mentoring (CAMP) program Association between serving as ... · PDF fileimproved self-esteem as well Self-Esteem Domain ... Teen Mentors Comparison Free powerpoint template ... [email protected]

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Applying research on effect sizes, An overview of the Cross-age peer

mentoring (CAMP) program Michael J. Karcher, Ed.D., Ph.D. University of Texas at San Antonio

Principal Evaluator of the CAMP program

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Unique goal of CAMPs: Promoting both mentees’ and mentors’ development

Connectedness to

Univariate F-test

Effect Size (partial η2)

Friends 6.05* .07 (medium effect; d = .50)

Culturally different peers

5.88* .07 (medium effect; d = .50)

Future 6.06* .07 (medium effect; d = .50)

School 6.05** .08 (medium effect; d = .55)

Multivariate Analysis of Covariance: Association between serving as mentor and changes in school-based outcomes F(11, 66) = 4.07, p =.03, eta-squared .26 (large)

Covariates: Age, sex, pre-test scores

(adjusted means)

Goals: Cross-age Mentoring Programs (CAMPs) target mentor and mentee outcomes


Adolescent mentors reported improved self-esteem as well

Self-Esteem Domain (DuBois)

Univariate F-test

Effect Size (partial η2)

Extracurricular Self-Esteem

8.37*** .10 (medium to large effect; d = .65)

Sports Self-Esteem

4.36* .05 (medium ) effect; d = .55

School Self-Esteem

4.35* .05 (medium effect; d = .55)

Multivariate Analysis of Covariance: Association between serving as mentor and changes in school-based outcomes F(11, 66) = 4.07, p <.03, eta-squared .26 (very large effect size)

Covariates: Age, sex, pre-test scores (adjusted means)

Goals: Cross-age Mentoring Programs (CAMPs) target mentor and mentee outcomes

School Self-Esteem

Sports Self-Esteem

ExtracurricularSelf-Esteem

2.5 2.55 2.6 2.65 2.7 2.75 2.8 2.85 2.9 2.95 3

Group: Teen Mentors Comparison


Worthy endeavor? •  Mentees in highly structured CAMPs can have

larger positive changes in connectedness to school than mentees in adult-with-youth programs.

•  Mentees in programs with little structure may have no effect at all. More than adults, teens need structure to “scaffold” their helping skills.

•  But mentors participating in a structured program have reported Fall-to-Spring gains in school-related connectedness and self-esteem relative to their peers. This (alone) may make cross-age peer mentoring important to “make work”!

•  (Coca-Cola Valued Youth Program does this).

Research suggests we carefully select peer mentors for high risk youth, but more

importantly, train mentees to utilize mentors •  One study (Karcher & Lindwall, 2003) found

the greater the child’s risk, the more likely the teen mentor was to skip or quit; but that mentors reporting greater social interest sought out high risk youth and persisted.

•  Later study found negative effects of risk are offset by mentees’ seeking their mentors’ support. So, we should train the mentees.

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What is “Structure” Structure seems key—Biggest bang when: 1.  A curriculum, youth-driven (mentor involvement), 2.  developmental and instrumental activities in tandem

and planned, with youth ownership and opportunities to meet mentors need for socialization time,

3.  high degrees of support and monitoring of mentors by staff, coupled with ongoing training,

4.  summer events, termination procedures, & matching “Meet and Greet” events, and

5.  parent involvement.

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Cross-age peer mentoring (CAMP): Players

•  Schools: 1) Place for mentoring program; 2) recruiting school.

•  Teachers: Identify youth, inform mentors; rate behaviors,

•  Program Directors: School Counselors, Social Workers, etc.

•  Lead Mentors (1+ years of experience)

•  Mentors (High school age students, 9-11th gr)

•  Proteges (Middle school age students)

•  Mentees (4th-6th grade students mixed risk status to minimize deviancy training.


