Presented July 19, 2012 - Part of 2012 Collaborative Mentoring Webinar Series Education Northwest/National Mentoring Center, Friends For Youth, Indiana Mentoring Partnership, Kansas Mentors, Mass Mentoring Partnership, Mentoring Partnership of Minnesota, Mentor Michigan, Mobius Mentors, Oregon Mentors and other partners are working together in 2012 to deliver this free monthly webinar series for mentoring professionals. For updates about upcoming webinars, join and follow the Mentoring Forums at http://mentoringforums.educationnorthwest.org.

1. 2012 Collaborative Mentoring Webinar Series
Pushing the
Boundaries of
Mentoring:
SIYM 2012
Preview

2. 2012 Collaborative Mentoring
Webinar Series
o Research
o Practice
o Innovation
Sarah Kremer Michael Garringer
Date: Third Thursday of every Friends for Youth National Mentoring Center
month.
Time: 10-11:15am
Pacific/11am-12:15pm
Mountain/12-1:15 pm
Marissa April Riordan
Central/1-2:15pm Eastern Strayer-Benton Mentoring Partnership of
Mobius Mentors Minnesota
Cost: Free
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3. Good to Know…
After the webinar, all attendees receive:
 Instructions for how to access PDF of presentation
slides and webinar recording
 Link to the for resources,
contact information & opportunities to continue the
dialogue
Please help us out by answering 5 survey questions at
the end of the webinar.
3

4. Participate in Today’s Webinar
• All attendees muted for best
sound
• Type questions and
comments in the question
box
• We may invite you to “raise
your hand” during interactive
activities
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5. Today’s Webinar
1. What is SIYM?
2. SIYM 2012 Theme
3. Panel Discussion with Research
Fellows
Q & A throughout
the presentation
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6. The Duncan and Cindy Campbell
Professor for Children, Youth, and Families
with an Emphasis on Mentoring in the
School of Social Work at Portland State
University, and director of the PSU Center
for Interdisciplinary Mentoring Research.
Professor Keller studies the development
and influence of mentoring relationships in
school and community settings and the role
of parent involvement in mentoring
interventions. Prior to his Ph.D., he worked
for several years with a Big Brothers Big
Sisters affiliate in Seattle as a caseworker,
Tom Keller, Ph.D., supervisor, and program director. Email:
Institute Director siym@pdx.edu
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7. Summer Institute on Youth
Mentoring (SIYM)
• Intensive week-long seminar featuring
research on youth mentoring
• Sessions led by a prominent researchers
• For advanced mentoring professionals in
program leadership roles
• Interactive discussions examining
implications for policies and practices
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8. Each SIYM has a different theme
2012: Innovative and non-traditional
models of mentoring
– Research on programs that have distinctive
features (structure, intensity, duration, goals, etc.)
– Mentoring programs that incorporate services vs.
service programs that incorporate mentoring
– Exploring definitions and boundaries
– Mutual exchange and advantages/disadvantages
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9. Director of Research for Partners for Our
Children, School of Social Work at the
University of Washington. Previously, Dr.
Eddy was a Senior Scientist with the
Oregon Social Learning Center, where he
conducted numerous studies of
interventions for parents and children in
conjunction with school systems, the
juvenile justice system, and adult
corrections. Dr. Eddy is the Principal
Investigator of an NIH-funded randomized
trial of the Friends of the Children program,
which provides paid professional mentors
Mark Eddy, Ph.D. for youth at risk for problems from
kindergarten through high school.
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10. Friends of the Children
Who are Friends?
•Friends are full-time, paid professionals
•Friends receive extensive training, supervision, and
support
•Friends are diverse
•Friends work with an average of 8-11 children,
spending an average of 4 hours with each child every
week
•Friends maintain regular contact with each child’s
family
•Each Friend has a Bachelor’s or an Associates
Degree
•Friends all have previous experience working with
youth
•Friends stay at Friends of the Children for an average
of 7 years
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11. Friends of the Children
Professional Mentoring Plus
Development •Mentoring opens up avenues
to support and advocate for the
•Training and supervision are youth.
an ongoing priority.
Community
Duration •Structure creates a community
•Endures across multiple of youth and adults that is
developmental transitions and present throughout childhood
milestones. and adolescence.
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12. Sarah Schwartz is a doctoral candidate in
Clinical Psychology at University of
Massachusetts-Boston. She has published
studies investigating factors that influence
the impact of school-based mentoring,
including the relationship histories of
students and the duration of mentoring
relationships. She is completing her
dissertation on the National Guard Youth
ChalleNGe Program, in which youth select
an adult they know to serve as a mentor
during and after participation in a
residential training program.
Sarah Schwartz
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13. National Guard Youth ChalleNGe
• Youth-Initiated Mentoring
– Pros and cons
– Implications for traditional
mentoring programs
• Mentoring as a strategy to
address erosion of effects
following residential programs
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14. National Guard Youth ChalleNGe
• Intensive intervention
program targeting youth
ages 16-18 who dropped
out of high school
• Embraced YIM model in
early 1990s
• Currently operates in 26
states

15. Intervention Phases
Residential Phase Post-Residential Phase
(5 months) (12 months)
•Highly structured •Transition back into
programming includes GED, communities; educational,
life skills, job skills, health, and vocational, or military pursuits
leadership classes and (no military requirement)
activities •Supported by a mentor (YIM
•Frequently takes place on a model)
military base; quasi-military
model

16. Youth Initiated Mentoring
Youth nominate a non-
parental adult from their
existing social networks
to be their formal mentor
Youth Initiated
– Family friends, extended
Mentoring family members, neighbors,
teachers, afterschool
providers, members of
religious organizations etc.

