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MentorHandbook

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WhatisMentoring?Amentorisawiseandtrustedfriendandguide.

Mentoringisastructuredandtrustingrelationshipthatbringsyoungpeopletogetherwithcaringindividualswhoofferguidance,supportandencouragementaimedatdevelopingthecompetenceandcharacterofthementee.

TypesofMentoring:• Traditionalmentoring:oneadulttooneyoungperson• Groupmentoring:oneadulttouptofouryoungpeople• Teammentoring:severaladultsworkingwithsmallgroupsofyoungpeople• Peermentoring:caringyouthmentoringotheryouth• E-mentoring:mentoringviae-mailandtheinternet

Peermentorsaregenerallycloseinagetotheirmentees–forinstancesiblingsoryoungadultsmentoringelementaryormiddleschoolpupils.

Althoughpeermentoringoftentakesplaceinanaturalsettingthefocusofmentoringisonbuildingalong-termrelationship,notonacademics.

APeerMentorIsA...• Friend• Coach• Companion• Supporter• Advisor• Rolemodel• Resourcefornewideasandopportunities• Persontotalkto

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APeerMentorIsNotA...• Socialworker• Parent• Superhero• Paroleofficer• Sourceofmoney• Therapist• Solutiontoallproblems

WhyPeerMentoring?Ingeneral,peopletaketheirpeers’perspectivesveryseriously.Thismeansthatapositivepeermentoringrelationshipcanhaveprofoundeffectsonamentee’ssenseofself-worth.

Duetotherelationshipandsimilarityinageofpeermentorstotheirmentees,menteesmightalsofeelmorecomfortablesharingconcernsandproblemswiththeirmentors.Thisincreasesmenteeaccesstoappropriatesupportandresourcesduringtimesofstruggle.

BenefitsofPeerMentoring

ForMentors• Improvedreasoningskills• Betterabilitytorelatetoparents;improvedcommunicationskills• Greaterfeelingofconnectiontothe18+Community;increasedself-esteem,

increasedempathy• Improvedconflictresolutionskills;greaterpatience;improvedorganizational

skills• Increased“culturalcapital,”whichhelpsmentorstounderstandtheirown

challengesandexperiences

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ForMentees

• Increasedacademicachievement;greaterself-efficacy• Improvedsocialskills• Greaterfeelingofconnectiontoschoolandpeers;• Decreasedbehaviouralproblems;lowerrateofengaginginriskybehaviours• Increasedschoolattendance;greaterrateofcontinuingeducation

GreatExpectationsWhileit’sgreattohavegoalsthatyouandyourmenteecanworktowards,it’simportanttorememberthatthepurposeofmentoringistobuildarelationship.Yourprimarymissionshouldbetoestablishtrustandtobeasupportiverolemodelinyourmentee’slife.

It’salsoimportanttokeepinmindthatthegoalsyouworktowardshouldcomefromyourmentee.Ifyouhavegoalsforyourtimetogether,trytofocusthemonyourselfwithinyourrole–toimproveyourlisteningskills,tobecomesolution-oriented,ortobethebestmentoryoucanbe.

AsaPeerMentor...DoExpect...

• Tobeapositiverolemodeltoyourmentee• Therelationshiptobeone-directional,atleasttostart• Somechangetohappen• Tosupportyourmenteeinreachingtheirgoals• Toexperiencesomefrustrationasamentor• Tobebusy• Tomakesomeimpactinyourmentee’slife

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DoNOTExpect...• To“reform”or“save”yourmentee• Yourmenteetoconfideinyouortrustyou,atleasttostart• Greatchangequickly�• Yourgoalstomirroryourmentee’sgoalsforthemselves• Thatyouwillbe“best-friends-at-first-sight”• Yourmenteetoschedulemeetingsortodevelopplans• Toknowaboutorunderstandtheimpactyouhavemade

YourRoleasaMentor:ModelBehaviour

Whatyoudoisasimportantaswhatyousay.Useyourbehaviourtopromotelearningandpositivedevelopmentinyourmentee.

FocusonthePositive

Approachchallengesfromaplaceofoptimismandpossibility.

CreateLearningExperiences

Keepaneyeoutforteachablemoments.Takeadvantageoflocalresourcestocultivatetheirexistinginterests.

Encourage

Helpyourmenteebuildself-esteemandself-confidence.