Promoting Connectedness through Developmental Mentoring

•  Primary prevention: Catching ‘em early •  Duration: up to 7 years •  Links family, peers, schools, & educators •  Designed to promote connectedness to

self and others through activities (see Grossman & Bulle, 1997); and to future, school, and culture through curriculum.


Mentoring to Promote Connectedness To the ecological worlds in youths’ lives

•  Connectedness to self: Increasing self-esteem (present and future) by increasing self-knowledge related to future opportunities.

•  Connectedness to others: With friends, family, teachers, siblings and peers. Activities on anger, coping & stress management skills.

•  Connectedness to society: School, community, other cultures, and faith/virtues.


Goals: Always Developmental •  Mentoring is not tutoring, though they are

not mutually exclusive. •  In the developmental approach, although a

curriculum or other structural guide can be used, the main goal is to provide empathy, friendship and attention to the child and to establish a caring relationship with him/her.

•  We also emphasize the skills of perspective-taking used to empathize.


Mentors trained to provide what Kohut says youth need

•  Human needs: Empathy, praise, & attention from others (promotes self-esteem); Someone to idealize, identify with, & model (promotes connectedness)

•  Program structure 1: A predictable & safe environment, where praise & punishment are clear, expectable, and consistent; structure 2: Opportunities to succeed; Someone to see it. (promotes skill development)


Content: General Curriculum Good if Developmental

•  The developmental, friendship promoting, character-developmental goals of CAMPs are incompatible with prioritizing a goal-oriented effort aimed primarily at improving academic skills (tutoring), resolving interpersonal problems (peer education; peer assistance), or personal problems (counseling).

•  Each of these topics may come up in conversation, but mentors are trained (and reminded) to not enter into these narrow with such na goals.

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Afternoon and Summer Activities The goal is to help youth to try out

new skills, ideas, and interpersonal negotiations one developmental step at a time. Then youth are walked back down the developmental ladder in reflection and interactive wrap-up activities.


Up the developmental ladder (Selman’s perspective-taking theory)

•  The 2-hour afternoon activity sequence –  begins with “ice-breakers” (physical: level 0), is –  followed by catch-up talk (first-person: level 1), –  information sharing and new learning activity

(two-person perspective-sharing activity: level 2), – and finally ends in cooperative or collaborative

group activities (level 3), sometimes in the form of a team game or interaction presentation.



Duration: 10 weeks or more •  Most peer counseling, education, tutoring, and

helping relationships are short term, either meeting a few times or for the duration of a project or curriculum sequence (e.g., 6-10 meetings).

•  CAMPs typically last throughout the school year or longer, meeting weekly 20-40 times a year.

•  CAMPs also try to keep matches alive and engaged at school over the summer (using a summer curriculum)


Unique CAMP Structures •  Summer-10 day, daylong “camp” emphasizing one

main connectedness theme (self, others, society) •  Mentor training manual (and manual for mentor

trainers—worked through across the year) •  Youth Planned Curriculum: Weekly “activity

sheets” to guide mentors’ work, adapted by them. •  Saturday parent meetings and reminder letters; •  Teacher input: Identify youth, be interviewed,

evaluate change, and encourage mentors


Peer Mentor’s Handbook: Part 1—Program Specific Information

•  What is a Developmental Mentor •  Mentor Responsibilities (adaptable) * •  Mentoring Contract (adaptable) •  Crisis Situations! (adaptable) •  Hopes & Concerns

* (adaptable means provided on disc in Word)


Peer Mentor’s Handbook: Part 2—Encouraging Empathy

•  Sharing Points of View •  Your Assertiveness Quotient (A/Q) •  Anger and Assertiveness •  Asking Assertively for What You Want •  “Rogerian” Listening

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Peer Mentor’s Handbook: Part 3—Anticipating Modeling Problem Resolution •  Your Style of Conflict Resolution •  Problem-Solving Steps •  Problem Solving Through Questions •  Finding Alternatives •  Problem Pictures •  Four Goals of Misbehavior


