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When I found out that I would be a mentor for next year, I knew I would be playing an important role in the lives of the incoming freshmen. Being a mentor for the Luckyday program not only means that one will be helping in the transition from high school, but also impacting the lives of the incoming freshmen. This six-week class has given me insight and a foundation that I could build on to increase my potential to be an effective mentor. I will also incorporate the information and resources that has been given to me in order to help my mentees succeed. During next year, I plan to use my experiences with my mentor, the ten characteristics of servant leadership, and what I have learned in UNV 312 to guide me in assisting my mentees in the transition …show more content…
Empathy is important to the mentor process because mentees will need support through one of the toughest transitions of their lives. Empathy not only brings support, but it also brings care and thoughtfulness. According to Larry Spears, “People need to be accepted and recognized for their special and unique spirits.” As a mentor, it is important to make the incoming freshmen to feel comfortable. Accepting people for who they are and supporting them gives them the confidence to take on the challenge of adjusting to college. Listening is important to the mentor process because it ushers in empathy. In his definition of listening, Spears says, “He or she listens receptively to what is being said and unsaid.” In other words, one should pay attention to not only the words people speak, but also their actions, body language, and what is not being spoken. In order to help mentees, I have to first pay attention their needs. Throughout the transition, the mentors should be committed to the growth of the freshmen. Personally, I feel that the purpose of a mentor is to help in the growth process. According to Spears, “The servant-leader recognizes the tremendous responsibility to do everything in his or her power to nurture the personal and professional growth of employees and colleagues.” As someone who is put in place to help them transition and grow, it its imperative for mentors to do what they can to help their mentees. Commitment is the key to succeeding in making growth happen. I feel that one will not succeed in a task if there is no commitment. As a result, mentors should give all they can to being there, supporting, listening, and guiding their mentees during the transition from high school to
I have been a mentee in three mentoring programs and I understand from firsthand experience how important mentors have been in my life. Each relationship was very different; one of my mentors was about two generations older than me, while my two more recent mentors have been only a few years older than me.
In addition, for some mentors, mentoring was a burden or workload issue that often went unnoticed by others. Mentees, too, were concerned by a lack of mentor interest and training and a host of problematic mentor attributes and behaviors (e.g. critical or defensive behaviors). Professional or personal incompatibility or incompatibility based on other factors such as race or gender was also seen by both mentors and mentees as impediments to the success of the relationship. Organizations, too, were confronted with difficulties arising from mentoring programs. Lack of commitment from the organization, lack of partnership and funding problems were reported in some studies, while in others, cultural or gender biases meant that some mentees’ experiences were not
Each semester assigned with two classes, consisting of twenty-five students has provided me the opportunity to assist students with various skills ranging from communication, email etiquette, and most relevant in college, time management. As a peer mentor I’m able to serve as a role model and assist students in reaching their academic success, and this valuable and rewarding opportunity has furthered my determination and interests in working with our youth. Mentoring has allowed me to strengthen my coaching and leadership skills by working with a group of diverse students. This experience has given me new insight, and questions raised by my mentees have helped me to take a critical look at how I was leading my life and what areas I needed
Classroom-type leadership consists of activities such as mentoring, coaching, and action learning. This classroom training helps us to be better leaders and gets us prepared for what’s ahead of us. Our development relationships have 2 forms its coaching and mentoring. Back then coaching involved lots of practice, setting goals from one-to-one and help the behaviors to some of our leaders. Mentoring is a relation to an older leader who is agreeing and supporting the development of a youn...
I believe the mentoring experience to be a valuable one for both the mentor and the mentee. In the educational system that exists today, students from majority groups and positions of privilege are more often set up for more success and opportunity than minority groups and lower income families. This system subscribes to a myth of meritocracy, which we read about in the article by Lorriz Anne Alvarado, Dispelling The Myth of Meritocracy, Lessons For Higher Education and Student Affairs Educators. This is the idea that the American Dream is achievable to all that work hard enough, where rather the reality of it is that the United States has a history of racial and class based exclusions, where k-12 education is “uneven on lines of race and
Coaching and mentoring are vital tools in developing the workforce, most especially in enhancing quality practices at the point of care, and also innovating these practices. According to Abiddin (2006), mentoring and coaching are factors which are vital in developing people in their professions. As such, these two are related with career and self development and professional growth (Abiddin, 2006). In line with this assertion, this paper will discuss about the current relevance of mentoring and coaching in nursing in today's healthcare; how it influences both healthcare and nursing; how it is integrated into clinical practice; and how it is used in the clinical setting.
