Mentoring - Revision history

Richbodo at 14:06, 7 August 2024

2024-08-07T14:06:04Z

← Older revision		Revision as of 02:06, 8 August 2024
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	=== Summary ===		=== Summary ===
	Training youth as mentors allows them to lead and guide each other. In school contexts, the selection of mentors has been studied extensively and is an important part of the process of building a community of both activated adults and activated peers. This not only builds leadership and other skills for peer mentors, but it expands the number of community members who are involved in developing the program and building stronger relationships throughout the community. Many more positive interactions (both shallow and deep shares) can be had within the community, between those with more shared experience, at far lower resource expenditure, if more peers are involved in the process of growing the program and establishing healthy cultural norms.		Training youth as mentors allows them to lead and guide each other. In school contexts, the selection of mentors has been studied extensively and is an important part of the process of building a community of both activated adults and activated peers.[citation needed] This not only builds leadership and other skills for peer mentors, but it expands the number of community members who are involved in developing the program and building stronger relationships throughout the community. Many more positive interactions (both shallow and deep shares) can be had within the community, between those with more shared experience, at far lower resource expenditure, if more peers are involved in the process of growing the program and establishing healthy cultural norms.

	For the purpose of this model we will focus on two types of mentoring:‘		For the purpose of this model we will focus on two types of mentoring:

	'''Developmental'''-Relationship, dyadic, social, emotional, cognitive development.		'''Developmental:''' Relationship, dyadic, social, emotional, cognitive development.

	'''Instrumental''': Skill acquisition, goal setting, curriculum based		'''Instrumental''': Skill acquisition, goal setting, curriculum based

Tmcgowan1: added to definition of mentroing

2024-07-28T23:26:45Z

added to definition of mentroing

← Older revision		Revision as of 11:26, 29 July 2024
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	=== Summary ===		=== Summary ===
	Training youth as mentors allows them to lead and guide each other. In school contexts, the selection of mentors has been studied extensively and is an important part of the process of building a community of both activated adults and activated peers. This not only builds leadership and other skills for peer mentors, but it expands the number of community members who are involved in developing the program and building stronger relationships throughout the community. Many more positive interactions (both shallow and deep shares) can be had within the community, between those with more shared experience, at far lower resource expenditure, if more peers are involved in the process of growing the program and establishing healthy cultural norms.		Training youth as mentors allows them to lead and guide each other. In school contexts, the selection of mentors has been studied extensively and is an important part of the process of building a community of both activated adults and activated peers. This not only builds leadership and other skills for peer mentors, but it expands the number of community members who are involved in developing the program and building stronger relationships throughout the community. Many more positive interactions (both shallow and deep shares) can be had within the community, between those with more shared experience, at far lower resource expenditure, if more peers are involved in the process of growing the program and establishing healthy cultural norms.

			For the purpose of this model we will focus on two types of mentoring:‘

			'''Developmental'''-Relationship, dyadic, social, emotional, cognitive development.

			'''Instrumental''': Skill acquisition, goal setting, curriculum based

	=== Notes and References ===		=== Notes and References ===

Richbodo: minor

2024-07-24T06:04:20Z

minor

← Older revision		Revision as of 18:04, 24 July 2024
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	=== Summary ===		=== Summary ===
	Training youth as mentors allows them to lead and guide each other. In school contexts, the selection of mentors has been studied extensively and is an important part of the process of building a community of both activated adults and activated peers. This not only builds leadership and other skills for peer mentors, but it expands the number of community members who are involved in developing the program and building ~~stonger~~ relationships throughout the community. Many more positive interactions (both shallow and deep shares) can be had within the community, at far lower resource expenditure, as more ~~community members volunteer to be~~ involved in the process of growing the program and establishing healthy cultural norms.		Training youth as mentors allows them to lead and guide each other. In school contexts, the selection of mentors has been studied extensively and is an important part of the process of building a community of both activated adults and activated peers. This not only builds leadership and other skills for peer mentors, but it expands the number of community members who are involved in developing the program and building stronger relationships throughout the community. Many more positive interactions (both shallow and deep shares) can be had within the community, between those with more shared experience, at far lower resource expenditure, if more peers are involved in the process of growing the program and establishing healthy cultural norms.

	=== Notes and References ===		=== Notes and References ===

Richbodo: add summar

2024-07-24T04:45:04Z

add summar

← Older revision		Revision as of 16:45, 24 July 2024
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	=== Summary ===		=== Summary ===
			Training youth as mentors allows them to lead and guide each other. In school contexts, the selection of mentors has been studied extensively and is an important part of the process of building a community of both activated adults and activated peers. This not only builds leadership and other skills for peer mentors, but it expands the number of community members who are involved in developing the program and building stonger relationships throughout the community. Many more positive interactions (both shallow and deep shares) can be had within the community, at far lower resource expenditure, as more community members volunteer to be involved in the process of growing the program and establishing healthy cultural norms.

