1. Peer Mentor Refresher Training 2018

2. Mentoring at Newcastle University
Thank You! (again)
Aims - to provide peer support to all new students through the social and academic transition to successful university study.
In the words of a peer mentor: A support network to fully integrate the students into life in Newcastle and the course
In the words of a peer mentor: To help the students with the transition to university in a friendly and approachable way, and to provide support as a fellow student.
Explain the main aims of the scheme. Can adapt this to be more tailored to your individual scheme.
Also to thank mentors for the important role they play. Quotes above are taken from mentee evaluation. Shows that mentees also value the support.

3. What have I agreed to do again??
Provide support for a group of 1st Year students through their university transition:
Pre-arrival contact – this will have been completed
Initial meeting with mentees in induction week
Organise and lead 4 follow up meetings (5 in total)
Offer support and guidance
Take responsibility for your group
Feedback to coordinator throughout Semester
Introduce specifics of the scheme: how the structure works and how mentor meetings will work
Induction week is really important
Labour the need for them to take responsibility and keep in contact

4. Common worries before starting at Newcastle University
Making Friends and keeping up old friendships
Missing home and distance from home
Relationships – new and maintaining old ones
Finances and banking
Transition into university life
Knowing what to do and where to go in city
Accommodation, moving from country to city and not getting on with flatmates
Introduce specifics of the scheme: how the structure works and how mentor meetings will work
Induction week is really important
Labour the need for them to take responsibility and keep in contact

5. Common worries before starting at Newcastle University
Accommodation for next year
Workload and work life balance
Course – right one, easy or hard, lecturers, intensity and challenge, if enough prior knowledge, available support, module choices, if smart enough, submission, content, timetable, academic standards, involvement in seminars, reading
Finding way around – city and university
Assignments and Exams
Revision
Note taking
Introduce specifics of the scheme: how the structure works and how mentor meetings will work
Induction week is really important
Labour the need for them to take responsibility and keep in contact

6. Common worries before starting at Newcastle University
Age difference – PG on a UG course, being a parent
Drinking too much
Independent learning
Not knowing where to go to for help or support
Societies to join
Advice on general issues
Peer pressure
Safety
Fresher’s week and its expectations
Introduce specifics of the scheme: how the structure works and how mentor meetings will work
Induction week is really important
Labour the need for them to take responsibility and keep in contact

7. Common worries before starting at Newcastle University
Remember that there is always someone there:
University Peer Mentoring Coordinator
Staff Coordinator
Peer mentor
Personal Tutor
Module Leader
Student Services
SVLO
Course reps
Introduce specifics of the scheme: how the structure works and how mentor meetings will work
Induction week is really important
Labour the need for them to take responsibility and keep in contact

8. RECAP - Basic Principles
Meet in public places and conduct the majority of meetings in a group setting. One to one meetings must be in a public place.
Observe confidentiality with mentee except where you are required to disclose this. Disclose information to your staff coordinator.
Remember boundaries and referring on.
Refer mentee to module leader for academic support.
Refer mentee to personal tutor for pastoral support.
Recognise you are in a position of responsibility and acting as a role model .
The full list of principles is on our website, which we’ll introduce you to later.
Highlight need to be in contact with coordinator
Highlight confidentiality. Confidentiality can be broken:
When a student is considered to be at significant risk of harming self or others.
If there are child protection issues.
In relation to terrorism.
Reiterate if concerned can speak to co-ordinator. If unsure about breaking confidentiality can speak to co-ordinator without naming names in first instance. They will then be able to advise further.
Need to be responsible – representing university
Meeting in public places important.

