SchoolSchool based Mentoring: A Nurturingbased Mentoring: A NurturingSchoolSchool--based Mentoring: A Nurturing based Mentoring: A Nurturing Approach to Improve the Educational Approach to Improve the Educational

O f S d AO f S d A i ki kOutcomes of Students AtOutcomes of Students At--riskrisk

Paul Caldarella, Brigham Young UniversityPaul Caldarella, Brigham Young UniversitySh V l ti B i h Y U i itSh V l ti B i h Y U i itShauna Valentine, Brigham Young University Shauna Valentine, Brigham Young University

Drew Daniels, Provo City School DistrictDrew Daniels, Provo City School DistrictBarbara Quackenbush, Nebo School DistrictBarbara Quackenbush, Nebo School District

Presented at the 10Presented at the 10thth Annual NNER ConferenceAnnual NNER ConferenceOctober 16, 2009October 16, 2009

Mentoring Background and Student NeedsStudent Needs

“I need not remind you that the “I need not remind you that the cities of America are incities of America are incities of America are in cities of America are in trouble…the problems will trouble…the problems will largely continue until many more largely continue until many more g y yg y ypeople people get at the rootget at the root. . That root, That root, I believe, lies in two places: in I believe, lies in two places: in our schools and in our homes ”our schools and in our homes ”our schools and in our homes.our schools and in our homes.

Gordon B. HinckleyGordon B. Hinckley1998 U. S. Conference of Mayors1998 U. S. Conference of Mayors

•• Due to changes in family systems and shiftingDue to changes in family systems and shifting•• Due to changes in family systems and shifting Due to changes in family systems and shifting social norms, more children at risksocial norms, more children at risk

R i i l t l t th i th tR i i l t l t th i th t–– Receiving less parental support than in the past Receiving less parental support than in the past (Jekielek, Moore, & Hair, 2002; Rhodes, Reddy, Roffman, & Grossman, (Jekielek, Moore, & Hair, 2002; Rhodes, Reddy, Roffman, & Grossman, 2005) 2005)

–– Discouraged from forming natural mentoring Discouraged from forming natural mentoring relationships with clergy, neighbors or other adults relationships with clergy, neighbors or other adults (Rhodes 2005)(Rhodes 2005)(Rhodes, 2005).(Rhodes, 2005).

HighHigh--Risk & AtRisk & At--Risk StudentsRisk Students

11--5%5%11--5%5%High-Risk StudentsIncludes those at risk

for Emotional and 55--10%10%55--10%10%

At-Risk StudentsBehavior Disorder (EBD)

General Population

8080--90%90%8080--90%90%

Students with Emotional and Behavior Disorders (EBD)Students with Emotional and Behavior Disorders (EBD)

Low family income, large Low family income, large family size, poor childfamily size, poor child--rearing techniques & rearing techniques & parental criminality linked parental criminality linked to juvenile delinquency to juvenile delinquency

(Howard, Dryden, & Johnson 1999)(Howard, Dryden, & Johnson 1999)

Strained family Strained family relationships, family relationships, family conflict poorconflict poorconflict, poor conflict, poor communication skills communication skills contribute to rates of contribute to rates of depression among childrendepression among childrendepression among children depression among children

(Merrell, 2001)(Merrell, 2001)

EBD Students experience…EBD Students experience…

•• Fewer positive outcomesFewer positive outcomes

•• More frequent removal from classMore frequent removal from class

•• Less academic instruction than any other group of students with Less academic instruction than any other group of students with di bilitidi bilitidisabilitiesdisabilities

•• Years of academic failure and peer rejection before evaluations Years of academic failure and peer rejection before evaluations and diagnoses are begunand diagnoses are begunand diagnoses are begunand diagnoses are begun

(Lane, Gresham, & O’Shaugnessy, 2002;Jolivette, Stitchter, Nelson, Scott, & Liaupsin, 2000)(Lane, Gresham, & O’Shaugnessy, 2002;Jolivette, Stitchter, Nelson, Scott, & Liaupsin, 2000)

