Welcome to

Meaningful Results through Asset-Building Mentoring Relationships

Flora M Sánchez M. Search Institute & Vision Training Assoc. Senior Trainer and Consultant

Copyright © 2008 by Search Institute, 800-888-7828, www.search-institute.org/training-speaking

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Outline
I. Opening: Introductions & Making the Case I O i I d i M ki h C II. The Developmental Assets Framework & Power of Assets to Enhance Positive Outcomes • • • • Building the Assets Building positive relationships Sparks -- tapping into what excites and energizes Mentoring Tips, Tools & Activities Mentors • Peer Consultation Activity: Mentor Training Essentials • Resources & Supports p (DAP) ) • The Developmental Assets Profile ( • Closing
Copyright © 2008, 2012 by Search Institute 800-888-7828, www.search-institute.org/training-speaking

• Introducing Developmental Assets and Strength-Based Practices to

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Support
Share something that you do to show a young person th t that you care

Used with permission as part of the Building Developmental Assets in School Communities Training of Trainers workshop. 3 Copyright © 2008 by Search Institute, 800-888-7828, www.search-institute.org/training-speaking

Empowerment p
Something you do to provide young people with an opportunity to play an meaningful role in your family or organization

Used with permission as part of the Building Developmental Assets in School Communities Training of Trainers workshop. 4 Copyright © 2008 by Search Institute, 800-888-7828, www.search-institute.org/training-speaking

Boundaries & Expectations
Share a positive, responsible behavior that you intentionally model

Used with permission as part of the Building Developmental Assets in School Communities Training of Trainers workshop. 5 Copyright © 2008 by Search Institute, 800-888-7828, www.search-institute.org/training-speaking

Commitment to Learning
Share something Sh thi you do to help ensure that a young person is successful in school.

Used with permission as part of the Building Developmental Assets in School Communities Training of Trainers workshop. 6 Copyright © 2008 by Search Institute, 800-888-7828, www.search-institute.org/training-speaking

Why Assets Matter y
The more assets, the better
In the U. S.: true across . . .
Increased Thriving Reduced Risks Resilience

40 Developmental Assets

• Socioeconomic status • Family composition • Race/ethnicity • Gender

Copyright © 2008 by Search Institute, 800-888-7828, www.search-institute.org/training-speaking

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“Positive relationships are seen as the primary way that mentoring leads to improved outcomes for youth who are mentored.”
Nation, M., Keener, D., Wandersman, A., Debois, D. (2005)

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Benefits of Mentoring Relationships g p
Magnusson & Stattin, 2006; Scales et al., 2006), the Rhodes (2002, 2005) model

Mediator
Parent/Peer Relationshiops

Social-Emotional Development

Positive Outcomes
•Educational
Achievement

Mentoring Relationship

•Mutuality •Trust •Empathy

Cognitive C iti Development

DAP

•Health & Safety •Social &
Emotional E ti l Development

Identity Development

Interpersonal history, social competencies, developmental state, mentoring relationship, program practices, family & community context

Moderators

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Search Institute

Developmental Assets®
Building g Blocks of Healthy H lth p Development

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External Assets
Support Boundaries and Expectations

Empowerment E t

Constructive Use of Time

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Internal Assets
Commitment to Learning Social Competencies

Positive Values

Positive Identity

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Does the number of assets young people have make a difference?
Profiles of Student Life Attitudes & Behavior Survey (A&B)

• 156 items it • self-report • 6-12 graders • over 3 million surveyed since 1989, in urban, suburban,
and rural communities • not DAP

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The Power of Assets to Protect

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The Power of Assets to Promote

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The Challenge Facing Us
31-40 assets 0-10 0 10 assets t

21-30 assets

11-20 assets

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Building the Assets

small acts make a difference

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New Ways of Thinking & Being
FROM TO

Program P

Relationships R l ti hi

Problems

to

Strengths

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“Find the good----and praise it”
Alex Haley

Copyright © 2008, 2012 by Search Institute 800-888-7828, www.search-institute.org/training-speaking

New Ways of Thinking & Being
FROM TO

Program P

Relationships R l ti hi

Problems For Youth Incidental

to

Strengths With Youth Intentional action

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Case Study: Keitha
1.Read the case study individually 2.Discuss 2 Discuss as a table group 3.Identify positive characteristics of the mentor 4.Name 4 Name the actions and interventions taken

© 2008 by Search Institute, 800-888-7828, www.search-institute.org/training-speaking

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Building Positive Relationships

Mutuality Trust Empathy E h

Successful Mentoring g Relationships

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How H Mentors Approach the Relationship

What Happens During u g Meetings

How the Match Decides What To Do Together g

Success
Karcher & Nakkula, 2010

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Mentor Approach
( (Relationship Styles/How Mentors Approach the Relationship) p y pp p)

• Prescriptive • Developmental • Instrumental
Successful mentoring relationships are characterized by meaningful interactions that help build the relationship Meaningful interactions come f M i f li t ti from meaningful activities i f l ti iti
Karcher & Nakkula, 2010

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What Happens During Meetings
• Relational -- building and sustaining relationship
is priority

• Goal Directed -- explicit outcomes are priority Goal-Directed

Karcher & Nakkula, 2010

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How Mentors and Mentees Decide What To Do Together

• Unilateral -- one sided • C ll b ti -- reflects b th perspectives Collaborative fl t both ti • Reciprocal -- taking turns or give and take
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What Works Best?