ANoteOnSelf-Esteem

Self-esteemisasenseofconfidenceinoneself,andafeelingofconnectednesstoothers.Aperson’semotionalwell-beingisoftenbuiltupontheirlevelofself-esteem.Self-esteemisaninternalnegotiationbetweenourownself-image,ourbeliefsabouthowothersviewus,andtheidealversionoftheselfwewouldliketo

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be.

Buildingself-esteemisacrucialpartofbeingapeermentor.Trytopayattentiontoyourmentee’sself-esteemthroughoutyourrelationship,particularlywhentoughissuesarise.

SignsofHealthySelf-Esteem

• Enjoysinteractingwithothers/comfortableinsocialsettings• Abilitytovoicediscontentwithoutbelittlingthemselvesorothers• Worktowardssolvingissuesthatarise• Generallyoptimistic• Realisticgraspoftheirownstrengthsandweaknesses• Usuallyhappyandcontent• Canlaughatthemselves• Makesrealisticgoals• Activelyparticipatesinconversationandstandsupforwhattheythink• Cooperateseasilywithothers

SignsofLowSelf-Esteem

• Resistancetochange–unwillingtotrynewthings• Negativeself-talk–“I’mstupid,”or“Ican’tdoanythingright”• Viewsetbacksaspermanentandunchangeable• Generallypessimistic• Lackofself-confidenceandanegativeself-image• Pronetoanxietyanddepression• Needsconstantreassurance• Pronetoperfectionism• Troublecommunicatingneedsandfeelings• Overlyaggressive,troublesharing

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TheB.E.S.T.Model

Allrelationshipsgothroughstages.TheB.E.S.T.modeldemonstratesthetypicallifecycleofmentorrelationships:building,enhancing,sustaining,andtransitioning.

Thesestagesarenotalwaysclear-cutandfrequentlyoverlap.Sometimes,relationshipsreturnbacktoanearlierstageandcyclethroughmorethanonce.Readontolearnmoreabouteachstageindividually–whatitis,whatyoucanexpect,andsometoolsandtipsformakingthemostoftherelationshipineachstage.

StageOne:BuildingThefirststageofthementoringlifecycleisbuildingtherelationship–meetingyourmenteeforthefirsttime,establishingtrust,clarifyingroles,andagreeingonboundariesareallpartofthisstage.

Youandyourmenteewillbothhavesomeanxietyand/orexcitementabout

Transi`oning

BuildingEnhancing

Sustaining

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buildingthisnewrelationship.Taketheinitiativetoexploremutualinterestsandfindcommonground.

Becausetrustissofragileatthispoint,itisextremelyimportanttobeconsistent,authentic,andopen-minded.Whatyoudonowwillsetthetonefortherestofthementoringrelationship.

YourFirstMeeting• Introduceyourselfwithconfidenceandasmile!• Learnhowtopronounceyourmentee’sname.• Tellyourmenteeaboutyourselfandaskquestionsaboutyourmentee.• Yourmenteemaytakeawhiletowarmuptoyou.Bepatient,non-

judgmental,andopen.• Remainpositiveandendonagoodnote!

StageTwo:EnhancingStagetwoinvolvesenhancingthementoringrelationship.Thismeansexploringinterestsindepth,settinggoals,andofferingyourselfasaresourcetoyourmentee.

Thegoalsyousetcanbepersonalinnature,career-oriented,academics-focused,oranythingelsethatyourmenteehasinmind.Remember–thisisatimeforyourmenteetotalkabouttheirambitions;notanopportunityforyoutoimposeyourgoalsontothem.

StageThree:SustainingInthethirdstageofthementoringrelationship,trusthasbeenestablishedandconversationismorecomfortable,personal,andopen.Workingongoalsmightbeacentralfocusoftherelationship.

Whilethisnewlevelofcomfortiswonderful,italsomightcomewithsomenewchallenges.Youandyourmenteemaystruggletoliveuptotheexpectationsyouagreedtoatthestartoftherelationship.Ifthishappens,youmightre-negotiatethetermsofyourrelationshipbyevaluatingwhatyouhaveaccomplished,whatnewgoalsyouhave,andhowyouwouldliketoworkonthemtogether.

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StageFour:TransitioningChangecanbeascarything,buttheycanbemadeeasierbypreparingforthem.Agoodwaytoprepareforrelationshiptransitionwithyourmenteeistotalkaboutit!Celebratehowmuchyouhaveaccomplished,andremindyourmenteehowmuchtimeremains.Partofthesediscussionsshouldincludewhatyouwantyourrelationshiptolooklikeoncetheprogramends.