9. RECAP - Scenarios Missing Home Academic worries Relationships
Accommodation
Use your own experiences
Listen, support and offer guidance/options
Let’s call these “points of support” not “intervention”
ACCOMMODATION
Not your responsibility to be the UN.
Offer your experiences to help them not feel isolated. Don’t tell them what to do.
Talking about other things to do early on means they’ll know they can have a healthy balance
Really important to look out for these issues because they have a big impact on study
MISSING HOME
Not your responsibility to be their friend / you’re allowed but don’t have to integrate them in your social group
Don’t make decisions for them
Sharing your experience can be so helpful because they don’t feel isolated
Early consideration of this in meetings means students getting to that point is less likely
“What kinds of University support might you suggest?” – Counsellor. Also Chaplaincy and Nightline are also trained as listening services
ACADEMIC
You are not the tutor / academic staff. Encourage students that academics are best people to see – not scary!
Sharing your work or helping students do theirs is not allowed – plagiarism issues
Help with PROCESS not CONTENT
Sign posting is most important
Focus on sessions as a *group* so students can support each other and not become over reliant
LOVE YOU
Drinking responsibly “always a mentor even if you’re not mentoring”
More likely to be a breakdown in relationship.
Can switch groups
NO CONTACT
Be creative in how you’re ing/contacting people
Example “How have you found your first lectures? Do you know where the library sources are for the first assignment?”
Don’t harass them, but don’t presume everything is okay.
It’s important to let the coordinator know if someone has never contacted you because there may be an issue there.
AT THE END
- “Can you see how considering these issues before they happen, and equipping students with lots of ways to deal with them, will hopefully mean students don’t move towards more difficult situations? Mentors are much more likely to see potential problems and niggling issues sometimes months before a Personal Tutor might. Which is exactly why we have mentoring across the University! Making yourself valuable, and really thinking about what you could do to aid the transition to University at an early stage is important, and will make a difference.”

10. RECAP - Scenarios – No contact
Be aware.
Follow up after each meeting.
Personalise s.
Ask direct questions.
Continue to include in group communications.
Offer alternative meeting style and options.
Tell coordinator about the mentee.
Let’s call these “points of support” not “intervention”
ACCOMMODATION
Not your responsibility to be the UN.
Offer your experiences to help them not feel isolated. Don’t tell them what to do.
Talking about other things to do early on means they’ll know they can have a healthy balance
Really important to look out for these issues because they have a big impact on study
MISSING HOME
Not your responsibility to be their friend / you’re allowed but don’t have to integrate them in your social group
Don’t make decisions for them
Sharing your experience can be so helpful because they don’t feel isolated
Early consideration of this in meetings means students getting to that point is less likely
“What kinds of University support might you suggest?” – Counsellor. Also Chaplaincy and Nightline are also trained as listening services
ACADEMIC
You are not the tutor / academic staff. Encourage students that academics are best people to see – not scary!
Sharing your work or helping students do theirs is not allowed – plagiarism issues
Help with PROCESS not CONTENT
Sign posting is most important
Focus on sessions as a *group* so students can support each other and not become over reliant
LOVE YOU
Drinking responsibly “always a mentor even if you’re not mentoring”
More likely to be a breakdown in relationship.
Can switch groups
NO CONTACT
Be creative in how you’re ing/contacting people
Example “How have you found your first lectures? Do you know where the library sources are for the first assignment?”
Don’t harass them, but don’t presume everything is okay.
It’s important to let the coordinator know if someone has never contacted you because there may be an issue there.
AT THE END
- “Can you see how considering these issues before they happen, and equipping students with lots of ways to deal with them, will hopefully mean students don’t move towards more difficult situations? Mentors are much more likely to see potential problems and niggling issues sometimes months before a Personal Tutor might. Which is exactly why we have mentoring across the University! Making yourself valuable, and really thinking about what you could do to aid the transition to University at an early stage is important, and will make a difference.”

