catholic charities national mentoring program flora workshop

7/29/2019 Catholic Charities National Mentoring Program Flora Workshop

1/54

Welcome to

Meaningful Results

through

Asset-BuildingMentoring Relationships

.Search Institute & Vision Training Assoc.

Senior Trainer and Consultant

1Copyright 2008 by Search Institute, 800-888-7828, www.search-institute.org/training-speaking


2/54

OutlineI. Opening: Introductions & Making the Case

II. The Developmental Assets Framework &

Building the Assets

Sparks -- tapping into what excites and energizes

Mentoring Tips, Tools & Activities

Introducing Developmental Assets and Strength-Based Practices to

Mentors

Resources & Supports

The Develo mental Assets Profile DAP

2Copyright 2008, 2012 by Search Institute 800-888-7828, www.search-institute.org/training-speaking

Closing


3/54

something thatsomething that

show a youngshow a youngperson aperson a

you careyou care

3Used with permission as part of the Building Developmental Assets in School CommunitiesTraining of Trainers workshop.Copyright 2008 by Search Institute, 800-888-7828, www.search-institute.org/training-speaking


4/54

Em owerment

to provide young

opportunity to play

in your family or



5/54

Share a positive,

behavior that you

model


5


6/54

are somet ng you do to help

ensure that a

young person issuccessful in

school.


6


7/54

Wh Assets Matter

Increased Thriving40 The more

Developmental

Assets

Reduced Risksassets,

the better

In the U. S.:

trueSocioeconomic status

Race/ethnicity

Family composition

Gender


. . .


8/54

Positive relationships are seen as the primary

outcomes for youth who are mentored.Nation, M., Keener, D.,Wandersman, A.,

Debois, D. (2005)

8


9/54

MediatorBenefits of

Mentorin Relationshi s Parent/PeerRelationshiopsMagnusson & Stattin, 2006; Scales et al.,

2006), the Rhodes (2002, 2005) model

Mutuality

Social-Emotional

Development

Outcomes

Educational

RelationshipTrustEmpathy

Cognitive

Development Health & Safety

Social &Identity

Development

mot ona

Development

Moderators

Interpersonal history, social competencies, developmental state, mentoring relationship,program practices, family & community context

9


10/54

Search Institute

Developmental Assets

Building

Blocks of

ea y

Develo ment



11/54

Support Boundariesand

Expectations

Constructive

mpowermen Use ofTime



12/54

Commitmentto Learning

SocialCompetencies

Positive

Values



13/54

Does the number of assets young peopleDoes the number of assets young peopleDoes the number of assets young peopleDoes the number of assets young people

Profiles of Student Life

(A&B)

emsself-report

6-12 gradersover 3 million surveyed since 1989, in urban, suburban,and rural communities

13


14/54

The Power of Assets to Protect



15/54

The Power of Assets to Promote



16/54

31-40 assets

- asse s

11-20 assets21-30 assets

Copyright 2008, 2012 by Search Institute 800-888-7828, www.search-institute.org/training-speaking


17/54

small acts make a difference

17


18/54

New Ways of Thinking & Being

FROM TO

rogram e a ons ps

Problems StrengthsStrengthsto

18


19/54

Find the good----and praise itAlex Haley

Copyright 2008, 2012 by Search Institute 800-888-7828, www.search-institute.org/training-speaking


20/54

New Ways of Thinking & Being

FROM TO

rogram e a ons ps

Problems StrengthsStrengthsto

For Youth With YouthWith Youth

Incidental Intentional actionIntentional action



21/54

1.Read the case study individually

.

3.Identify positive characteristics of the mentor

.

212008 by Search Institute, 800-888-7828, www.search-institute.org/training-speaking


22/54

Building Positive Relationships

SuccessfulSuccessfulMentorinMentorin

RelationshipsRelationships

mpat y

22


23/54

WhatHappensDurin

MatchDecides

owMentorsApproach

Meetings

What

To DoTo ethe

theRelationship

Karcher & Nakkula, 2010

23


24/54

Mentor Approach

(Relationship Styles/How Mentors Approach the Relationship)

Prescriptive

Developmental

by meaningful interactions that help build the relationship


eanng u n erac ons come rom meanng u ac v es

24


25/54

What Happens During Meetings

Relational -- buildin and sustainin relationshi

is priority

- --


25


26/54

How Mentors and Mentees

Decide What To Do Together

Unilateral -- one sided

o a ora ve -- re ec s o perspec vesReciprocal -- taking turns or give and take

26


27/54

What Works Best?