Nomatterwhenyoudecidetotransitionoutofthementoringrelationship,besuretogiveyourselfandyourmenteeclosure.Closuremeansendingtherelationshiponagoodnote,celebratingthetimeyouhavespenttogether,andclarifyingyourrelationshipmovingforward.Makesureyouarebothonthesamepage.

TipsforEstablishingTrustTrustcanbeaverydifficultthingtoestablish.Bothyouandyourmenteewillbringyourownsetofexpectations,hopes,andexperiencestotherelationship.

Allofthesethingsaffectthewaytherelationshipwilldevelop,thepurposeandgoalsoftherelationship,andtheboundariesyouandyourmenteeestablish.

Consistencyisabigpartoftrustbuilding.Makesureyouractionsandyourwordsmatchandthatyoufollowthroughoncommitments.

Knowthatyouwillgetbusy.Thingswillcomeup.What’simportantistobeopenandhonestaboutyourlimitationsandrealisticaboutyourcommitmentstoyourmentee.

• BeaFriendBeyourmentee’speerandfriend–notanotherauthorityfigureorparent.

• ListenTrytopickuponyourmentee’sinterests,concerns,andgoalsthroughactivelistening.Don’tgiveadviceunlessaskedfirst.

• MutualRespect

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Don’timposeyourbeliefsorpushyourmenteetodothingstheydon’twanttodo.Knowthatyouaretwodifferentindividuals.

• TakeaStepBackMakesureyourmenteeknowsthattheyarethefocus.Letthemdecidewhattodo,whattotalkabout,andwhatgoalstoworkon.

• BeSupportiveAvoiddismissivelanguagelike"manup"or"that'snotabigdeal."Showthatyou'reontheirsidenomatterwhat.Havetheirback.

• BeYourselfDon'tputonaroletotryand"connect"withyourmentee.Beingauthenticisthebestthingtodo!

• HaveFunResisttheurgetobetotallyfocusedongoals.Havingfuntogetherinthebeginningcanhelpyouworkonmorechallengingthingslater.

• BeConsistentDowhatyousayyou'lldo.Followthrough.Bepresentandattentivetoyourmenteewhileyouaretogether

• BeRealisticDon'tagreetoextravagantrequests-thingsthatcostunreasonableamountsoftime,money,oreffort.Berealisticwhensettinggoals.

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BeaFriend-Beyourmentee’speerandfriend–notanotherauthorityfigureor

parent.

Listen-Trytopickuponyourmentee’sinterests,concerns,andgoalsthrough

acMvelistening.Don’tgiveadviceunless

askedfirst.

MutualRespect-Don’timposeyourbeliefsorpushyourmenteetodothingstheydon’twanttodo.Knowthatyouaretwodifferent

individuals.

TakeaStepBack-Makesureyour

menteeknowsthattheyarethefocus.

Letthemdecidewhattodo,whattotalkabout,andwhatgoalstoworkon.

BeSupporMve-Avoiddismissivelanguagelike"manup"or"that'snotabigdeal."Showthat

you'reontheirsidenomaTerwhat.Have

theirback.

BeYourself-Don'tputonaroletotryand"connect"withyourmentee.BeingauthenMcisthebest

thingtodo!

HaveFun-Resisttheurgetobetotallyfocussedongoals.Havingfuntogetherinthebeginningcanhelpyouworkonmorechallenging

thingslater.

BeConsistent-Dowhatyousayyou'lldo.Followthrough.BepresentandaTenMvetoyour

menteewhileyouaretogether

BeRealisMc-Don'tagreetoextravagantrequests-thingsthatcostunreasonableammountsofMme,money,oreffort.BerealisMcwhenseWng

goals.

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SettingBoundariesSettingboundariesinthementoringrelationshipwillhelptoensurethatyouandyourmenteehaverealisticexpectationsofoneanotherandcanalsohelpyoutoavoidsomeawkwardsituations.

Somegoodboundariestosetupwithyourmenteemightinclude:

• Whatconversationtopicsareoff-limits• Language/wordsthatareoff-limits• Thekindofrelationshipyoudevelopwithyourmentee’sfamily• Howmuchtimeyouarewillingtospendwithyourmentee• Whatwaysareappropriatetocommunicatewithoneanother,atwhattimes

ofday,andhowfrequently• Typesofbehaviourthatareoff-limits• Definingyourrole–whatyoucanandcannotreasonablydowithyour

mentee

ANoteAboutFamiliesBearinginmindthatsomeofyourmenteesmightnotbefamilymembersthefollowingmightbeuseful.Havingagoodrelationshipwithyourmentee’sfamilycanhelpyoumonitorsomeofthethingsyourmenteeisstrugglingwithortryingtoworkon.