• Developmental & Instrumental • Relational & Goal-Directed Goal Directed • Collaborative

Karcher & Nakkula, 2010

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IGNITING

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•S Sparks k •S Spark Ch k Champions-i a role mentors can play

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What is a Spark?
• A special quality, skill, or interest that lights us up and that we are passionate about. • Something that comes from inside of us, and when we express it, it gives us joy and energy. energy • It’s our very essence, the thing about us that is “good and beautiful and useful to the good beautiful, world.”

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Search Institute’s Research on Sparks
• Gallup Poll of 2,000 12 to 17-year-olds and 2,000 of their parents • Online Poll conducted by Louis Harris polling firm with 1 000 11 to 17-year-olds 1,000 17 year olds • Interviews with 405 teens, ages 15-17 • Continued assessment in individual communities
Copyright © 2008, 2012 by Search Institute 800-888-7828, www.search-institute.org/training-speaking

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Three Types of Sparks
Teens generally named three types of sparks: g y y

•Something they are good at – a talent or skill •Something they care deeply about – such as the
environment or serving their community

•A quality they know is special – caring for others
or being a friend

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Nature, ecology, the environment , gy, Animal Welfare Helping, serving, volunteering Spirituality or Religion

Leading g Athletics Reading Creative Arts

Committed t living i a specific way ( i h j C itt d to li i in ifi (with joy, passion, caring, etc.) Learning a subject matter like Science or History

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Why Sparks Matter
Compared to youth without sparks, youth with sparks who also h l have people who k l h know and support th i sparks: d t their k

• have higher grades in school • have higher attendance rates • are more likely to be socially competent • are more likely to be physically healthy • are more likely to volunteer to help others • less likely to experience depression • less likely to engage in violent acts

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Spa Champions Can Spark C a p o s Ca …
Affirm the spark Encourage its expression Model h M d l the spark k Provide opportunities to express it Run interference and help eliminate obstacles Teach or mentor Show up (at recitals, games, performances, play, reading, contests)
Copyright © 2008, 2012 by Search Institute 800-888-7828, www.search-institute.org/training-speaking

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The Seven Essential Questions
• • • • • • What is your spark? When and where do you live your spark? Who knows your spark? Who helps feed your spark? What gets in your way? How will you use your spark to make our world better? • How can I help?
Copyright © 2008, 2012 by Search Institute 800-888-7828, www.search-institute.org/training-speaking

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More I f M Information on Sparks ti S k
• www.search-institute.org • spark.a.vision

Copyright © 2008, 2012 by Search Institute 800-888-7828, www.search-institute.org/training-speaking

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What Happens During Meetings
• Relational -- building and sustaining relationship
is priority

• Goal Directed -- explicit outcomes are priority Goal-Directed

Karcher & Nakkula, 2010

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Activity Conversation

Resource Conversations on the Go Mentoring for Meaningful Results

Word Relay What i Wh t is onomatopeia? Teach the Assets

•Asset Checklist (handout) •www.search-institute.org

Teaching Persistence Handouts g

“I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel."
Maya Angelou

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The secret to talking ... is listening g
Scarlett Johannson “We Bought a Zoo”

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What is onomatopeia?
The use of words (such as hiss or murmur) that ( ) imitate the sounds associated with the objects or actions they refer to. Examples: buzz, click, drip, chug, puff, ding-dong How many onomatopeias can you and your partner come up with in 60 seconds?
Copyright © 2008 by Search Institute, 800-888-7828, www.search-institute.org/training-speaking

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Activity Conversation

Resource Conversations on the Go Mentoring for Meaningful Results

Word Relay What i Wh t is onomatopeia? Teach the Assets

•Asset Checklist (handout) •www.search-institute.org

Teaching Persistence Handouts g

Introducing Developmental Assets and Strength-Based Strength Based Practices to Mentors

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The De elopmental Assets Profile Developmental (DAP)

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Lessons For and From Mentoring
• L th -- th llonger th relationship, th b tt th outcome Length the the l ti hi the better the t • Frequency -- benefit enhanced with more frequent contact
with mentee and their parents

• High quality relationships matter most • Most disadvantaged or at risk youth benefit the most at-risk
Jekielek, Moore, Hair, and Scarupa 2002

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Program Practices that Enhance Quality M t i Q lit Mentoring
• R l supervision Regular i i • Mentor training--mentors who receive
most ho rs had longer lasting matches hours

• Mentoring programs driven more by
needs/interests of youth most likely to succeed youth,

• Follow up
Jekielek, Moore, Hair, and Scarupa 2002

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Peer Consultation P C lt ti
Directions: Use the Developmental Asset Checklist Work as a group to determine which assets can be built by an effective mentoring program.

• circle the number of those most directly built • draw a box around the number of those indirectly
built

Intentional focus on the assets is important
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Peer Consultation
Based on this workshop, and your own experience... Create a list of topics that group members agree are critical for mentor orientation workshop

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Suggested Outline
I. What are Developmental Assets Resources: 1. Search-Institute Publications: 1 S h I tit t P bli ti •Asset Approach •Pass It On 2. Search-Institute website: • 30 min. web-based, self-paced, interactive intro • 8 minutes YouTube video 3. Google: intro to Developmental Assets •Slideshare: imbed at your website

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Suggested Outline
II. Asset Building Resources: 1. Search Institute publications: •Mentoring for Meaningful Results •Pass It On 2. Search Institute website -- link to 9 minute video 3. Google: asset building 4. Cloud link

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Cloud App link for Asset Category Tip Sheets

http://cl.ly/0v2S0s080A17

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Additional Resources
• FriendsforYouth.org -- free webinar series g • NW Regional Educational Lab “ABC’s of School-Based
Mentoring”

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Happy Mentoring!

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