New York State Mentoring Program.

OVERVIEW

In 1983 the scathing, benchmark report, "A Nation at Risk," was published. Its cry was to establish immediate help for our young people who were ill-prepared to enter the work force of the 21st century. The message was clear—our schools were failing them.

The New York State Mentoring program was founded by Matilda R. Cuomo, wife of the former governor. This program recruits caring adults from a variety of sources—business, civic groups, universities—who are matched with at-risk youth during the school year.

PROGRAM GOALS

The goal is to provide young people a role model who offers friendship, guidance, and stability. The mentor is one who listens to, cares for, advises, and shares information and experiences with a young person, especially one requiring assistance.

PROGRAM METHODS

  • Selecting Mentors. Volunteers are screened—they should be successful in their professional life as well as stable in their personal life. Important characteristics include one who is an advisor, listener, friend, confidant, responsible and empathetic. Respecting of others and considering the genuine well being of others needs to be present in one’s attitude.
  • Mentoring Orientation and Training. Sessions, usually held at a mentoring site, include such topics as scheduling meetings, resources and support personnel, listening skills, mentor strategies, confidentiality, benefits of mentoring, and liability issues.
  • Selecting mentees. General referrals come from school or parents. Helping to identify these youth at risks are family disruption, academic deficiency, psycho-social problems and misbehavior. Parental permission is necessary for any participating young person.
  • Matching Mentors and Mentees. Interviewing is a key to matching, but areas such as hobbies, ethnic backgrounds, language spoken, and even employment history are key aids to create a "right" match.
  • Evaluation. Feedback is essential for a good program. Perception inventories are excellent tools. If schools are involved, teacher reports are done twice a year for students who are mentored. Growth and potential are key areas to evaluate. Areas for evaluation include work habits, academic growth, and interpersonal relationships with peers and adults.

PROGRAM TESTIMONIES

Enthusiasm for the program comes from the participants themselves; they help young people experience improved academic achievement, empowerment, levels of self-esteem, and levels of self-worth. These young people also gain confidence and a feeling that life is approachable and survivable. Mentors exude a sense of satisfaction in helping others and a tremendous feeling of usefulness.

IMPLICATIONS

  1. Youth leaders already know the benefits of mentoring. It is important to encourage other adults to become involved with one-on-one relationships, to experience the indescribable joy of helping a young person work through and conquering adolescent issues.
  2. Youth work provides a most unique opportunity for mentoring. It is important to educate and involve churches in this prime opportunity to enrich a young person’s faith.
  3. In addition to life experiences, mentors offer young people more than the knowledge that life is survivable—that in fact, there is hope in life and hope that exists beyond this life.

Anne Montague cCYS