1 MaÎtre à mentoring Final conference Firenze 27 September 2007 - Centro Studi Nazionale Cisl Aula...

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MaÎtre à mentoringFinal conference

Firenze 27 September 2007 - Centro Studi Nazionale Cisl

Aula Magna

MaÎtre à mentoring

Pilot project: MAITREMentoring trAIning maTerials and

Resources

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One-to-One & One-to-GroupOne-to-One & One-to-Group examples of Best Practices in Italyexamples of Best Practices in Italy

(school and University)(school and University)

27/09/2007 Conferenza finale - Centro Studi Nazionale Cisl - Firenze

Speakers:Sergio Cuomo and Vito Giacalone

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- Mentoring in schools -- Mentoring in schools -

prevention of truancy and premature school prevention of truancy and premature school leavingleaving


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The Italian Model 1998

In Italy, the phenomenon of truancy and premature school leaving, as well as careers advice were considered as being emerging problems and

not easy to resolve either.

So, in collaboration with the CNR (National Research Council) and the University of Rome “La Sapienza”, a first experiment of the method was

undertaken in Italy.



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The Method

one-to-one

by Matilda Raffa Cuomo



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The Mentoring USA/Italia Onlus programme is aimed at:

- 1st and 2nd level schools (Elementary Schools, Lower and Upper Secondary Schools);

- Students who are subject to school absenteeism, premature school leaving and truancy;

- Students who are in difficulty at school and who need to be helped in choosing the right …secondary school in order for them to continue their studies (careers advice);

- Encouraging secondary school students to continue their studies and/or to help them to …choose an adequate course of work according to the educational abilities possessed;

-Volunteers, active citizens, community resources and workers;

…University students whose activity as mentors is recognised as a formative credit.



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There are 5 macro Areas of action by means of which the Mentor can operate together with the Mentee:

– Games– Academic (school-wise)– Personal: speaking of oneself– Cultural– Career: orientation in choices as regards school, work, and universities

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General Plan of the Mentor Training Process

Model “Mentoring USA/Italia Onlus”



I Moment Orientation towards the activities of

Mentors

Preliminary meeting for volunteers to understand the task to be undertaken:

A) Commitment required (two hours a week);B) The figure of the Mentor;C) The figure of the Mentee;D) Collection of information from each volunteer to be used in the assignment of the adolescent from the school (Mentee);E) Simulations of difficulties which may be met;F) Type of intervention to be made with the Mentee assigned

II MomentEvery week

Large group – Identification of the themes to be treated. The Mentor receives suggestions from the Project Co-ordinator and the Scholastic Coordinator which are helpful in carrying out the task to the advantage of the Mentee.

One to One – the Mentor is under the constant observation of the Project Co-ordinator while he examines the topic in depth with the Mentee.

Monitoring – The Programme Development Co-ordinator suggests which strategies the Mentor should adopt in order to improve the relationship between the parties...

III MomentAt the end of every month

Supervision – the Programme Development Co-ordinator has the task of summarizing work carried out by the Mentors during the month. The meeting is held in the presence of the Scholastic Co-ordinator.

Formation of the Group The Programme Development Co-ordinator leads the group of Mentors in the presence of the Scholastic Co-ordinator, and helps, with logic of the self- help groups to suggest possible ways of overcoming the difficulties with the Mentees.

The Mentors are trained and monitored on a weekly basis and supervised monthly by the Programme Development Co-ordinator (teacher) in collaboration with a teacher from the school who has the role of School Co-ordinator for the Training Model

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Why is emotional intelligence important for Mentors? How can mentors develop their own emotional

intelligence?

Competencies

- Story telling - Active listening and empathy



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General Plan of the Mentee learning ProcessModel “Mentoring USA/Italia Onlus”

TRAFFIC LIGHTSExample of how the Mentor helps the Mentee to face a situation

With negative connotations (E.g. argument between friends)

Reflections every time the Mentee answers the questions of each phase, the Mentor rather than suggest what to do, refers the Mentee the memory of a similar situation already experienced

mentee Mentor

II Phase

III Phase

I Phase

Position I – the Mentee is helped by the Mentor to express the previous negative experience

Position YOU – the Mentee is helped by the Mentor to identify himself in the situation experienced by the other person, (e.g. victim or assailant )

Position OTHER the Mentee is helped by the Mentor to make a third person (imaginary or real, but not present) offer possible solutions for resolving the conflict: the adolescent does not say; it is the Other-Self who says.

I

YOU

OTHER

The model enables the Mentee to reflect on his own experiences and to imagine possible solution/solutions which come from himself (not suggested by the Mentor but guided by him). Each intervention remains open and IT is not asked TO the Mentee TO give account: he is free to judge for himself since the traffic lights are A simple a breathing space and not a practical solution. The model is applied also in situations with positive connotations.

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How can mentors build rapport at the start of the mentoring relationship?

What is important so as optimise self-esteem

competencies

- Problem-solving, trouble-shooting, and dealing with blockages- story telling



1. Lack of relationships/relations

The mentee communicates that he/she does not believe in others and prefers to be alone.

