Building young p people’s r resilience t through Mentori ring Pr Programme mmes Caroline O’ Sullivan Director of Services ISPCC
Personnel ISPCC Qu Quality ty Framework Safe & Efficient Child Centred Services Services Client & Family Effective Sustainable Support Based Outcomes on Evidence Information Resource Governance Management
OUTCOMES FOCUSED
Resilience – ‘Have you got bounce?’
What is Resilience? Numerous terms: • Bounce back ability! • Adaptive Coping • Emotional Intelligence • Hardiness • Resourcefulness • Self Esteem, Self Confidence, Self - Efficacy
What is Resilience? “The Process of, capacity for, or outcome of successful adaptation despite challenging or threatening circumstances” (Masten et al., 2001) The capacity of human beings to survive and thrive in the face of adversity
What is Resilience characterised by? • good communication skills, • good social skills, • good problem-solving skills, • a sense of humour, • the ability to separate—either physically or psychologically—from toxic situations, • the ability to empathise, and high self-esteem • the achievement of healthy, positive relationships • the ability to trust others, • a belief that others care about you (Turner, Norman & Zunz, 1995; Rutter, 1993; Zubrick et al 1995).
Resilience as “Ordinary Magic” • Recent research indicates that ‘resilience is made of ordinary rather than extraordinary processes • Resilience comes from the everyday magic of normative human resources in the minds, brain and bodies of children, in their families and relationships and in their communities. • If these adaptational systems are impaired prior to or following challenges, the risk for problems in development is increased. • Resilience is something that can be enhanced in all children, not just those with problems. (Alvord & Grados – Enhancing Resilience in Children (2005))
Protective Factors? Connectedness and meaningful relationships are hugely important to the development of a healthy sense of self and self-esteem MacCallum and Beltman 2002 The significance of a relationship with at least one caring adult, not necessarily a parent, was the single most important element in protecting young people with multiple risk factors in their lives Scales and Gibbons (1996)
Do Mentoring Programmes Build Resilience? • Research suggests that youth mentoring can positively influence peer and parental relationships, academic achievement, self-concept, and behaviour. (Aseltine, Dupre, & Lamlein, 2000; DuBois, Holloway, Valentine, & Cooper, 2002; Grossman & Tierney, 1998 • Research also highlights the fundamental importance of connectedness and meaningful relationships to the development of a healthy sense of self and self-esteem (McCallum & Beltman 2002) • When close and caring relationships are placed at the centre of a youth intervention, as is the case in mentoring programs, the conditions for healthy development are ripe Rhodes and Liang (2007)
Do Mentoring Programmes Build Resilience? It may seem that mentoring is an ideal strategy for enhancing the resilience, healthy development and sense of self of any adolescent……. BUT • There is a difference to the theory of mentoring and its application. A lot of the research into mentoring programs has identified a great degree of variation in the approach, duration, intensity and target group and goals of many mentoring programs Generalised statements about their effectiveness can be problematic.
The E e Evid vidence B Base e in Men entorin ing 1 . Best practice generally leads to positive outcomes 2. Mentoring has the potential to do immense harm 3. The wide appeal of Mentoring has outpaced it’s scientific base 4. The quality of the relationship is key to it’s success 5. Contact must be frequent & consistent 6. Match duration is thought to affect the development of the relationship
7 . Involve parents/carers 8. Mentoring works best when integrated with other supports 9. Mentoring works well with at risk youth & has mixed results with anti- social youth 10. Outcomes in the area of self-concept are mixed 11. A scheduled ending is not harmful 12. Matching precision can overcome differences in ethnicity.
Common features of effective role model programs (including mentoring): • Young-people-sensitive administration /management of the program; • Flexibility; • Development of networks; • Mechanism for ongoing feedback from participants (young people, role models and other significant people) and evaluation for program improvement; and, • Sufficient resources for the program to achieve its aims. MacCallum and Beltman (2002)
Utilising Evidence: First Do No Harm .. • Promote the Welfare and Safety of the young person • Be Trustworthy & Responsible • Act with Integrity • Promote Justice for Young People • Respect for the Young Person’s Rights & Dignity Rhodes et al 2009
ISPCC M C Mentori ring Prog ogramme: e: 3 Build ldin ing B Bloc ocks of of Resilience I CAN – Self regulation I HAVE – Social Support I AM – Self Esteem/Self worth
I CAN...make a difference. I can: • talk to others about things that frighten or bother me • find someone to help me when I need it • find ways to solve problems • control myself when needed.
I HAVE...people around who I trust and who love and support me. They: • show me how to do things right • want me to learn to do things on my own • help me when I am sick or in trouble • will keep me safe.
I AM...a worthwhile person. I am: • loved and loveable • happy to do nice things for others and show I care • respectful of others and myself • willing to be responsible for what I do.
Do Mentoring Programmes Build Resilience? Mentoring affects youth through three interrelated processes by: (1) enhancing their social relationships and emotional well-being; (2) improving their cognitive skills through instruction and conversation; and, (3) promoting positive identity development through meaningful connection to role models and advocates.
RESEARCH E H EVIDENCE – PRACTI TICE CE I IN N ISPCC Evidence ISPCC Potential to do Immense harm Quality Framework Full policy and procedure manual Child Centred Supervision & Ongoing training Suitability of Mentor – recruitment and selection /Match Precision Quality of the Relationship is Key Child Centred Practice Shared Interests / Service users choice of mentor Eligibility criteria and Matching procedure Frequent and Consistent Contact Weekly sessions, for 1-2 hours in duration Active participation of service users in goal setting and programme plans Face to face, Telephone and web based options of support Duration of Contact Recognition that it takes 6 – 12 months to see desired outcomes Quality of the matching process
Evidence ISPCC Involvement of Parents Carers • Monthly contact with staff member first 3 months • Quarterly reviews involving parents/carers - • Ensuring parents participation and Involvement throughout WWOET • • Recognising Parents key role to ensure sustainability Integrated with other supports • Focus on developing social support system Links with other service provider (youth programmes/clubs / schools) • • Flexibility to provide a tailor made response to young persons needs (one to one professional support followed by mentoring if required) Outcomes re Self Concept • Duration of the match • Programme goals and plans agreed with mentee Focus on Relationship / Fun/ Non directive/ non judgemental • Scheduled ending- not harmful Mentoring that begins well, goes well can end well Preparation for closure
Building o our o own Evidence b base • The What Works Outcome Evaluation Tool: Online tool using Audio Computer Assisted Self-Interviewing • Completed at Baseline & Follow up by Mentees, parents & Stakeholders • Questions focus on key aspects of the mentoring relationship, social support, self esteem/ self worth and self regulation of behaviour and emotions. • Outcomes determined across 4 levels – satisfaction, changes in knowledge/ attitude, changes in behaviour and community wide effects
Building o our o own Evidence b base How does the WWOET work? • The WWOET uses an ACASI (audio computer assisted self interviewing) method of data collection and recording • Child, parent and stakeholder have their own login details and complete the tool at the beginning and at the end of their intervention • Encourages self assessment of client’s understanding of their Strengths, Needs & Goals and what needs to change • Makes use of multimedia with graphics, speech, interactivity and animated assistants • Respondent is in control and determines the pace of the process • Increases the reporting of sensitive behaviours especially among high risk groups
W hat W orks Outcom e Evaluation Tool The Question Customisation bar Progress indicator shows how far through the survey you are Possible answers
W W OET – Select Them e
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