Successful mentoring programs balance the dueling needs of structure and flexibility. A level of formality is needed within the mentoring process, participant training, progress tracking, and communication to help the program run smoothly. Our mentors are equipped with the tools to actively ensure our 3 tier system can run smoothly by focusing on 6 key areas.
3 Tier Mentoring System
Role 1: Consultant
Using life skills and practical experience, each mentor is charged with advising their mentee on issues that they may have.
Role 2: Counselor
Each mentor will offer guidance to their mentee, who may be dealing with issues that affect their mental health and well-being
Role 3: Cheerleader
Through positive reinforcement, each mentor will actively try to encourage their mentee to be a better version of themselves.
6 Key Focus Areas
the reason for which something is done or created or for which something exists.
actively maintaining contact with mentee
practice practical confidentiality with mentee. With exception to mandate reporting guidelines and matters of safety
practicing consistency, letting the relationship natural flow transpire.
setting attainable goals that will help enrich the life of the mentee
continuous training and development with monthly progress reports of mentees well being
Maslow's hierarchy of needs is a motivational theory in psychology comprising a five-tier model of human needs, often depicted as hierarchical levels within a pyramid. ... From the bottom of the hierarchy upwards, the needs are: physiological, safety, love and belonging, esteem, and self-actualization, at Youth Enrichment Academy each Mentor is trained to understand and implement best practices in identifying each mentees' needs.
In order for our Mentors to determine where each mentee stands on the pyramid we conduct a basic psychological test. This allows us to set a foundation for growth and work effortlessly to ensure that each tier of the pyramid is fully met.
The House-Tree-Person test (HTP) is a projective test designed to measure aspects of a person's personality. The student receives a short, unclear instruction (the stimulus) to draw a house, a tree, and the figure of a person. Once the student is done, he is asked to describe the pictures that he has done. The assumption is that when the subject is drawing he is projecting his inner world onto the page. The administrator of the test uses tools and skills that have been established for the purpose of investigating the subject's inner world through the drawings.