11. NEW Scenario – Health and Wellbeing
Support and respect what being said.
Ask direct questions in regards to current safety and wellbeing.
Tell coordinator about the mentee.
Advise speaking to their personal tutor.
Refer to Student Services.
Provide the Consultancy Line number –
Let’s call these “points of support” not “intervention”
ACCOMMODATION
Not your responsibility to be the UN.
Offer your experiences to help them not feel isolated. Don’t tell them what to do.
Talking about other things to do early on means they’ll know they can have a healthy balance
Really important to look out for these issues because they have a big impact on study
MISSING HOME
Not your responsibility to be their friend / you’re allowed but don’t have to integrate them in your social group
Don’t make decisions for them
Sharing your experience can be so helpful because they don’t feel isolated
Early consideration of this in meetings means students getting to that point is less likely
“What kinds of University support might you suggest?” – Counsellor. Also Chaplaincy and Nightline are also trained as listening services
ACADEMIC
You are not the tutor / academic staff. Encourage students that academics are best people to see – not scary!
Sharing your work or helping students do theirs is not allowed – plagiarism issues
Help with PROCESS not CONTENT
Sign posting is most important
Focus on sessions as a *group* so students can support each other and not become over reliant
LOVE YOU
Drinking responsibly “always a mentor even if you’re not mentoring”
More likely to be a breakdown in relationship.
Can switch groups
NO CONTACT
Be creative in how you’re ing/contacting people
Example “How have you found your first lectures? Do you know where the library sources are for the first assignment?”
Don’t harass them, but don’t presume everything is okay.
It’s important to let the coordinator know if someone has never contacted you because there may be an issue there.
AT THE END
- “Can you see how considering these issues before they happen, and equipping students with lots of ways to deal with them, will hopefully mean students don’t move towards more difficult situations? Mentors are much more likely to see potential problems and niggling issues sometimes months before a Personal Tutor might. Which is exactly why we have mentoring across the University! Making yourself valuable, and really thinking about what you could do to aid the transition to University at an early stage is important, and will make a difference.”

12. NEW - Scenario – Sexual Violence/Hate crime
Let’s call these “points of support” not “intervention”
ACCOMMODATION
Not your responsibility to be the UN.
Offer your experiences to help them not feel isolated. Don’t tell them what to do.
Talking about other things to do early on means they’ll know they can have a healthy balance
Really important to look out for these issues because they have a big impact on study
MISSING HOME
Not your responsibility to be their friend / you’re allowed but don’t have to integrate them in your social group
Don’t make decisions for them
Sharing your experience can be so helpful because they don’t feel isolated
Early consideration of this in meetings means students getting to that point is less likely
“What kinds of University support might you suggest?” – Counsellor. Also Chaplaincy and Nightline are also trained as listening services
ACADEMIC
You are not the tutor / academic staff. Encourage students that academics are best people to see – not scary!
Sharing your work or helping students do theirs is not allowed – plagiarism issues
Help with PROCESS not CONTENT
Sign posting is most important
Focus on sessions as a *group* so students can support each other and not become over reliant
LOVE YOU
Drinking responsibly “always a mentor even if you’re not mentoring”
More likely to be a breakdown in relationship.
Can switch groups
NO CONTACT
Be creative in how you’re ing/contacting people
Example “How have you found your first lectures? Do you know where the library sources are for the first assignment?”
Don’t harass them, but don’t presume everything is okay.
It’s important to let the coordinator know if someone has never contacted you because there may be an issue there.
AT THE END
- “Can you see how considering these issues before they happen, and equipping students with lots of ways to deal with them, will hopefully mean students don’t move towards more difficult situations? Mentors are much more likely to see potential problems and niggling issues sometimes months before a Personal Tutor might. Which is exactly why we have mentoring across the University! Making yourself valuable, and really thinking about what you could do to aid the transition to University at an early stage is important, and will make a difference.”