Developmental & Instrumental -

Collaborative


27


28/54



29/54

par s

par amp ons--


a s a para s a par


30/54

a s a para s a par

A special quality, skill, or interest that lightsus up and that we are passionate about.

Something that comes from inside of us,and when we express it, it gives us joy and.

Its our very essence, the thing about us ,

world.



31/54

Search Institutes

Research on Sparks

Gallup Poll of 2,000 12 to 17-year-oldsand 2,000 of their parents

Online Poll conducted by Louis Harris polling

- -,

Interviews with 405 teens, ages 15-17

Continued assessment in individual



32/54

Teens generally named three types of sparks:

Something they are good at a talent or skill

Something they care deeply about such as the

A quality they know is special caring for others

or being a friend



33/54

Nature, ecolo , the environment Leadin

Animal Welfare Athletics

Helping, serving, volunteering Reading

Spirituality or Religion Creative Arts

ommtte to vng n a spec c way wt oy,passion, caring, etc.)

Learning a subject matter like Science or History



34/54

Compared to youth without sparks, youth with sparks whoa so ave peope w o now an suppor e r spar s:

have higher grades in schoolhave higher attendance ratesare more likely to be socially competent are more likely to volunteer to help othersless likely to experience depression

ess v o en ac s

34


35/54

S ark Cham ions Can

Encourage its expression

Mo e t e spar

Provide opportunities to express itRun interference and help eliminate obstacles

Teach or mentor

Show up (at recitals, games, performances, play,

reading, contests)



36/54

Questions

What is your spark?

Who knows your spark?

What gets in your way?

How will ou use our s ark to make our world

better? How can I help?



37/54

ore n orma on on par s

www.search-institute.org

spark.a.vision



38/54

What Happens During Meetings

Relational -- buildin and sustainin relationshiis priority

- --


38


39/54

Activity Resource

Conversation Conversations on the GoMentoring for Meaningful

Word Relay

a sonomatopeia?


Teachin Persistence Handouts


40/54

I've learned that people willforget what you said, people willforget what you did, but peoplew v w y uthem feel."

Maya Angelou

40


41/54

...is listenin

Scarlett JohannsonWe Bought a Zoo

41


42/54

The use of words such as hiss or murmur thatimitate the sounds associated with the objects oractions they refer to.

Examples: buzz, click, drip, chug, puff, ding-dong

How many onomatopeias can you and yourpartner come up with in 60 seconds?



43/54

Activity Resource

Conversation Conversations on the GoMentoring for Meaningful

Word Relay

a sonomatopeia?


Teachin Persistence Handouts

Introducing Developmental


44/54

Introducing Developmental

and

-

to Mentors

44


45/54

v(DAP)

45


46/54

eng -- e onger e re a ons p, e e er e ou come

Frequency -- benefit enhanced with more frequent contact

High quality relationships matter most

-

Jekielek, Moore, Hair, and Scarupa 2002

46

P P ti th t E h


47/54

Program Practices that Enhance

ua y en or ng

eguar supervs on

Mentor training--mentors who receivemos ours a onger as ng ma c es

Mentoring programs driven more by

,

Follow up

Jekielek, Moore, Hair, and Scarupa 2002

47


48/54

Peer onsultation

Directions: Use the Developmental Asset Checklist

built by an effective mentoring program.

c rc e e num er o ose mos rec y u

draw a box around the number of those indirectlybuilt

Intentionalfocus on the assets is important

48


49/54

Based on this workshop,

Create a list oftopics that group members agree

49

Suggested Outline


50/54

Suggested Outline

I. What are Developmental Assets

Resources:. earc - ns u e u ca ons:

Asset ApproachPass It On2. Search-Institute website:30 min. web-based, self-paced, interactive intro

3. Google: intro to Developmental Assets

Slideshare: imbed at your website

50

Suggested Outline


51/54

Suggested Outline

II. Asset Building

Resources:1. Search Institute publications:

Mentoring for Meaningful Results

2. Search Institute website -- link to 9 minute video

3. Google: asset building4. Cloud link

51


52/54

Cloud A link for

Asset Category Tip Sheets

http://cl.ly/0v2S0s080A17

52


53/54

Additional ResourcesAdditional Resources

FriendsforYouth.or -- free webinar seriesNW Regional Educational Lab ABCs of School-BasedMentoring

53


54/54

54

catholic charities national mentoring program flora workshop

Documents