EBD Continued…EBD Continued…

Teachers reportTeachers report•• Students with EBD among least desirable to have in classStudents with EBD among least desirable to have in class•• They are not prepared to address needs of EBD studentsThey are not prepared to address needs of EBD students

O tO tOutcomesOutcomes•• More than 50% drop out of schoolMore than 50% drop out of school

(Lewis & Sugai, 1999; Soodak, Podell & Lehman, 1998; Cheney & Barringer, 1995)(Lewis & Sugai, 1999; Soodak, Podell & Lehman, 1998; Cheney & Barringer, 1995)

Foundations of MentoringFoundations of Mentoring

H OdH Od•• Homers OdysseyHomers Odyssey

•• Extended familiesExtended familiesExtended familiesExtended families

•• Heroic legendsHeroic legends

•• SportsSports

•• BusinessBusiness

•• President Bush $450 millionPresident Bush $450 million

RationaleRationale

•• For healthy development children need positive For healthy development children need positive relationships with adults relationships with adults (Scales, 2003)(Scales, 2003)

•• Children may be discouraged from forming natural Children may be discouraged from forming natural relationships with clergy, neighbors, and other adults relationships with clergy, neighbors, and other adults (Rhodes 2005)(Rhodes 2005)(Rhodes, 2005)(Rhodes, 2005)

•• Studies of resilience among youth from atStudies of resilience among youth from at--risk risk backgrounds alerted scholars to protective functions backgrounds alerted scholars to protective functions th t b f lfill d b l ti hi ithth t b f lfill d b l ti hi ith t lt lthat can be fulfilled by relationships with nonthat can be fulfilled by relationships with non--parental parental adults adults (Werner, 1995)(Werner, 1995)

Wh t i M t ?Wh t i M t ?What is a Mentor?What is a Mentor?

G t i dG t i d•• Greater wisdom or Greater wisdom or experienceexperience

•• Offers guidance or Offers guidance or instruction intended instruction intended to facilitate growth to facilitate growth and developmentand development

“Th i ti l “There is an emotional bond between mentor and

mentee, a hallmark of whichis a sense of trust”

(Freedman 1992)

Benefits of MentoringBenefits of Mentoring

S lfS lf•• Self esteemSelf esteem

•• Attitudes toward schoolAttitudes toward school

•• Peer and parental relationships Peer and parental relationships

•• Relationships with teachers Relationships with teachers and administratorsand administratorsand administratorsand administrators

•• Academic achievementAcademic achievement

•• Behavioral improvementsBehavioral improvements

(Hancock, 2003; Rhodes et al, 2005; Keating et al 2002)(Hancock, 2003; Rhodes et al, 2005; Keating et al 2002)

Advantages of SchoolAdvantages of School--based Mentoringbased Mentoring

•• Less costlyLess costly•• Less costlyLess costly

•• Identify more childrenIdentify more children

•• School resources, staff, School resources, staff, administrationadministration

•• More convenientMore convenient

•• Time commitmentTime commitment

SafetySafety•• SafetySafety

•• Community supportCommunity support

Dubois & Karcher (2005)Dubois & Karcher (2005)

GoalGoal

““The goal of true The goal of true mentoring is the mentoring is the development of the development of the youthyouth----not necessarily not necessarily the solution of specificthe solution of specificthe solution of specific the solution of specific problems problems (Ambrose, 1998)(Ambrose, 1998)

BYU Mentoring Research

S ttiS ttiSettingSettingElementary School in Central UtahElementary School in Central Utahyy

–– 532 Students532 Students–– Over 50% free or reduced lunchOver 50% free or reduced lunch–– EthnicityEthnicity

75% Caucasian75% Caucasian21% Hispanic21% Hispanic2% African American2% African American2% Other2% Other2% Other2% Other

Student SupportStudent Support–– PrincipalPrincipalPrincipalPrincipal–– .50 Advocate.50 Advocate–– .25 Psychologist.25 Psychologist

