7

49

http://www.cvent.com/events/2017-national-mentoring-summit/event-summary-b69366e6fd7745bf88e9e0c624a647a4.aspx

Documents

Building Youth Resilience Through School-Based … › new-site › wp-content › uploads › 2016 › 11 › ...Road to the Summit webinar series Free learning opportunity that’ll