National

Mentoring Curriculum National Mentoring Curriculum

March 5, 2013

Why Mentoring? Why is Catholic Charities engaged in Why is Catholic Charities engaged in Mentoring atrisk youth?
Poverty Reduction Poverty Reduction Expand services to Clients Impact lives of Adults Impact lives of Adults Shape future of atrisk Youth

Overview
Community Needs Community Needs Engaged Community Staff Preparation Staff Preparation Mission & Vision Program Program Infrastructure Mentor Recruitment Mentor Recruitment Mentee Recruitment Initial Orientation & Initial Orientation & Intake Mentor Screening g Mentor Training Matching Monitoring & Ongoing Training a g Closure

Assessing the Need Where does Catholic Charities Mentoring fit Where does Catholic Charities Mentoring fit in the community mentoring environment? Where does Catholic Charities mentoring fit Where does Catholic Charities mentoring fit in the agency services environment? D Do we fit a niche? f h ?

Mentee Commitment Office of Juvenile Justice and Delinquency Office of Juvenile Justice and Delinquency Prevention Catholic Charities USA Catholic Charities USA Local Organization Program Staff Mentor

Program Support Do I need an advisory committee? Do I need an advisory committee?

Provides guidance Strengthens connections in the community Strengthens connections in the community

Targeted groups: School personnel/boards, Youth service providers, Parents or parent Y th i id P t t groups, Civic organizations, Clergy, Local government, Law enforcement, Youth t L f t Y th

Staff Preparation Research of Mentoring and Education of Research of Mentoring and Education of Staff leads to:
Realistic impact of program p p g Knowing different activities lead to different results How mentoring relationships form and progress I Importance of match duration and match t f t h d ti d t h quality

Resources Resources

http://chronicle.umbmentoring.org/category/expertcorner/ http://www.mentoring.org/program_resources/training_and_events/

Mission & Vision How does the mentoring program support How does the mentoring program support the mission & vision of my agency?
LogicModel Logic Model
Need Resources/ Inputs
Program ingredients, suchas funds,staff, volunteers, materials, partners,etc.

Activities

Outputs

Intermediate Outcomes
Positivechanges thatwilltake placeasaresult ofservices

Longterm Outcomes
Lastingand significant resultsofyour programover thelongterm

Theproblem(s) yourprogram willaddress

Specific activitiesand servicesthe programwill provide

Specific evidence ofservices provided (numbers)

Resource http://www.wkkf.org/knowledgecenter/resources/2006/02/wkkellogg foundationlogicmodeldevelopmentguide.aspx

Logic Model Choose a mentoring program at your pod Choose a mentoring program at your pod and work the logic model with your group.
LogicModel Logic Model
Need Resources/ Inputs
Program ingredients, suchas funds,staff, volunteers, materials, partners,etc.

Activities

Outputs

Intermediate Outcomes
Positivechanges thatwilltake placeasaresult ofservices

Longterm Outcomes
Lastingand significant resultsofyour programover thelongterm

Theproblem(s) yourprogram willaddress

Specific activitiesand servicesthe programwill provide

Specific evidence ofservices provided (numbers)

Identify a presenter at each pod

Program Implementation Hiring Staff Hiring Staff Facilities Record Keeping d Recruitment & Matching Training Curriculum Development Funding Policies and Procedures

Mentor Recruitment
Mission & Vision Focused Who meets the needs of the mentee? Give recruiting a chance Know your groups T K Target Population tP l ti
Local churches and faith organizations Local colleges & universities g Social, civic, and fraternal organizations Retirement communities Local businesses Local businesses Government agencies, professional associations

Custom message for each group Toolkit Recruitment Worksheet

Mentor Recruitment (continued) Strategies

Program Brochures and Flyers Newspaper and Media Advertising Newspaper and Media Advertising Program Web Site Presentations & Events Word of Mouth

Content Mission, goals, how to become a ,g , volunteer, time commitment, job description, inspirational language, link to website

Mentee Eligibility Atrisk At risk

Truancy School failure School failure Drug use G Gang activity ti it Pregnancy

Youth
Age

Mentee Recruitment Word of Mouth Word of Mouth Where to recruit?

Youth involved in your other programs Youth involved in your other programs Youth whose family members are involved in y your other programs p g Youth from partner organizations Youth from mentoring organizations Schools Teachers, Counselors, Social Workers

Characteristics that foster successful relationships

5minute Break!

Case Management for Mentee

Case management is a fundamental component to Case management is a fundamental component to the service delivery of Catholic Charities Each program includes p g process for completing a needs assessment a service plan a service plan progress notes supervision and support supervision and support community resource identification

Initial Orientation & Intake

Initial Orientation Initial Orientation Takes place during p recruitment presentation or a future event
Why mentoring? Mission, Vision, & Goals Mission Vision & Goals Policies & Procedures Qualifications of participants ti i t Outcomes of Program Next Steps

Intake Procedures and timelines pp from applicant to mentor Case files, database, communication timelines, waiting lists waiting lists Compatible with current system y Toolkit Steps for mentors/mentees

Mentor Screening
Catholic? Catholic? or catholic? Two Goals: Safety of the youth & Suitability of Two Goals: Safety of the youth & Suitability of mentors Setting the expectation: g p Job description & mentor eligibility policy Screening: application, interview, references (personal & employer), background check Criteria

Toolkit: application, interview, assessment

Training Overview Mentor Initial Orientation Mentor Initial Orientation Initial Mentor Training Followup Training ll Mentee Training Parent Training

Considerations for Training

Before each Training Session
Principles of Adult Learning l f Ad l Know the curriculum Select a good comfortable space Have everything ready y g y Arrive early Create a comfortable learning environment Create a comfortable learning environment Pace the training appropriately Model good listening, feedback and problemsolving skills Think about how people learn best Be Yourself