Student SelectionStudent Selection

Systematic Screening For Systematic Screening For Behavior Disorders (SSBD)Behavior Disorders (SSBD)Behavior Disorders (SSBD) Behavior Disorders (SSBD) (Walker & Severson 1992)(Walker & Severson 1992)

•• Screens All StudentsScreens All StudentsI t li i & E t li iI t li i & E t li i•• Internalizing & ExternalizingInternalizing & Externalizing

Student Participants Student Participants -- replace photoreplace photo•• N = 17N = 17

76 % male76 % male•• Ethnicity:Ethnicity:

70% Caucasian70% Caucasian70% Caucasian70% Caucasian24% Hispanic24% Hispanic6% African American6% African American

Age:Age:•• Age:Age:Range 6Range 6--11yrs., 11yrs., MM = 8.5yrs = 8.5yrs

•• Free or Reduced Lunch = 81%Free or Reduced Lunch = 81%•• SSBD results: SSBD results:

Critical Events: range 1Critical Events: range 1––6, 6, MM = 2.73= 2.73Adaptive: range 25Adaptive: range 25--44, 44, MM = 33.67= 33.67p gp g ,,Maladaptive: range 14Maladaptive: range 14--45, 45, MM = 29.60= 29.60

Mentor RecruitmentMentor Recruitment

SourcesSources–– Principal and staff, PTA, volunteersPrincipal and staff, PTA, volunteersp , ,p , ,–– BusinessesBusinesses–– Community groupsCommunity groups–– Church outChurch out--reach programsreach programs–– Retirement communitiesRetirement communities–– Word of MouthWord of Mouth

Mentor ExpectationsMentor Expectations

•• Time commitmentTime commitment•• Reliability and consistency Reliability and consistency y yy y•• OptimismOptimism•• HonestyHonestyyy•• Supportive acceptanceSupportive acceptance•• Avoid preaching or lecturingAvoid preaching or lecturingp g gp g g•• Good exampleGood example•• TrainingTraininggg

Matching ProcessMatching Process

•• CollaborativeCollaborative–– School principalSchool principalp pp p–– Mentoring coordinatorMentoring coordinator

•• GenderGenderApplication/inter ieApplication/inter ie•• Application/interviewApplication/interview

•• Similarity of interestsSimilarity of interests•• PersonalityPersonalityPersonalityPersonality•• Needs and experienceNeeds and experience

Typical Mentoring SessionTypical Mentoring Session

•• Call to school ensure attendanceCall to school ensure attendance•• Sign in at officeSign in at office•• Sign in at officeSign in at office•• 10 min check in10 min check in

W k l d i / i l ti itiW k l d i / i l ti iti•• Work on goals academic/social activitiesWork on goals academic/social activities•• Review progressReview progress•• Plan future visitPlan future visit•• Entry in mentoring journalEntry in mentoring journal

Measures of OutcomeMeasures of Outcome

Qualitative DataQualitative Data•• Log and JournalLog and Journal•• Social ValiditySocial Validity

Quantitative DataQuantitative DataQQ•• Social CompetenceSocial Competence•• AntiAnti--social Behaviorsocial Behavior•• AcademicsAcademics•• AcademicsAcademics

Mentoring JournalMentoring JournalDate Attitude Activity Goal/Progress Comments

Sample 1Very CooperativeHappy, Anxious to

Gave her a “Believe” star and talked about setting

goals. Filled out “Let’s Get

Set two goals:(1) Be nicer to her sister and (2) Listen better in

school

(Mary) was very willing to open up and address some

concerns she hasp ppy,see me

gTo Know You Better This

Year” sheet.

school.Will check on goals next

week.

concerns she has, especially when her

step sister visits.

Sample 2 PositiveWe worked on spelling

words and handwriting. We read some, too.

Set a goal of improving handwriting and spelling

He did great writing. He really tried to do

his best.

