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Mentor Role in Larger Youth Development Strategy

Mentor Role in Larger Youth Development Strategy

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Published by Daniel F. Bassill
This article points to ideas others can use to help build and sustain mentor-rich youth programs in high poverty neighborhoods of big cities like Chicago, NYC, Detroit, Houston, etc. Readers are encouraged to use this as a discussion starter in groups formed to help reduce poverty, urban violence, high school drop out rates while helping more youth through school and into jobs.
This article points to ideas others can use to help build and sustain mentor-rich youth programs in high poverty neighborhoods of big cities like Chicago, NYC, Detroit, Houston, etc. Readers are encouraged to use this as a discussion starter in groups formed to help reduce poverty, urban violence, high school drop out rates while helping more youth through school and into jobs.

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Published by: Daniel F. Bassill on Jan 04, 2014
Copyright:Attribution Non-commercial

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11/08/2014

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Mentor Role in Larger Strategy of Community Involvement
Volunteer involvement in a well-organized tutor/mentor program can transform what the mentor does to help the youth and the community.
This is a Tutor/Mentor Institute, LLC concept paper. More ideas like this found at http://www.tutormentorexchange.netand http://tutormentor.blogspot.com
Tutor/Mentor Connection, Tutor/Mentor Institute, Merchandise Mart P.O. Box 3303, Chicago, Il 60654 tutormentor2@earthlink.net
 
Over the past 20 years I’ve created a variety of visualizations to illustrate my ideas. Some of my pdf articles, like this one, originated as blog posts at http://tutormentor.blogspot.com(10-21-13). Since I want to refer to this often in future years, I am repackaging it in this format. I hope you’ll read the rest of this article and follow the links to additional information and ideas. If you agree, please form a group and begin to share this information regularly.
I’ve often been asked “What type of tutoring or mentoring do you do?”
and have had difficulty communicating the idea that volunteer tutors/mentors represent “extra adults”helping kids living in high poverty neighborhoods of big cities who have too few people in their lives who model diverse jobs and career opportunities, and who are working to help these kids move through school and into adult lives and careers.
This is me, in 1973 when I first became a mentor. Leo was in 4
th
grade.Tutor/Mentor Connection, Tutor/Mentor Institute, Merchandise Mart P.O. Box 3303, Chicago, Il 60654 tutormentor2@earthlink.netPg 2
 
This graphic can be found in this PDF essay http://tinyurl.com/TMINetwork-Shared-Purpose. It is intended to illustrate the influences in the lives of youth living in high poverty areas that are not as common to youth in more affluent areas. It also emphasizes the supports that are less frequently available.
Tutor/Mentor Connection, Tutor/Mentor Institute, Merchandise Mart P.O. Box 3303, Chicago, Il 60654 tutormentor2@earthlink.netPg 3
Kids aren’t “widgets”or “robotswhere a certain dose of tutoring or mentoring can overcome the personal and environmental challengesfacing them
. All kids need extra forms of support. Kids in poverty have extra challenges, and less community support.

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