17. Dr. Noblit is the Joseph R. Neikirk
Distinguished Professor of Sociology of
Education in the School of Education at
University of North Carolina-Chapel Hill.
Professor Noblit has studied A+arts-
enhanced schools, charter schools, and
prison education for young offenders. He
currently is investigating how the Blue
Ribbon Mentor-Advocate program builds
the social networks of students and
enhances their social mobility through
mentoring, advocacy, enrichment, and
leadership training.
George Noblit, Ph.D.
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18. Graig Meyer has been the coordinator of
BRMA since August of 1998. Through his
years in the program, Graig has learned to
love the special phenomenon of
introducing mentors and mentees who
would not know either other without the
role of this program. These relationships
knit a tighter and more healthy social fabric
in our community. Graig is a 2003-2005
William C. Friday Fellow for Human
Relations through the Wildacres
Leadership Initiative. Graig is a Phi Beta
Graig Meyer, Blue Ribbon Kappa graduate of the College of Wooster,
Mentor Advocate (BRMA) and was trained as a social worker at the
Coordinator University of Chicago's School of Social
Service Administration.
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19. Blue Ribbon Mentor-Advocate
(BRMA) program
• Advocacy
• Comprehensive
services
• Explicit emphasis
on race and racial
identity
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20. BRMA – 4 Program Elements
• Mentoring—Volunteer mentors with
students of color; 2 year min.
commitment
• Youth Leadership and Service
projects
• Advocacy-staff, parents and mentors
advocate with schools and
community agencies for student
supports and appropriate
programming
• Academic Support—tutoring
programs
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21. BRMA – Evaluation Focus
1. How mentoring may
promote social mobility
2. How race affects both
mentoring and mobility
3. Characteristics of useful
mentoring relationships
between mentors,
mentees and parents
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22. BRMA Evaluation – Multiple
Methods Design
• Quantitative study of
effects on school system
data (achievement,
behavior and other
markers.
• Qualitative study
involving observations of
program activities and
interviews with staff,
parents, mentees and
mentors
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23. BRMA Evaluation – Findings
BRMA mentees have high HS graduation rates and Parents see it as effective in a
college going rates (only 1 student of 40 so far has
not completed HS and continued into post- situation where “race is everything.”
secondary). In 2009, 14.3% and 12.5% of college
students were African American and Latin@ ,
respectively (NCES).
BRMA mentees do not have significantly different Mentoring relationships are scary to parents who
academic outcomes than a matched sample. Thus have to give up their children. The relationships that
BRMA ‘works around’ the existing achievement gap work best are marked by honesty about valued
to keep students in school and motivated to attend (White dominant) cultural capital and a valuing of
post-secondary institutions. what parents provide for their children
(aspirational, social, navigational, resistant,
linguistic and familial capitals.
Parents, mentors and mentees all see BRMA Mentors are sources of social and cultural capital
as providing a valuable service. (“They do so that when coupled with advocacy can make some
much!) (“It’s an incredible program.”) things possible that would not otherwise have been.
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24. Gabriel Kuperminc, Ph.D., is
Professor and Chair of Community
Psychology at Georgia State University.
Professor Professor Kuperminc studies the
processes of resilience and positive youth
development, and he has expertise on group
mentoring as well as the role of mentoring
within multi-component programs. Since
1999, he has evaluated the effectiveness of
Cool Girls, Inc., a comprehensive youth
development program that provides
mentoring, tutoring, and life skills training to
high risk, urban, preadolescent and early
Gabe Kuperminc, Ph.D.
adolescent girls.
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26. Mentoring is a Flexible Strategy
Mentoring can begin
with an introduction to
a positive person,
coming to a positive
place or by accessing
a positive opportunity.
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27. Future Webinars
August 16 - Back to School: Training Mentors Future Topics:
for Effective Relationships within Schools
September 20 –
This webinar will focus on how to prepare volunteers to create Closure
and sustain effective relationships within school walls. First, Dr.
Michael Karcher, will talk about ways in which school-based October 18 –
mentoring is different than community-based mentoring, both in Public/Private
practice and in the kind of impact it can have on youth Ventures
outcomes. Then, learn strategies and tips from expert trainers
and quality SBM programs to help you better prepare mentors November 15 –
for the school-based mentoring environment, which in turn will
help all participants feel more connected to each other, their Disconnected/
schools, and the programs. Opportunity
Youth
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28. Good to Know…
After the webinar, all attendees receive:
 Instructions for how to access PDF of presentation
slides and webinar recording
 Link to the Mentoring Forum for resources,
contact information & opportunities to continue the
dialogue
Please help us out by answering 5 survey questions at
the end of the webinar.
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29. The Mentoring Forums
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30. 2012 Collaborative Mentoring Webinar Series
Thank you!