Lynda K. Fowler, Extension Agent, Family and Consumer Sciences, Crawford County
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"I like being with my mentor because we do such fun things together." "So far
it's been great. We've done lots of activities together." "We read together, play
games together. I like that!" "My friends say that I'm lucky to have a mentor."
Comments from youth in the Crawford County, Ohio Adult Volunteers in the Youth Mentoring Program "I feel that I am making a difference. My mentee has raised his grades." "Getting to work with my mentee on our own to do what we want is very good because we can learn about each other and learn from each other." "One on one is a plus!" Comments from adult mentors in the Crawford County, Ohio Adult Volunteers in the Youth Mentoring Program |
Youth and adults are becoming increasingly disconnected from their communities as families experience increasing mobility, distancing from relatives, and segregation of age levels. For young persons, this disconnectedness can lead to a lack of learning, a lack of motivation to become productive citizens, and involvement in self-destructive activities (Segawa, 1993).The vitality of our communities and families is linked to the quality of the education, nurturing, and responsible role modeling that adults can provide through mentoring relationships with youth.
Mentoring can be defined as a nurturing process in which one or more skilled or experienced persons serves as a role model to teach, sponsor, encourage, counsel, and befriend a less skilled person. Mentoring relationships can be divided into those that evolved naturally (informal mentoring) and those that were created by an organization (formal). The mentor's role is to support the young person in his/her various endeavors. A responsible mentoring program is a structured relationship or partnership that focuses on the needs of the mentored participant, encouraging individuals to develop to their fullest potential (Grossman and Garry, 1997).
Current research on youth and healthy outcomes reveals that having a positive relationship with at least one caring adult, not necessarily the parent, is one of the most important elements in protecting youth from multiple risks (Benson, 1996; Scales and Gibbons, 1996). Families and communities are working together through schools, businesses, churches, and other organizations to provide multiple types of mentoring programs. A "traditional" mentoring relationship consists of adult volunteers matched with participating youth, making a significant commitment of time and energy to develop relationships devoted to personal, academic, or career development and social, athletic, or artistic growth (Becker, 1994).
In a rather large-scale evaluation of a formal mentoring program, Tierney, Grossman, and Resch (1995) studied the effects of the Big Brothers/Big Sisters Program on over 900 youths from 10 to 16 years of age. The results showed that mentored, as opposed to nonmentored, children were less likely to initiate the use of alcohol or drugs, less likely to report having hit someone, and more likely to report better attitudes toward school.
Lynda Fowler, Ohio State University Extension Agent, Family and Consumer Sciences, Crawford County, conducts the training for the adult mentors in the Crawford County Adult Volunteers With Youth in School Mentoring Program. This program began in 1995 and has over 70 participants, half of whom are youth mentees and half adult mentors. The mentors volunteer one hour per week in the schools for about five months during the school year and provide one-on-one support for the child.
The program is supported by the Crawford County Business/Education Advisory Council, Mid/Ohio Education Service Center and schools districts, Ohio State University Extension, Crawford County, and the Mentoring Committee of the Wellness Block Grant, Family and Children First Council in Crawford County. The Mid-Ohio Service Center coordinates and screens the mentors, the school guidance counselors match the mentor with the youth in the schools, and OSU Extension provides the training and support for the mentors.
The development and implementation of this program follows the elements of effective practice that have proven to be effective in a wide range of existing mentoring programs (One to One/ The National Mentoring Partnership, 1991). These considerations include the following:
Responsible mentoring:
A responsible mentoring program requires:
Mentoring builds valuable relationships between youth and adults. What other ways can families, organizations and communities strengthen these connections? If your children have special interests or hobbies, have them meet with adult friends or resources who share these interests. Occasionally eat lunch in the cafeteria with the students. Help your child to identify the adults who regularly interact with him or her and encourage your child to write a brief note to each one expressing your appreciation for their interest in your child.
Work with people in your community to arrange mentoring and other volunteer or community service opportunities for and with youth. Students could be assigned projects that promote interaction between youth and other adults, such as interviews or oral histories. Sponsor neighborhood block parties or involve youth in creating a garden, playground or park. Let youth know that you appreciate their help or are interested in encouraging their progress on a project by telling them or sending a note. Intergenerational mentoring relationships can be positive investments in the future with our conscious attention and action!
Becker, J. (1994). Mentoring High-Risk Kids. Minneapolis, MN: Johnson Institute.
Benson, Peter. (1996). 40 Developmental Assets. Search Institute.
Grossman, J. & Garry, E. (1997). Mentoring - A Proven Delinquency Prevention Strategy. Washington, DC: OJJDP Juvenile Justice Bulletin, U.S. Department of Justice.
One To One - The National Mentoring Partnership. (1991). Mentoring: Elements of Effective Practice. Washington, DC.
Segawa, S. (1993). Intergenerational programs' potential for service-learning. Exchange. Issue 8. University of Pittsburgh.
Scales, P. & Gibbons, J. (1996). Extended family members and unrelated adults in the lives of young adolescents. Journal of Early Adolescence, 16, 365-389.
Tierney, J., Grossman, J., & Resch, N. (1995). Making a Difference: An Impact Study of Big Brothers/Big Sisters. Philadelphia, PA: Public/Private Ventures.
For more information, visit the Human Development and Family Life website at: http://www.hec.ohio-state.edu/famlife/
All educational programs conducted by Ohio State University Extension are available to clientele on a nondiscriminatory basis without regard to race, color, creed, religion, sexual orientation, national origin, gender, age, disability or Vietnam-era veteran status.
Keith L. Smith, Associate Vice President for Ag. Adm. and Director, OSU Extension.
TDD No. 800-589-8292 (Ohio only) or 614-292-1868