Sample 3 Quiet. Happy to see me

Reviewed numbers. Punched out valentines. Read a book and talked

about how to make friends

Worked on writing numbers correctly. She is

remembering not to

She remembered we were going to read a p see me about how to make friends,

how to always remember to do your best.

remembering not to reverse her numbers.

g gbook

Analysis of JournalsAnalysis of Journals

Categories Categories %% HoursHoursAcademicAcademic--related related 44.5% 44.5% 104104Social Social 40.8% 40.8% 9595Games, puzzles, etc. Games, puzzles, etc. 14.7% 14.7% 3434

Top 3 ActivitiesTop 3 ActivitiesConversations Conversations 15.6%15.6% 36.536.5R di ti itiR di ti iti 13 8%13 8% 32 332 3Reading activities Reading activities 13.8%13.8% 32.332.3Goal setting Goal setting 8.4%8.4% 19.519.5

Total # of visitsTotal # of visits 233233Mean visits per studentMean visits per student 14.24 over 5 months14.24 over 5 months

School Social Behavior Scale School Social Behavior Scale

Measures

(SSBS(SSBS--2)2)

•• Teacher RatingTeacher RatingTeacher RatingTeacher Rating•• Social CompetenceSocial Competence•• Antisocial BehaviorAntisocial Behavior

Home and Community Social Home and Community Social Behavior Scale (HCSBS)Behavior Scale (HCSBS)Behavior Scale (HCSBS)Behavior Scale (HCSBS)

•• Parent RatingParent Rating•• Social CompetenceSocial Competence•• Social CompetenceSocial Competence•• Antisocial BehaviorAntisocial Behavior

Social CompetenceSocial Competence

60

Social Competence Total T-Scores

44.0049.2749.75

52.82

40

50

60

20

30

40

T-Sc

ore

PrePost

0

10

20

0SSBS HCSBS

Antisocial BehaviorAntisocial Behavior

Anti-Social Behavior Total T-Scores

58.9460

48.25 47.1753.00

40

50

60

20

30

40

T-Sc

ore

PrePost

10

20

0SSBS HCSBS

AcademicsAcademicsAcademicsAcademics

Academics Homework CitizenshipAcademics Homework Citizenship

3.053.21

3 00

3.50

2.111.87

2.612.67

2 00

2.50

3.00

Sta

ndar

d

P I t ti

1.00

1.50

2.00

Gra

de L

evel

S Pre InterventionPost Intervention

0.00

0.50

G

Academic Total HomeworkAccountability

Citizenship

Recap of Quantitative ResultsRecap of Quantitative Results

•• Increased Social Increased Social CompetenceCompetence

•• Decreased AntiDecreased Anti--socialsocialDecreased AntiDecreased Anti social social BehaviorBehavior

•• Improved AcademicsImproved Academics•• Improved AcademicsImproved Academics

Social Validity SurveysSocial Validity Surveys

•• All participantsAll participants•• End of programEnd of program•• SatisfactionSatisfaction•• SuggestionsSuggestions

Student SurveyStudent Survey

100%100% responded that they responded that they would like to be in the would like to be in the mentoring program againmentoring program again

71%71% noted help with academics noted help with academics as the most important part of as the most important part of having a mentorhaving a mentorgg

What did you like about What did you like about having a mentor ?having a mentor ?

“A friend”“A friend”“She’s nice, knows about me “She’s nice, knows about me

and cares”and cares”and caresand cares“Someone to trust”“Someone to trust”“We talk, she listens”“We talk, she listens”

Teacher SurveyTeacher Survey

100%100% noted positive changes for noted positive changes for those students who were those students who were mentoredmentoredmentored. mentored.