During each Training Session

After each Training Session

Get feedback from participants Get feedback from participants Reflect on what worked well and what did not Follow up on information you promised participants

Mentor Training Categories

Program Overview/Orientation Program Overview/Orientation Defining the Roles of Mentor and Mentee Youth Development Youth Development Communication Skills Development Creating Trust in Relationships Establishing Healthy Boundaries Crisis Management and Networks of Support p g Child Abuse Reporting Tutor Practices, Cultural Training

CCUSA Mentor Training Additions

Diocesan Training w/Youth Diocesan Training w/Youth Developmental Assets Program Activities Program Activities Diversity Training Parental Involvement Parental Involvement

Goals of CCUSA Mentor Training

Help mentors understand scope and limits of their role Develop skills and attitudes Introduce positive youth Introduce positive youth development Answer questions about the mentoring experience mentoring experience Build confidence Provide information about the strengths and vulnerabilities of youth in the program Provide information about program requirements and available supports pp

Matching Mentors & Mentees

Needs of Youth Matching information is provided from recruitment, intake, orientation and prematch training Rank criteria to match goals: gender, background, interests, personalities and background, interests, personalities and temperaments, location, availability Design a matching procedure Keep in mind how long participants are waiting to be matched Needs of Youth > benchmarks use your Needs of Youth > benchmarks, use your instincts

Monitoring Matches
Support for match and identify potential difficulties Develop a procedure and keep written records 1. Contact participants within the first two weeks of the match 2. Check in with the mentor and youth every two weeks for the first 2 Check in with the mentor and youth every two weeks for the first few months 3. Check in monthly with the mentor and youth for the rest of the first year, then quarterly first year then quarterly 4. Check in with the parent/guardian quarterly Info to collect meeting frequency, relationship development, activities, satisfaction level of participants, communication efficacy, activities satisfaction level of participants communication efficacy concerns, highlights, support needs, business needs? Red flags missed appointments, ambivalence, lack of trust, parental concerns Use information future training, coaching, conflict mediation

Support, ongoing training and recognition of volunteers recognition of volunteers Cultivation of volunteers Cultivation of volunteers Ongoing training for all participants, involve mentors in training new mentors involve mentors in training new mentors Contact mentor, beyond the checkin, to show appreciation show appreciation Create a group for mentors Recognize mentors in ways that align with Recognize mentors in ways that align with your volunteer recognition program reception dinner, mentor of the month, gifts reception dinner, mentor of the month, gifts on anniversary, letters, notes, publications

Match Closure
Create procedures for handling all closure types Discuss match closure before it happens Aid with transition as much as possible Exit interviews with all participants Exit interviews with all participants Policy regarding future contact Abrupt Ab Incompatibility Lack of Lack of interest/communication y g Availability changes Violation of rules

Natural N l School year ends Graduation Move (with notice)

Abrupt Match Closure Strategies to engage youth Strategies to engage youth

Give ample warning (if possible) Mentor discuss the end of match in person Mentor discuss the end of match in person Program staff explain why the match is ending One last hurrah! Encourage youth to express feelings g Make counseling and support services available Future mentoring opportunities

Cultivation of volunteer mentor Closure for parents or guardians

Program Evaluation Development Assets Youth Development Assets Reference logic model to create an evaluation Key components
1. 1 2. 3. 4. 5. What do you want to measure? What do you want to measure? What data will you collect? Who will conduct the evaluation? Who will conduct the evaluation? What data collection instruments will be used? When will the data be collected?

Analyze data and implement changes

Policies and Procedure Resources Mentor Eligibility and Screening Mentor Eligibility and Screening Rules of Conduct for Mentors and Mentees Confidentiality Record Keeping Child Abuse Reporting Child Ab R ti Drugs and Alcohol Sexual Harassment Nondiscrimination Future Contact Once a Match Ends

Procedures & Supporting Documentation

Conducting Mentor g Recruitment Campaigns Mentor/Mentee Intake Conducting Background Conducting Background Checks Training Volunteers M ki M t h Making Matches Monitoring Matches Volunteer Recognition Volunteer Recognition Grievances Closing/Ending Matches

Program History Program History Mission and Vision Statements Organizational Chart Copies of MOUs Copies of MOUs 501(c)(3) letter Copies of Brochures Copies of Brochures, Flyers, and Forms

Community Partnerships MOUs Mentoring Organizations Schools h l After school programs Child welfare agencies Juvenile Courts Juvenile Courts

Innovation in Mentoring
2009
Alternative delivery formats and structures, such as ementoring and peer, group, and team models Embedding mentoring within specific community settings such as after school programs and the workplace afterschool programs and the workplace Tailoring services to specific populations and cultural groups, such as children of prisoners Alternative sources of mentors, such as natural mentors from within youths own social networks as well as paid ithi th i l t k ll id paraprofessionals Longterm commitments to youth from elementary school to high g school graduation Integrating mentoring within larger programs that offer extensive arrays of other services and supports US!

Infusing Creativity Webinar 2013 and beyond?

Celebrate!

Online Templates & Toolkits

Sample MOUs Page 24 Sample MOUs Page 24 Program Resources Design Program Resources Program Resources Management Program Resources Operations Program Resources Program Resources Evaluation CCUSA Scribd Folder

Continuing Education More resources Foundations of Successful More resources Foundations of Successful Youth Mentoring page 84 Checklist of program progress page 100 Checklist of program progress page 100 Recommended Reading page 109 http://www.mentoring.org/news_and_rese arch/research_and_studies

El fin! Whos ready to mentor youth?! Who s ready to mentor youth?!