Ifyoupursuearelationshipwithyourmentee’sfamily,however,settingboundarieswillbeextremelyimportant.Rememberthatyourmenteeisyourprimaryfocus;so,avoidtakingsideswithyourmentee’sparents.

Finally,nevercriticizethefamilyofyourmentee.Whileyourmenteemightbenefitfromventingtoyouaboutissuesathome,manyawkwardsituationswillbeavoidedbyremainingneutral.

SettingaGoodExampleAsindividuals,wejugglemanydifferentpartsofourlives.Weallgothroughlifewithdifferentexperiencesandfacedifferentdecisions.Weallmakemistakesand

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weallhaveourownhurdlestoovercome.

Settingboundariesenablesyoutoseparateyourpersonallifefromtherelationshipyouhavewithyourmentee.Bemindfulaboutwhichtypesofpersonalinformation,experiences,andstoriestosharewithyourmentee.Keepinmindthatthestrugglesyouarefacingrelativetoyouragemaynotbeappropriateorpracticaltosharewithyourmentee.

CommunicationTools1. OpenandClose-EndedQuestions

Itmightbealittletoughtogetconversationstartedwhenyouarefirstgettingtoknowyourmentee.Askingopen-endedquestionsisagreatwaytogettheballrolling.Aclose-endedquestionisaquestionthatcanbeansweredverysimply-generallywithjustoneword,suchas‘yes’or‘no’.Example:Doyoulikeicecream?Open-endedquestions,ontheotherhand,tendtoelicitlengthierresponses.Theyhelpusaskothersabouttheiropinionsandfeelingsandtheycanoftenleadthewaytodeeperconversation.Example:Howdidyoumeetyourbestfriend?

2. ActiveListeningActivelisteningisawayoflisteningthataffirmsthespeakerandletsthemknowthatyouareinterestedandthatyouunderstand.Topracticeactivelistening,tryoutthefollowingtips:

• Paraphrasewhatyourmenteehassaidtomakesureyou

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understand.Say,“WhatI’mhearingis...DoIhavethatright?”• Leanin,nod,andmaintaineyecontact.Useappropriatefacial

expressionsandgestures.Keepacalmandcomposedpostureanddon’tfiddlewithanythingthatcoulddistractyou(phone).

• Whileyourmenteeisspeaking,don’tthinkaboutyourresponseorthenextquestionyouwanttoask.Justlisten.

3. BodyLanguageBodylanguagereferstoallofthewaysthatwecommunicatewithotherswithoutusingwords.Accordingtoresearch,nonverbal(body)languageaccountsforupto70%ofallcommunication!Itisveryimportant,therefore,tomakesureyouaresendingtherightmessagestoyourmenteewithyourbodylanguage.Afewgoodtipsforgoodbodylanguagearelistedunder“ActiveListening,”suchasleaningforwardandmaintainingeyecontact.Alsopayattentiontoyourposturewheninteractingwithyourmentee,whichmightsendthemsignalsaboutyourmood,yourinterestinthem,andyourtrustworthiness.Trytokeepyourbodyopenandrelaxed,witharmslooseanduncrossed.

4. “I”Statements“I”statementsaresentencesthatstartwithanexpressionofyourpersonalopinionorexperience.Youcanonlybesureofyourownexperiencesandfeelings–neverthoseofothers.Usingan“I”statementtoclarifywhereyouropinionscomefromensuresthatyoudon’toffendanyonebyspeakingforthem.Example:Insteadofsaying“Youhatemaths!”trysayingsomethinglike“Inoticedthatyouseemedfrustratedwhiledoingyourmathshomeworktheotherday,couldyoutellmeaboutthat?”Using“I”statementscanbeparticularlyusefulduringaconflict.Insteadofsoundingaccusatory,whichcouldmakethingsworse,itwillhelpyouunderstandyourmentee’sperspectives.

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Example:Insteadofsaying“You’resoirresponsible!Youletmedown,”trysaying“IwasreallylookingforwardtospendingtimewithyoutheotherdayandIwasupsetwhenyoudidn’tshowup.Whyweren’tyouabletomakeit?”Asyoucansee,“I”statementsenableyoutolearnaboutyourmentee.Thefirst“you”statementineachexampleonlyshowsthementor’sassumptionsaboutthementee.Nothingislearnedandconversationisturnedintoaconflict.