“I wish more of my students could “I wish more of my students could benefit from it”benefit from it”

“Self“Self--confidence has dramatically confidence has dramatically increased this school year”increased this school year”

“I love that Martin truly looked forward “I love that Martin truly looked forward to this time as was shown by theto this time as was shown by theto this time, as was shown by the to this time, as was shown by the big smile on his face each time she big smile on his face each time she appeared at our door. This is worth appeared at our door. This is worth more than completing 100 more than completing 100 assignments on time!! “assignments on time!! “

Mentor SurveyMentor Survey

69%69% would like to participate again.would like to participate again.40%40% would like more information onwould like more information on40%40% would like more information on would like more information on

student needs.student needs.36%36% wanted more contact with the wanted more contact with the

teacher.teacher.

“They have touched my life for good”“They have touched my life for good”“I like feeling that I can make a “I like feeling that I can make a

difference in a child’s life”difference in a child’s life”“It is very rewarding to help a child set “It is very rewarding to help a child set

l d hi th ”l d hi th ”goals and achieve them”goals and achieve them”“I like seeing them become more self “I like seeing them become more self

confident”confident”

Parent SurveyParent Survey

83%83% said they would said they would like their child to like their child to participate in the participate in the program again.program again.

“He appears to feel better about “He appears to feel better about himself”himself”

“It helps them cope with problems “It helps them cope with problems and be better students!” and be better students!”

“We love the program!”“We love the program!”“Boost in self“Boost in self--confidence”confidence”

Common DifficultiesCommon Difficulties

•• IssuesIssues–– Mentor sporadic or drops outMentor sporadic or drops out–– Mentor sporadic or drops outMentor sporadic or drops out–– Teacher/academic scheduleTeacher/academic schedule–– Students behavior extremeStudents behavior extremeStudents behavior extremeStudents behavior extreme

•• How to addressHow to address–– TrainingTrainingTrainingTraining–– Monitoring/supervisionMonitoring/supervision–– Ongoing supportOngoing supportOngoing supportOngoing support

LimitationsLimitations

•• Data from just one schoolData from just one schooljj•• No control groupNo control group•• Small number of participantsSmall number of participantsSmall number of participantsSmall number of participants•• Brief interventionBrief intervention

Updated Mentoring Program Updated Mentoring Program

•• Addressing limitationsAddressing limitations•• Replicating the evaluation Replicating the evaluation •• Extending the program to 7 schools Extending the program to 7 schools g p gg p g•• Developing and refining mentoring materialsDeveloping and refining mentoring materials

New ImplementationNew Implementation

•• Department of Safe and DrugDepartment of Safe and Drug--Free Schools Free Schools GrantGrantGrantGrant

•• 5 Elementary Schools, 2 Secondary Schools5 Elementary Schools, 2 Secondary Schools•• Ultimate GoalUltimate Goal•• Ultimate GoalUltimate Goal

–– 100 Mentor Matches100 Mentor MatchesF t G lF t G l•• Future GoalFuture Goal–– DistrictDistrict--wide Programwide Program

PartnersPartners

•• School district (school staff retiredSchool district (school staff retired•• School district (school staff, retired School district (school staff, retired teachers, bus drivers)teachers, bus drivers)

•• Brigham Young University (trainingBrigham Young University (training•• Brigham Young University (training Brigham Young University (training materials and evaluation)materials and evaluation)

•• Parent Teacher AssociationParent Teacher Association (PTA)(PTA)Parent Teacher AssociationParent Teacher Association (PTA)(PTA)•• Community Groups (Police, Retirement Community Groups (Police, Retirement

Centers, Chamber of Commerce)Centers, Chamber of Commerce)Centers, Chamber of Commerce)Centers, Chamber of Commerce)•• Faith Based GroupsFaith Based Groups

http://education.byu.edu/pbsi/p y p

Paul Caldarella Ph.D. Paul Caldarella Ph.D. paul_caldarella@byu.edupaul_caldarella@byu.eduShauna B. Valentine B.S.Shauna B. Valentine B.S. shauna valentine@byu.edushauna valentine@byu.edu_ @ y_ @ yDrew Daniels M.A. drewd@provo.eduBarbara Quackenbush M.A. barbara.quackenbush@nebo.edu