WMSD MENTOR PROGRAM

Presented by:Adam R. Schepman, Ed. SWMSD School Psychology Specialist

MISSION STATEMENT

Construction of positive relationships between students and the school community at large Establish meaningful connections between

work and community Develop personal skills and career

awareness Build relationships between students and

caring adults

VISION STATEMENT

Empower students to explore and expand personal interests

Increase student achievement potential Skills for success Applications of ethics Sense of responsibility

Increase school-community engagement

GOALS AND OBJECTIVES

Mentors will provide Positive relationships with caring adults Framework for positive future growth &

decision making skills Students an opportunity to develop their

own vision for the future

GOALS AND OBJECTIVES

Mentors will provide A sense of community More opportunities for career awareness

and exploration More opportunities for positive connection

between students and: Schools Local Businesses Communities

PROTOCOL/STANDARDS

Servicing students in grades K-12 while maintaining the following Professional relationship at all times promoting the

students mental, physical, and emotional health and safety

Respect for the student In no way demean, embarrass, or harass students

Nurture intellectual, physical, emotional, social, and civic potential

Display concern and compassion for student’s personal challenges

Refer to counseling if necessary

TERMS

• Merriam-Webster Mentor-(n) a trusted counselor or guide Advocate-(n) one that supports or

promotes the interests of another All school personnel are advocates by default

• West Memphis School District Mentor-(n) an advocate who is willing to

spend his/her time and expertise to guide the development of another person

PROGRAM STRUCTURE

District Advisory Committee

School Advisory Committee

Mentors

Public Relations/Communicatio

n

Training/Prof. Development

Data Collection

PROGRAM OPERATIONS

Confidentiality training How to pair students with mentors

Different factors to consider Questions to think about

Mentor/Mentee Activities Mentor support

CONFIDENTIALITY

Any information discussed between mentor and mentee is kept Confidential; meaning information is not shared with others unless Student is a threat to themselves (duty to protect) Student is a threat to others (duty to warn)

All information gathered for research, program evaluation, or consultation must be de-identified All identity (name, date of birth, SSN, student

number, etc) must be removed

WHEN TO BREAK CONFIDENTIALITY

Components required to break confidentiality (Duty to Warn/Duty to Protect) Serious threat to harm self or another

(Threat) Typically stated verbally

Means to Carry out the threat (Access) Shooting threat and has access to a gun,

overdose on obtainable medications Plan of action (Plan)

Expression of how/when harm will occur

RECENT REAL LIFE EXAMPLE

Second grader at a local school mentioned that he planned on “killing himself.” “Reason”

Generally unhappy at school, kids “checkin’” him Mom had gotten a new boyfriend

Student had negative relationship with the new boyfriend “Means”

“Gonna let a train run over/hit me” Student lived near a railroad tracks (knowledge provided by

school staff)

“Plan” Said was going to do it “soon”

DUTY TO WARN

Legal/Ethical responsibilities to warn a third party (person) when a threat is made Mentor/Counselor has been working with Tim for

5 weeks. There is good rapport between student and staff. Tim has been depressed for the past 3 weeks and states that John, a classmate, is picking on him. In the most recent session, Tim seems to have a more positive affect and states that his father has bought him a shotgun for hunting. Tim said he could use the gun to shoot the student picking on him after school.

DUTY TO WARN

Components of Duty to Warn Mentor/Counselor has been working with Tim for

5 weeks. There is good rapport between student and staff. Tim has been depressed for the past 3 weeks and states that John, a classmate, (identifiable target) is picking on him. In the most recent session, Tim seems to have a more positive affect and states that his father has bought him a shotgun for hunting (access). Tim said he could use the gun to shoot the student picking on him after school (plan).

DUTY TO PROTECT

Example of a Duty to Protect Mentor and Sam have been working

together for 5 months. There is good rapport between them and Sam has been very open with the mentor. Sam has disclosed to his mentor that his parents are addicts, verbally abuse him, and have hit him in the past. Sam has stated that he wants to die and that he planned to overdose on his parents drugs during the upcoming weekend.

DUTY TO PROTECT

Components of Duty to Protect Mentor and Sam have been working

together for 5 months. There is good rapport between them and Sam has been very open with the mentor. Sam has disclosed to his mentor that his parents are addicts, verbally abuse him, and have hit him in the past. Sam has stated that he wants to die (threat) and that he planned to overdose on his parents drugs (plan & access) during the upcoming weekend.

HOW TO PAIR MENTORS WITH MENTEES

Variety of Factors to consider in Mentor/Mentee relationships Genders, ethnic background, educational

levels, common interests, student social skills, mentor behavior tolerance, etc

With whom does the student (mentee) interact best with (based on observed data and reported past experiences)

HOW TO PAIR MENTORS WITH MENTEES

Vignette-Student history Shenika is a 6th grade student in WMSD.

She has a history of drug use. Counselor notes indicate she was sexually abused by her father at age 8 and he has been in prison since the conviction. School records indicate she shows more aggression/defiant behavior with male staff members and during transition times. She has average/grade level speech and academic abilities.

HOW TO PAIR MENTORS WITH MENTEES

Mentor/Mentee placement need not be permanent Problems may arise

Mentor or Mentee based interpersonal problems Staffing issues Scheduling difficulties

Parent/student acceptance/refusal Watch for dual relationships

Conflicts of interest

MENTOR/MENTEE ACTIVITIES

Organized events for mentor/mentee interaction School level functions

Career/Job Information Seminar Lunches

Mid-South Community College

MENTOR SUPPORT

Supervision Crisis Support

School based crisis response teams Student voiced concerns of suicide/violence Student reporting pregnancy

PROGRAM EVALUATION

Review school level planning Review relevant and reality based data to

determine effectiveness of program Available data sources

Rating scales (Quantitative) Completed before entry into program and then monthly basis

(for temporary placements) Survey (Qualitative)

Questionnaires for students/parents to complete

Methods of improving school developed plans Review/Analyze data collected

POTENTIAL PROGRAM MEMBERS

MENTORS MENTEES (STUDENTS WITH…)

Teachers Paraprofessionals Custodians Cafeteria Staff Academic Coaches Secretaries Counselors Principals Asst. Principals Agency Therapists Social Workers Case Managers Community Volunteers

Poor attendance Multiple Retentions Academic distress Inappropriate Behaviors Poor Hygiene Lack of resources Lack of academic/social concern Social Withdrawal Non-traditional students Neglected/abused Drastic change in family structure

(foster care, divorce, incarceration, death, homelessness)

CLICK HERE TO COMPLETE TRAINING

Thank you for your time!

aschepman@wmsd.net