2. The non-recognition of the uniqueness/individuality of one’s own beingThe mentee does not believe that he/she is special and does not see his/her own originality.

3. The inability to make choices

The mentee is often blocked by decision-making; he/she is insecure of which path to choose.

4. The inability to recognise the fact that he/she has values, ideals; the inability to believe that there are other people who can help us.

The mentee does not recognise his/her own values and does not believe in other people.

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Result



Regions Abruzzo, Campania, Lazio, Lombardia, Sicilia.

Schools n.5

Mentees

mentors (one-to-one)

n.79

n.79

Anno scolastico 2004 –2005

FONTE:

Report scientifico: D’Alessio M., Giacalone V., Laghi F., Mazza M., “Sperimentazione del Modello Mentoring USA/Italia Onlus Nelle Scuole di I e II grado a contrasto della dispersione e abbandono scolastico, I fase”. Progetto finanziato dal MIUR – Direzione dello Status per lo Studente (a.s. 2004-2005)

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Participants (Mentoring)



results (= X)

Legenda: Nella tabella riassuntiva il simbolo X sta ad indicare l’efficacia del programma secondo gli attori sociali dell’intervento.

dimensions

Elementary schools (n.3 ) High School (n.2)

School coordinators

Parents StudentsSchool

coordinatorsParents Students

Scholastic difficult x x x x

Motivation to the performance x x x x

Emotional weakness x x x

metacognitive abilities x x x

Antisocial behavior x x x

Ability of Regulation of the Emotions x x x

Dynamism x x x x x

conscientiousness x x

friendliness x x x x

emotional stability x x x x x

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Control Sample



results (=Y)

Legenda: Nella tabella riassuntiva i simboli Y stanno ad indicare i miglioramenti ottenuti a fine delle attività.

dimensionsElementary schools (n.3) High School (n.2)

School coordinators Students School coordinators Students

Scholastic difficult Y

Motivation to the performance

Emotional weakness

metacognitive abilities Y

Antisocial behavior y

Ability of Regulation of the Emotions y y

Dynamism

conscientiousness y y

friendliness

emotional stability y

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Mentoring in the university

Degree course (CDL) in Educational and Training Sciences in theFaculty of Philosophy, University of Rome “la Sapienza”

Prof. Pietro Lucisano



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- to create a training programme based on the concept of the student- researcher; - (right from the first year) the student learns by doing and builds a dynamic model of

the ...university route..

Supporting figures and services to reduce the rate of university drop-outs

• The tutor• Student assistants,• Voluntary civic service workers • Work experience co-ordination service,

Principles



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supports and accompanies both students in difficulty and those wishing to know how to integrate themselves best in the university context.

mentors' typologies

The Senior Mentor is a third year degree course student or enrolled in a two year specialization course (post graduate)The Junior Mentor is a student who is not yet enrolled in the third year but considered to be expert on the university system.

typologies of mentees

The mentee is a student in the first year of the three-year degree course who risks desertion or is about to abandon university studies.

Mentoring is part of the didactic training system (CFU)

The Mentor



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There are precise criteria for identifying the student profile which best reflects the role of mentor. These aspects emerge from three assessment gauges:

a) Assessment of qualifications (from exams results and average marks to work experience and scholarships.);

b) The completion of a questionnaire ;c) The motivation interview

In particular both Senior and Junior mentors are assessed through the questionnaire and the interview for the aspects which regard abilities, capacities, qualities and attitudes.

The Mentor (student profile)



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Mentor training

Articulation

Mentor training plan phase – I Common to senior and junior Mentors

Overall duration : 4 day-sessions

Mentor training plan –phase II senior mentors

Overall duration: 6 day-sessions



Objectives Duration

Information about the project 1 day

Team building 3 days

Objectives Duration

Acquisition of organisational and management skills 1 day

Acquisition of group management skills 2 days

Acquisition of communications technique skills 2 days

Assessment 1 day

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Mentor training plan – II phase junior mentors

overall duration: 6 day-sessions

Mentor training plan – III phase



Objectives Duration

Acquisition of organisational and management skills 1 day

Knowledge and management of the psychological aspects connected with the functions of mentors

2 days

Acquisition of skills related to communications techniques 1 day

Acquisition of didactic skills 1 day

Objectives Duration

Define the situation 1 day

Strengthen some aspects of mentor training 3 days (1+2 at an interval of one week)

Creation of a model of companionship for junior mentors 1 day

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I step• Action planning and goal setting• Problem-solving, trouble-shooting, and dealing with blockages• Evaluation

II step• Giving and receiving feedback• Coaching skills (VET)• Advocacy skills (VET)• .Understanding careers in the vocational area (VET)

Mentor training: competencies



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Comparison between the results obtained by mentoring students and those of previous years who did not take part in the project ;

Assessment of the programme by the Mentors; Assessment of the programme by the mentees.

Assessment of the mentoring course



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