5. GivingFeedbackFeedbackisanobservationoropinioncommunicatedfromonepersontoanother.Feedbackcanbepositiveornegative,andwhendoneappropriatelybothtypescanbeconstructiveanduseful.Whenprovidingfeedbacktoyourmentee,trytofollowtheseguidelines:

• Behonestandrespectful.Keepinmindthatitcanbedifficulttohearnegativefeedback.

• Makeobservations,notevaluations.Provideexamplesofwhatyouhaveobservedwhenyougivefeedback-don’tevaluateorprovidepersonaljudgment.Observationswillhelpyourmenteereplicategoodbehavioursandrecognizebehavioursthataren’tconstructive.

• Provideempathy.Tryyourbesttoputyourselfintheirshoestounderstandtheirperspectives.

• Betimely.Givefeedbackprivatelywhenyouwon’tbedisturbedordistractedandyourmenteewon’tbeembarrassed.

FindingSupport

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Asapeermentoryoudonotneedtohavealloftheanswers.Oneofthemostimportantskillsyoucanlearnfrommentoringishowtoaskforhelp.Forsomeissues,youcanfindwaystorespectfullyandconfidentiallytrouble-shootwithothersyoutrust.

Remember-youcanaskforhelpfrom:

• 18+CommunityMembers• IGIProgramstaff• Othermentors• Mentorsinyourlife

Whiletheinformationyourmenteeshareswithyoushouldgenerallybekeptprivate,therearesomesituationsthatmeritfull-disclosureofinformation–asinsituationswhereyourmenteeisarisktothemselvesorothers.

HandlingToughIssues

Whiletogether,youandyourmenteemayencountersomedifficultissuessuchas:

• Substanceuseandabuse• Abuse,violence,andbullying• Mentalhealthissues• Peerpressure• Puberty,sexuality,andrelationships• Death

Withmanyoftheseissues,engaginginopenandhonestconversationabouttheproblemisanimportantwaytolearnmoreanddeterminethebestcourseofaction.Asapeermentor,yourroleistodirectyourmenteetotheappropriateresources,whetherthatisareferraltoaprofessionalorsharingagoodnewsarticle.Whendiscussingtheseissuesremembertoremaincalmandnon-judgmental.

Justbecauseoneoftheseissuescomesupinconversationdoesnotmeanthat

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yourmenteeisinimminentdanger.Forinstance,ifyourmenteeiscuriousaboutusingillegalsubstances,talkingaboutitencouragesyourmenteetoaskquestionsandlearninformationabouttherisksoftheseactivities.

Sometimes,justhavingatrustworthyfriendtotalktoabouttheseissuescanhelpenormously.Showyoursupportbyusingactivelisteningskills,affirmingtheirfeelings,andempathizingwiththeirstruggles.Afterhavingthatmomentofaffirmation,youcanmoveontoexploringoptionsandpursuingthebestsolution.

DecidingtoReportaProblemIfyoudecidethatitisbesttoreporttheproblem,tellyourmenteeimmediatelypriortothereportandtalktothemaboutwhyyoumadeyourdecision.Makesuretheyknowthatyouareontheirsideandthatyouwantwhat’sbestforthem.Offertosupporttheminanywaythatyouareableto,butdon’tmakepromisesyoucan’tkeep.

Thefollowinglistcanhelpyouidentifywhetherornotyourmenteehasaproblemthatshouldbediscussedand/orreported.

WarningsignsGeneralwarningsigns

• Lossofinterestinschool• Spendingalotoftimealone• Severemoodswings• Sleepingalotorverylittle• Eatingalotorverylittle• Turningawayfromadultsforsupport• Increaseinbehaviouralproblemsatschool• Engaginginriskybehaviours

Substanceabuse• Irrational,clumsy,or“spacedout”behaviour

• Lying

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• Secretiveness• Abuse,violence,andbullying• Injuriesthatcan’tbeaccountedfor• Physicaldefensiveness;gettingjumpyornervous• Suddenonsetofcompulsiveorself-destructivebehaviour

Mentalhealthissues

• Becomingwithdrawn• Talkingaboutdeathordying• Prolongedsadness;expressionofhopelessness• Prolongednervousnessoranxiety• Severeinsecurity• Inexplicableandirrationalbehaviour• Unhealthycopingmechanisms–sexualactivity,druguse,self-harm,etc.

