The main two types of mentoring are natural mentoring and planned mentoring. Natural mentoring occurs through friendship, collegiality, teaching, coaching, and counseling that is formed from un-constructed planning (Newman, 1990, p. 41). In contrast, planned mentoring occurs through structured programs in which mentors and participants are selected and matched through formal processes (Newman, 1990, p. 43). There are many different ways to describe mentoring, but they all boil down to one thing: a positive, supportive relationship between a young person and a caring adult. The most compelling data that we have shows the change in our American family structure. Day there are alarming number of children with mental disorders and children being raised in single parent homes has increased. In both areas it is shown that we need more preventive care (Petersmeyer 1989). Other statistics are equally troubling: each day in the United States, 3,600 students drop out of high school, and 2,700 unwed teenage girls get pregnant (Petersmeyer 1989). As a society we have a responsibility to our youth to help them become strong adults. My grandmother was always telling me that it takes more then the immediate family to raise a child well, if a child is to be rear well it takes a whole community contribution. This paper is a comparison of two agencies, Big Brother Big Sisters of America and Compeer. Big Brother Big Sister of America focuses on youth that are from single parent homes. Compeer focus is on children with a mental disorder. The reason why I have chosen these agencies are to show how the success of both and how each is similar to each other but also how each agency focuses on a different area. I do believe that it shows as a member of society and being a mentor we can make a difference in our youth today and our future leaders of tomorrow.
Big Brothers Big Sisters of America was started over ninety years ago. Big Brothers Big Sisters of America (BBBSA) agencies have provided supportive, one-to-one relationships between adult volunteers and youth living in single-parent homes. Today, BBBSA provides about 75,000 young people with one-to-one supports (Public /Private Ventures, 1995a). In a presentation of the BBBS services, Public/Private Ventures (1995a:4) stated the following: Volunteer screening is a must and is a very strict procedure is to ensures the protection of participating youth. Youth who want to take part are also screened which includes a written application and oral interviews with both the parent and the child. In the BBBSA's there are preconditions before a youth can take part in the program, the main focus is on children that come from a single-parent household. Once the selection process is done the mentor then moves on to a training program that teaches the developmental stages of youth, communication skills, and relationship building tips to name a few. This is to help volunteers in interacting with the child that they are match with, who is often of different racial or economic backgrounds (para.12). Once the training is completed then the matching process begins, which includes placing volunteers and youth according to gender, and child, parent and volunteer preferences. Once a match is made then the match couple is supervised, which includes biweekly phone contact with the volunteer and parent during the first month, monthly contact afterwards, and quarterly contact with the child (BBBSA, 2002).
Recent research by Public/Private Ventures (par. 12; 1995b) stated there is evidence that Big Brother Big Sisters (BBBS) programs have many positive and socially important effects on the lives of participating youth (BBBSA, 2002). National studies are showing that participation in BBBS programs reduce illegal drug and alcohol use, improved academic performance, behavior and attitudes, and improved peer and family relationships (P/PV, 1995a. par. 28). According to the Public/Private Ventures (par....
References: BBBSA, Big Brothers Big Sisters of America. (2001) An Evaluation of an Elementary School Based or linked Intergenerational Linkages Program (ILP): Mentoring for Academic Achievement. November 2001. Philadelphia.
Bordenkircher, Thomas G. A Evaluation of Compeer Youth Mentoring Program. Pittsburgh, PA: The Plus Project on Mentoring, 2001, pp. 2-115.
Cave, G., and J. Quint. Career Beginnings Impact Evaluation: Findings from a Program for Disadvantaged High School Students. New York: Manpower Demonstration Research Corporation, 1990. ERIC Number ED 325598.
Flaxman, E. Evaluating Mentoring Programs. New York: Institute for Urban and Minority Education, Teachers College, Columbia University, 1992.
Haensly, Patricia A., and James L. Parsons. (1993) "Creative, Intellectual, and Psychological Development Through Mentorship: Relationships and Stages." Youth and Society. 25(2), 202-221.
Merriam-Webster 's collegiate dictionary (10th ed.). (1993). Springfield, MA: Merriam Webster.
Newman, Michael. Beginning a Mentoring Program. Pittsburgh, PA: PLUS (Project Literacy U.S.), 1990, pp. 34-43.
Petersmeyer, C.G. "Assessing the Need" in M. Newman, Beginning a Mentoring Program. Pittsburgh, PA: One Plus One, 1989, pp. 5-25.
Public /Private Ventures. (1995a) Grossman, Jean Baldwin and Joseph P. Tierney. Making a Difference. September 2000. Philadelphia.
Public /Private Ventures. (1995b) Morrow, Kristine and Melanie Styles. Building Relationships with Youth in Program Settings. May 1995. Philadelphia.
Please join StudyMode to read the full document