Program targeting disengaged young people to build confidence and self esteem by learning about:
1. Where they come from (their culture, traditions, heritage, family)
2. Where they feel they are now (their current situations, family situations, changes in their life)
3. Where they would like to be in the future (goals, aspirations, dreams)
We would like them to develop a sense of i-Dentity and how they fit in to their family, their school, their community, and also to learn that what they bring to the community enhances the community! Building their confidence in being themselves!
Mentor Age: 21+
Mentee Age: 15-24
Child Protection Policy: Yes
Mentor Training: Yes, training is provided for mentors
Training Process of Mentors We will provide any training required for mentors. We would like to put them through the AYMN training which will be supported by our organisation before the program begins. The mentors will also be mentored alongside our Senior Youth Workers at the Youth Centre.
Mentor Screening: Yes, screening is provided for mentors
Screening Process of Mentors: Working with Children Checks
Human Resources checks through our organisation
Mentor Position Description: •liaising with staff to identify young persons who would benefit from mentoring;
•helping young persons who are disengaged or NEET;
•one on one mentoring using culture, family, tradition and heritage;
•introducing the young person to their culture, family tradition and heritage through excursions to the national museum, research and data analysis of their own family heritage and country of origin;
•interactive activities teaching the young person about where they are from and how they play an important part in helping the community become an all-inclusive community;
•playing a part in teaching the young person, about their food through cooking and dinner table experiences;
•linking the young persons current situation to their family, culture, heritage and tradition.
•listening to and helping young persons resolve a range of issues that are creating barriers to learning/confidence;
•drawing up agreed action plans with young persons, outlining the aims of the mentoring, and monitoring their progress;
•monitoring attendance and punctuality of young persons;
•advising on behaviour strategies and parenting skills;
•networking with other learning mentors and teachers and relevant external agencies;
•liaising with relevant professionals and individuals, e.g. educational psychologists, the police and social services;
•setting up i-Dentity program as well as running extracurricular activities, such as homework clubs, reading clubs, sports, music and discos, during lunchtimes or as out-of-school activities;
•organising drop-in 'offload' sessions for young persons, where they can talk about a particular issue;
•providing group activities such as anger management classes;
•maintaining accurate records and preparing written reports and evaluations;
•helping to secure funding to support young persons' additional educational needs;
•managing your own professional development through undertaking relevant training and sharing best practice with other learning mentors;
•helping with transition activities for young persons moving to secondary schools or on to further education.