MentoringActivitiesDuringthementoringrelationship,youandmenteewillspendalotoftimetogetherdoingfunactivities.Dependingonyourprogram,theseactivitiesmightbeplannedforyoubythe18+Communityoryoumayhavetocomeupwithideaswithyourmentee.

Giveyourmenteeavoiceinthisprocessandavoidplanningeveryactivityforthem.Letthemtellyouwhattheywouldliketodo.Ifthey’rehavingtroublethinkingofideas,givethemafewdifferentoptionsbasedontheirinterests.Alternatively,youandyourmenteecoulddevelopalonglistofideasearlyontochoosefromthroughouttherelationship.

Ifyou’rehavingtroublecomingupwithideas,visitThe18+Communitywebpage,whereyoucanfindfunexercisesandeasyactivities.

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SettingGoalsBeyondhavingfunwithoneanother,settinggoalswithyourmenteeandworkingtowardsthemtogetherwillbeyourprimaryactivity.Whensettinggoals,makesuretheyareS.M.A.R.T.

• Specific-Answerthe“who,what,when,where,why,how,andwhich”questions

• Measurable-CreatebenchmarkstocheckyourprogressDeterminehowexactlyyouwillknowwhenyourgoalhasbeenattained

• Achievable-Makesurethatitisrealistictoattainthegoalwithinyourtimeframekeepingotherresponsibilitiesinmind

• Relevant-Doesthegoalmatter?Howwillitcreatepositivechange?Whatwillbetheimpactofreachingthegoal?

• Timely-CreateatimeframeforthegoaltobeachievedHaveaduedateandcheck-indatestomeasureprogress

CulturalDiversityDiversityisthevastpossibilityfordifferencesamongallofus.Sinceeverypersonisanindividual,withindividualdifferences,humansareaboutasdiverseasthenumberofpeopleexistingonthisplanetatanygiventime!

Tomakethingseasier,wetendtogroupcommonalitiesintodifferentidentitiesorcultures.Allofushaveavarietyofculturesandidentitiesandexperiencesthatmakeuswhoweare.Thiscombinationofculture,identity,andexperienceisdifferentforeachpersonwemeet!

Takesometimetothinkaboutyourcultureandidentities,whichmayinclude:

• Yourage• Yourraceorethnicity• Yourgender

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• Yoursexualorientation• Yourreligionorpersonalphilosophy• Whereyouwenttoschool• Whereyoulive• Howmuchmoneyyourfamilyhas• Thenumberofpeopleinyourfamily• Thehobbiesyouhaveandyourpersonalpassions• MUCHMORE!

SharingCultureWithYourMentee

What’simportanttorememberaboutdiversityistobeinclusive–berespectfulandwelcomingofallofthedifferencesyouencounter.Yourmenteewillundoubtedlyhaveculture,identities,andexperiencesthatdifferfromyourown.

Explorethosedifferenceswithyourmenteeandalsofindcommonalities.Askaboutyourmentee’sfamily,theirtraditions,andwhat’simportanttothem.Sharewithyourmenteeaboutyourcultureandidentity,andperhapshowthingswereforyouattheirage.You’llbesurprisedathowmuchyoucanlearn!Thediversityamongushelpsustolearnmoreaboutotherwaysoflifeandprovidestheopportunitytosharethewealthofexperienceseachofushaswithoneanother.

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Very Not Very

Do you think that your experience as a Mentor will help you in your future? Please give examples:

Did you have any difficulties in taking part in the program? Please give some examples:

Did you find the Training Program useful?

Can you suggest any ways the training program might be improved?

Did you find your IGI supervisor supportive?

Can you suggest any ways the supervision program might be improved?

Do you have any suggestions of ways to improve the mentoring program?

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Name Signature,

Mentee:

Mentor:

Date:

Mentoring Start Date:

End Date:

Mentoring Evaluation Sheet (Mentee)

Do you feel you have gained from being part of the mentoring program? Please give some examples:

Did you find the Mentoring Program useful?

Number of meetings held: Did you keep in contact between meetings: by email; by text; by phone? How frequently?

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Very Not Very

Do you have any suggestions of ways to improve the mentoring program?

Do you think that your experience as a Mentee will help you in your future? Please give examples:

Did you have any difficulties in taking part in the program? Please give some examples:

Did you find the Training Program useful?

Can you suggest any ways in which your Mentor might have been more supportive?

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