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Building Youth Resilience Through School-Based Mentoring
Dr. Deneen Washington
November 7, 2016
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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
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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
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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
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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
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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
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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
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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
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0
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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
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20
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60
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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
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80
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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
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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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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
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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”
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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
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25
30
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40
45
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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
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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
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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
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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
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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
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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
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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
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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
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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
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Q&A
Type your questions in the
question box:
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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
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