Quality in action #4
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Quality In Action webinar, May 5, 2010, featuring panelists Renee Spencer and Belle Liang. Presented by the Mentoring Partnership of Minnesota.
![Welcome April Riordan Director of Training & Community Partnerships [email_address] (612) 370-9148](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Quality in action #4
- 1. Quality in Action First Do No Harm: Ethical Principles for Youth Mentoring Relationships May 5, 2010 Mentoring Partnership of Minnesota
- 2. Welcome April Riordan Director of Training & Community Partnerships [email_address] (612) 370-9148
- 14. Respect the Young Person’s Rights and Dignity Beauchamp & Childress, 2008
Notas del editor
- Should the reference be on page 4 or 5?
- Renee and Belle – who wrote this line?! Applies to mentors, and to mentoring programs Board of Directors should read this article
- This seems virtually paradoxical when considering the substantial increase of youth-adult matches in the past couple of decades (MENTOR/National Mentoring Partnership, 2006) . Few guidelines existed and were ambiguous about definite ethical responsibilities or obligations of adult mentors. Implementation of volunteer training across programs is inconsistent. Programs, in response to the increased need for mentors, have reduced their minimum requirements in screening, commitment and training. Nearly ½ of relationships terminate prematurely (Rhodes, 2002) . Early terminations and failed relationships can lead to negative emotional, behavioral and academic outcomes (Downey, Lebolt, Rincon, & Freitas, 1998) .
- [b uh -nef- uh -s uh ns] Mentors’ primary responsibility Take positive action to promote the welfare of youth and refrain from any action that may cause harm. A match’s success is frequently contingent upon the cooperation between mentors and family members
- Responsive to his/her commitment for meeting the program’s required frequency and match duration Associated with more positive youth outcomes Youth report trust-building characteristics include honesty, keeping promises and relationship longevity (Liang, Spencer, Brogan, & Corral, 2008) . As many as ½ of volunteer mentoring relationships end early and more often at the mentor’s request (Rhodes, 2002) . Prematch training on the effects of early terminations is vital (Spencer, 2007) . Early termination can lead to a decline in youth functioning (Grossman & Rhodes, 2002; Herrera et al., 2007; Karcher, 2005; Slicker & Palmer, 1993) .
- Mentors are expected to be understanding and candid about commitments to the relationship and avoid setting up false expectations. Emphasize the importance of the mentors’ commitment and that: A prot égé may place great meaning on plans and events Absences and tardiness May become misunderstandings resentment, hurt Affects youth, mentor and parents
- HOW DO PROGRAMS DECIDE THAT KIDS NEED MENTORS? Are these decision and criteria value-laden and inherently prejudicial? Unacknowledged prejudices can subtly affect interpersonal relationships (Cohen & Steele, 2002). Calls for mentors to exercise good judgment and ensure potential biases do not lead to prejudicial treatment of their protégé. Prematch training and ongoing supervision is critical: To avoid assumptions being made about mentees’ that are based on, or insensitive to, the young person’s social class, gender or disabilities. Programs are expected to provide training in cultural competence and gender sensitivity so as to raise volunteers’ attention to their own prejudices and blind spots (Liang & Grossman, 2007; Sanchez & Colon, 2005).
- Mentors are obligated to report any suspicions that their protégé is being or has been subject to abuse and/or neglect. They should: Mentors can function as sounding boards; structuring the relationship as one place to share private thoughts and feelings (Spencer, Jordan, & Sazama, 2004). Inform protégés of their obligation to breach confidentiality should the protégé disclose that s/he intends to harm self or others. Training should be provided on confidentiality issues. Decisions regarding such matters should be made in consultation with mentoring program staff.
- Programs have an obligation to sensitize volunteer mentors to ethical issues: that can arise when working with unrelated youth and to offer guidelines on how to promote children’s positive development can be prompted to think how their actions may affect their relationship and the protégés’ welfare. If sensitized to issues from the beginning of the relationship, mentors: will be more likely to frame their dilemma using ethics lens when facing dilemmas (Kitchner, 1986) . can be prompted to think how their actions may affect their relationship and the protégés’ welfare. Mentors must be willing to accept ambiguity as they determine the best course of action. Comprehensive prematch and ongoing training Considers developmental, gender and cultural issues Could ensure more effective relationship development