Peer Mentor’s Handbook: Part 4: Motivating Your Mentee

•  Trusting •  Positive Reinforcement •  Encouragement: Points to Remember •  Constructive Criticism •  Welcoming A Stranger •  Planning to Get Along •  Brainstorming Activities


THE YEAR-LONG MENTORING CURRICULUM

Siblings/Peers (provided) Teachers (provided)Attachments • communication, conflict • shared perspective inter-promoted in resolution, negotiation training views with teachersDM (Hirschi, 1969) Friends (chosen) Parents (provided)

• refusal skills † and friendship • child-parent interviews* development skills education about discipline &values †

• (Newsetters; Picnics)

Social ecologies or Neighborhood Religionimportant worlds in • community maps • "Just community"child development Culturally different others Reading(Bronfenbrenner, 1979) • summer 1-week culture study • critical incidents books

Self-Worlds in the Reaction to disconnection Self-in-the-futurepresent and future • anger management role plays, • mentor planned curricula(Kohut, 1971; self-soothing and coping designed to promoteErikson, 1968) skills development education identity development

† Part of adapted Northland substance abuse curriculum* Part of the "Just Community" module Free powerpoint template: www.brainybetty.com 22

Developing Connectedness: Summer Class Curriculum for

Developmental Mentoring Program Table of Contents

Overview of “Developmental Curriculum”……………. Description of “connectedness” to three themes: 1. Future selves, 2. Culture(s), and 3. To Others……

Three-year cycle of connectedness themes……… How to use the curriculum… How to adapt this and other curriculum while retaining

to essential elements of developmental mentoring)……………………………


Examples •  Year One: Connectedness to self in the future

–  When I’m a parent: The learner will utilize basic math functions (addition, subtraction, percentages, rounding, and averages) and problem solving techniques to determine a family budget.

Year Two: Connectedness to culture –  Folk tale comparison: Students work with partners to choose two

culturally different folk tales with similar plots to analyze. Once completed, the pairs will begin to compose a folk tale with a similar plot, but with culturally different elements.

•  Year Three: Connectedness to others –  The final destination of a weekend trip is revealed to the students.

On the Road is utilized to encourage students to investigate travel plans to the destination. They will research the best route to take, what type of transportation is most suitable, and the types of sites that are located in route and around the destination. Negotiate best route.


Essential CAMP Activities •  Meet and Greet Events!!!

–  (It’s magic: just do it!!!) •  Monthly “Super Saturdays” with parents •  Teacher Interview •  Termination Ritual

–  (available on MENTOR.org) •  Ongoing Mentor Training

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Thank you, NWREL, for helping put these materials into the hands of those who need them

Program to be distributed by NWREL in 09

Final “though-provoking” idea: “Catch and release” is just as un-

acceptable as “No Child Left Behind” •  SBM Matches are FAR less likely to continue

into the second year than CBM; •  Obvious conclusion (I think): we cannot

continue to hold “multiple-year” matches as “Gold” (or only) standard of success.

•  What to do: Terminate all matches at the end of the year. Seriously! Rematch in Fall.

•  See “Termination Ritual” on utsasmile.org

Acknowledge- ments

W. T. Grant Foundation SMILE staff: Debby Gil-Hernandez, Chichi Allen,

Molly Gomez, Laura Roy-Carlson, Kristi Benne

The study was conducted through the Communities In Schools of San Antonio agency and would not have succeeded without the support of Patrick McDaniel, Nancy Reed, Jessica Weaver, the Case Managers and Cluster Leaders. Ed Connor assisted with data management. Bob Frasier and Ross Trevino recruited mentors. Ilsa Garcia for helping the research change practices & help the kids.

David DuBois who mentored me & the project And, Tom Keller and SIYM Website: schoolbasedmentoring.com

Contact:[email protected]

Documents

mentoring (CAMP) program Association between serving as ... · PDF fileimproved self-esteem as well Self-Esteem Domain ... Teen Mentors Comparison Free powerpoint template ... [email protected]