	=== Notes and References ===		=== Notes and References ===

Richbodo: remove incorrect refs

2024-07-24T04:24:19Z

remove incorrect refs

← Older revision		Revision as of 16:24, 24 July 2024
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	The norms most strongly enhanced through the intervention were students' perceptions that adults in their school can provide help to suicidal students and the acceptability of seeking help from adults.		The norms most strongly enhanced through the intervention were students' perceptions that adults in their school can provide help to suicidal students and the acceptability of seeking help from adults.

	~~==== '''''Active Learning''':'' ====~~
	''High-energy activities maintain interest, motivation, and create shared positive emotional experiences and create norms that incentivize adaptive coping skills. Space is created to practice skills that grow healthy bonds and draw upon resources in social environments to meet goals, manage career and personal challenges, and prevent behavioral health problems.''

	~~'''JAMA Open Network, October, 2020'''~~

	~~'''Active Learning and Transfer of Training to Life'''~~

	* Drawing out ‘real-world’ strengths from participants as a primary method to teach Kinship, Purpose, Guidance, & Balance.
	* High energy activities maintain interest, motivation, and a shared positive emotion.
	* ‘Real-world’ exercises inside and outside of training reinforce the application of skills in groups and in individual activities of daily life.

	~~==== '''''Deep Sharing:''''' ====~~
	''Personally meaningful - participants are invited to share personally relevant goals and values referenced throughout. Drawing upon ‘real life’ strengths and conversations as the primary way to teach. Provides space for culturally relevant customs, celebrations, and traditions. ''

	~~'''JAMA Open Network, October, 2020'''~~

	Wingman-Connect impact promoting more cohesive, healthy training classes was a mechanism that reduced risk for suicidal thoughts and behaviors. More cohesive, healthy classes ‘lifted up’ individuals who were vulnerable to fitness and mental health problems. '''Study findings suggest that group training for organizational units may be critical for ‘transfer’ of training concepts and skills into the organization’s culture.'''

Richbodo: drop refs and structure

2024-07-24T02:52:22Z

drop refs and structure

New page

=== Summary ===

=== Notes and References ===

'''JAMA Open Network, October, 2020'''

Airmen learn skills to grow and sustain protective factors essential to job success, mental health and reduced suicide risk (Kinship, Purpose, Guidance, Balance). Class exercises create more cohesive units with skills extended into group culture.''' ''' Wingman Connect training is delivered to organizational units using interactive exercises to build key group and individual protective factors (Four Cores):

* Group cohesion and belonging (Kinship)
* Informal and formal support and help-seeking (Guidance)

'''Social Science & Medicine''' Social Science & Medicine 296 (2022) 114737

Specific modules and activities build healthy relationships and accountability (Kinship) informal and formal help-seeking (Guidance).

'''An Outcome Evaluation of Suicide Prevention Program Delivered by Adolescent Peer Leaders in High Schools ''' Am J Public Health. 2010 September; 100(9): 1653–1661

The norms most strongly enhanced through the intervention were students' perceptions that adults in their school can provide help to suicidal students and the acceptability of seeking help from adults.

==== '''''Active Learning''':'' ====
''High-energy activities maintain interest, motivation, and create shared positive emotional experiences and create norms that incentivize adaptive coping skills. Space is created to practice skills that grow healthy bonds and draw upon resources in social environments to meet goals, manage career and personal challenges, and prevent behavioral health problems.''

'''JAMA Open Network, October, 2020'''

'''Active Learning and Transfer of Training to Life'''

* Drawing out ‘real-world’ strengths from participants as a primary method to teach Kinship, Purpose, Guidance, & Balance.
* High energy activities maintain interest, motivation, and a shared positive emotion.
* ‘Real-world’ exercises inside and outside of training reinforce the application of skills in groups and in individual activities of daily life.

==== '''''Deep Sharing:''''' ====
''Personally meaningful - participants are invited to share personally relevant goals and values referenced throughout. Drawing upon ‘real life’ strengths and conversations as the primary way to teach. Provides space for culturally relevant customs, celebrations, and traditions. ''

'''JAMA Open Network, October, 2020'''

Wingman-Connect impact promoting more cohesive, healthy training classes was a mechanism that reduced risk for suicidal thoughts and behaviors. More cohesive, healthy classes ‘lifted up’ individuals who were vulnerable to fitness and mental health problems. '''Study findings suggest that group training for organizational units may be critical for ‘transfer’ of training concepts and skills into the organization’s culture.'''