A few abbreviations you will see on the site: As you'll find, no two writers will necessarily agree on all topics. A unifying theme, however, is the intent to squarely acknowledge and discuss the sometimes serious problems that can occur on alternative diets but often go unreported, and to go beyond the simplistic dogmas readily available elsewhere-- in fact almost everywhere-- to "explain them away.
Some pairs may make contact once a month, while others may meet times per month or more. It is usually advised that mentors and mentees meet more often in the beginning of the relationship in order to establish a good foundation. Mentors and mentees may maintain contact through email, telephone or in-person meetings.
Peer mentoring organizations may also set up social events for those participating in the program. These events provide good opportunities for increased social interaction between mentors and mentees. Mentors and mentees may benefit from having similar backgrounds, interests and life experiences.
The objectives of a peer mentoring program should be well-defined and measurable. The effectiveness of the program should be monitored to ensure that the objectives are being met. One way to monitor the effectiveness of a program is to administer evaluations to the mentors and mentees.
This is how I understand the need that teachers have to transcend their merely instructive task and to assume the ethical posture of a mentor who truly believes in the total autonomy, freedom, and development of those he or she mentors.
The goals of the Peer mentor may vary according to the level, the educational institution or the discipline. Peer mentors for undergraduates Peer mentor assist newly admitted students with time management, study skills, organizational skills, curriculum planning, administrative issues, test preparation, term paper preparation, goal setting, and grade monitoring.
Advantages in education[ edit ] Peer mentoring Peer mentor help new students adapt to a new academic environment faster. The relationship between the mentor and mentee gives the mentee a sense of being connected to the larger community where they may otherwise feel lost.
As a consequence, mentors serve as positive role models for the students, guiding them towards academic and social success. Mentors provide support, advice, encouragement, and even friendship to students.
Peer mentoring may improve student retention rates. Mentors develop friendships through their participation in mentoring programs and usually derive satisfaction from helping a younger student, and possibly shaping his or her life in a positive way. In higher education tutorial settings, the benefits of peer mentoring programs also extend to class tutors.
Using grounded theory techniques, Outhred and Chester found that five themes underlie their experiences: This approach tends to be conceived out of the "deficiency model" where multi-ethnic students, women and students with disabilities are perceived as being in need of help and unlikely to succeed unless senior students or successful adults help them.
Given the fact that students are led by other students who serve as peer mentors, critics say that university staff may free themselves from their responsibility to listen and help first year students classified as peer mentees, the group with the largest attrition rate in higher education.
Without extensive training and supervision, senior students who serve as mentors may offer unreliable guidance to peer mentees. Maryann Jacobi, in an extensive meta-analysis of mentoring research, concludes by asking, "Does mentoring help students succeed in college?
Both theoretical and empirical answers to these questions are lacking. Mentoring has been advertised as necessary in order for students and employees to flourish in their environment.
However, the lack of research concerning peer mentoring programs in particular is surprising. While there is an abundance of articles on the topic of mentoring in the educational setting, authors must be held to more stringent research standards and more definitional consistency.
In addition to higher quality research, the fundamental flaws within peer mentoring programs need to be corrected before these programs can reach their full potential on college campuses.
The knowledge students receive usually comes from senior students who serve as peer mentors. Although peer mentoring programs are appealing to most people and seem easy to implement and develop, there is little research to suggest that peer mentoring gives the same results as classical mentoring.
Versus classical mentoring[ edit ] Main article: Mentorship Morton-Cooper and Palmer distinguish between classical mentoring also known as primary mentoring and contract or facilitated mentoring. Students who enroll in peer mentoring programs tend to be matched mostly according to major, gender, language of preference, and ethnic background, and those students who share the largest number of similarities tend to become peers in the peer mentoring relationship.
Little research is available to know what happens between peer mentors and peer mentees who have different characteristics. Cross-age[ edit ] The Handbook of Youth Mentoring provides the following definition of cross-age peer mentoring: Peer mentoring refers to a sustained long-termusually formalized i.
Karcher also notes: Because student mentors are closer in age, knowledge, authority and cognitive development than adult mentors, mentees often feel freer to express ideas, ask questions, and take risks. These similarities also make it easier for mentors to understand personal and academic problems that the mentee may be experiencing, and present solutions in a more understandable and relevant way.
Furthermore, unlike same-age peer mentoring, cross-age programs can prevent feelings of inferiority on the part of the mentee when they are mentored or tutored by a student of the same age or status.Peer Mentor Application Thank you so much for considering the Adult Peer Mentor Program as a way to honor your loved one, support other adult (ages 19+) military survivors, and volunteer with TAPS.
Completing this application is the first step to becoming a TAPS Peer Mentor. Overview of Requirements.
This credential is for individuals working as part of a clinical treatment or recovery support services team. It is not an independent practice credential. Welcome to The PACE ® Organization, Inc.
Whether it be correlation between child temperament and parenting styles, adolescents coping styles in relation to the temperament, or simply differing styles of temperament between co-workers at the office - we are sure to have a. “After many years of being in the training and development arena, I was tired of seeing programs that simply didn’t work – so I invested a year researching as many programs as I could find and noting what did work, what didn’t work Then invested another year building and testing a program that included everything that worked – and found ways to mitigate or transform what didn’t.
A list of mentor practitioners, mentoring resources, workshops, references, tips, and services for mentorship, mentors, and mentoring. Why Beyond Veg was created--(SOMEBODY finally had to) The material presented on this site comes from individuals with years of hard-won experience either practicing alternative diets or observing those who do.
As you'll find, no two writers will necessarily agree on all topics.