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Benefits of mentoring a child
Benefits of mentoring a child
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Research demonstrates that youth who participate in mentoring relationships experience a multitude of positive benefits. In the US today, 18 million young people, nearly half the youth population want or need mentors to help them reach their full potential, and nearly 44 million adults say they are willing to become mentors. Yet, due to capacity limitations, only 3 million youngsters are in formal mentoring relationships. This leaves nearly 15 million American young people still in need of mentors; these young people comprise the nation's mentoring gap (MENTOR, 2010).
Main Question I In order to answer the main question of this paper: what are school-based mentor programs? One must understand the basic aspect that are the foundations
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He stated, “The students get referred to the school-based mentor programs from the school guidance counselors, teachers and staff.” In addition he expressed that “the school setting allows for issues both academic and social to be addressed in a timely manner and in a familiar environment.” The research showed that some school-based programs are administered through state financed programs, for instance, in New Jersey they have a program in each of their school districts that is funded by the state and administered by the Department of Child and Family Services. This program is called School Based Youth Services Program (NJ School Based Youth Services, n.d.). Other, states offer programs through local organization that provides the counselors and staff for the programs. Like, private, nonprofit organizations, faith-based institutions, and community groups. Unfortunately, these type of programs depend on private funding, which is difficult to get and maintain. School-based programs take time to develop, a lot of patience and great deal of structure that will allow for building relationships and trust. A great deal of cooperation and collaboration is needed for all involved. They may offer mental health and family counseling with access to preventative health services, substance abuse counseling, in some programs, occupational services, life skills, and recreation, which enhance and assist with social skills. (NJ School Based Youth Services,
Research and Practice: The Role of Evidence-Based Program Practices in the Youth Mentoring Field. (2009). Mentoring Resource Center, (30).
Mentors and mentees each benefit from successful relationships with one another due to the newfound success for the mentee and the the satisfaction reward for the mentor by seeing a person they guided make an achievement. Success from one of these relationships was found in a study conducted during 2015, where 1,139 students from 11 years and above in different school districts served as subjects. In the study, half of the adolescents received mentors while the other half would receive one following the study. After students with a mentor spent time with them, the students were provided with a survey in which students who reported their relationship with their mentor was “close” or “somewhat close” had widespread academic improvement. As a result of the experiment, it is evident that a significant number of students benefit from a mentor being by their side. If the mentee sensed an emotional connection with the mentor, that was all they needed to succeed in school, even though academic-related tasks may not have been on the agenda for the mentors and mentees during their time together
Flaxman, E. Evaluating Mentoring Programs. New York: Institute for Urban and Minority Education, Teachers College, Columbia University, 1992.
There is little scientific knowledge when it comes to mentoring effects on future outcomes; in addition posing confusion as to how these programs continue to emerge. A major component in regards to program effectiveness is in measurement or evaluation of its structure (Deutsch, N., & Spencer, R., 2009). This is done by conducting surveys, focus groups, and interviews (Deutsch, N., & Spencer, R. (2009); Karcher, M., & Nakkula, M. (2010); Diehl, D. C., Howse, R. B., & Trivette, C. M. (2011); Osgood, 2012; Williams, 2011). Studies gives the researcher insight into knowledge that otherwise wouldn’t be known, in order to understand mentoring reactions and relationship styles better (Karcher, M., & Nakkula, M. (2010); Christens, B. D., & Peterson, N. A. (2012); Diehl et al., 2011; Leyton‐Armakan, J., Lawrence, E., Deutsch, N., Lee Williams, J., & Henneberger, A. (2012); Meyer, K. C., & Bouchey, H. A. (2010).
This program begins by targeting youth who are in need in their communities; with the help of their parents and law enforcement partners.
Myers, David L. and Michael Arter. “Communities that Care in Practice.” Journal for Juvenile Justice Services, 20.1 (2005). Web.
In this research paper there will be a discussion on how effective school counseling programs are in school. The reason this topic is being researched is because questions have come up asking whether or not school counseling programs are helping the students and what is the role of the school counselor. According to the American School Counseling Association (ASCA) ?A Comprehensive school counseling program is, driven by student data and based on standards in academic, career and personal/social
Mentoring can be that hand that reaches down and pulls you out of the pit. Mentoring can change lives forever and create permanent relationships. Mentoring can help a child get on the right track if they do not have someone else to help them. Whether they have grown up without active parents, have gotten into trouble from time to time, or even if they are a straight A student, the youth needs mentoring. It will build a country that has a solid foundation in which the current youth of America will one day lead. Mentoring proves that “regardless of background, [all children] are equipped to achieve their dreams” (Bruce and
To discover techniques that help students improve in all areas of academic achievement, establishing relationships with students and parents alike. By becoming a school counselor, I am determined to become an advocate for underserved youth. I aim to become an effective agent educational reform, providing support for students in the various institutions that may disempower
The reason for this program is to use innovative approaches in developing programs, which will teach youth alternatives to violence, substance abuse, anger issues, low self-esteem, and the consequences as a result of making bad choices. During, the program non-violence, team building, leadership development and communication skills is promoted. A neutral and positive setting is provided for young people, so they are able to come together from different gangs throughout the city to work on their issues and programs together. When a youth is referred to the program they have an Intake-Assessment with the family. “Together, a Program Contract/Service Plan will be developed based on the individual needs of the youth/family. If the youth is on probation/parole all requirements of the courts will be incorporated into their contract. Services offered are case management, mediation, innovative focus groups, presentations, collaboration with other youth service organizations, and attendance at court hearings” (Stop ABQ Gangs,
The main purpose of this article, "Bringing Mental Health needs into focus through School Counseling Program Transformation” was to explained how a transformation of a program in a school setting can help tremendously the overall well-being of students. This transformation was done with the collaboration and effort of school counselors, administration, and teachers. This article focus on the need for school counselors to be involved more into the mental health problems of the students, rather than being so overwhelmed with managing testing, clerical tasks, and tracking credits (Gruman, Marston, & Koon, 2013). The first main point this article wanted to explain to the reader was the link between students’ psychological concerns and the students’ ability to succeed academically in school. In addition, to point out the difficulties that school counselors experienced to help students with high risk mental problems. For example, due to the limited time that a school counselor has to actually use to the fullest his or her counseling skills in a school setting, the school counselor may face difficulties identifying students’ mental health problems (Gruman, et al., 2013).
Caseworkers working for this program are responsible for assuring that the youth meet their court dates and abide by court mandates, while helping them improve their family relations, maintain regular attendance in school, and address health and mental health issues. They are also expected to maintain strong and effective relationships with judges and other court personnel. Caseworkers are to perform nightly curfew checks on clients, and have regular interaction with the youth’s schools to ensure and verify school attendance, and conduct home visits (Center for Community Alternatives. Inc,
American School Counselor Association. (2012). The ASCA National Model: A Framework for School Counseling Programs, Third Edition. Alexandria, VA: Author.
Mentoring program becomes instrumental and breakdown barriers as employees are interacting and carrying out the organization’s vision. This allows employees to interact with employees of different cultures and backgrounds with the goal that one will learn more about the individual.
Many young people just need to be motivated and given a fair chance at success. Young people need mentors to help them find their way and to help them stay focused. Mentors play an intricate roll in your lives and are sort of liaisons between your parents or guardians and your educators.