When I was in middle school and through high school a mentor I had was an older man in my community. From this relationship I had someone who was concerned with what I was doing in school, and within the community. I also got the opportunity to learn different skills from him such as woodworking, landscaping, and the chance to further develop my communication skills. These experiences may seem like nothing, but from them I have learned that taking my time helps me produce my best work possible. At the same time I learned many life lessons from my experiences with him as well as his experiences that he shared with me. Still to this day I'm in contact with my mentor, and I'm very thankful for all of the experiences and life lessons that I learned
Students of the Youth Mentorship Program are encouraged to focus on their strengths, set high expectations and to take advantage of the alternatives available to them in order to succeed. As a part of YMP, The mentor/mentee relationship is specifically designed to help at‐ risk adolescents ages 11‐14 remain focused and have self‐determination as they continue on in their teenage
Having an effective working relationship with a student is an important goal and will underpin all other aspects of mentoring (Walsh, 2014). It is advisable to build this relationship quickly and effectively within the first week of the student’s placement, this is known to be the mentor’s responsibility and allows the mentor to demonstrate to be organised, productive and welcoming (Walsh,
Mentors should be committed to being mentors on a long-term basis. They should be able to maintain the relationship they will establish with the mentees.
During my time at Arizona State University, I was given the opportunity to mentor freshman students. This position allowed me to lead incoming freshman that were interested in the School of Life Sciences. I provided them with insight toward succeeding in curricula, assistance in course registration, and information on how to find volunteer, research and work experiences. In the beginning of my mentorship, I was teaching in an authoritative manner, but I wasn’t receiving a positive reaction how I anticipated. I tried several approaches which targeted different personalities and behaviors. I discovered that being mindfully present is essential to engaging my mentees toward improved performance in life. Most of the mentors I spoke with agreed
Essentially, this questionnaire was converted into a handwritten open-ended questionnaire to serve the purposes of this study. Additionally, an inventory list also intended for paper and pencil administration was converted into an open-ended instrument for the purposes of this study (Refer to Exhibit B - Pages 2 and 3). This instrument contains one hundred words in alphabetical order which may or may not describe a mentor. The researcher saved this instrument for the very end of the interview and meticulously requested the interviewees to respond verbally with a “no” or “yes” answer to each descriptive. If given a response of “yes” to a particular descriptor, the researcher required further explanation and asked the interviewee to elaborate by providing an example of how a mentor exhibited that particular characteristic. For example, if an interviewee responded with a “yes” to the “commitment” descriptor, then an interviewee response explained mentor commitment by indicating that “the mentor always arrived early for a
Being a mentor has taught me many things such as how to deal with different problems in life, help others, keep conversations going, being in charge of a group and being a role model. All these things have helped me in not only school but also my social life. They helped me with life problems because when I get stuck in a sticky situation and I don't know what to do I think of the advise I would give others and rely on my own decisions not anyone else’s. Mentoring helped me become more responsible and be more confident in my own decisions. If I wouldn’t have been apart of the mentor program this year I don’t think I would be half as mature as I am now. I appreciate all the opportunities the program gave me like making new friends, building more relationships with different people and helping me become more accepting. I now am able to keep a conversation in a group going when things seem to get awkward or quite. I feel like this is an important trait to have because depending on
There are at least three benefits to testing the efficacy of a mentorship programs on improving leader development. First, mentorship programs are likely to be more cost effective than traditional group-based interventions because they do not require contracted trainers, expensive keynote speakers, or other logistical resources. Second, the mentorship program focuses on leader development, many mentors will also improve as leaders and leader developers alongside their mentees. Third, applying the knowledge gained through mentorship will likely be easier than applying knowledge gained through group interventions because the actual work context is the focus. Those factors alone show that mentoring programs will greatly benefit not only students, but other organizations too (Lester, Hannah, & Harms,
According to Moseley and Davies (2008), Mentor's role can be defined as a person who will be responsible in assisting and guiding for each student under his supervision. Therefore, has become obligations as a mentor to provide continuing education and guidance on all students under his supervision. This is because, mentor is someone who has the experience and knowledge more in their respective areas compared to students. Because of this, it is a student’s responsibility to follow all instructions given by the mentor during the process of teaching and learning is taking place.