Establishing a cross-age peer mentoring program
Abstract
Operating a cross-age peer mentoring program has been shown to offer benefits for both mentors and mentees; however program directors must make modifications when adapting the traditional adult-to-youth model. The YouthZone Teen Pal Mentoring Program is a peer mentoring program located in Glenwood Springs, Colorado, that has been operating since 1990. The rural program matches high school mentors with elementary or middle school mentees, and can serve as an outstanding model for those seeking to institute a similar program. This effective practice was submitted by LEARNS at the Northwest Regional Educational Laboratory in December 2007.Issue
Cross-age peer mentoring programs, in which high school students mentor younger youth, have become increasingly popular. Many mentoring programs are moving to a peer model as peer mentors are believed to be easier to recruit than adults and early studies show dual benefits for mentors and mentees. Although many of the same principles apply to running a cross-age peer mentoring program as traditional adult-to-youth models, national service programs planning to implement a peer mentoring program may need to make modifications to key areas such as recruitment, screening, training, supervision, and evaluation.Action
The YouthZone Teen Pal Mentoring Program located in Glenwood Springs, Colorado was added to the agency Adult Pal Mentoring Program in 1990. This rural program refined their model to effectively match high school mentors with elementary or middle school mentees.While adapting their traditional program, the agency found it necessary to make the following key enhancements:
Staffing
Pals found that peer mentoring can be more time intensive as staff have two youth to coach and encourage (i.e., the mentor as well as the mentee). Staff who have been most successful strongly believe that the teens have the capability to be positive role models for younger youth. Being comfortable operating within a high school environment, becoming part of the youth's community by attending student events (e.g., football games, choral concerts), and generally being visible on campus are important to program success.
Recruitment
The program looks for students who can commit to meeting with their mentee for 2-3 hours each week over the course of one year. Students are a captive audience during school hours so this is the best time to recruit mentors. Pals staff work with schools to make short presentations during class time in core subjects such as history, ensuring that every student hears about the program at least once. Recruitment also occurs in high school clubs. Recruitment rates are similar to that of adult mentors: about 1 in 5 students who inquire become mentors.
Screening/Intake
In the Teen Pals Mentoring Program, mentors and mentees are given the same pre- and post- survey to measure attitudes towards school, peer interactions, family relationships, substance abuse, and self image. The survey is used to measure outcomes, but is also the first step in the screening process for potential mentors. Potential mentors who have major "red flags" on the questionnaire are referred to other services or issues are investigated further before proceeding. Other screening tools include an agency-wide check*, application, three references checks (including one family member), a check with the school counselor, car insurance and department of motor vehicles check (if applicable), and an intense interview consisting of 9 pages of questions (the same interview used with adult mentors). Pals staff also ask students what they feel is appropriate to post on social networking sites such as MySpace and Facebook. Depending on how youth answer, they may be asked to pull up their page as part of the screening process. Lastly, to screen for commitment, potential mentors are asked to identify days and times they can meet with their mentee.
* The Pals program is part of a larger youth service agency. Each potential mentor is "checked" against agency records for past agency involvement.
Matching
Geographic proximity is a major factor in matching pairs in this rural setting. Staff have found that matches who have to travel great distances do not fair as well as those that live close to each other. While mentees are waiting for a mentor, pre-match case management includes parenting classes, recreational services, and monthly check-ins with both the parent and mentee.
Training
Each group of new mentors attends four hours of pre-match training. These usually occur in the evening and snacks are usually offered. Training topics include a program overview, rules and responsibilities, confidentiality issues, characteristics of mentees, developmental stages, and developmental assets. Discussions about abuse are framed using a quiz as the conversation starter. Mentors also learn about substance abuse, sexuality, what to do if their mentee runs away or is suicidal, and universal precautions for communicable disease. Traditional topics such as communication, problem solving, strength-based approaches, and the stages of the mentoring relationship wrap up the training.
Ongoing training is offered four times a year — focusing on topics such as valuing differences, academics in mentoring, setting limits and boundaries, and developing a deeper level of communication. These trainings always include dinner, a presentation, and question and answer time.
Supervision
Program staff check-in with mentors, mentees, and parents at least once a month and more often when a match is having difficulties. Both parents and mentors are offered coaching on any area of concern regarding their child or the match. On average, one staff person is responsible for monitoring up to 20-25 matches. Because staff spend time on campus and at school events, they are often able to track down mentors in-person for check-ins. Check-ins also occur during group outings which are offered 4-6 times a year. Mentees' teachers are called at least once per quarter so staff can monitor academic progress and concerns the teacher may have about mentees in the program. Two or the three staff members speak Spanish, which is helpful as 20 percent of the mentees come from Spanish speaking families.
Evaluation
Mentors and mentees are given the same pre- and post- survey to measure attitudes towards substance abuse, resiliency, school attachment, delinquency, and abuse. Program staff talk with the evaluator about each child at the one month, 6 month, and 1 year mark to provide anecdotal evidence about how the match is progressing; feedback is based on staff opinion and input from the mentor, mentee, and parents. Grade data, absences, and other school information are also collected. Behavioral indicator pre- and post- tests are given to determine the program's effectiveness in correcting behavioral difficulties. Two strengths and two challenges are identified by the parent and staff in the intake process. The development of the strengths and improvement of challenges are monitored throughout the match. Mentor and parent involvement are also measured at pre-, mid- and post-match.
Context
The Pals cross-age peer mentoring program serves six rural communities in the Roaring Fork Valley of Colorado, all in Garfield County which spans 2958 sq. miles. The population of Garfield County is approximately 50,000. Each community has unique characteristics. Most parents commute long distances to work. Five high schools serve the area and Teen Pal Mentors are recruited from each high school.Youth in this area are primarily Anglo and Hispanic. Risk factors include poverty/low socio-economic issues, absentee parents and lack of parental supervision, unstable family environments, parental discord, low academic performance and low attendance, and/or have been consistently identified by community and school professionals as having significant problematic behaviors.
Outcome
As a result of the program, mentees:
- Feel less often exposed to highly negative emotional pressures
- Report receiving more support from those outside their families (including mentors)
- Describe stronger relationships with their own parents
Parents of the mentees confirmed that their mentored children experienced emotional growth and improved social relationships. Additionally, mentee grades increased slightly and absences decreased slightly.
Evidence
Program evaluation results show that:- Mentors and mentees experienced small reductions in absences and small increases in grades*
- Parents reported behavioral changes, emotional growth, and better social relationships in their mentored children. Specific positive behavioral changes occurred in concentration, less anxiety and nervousness, improved maturity and more cooperation, acting much more in a "give and take" fashion, having a more positive outlook, improved sleep, and showing greater social confidence with people.
- Youth reported feeling less exposed to negative peer pressure, additional support outside of their family, and better relationships with parents.
- Both identified that mentee assets were strengthened during one year of mentoring even though their lives may have been complicated by other problems.
- Substantial changes were seen in compensating for the effects of parental deficits and for youth with inadequate social skills.
* These findings were not statistically significant.
News article from the Post Independent (Glenwood Springs, Colorado): YouthZone's Pals Mentoring Program in Glenwood Springs and Aspen is rewarding for everyone involved. December 11, 2007.
Posted On
December 12, 2007For More Information
Resources
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