13. NEW - Scenario – Sexual Violence/Hate crime
Let’s call these “points of support” not “intervention”
ACCOMMODATION
Not your responsibility to be the UN.
Offer your experiences to help them not feel isolated. Don’t tell them what to do.
Talking about other things to do early on means they’ll know they can have a healthy balance
Really important to look out for these issues because they have a big impact on study
MISSING HOME
Not your responsibility to be their friend / you’re allowed but don’t have to integrate them in your social group
Don’t make decisions for them
Sharing your experience can be so helpful because they don’t feel isolated
Early consideration of this in meetings means students getting to that point is less likely
“What kinds of University support might you suggest?” – Counsellor. Also Chaplaincy and Nightline are also trained as listening services
ACADEMIC
You are not the tutor / academic staff. Encourage students that academics are best people to see – not scary!
Sharing your work or helping students do theirs is not allowed – plagiarism issues
Help with PROCESS not CONTENT
Sign posting is most important
Focus on sessions as a *group* so students can support each other and not become over reliant
LOVE YOU
Drinking responsibly “always a mentor even if you’re not mentoring”
More likely to be a breakdown in relationship.
Can switch groups
NO CONTACT
Be creative in how you’re ing/contacting people
Example “How have you found your first lectures? Do you know where the library sources are for the first assignment?”
Don’t harass them, but don’t presume everything is okay.
It’s important to let the coordinator know if someone has never contacted you because there may be an issue there.
AT THE END
- “Can you see how considering these issues before they happen, and equipping students with lots of ways to deal with them, will hopefully mean students don’t move towards more difficult situations? Mentors are much more likely to see potential problems and niggling issues sometimes months before a Personal Tutor might. Which is exactly why we have mentoring across the University! Making yourself valuable, and really thinking about what you could do to aid the transition to University at an early stage is important, and will make a difference.”

14. RECAP - Scenarios – Diversity
Have respect for all.
Encourage open discussions.
Consider ‘everything’ about your mentees.
Make the meetings inclusive – venue, content, approach, style.
Refer students to other Student Services for information and support.
Do not tolerate any form of prejudice.
Let’s call these “points of support” not “intervention”
ACCOMMODATION
Not your responsibility to be the UN.
Offer your experiences to help them not feel isolated. Don’t tell them what to do.
Talking about other things to do early on means they’ll know they can have a healthy balance
Really important to look out for these issues because they have a big impact on study
MISSING HOME
Not your responsibility to be their friend / you’re allowed but don’t have to integrate them in your social group
Don’t make decisions for them
Sharing your experience can be so helpful because they don’t feel isolated
Early consideration of this in meetings means students getting to that point is less likely
“What kinds of University support might you suggest?” – Counsellor. Also Chaplaincy and Nightline are also trained as listening services
ACADEMIC
You are not the tutor / academic staff. Encourage students that academics are best people to see – not scary!
Sharing your work or helping students do theirs is not allowed – plagiarism issues
Help with PROCESS not CONTENT
Sign posting is most important
Focus on sessions as a *group* so students can support each other and not become over reliant
LOVE YOU
Drinking responsibly “always a mentor even if you’re not mentoring”
More likely to be a breakdown in relationship.
Can switch groups
NO CONTACT
Be creative in how you’re ing/contacting people
Example “How have you found your first lectures? Do you know where the library sources are for the first assignment?”
Don’t harass them, but don’t presume everything is okay.
It’s important to let the coordinator know if someone has never contacted you because there may be an issue there.
AT THE END
- “Can you see how considering these issues before they happen, and equipping students with lots of ways to deal with them, will hopefully mean students don’t move towards more difficult situations? Mentors are much more likely to see potential problems and niggling issues sometimes months before a Personal Tutor might. Which is exactly why we have mentoring across the University! Making yourself valuable, and really thinking about what you could do to aid the transition to University at an early stage is important, and will make a difference.”

15. RECAP - Equality and Diversity further information
Student Charter
Dignity and Respect Procedure
y.htm

16. Explain about Student Services and run through some of the services in King’s Gate. E.g. Visa, Accommodation
Mentors should never offer Visa advice, always signpost to Visa Team
Mentors should not feel they have to know answers to everything, if they aren’t sure always signpost to other services sources of support.
Also run through other services across campus e.g library and students union
Student Advice Centre offer a sympathetic listening ear, information, advice, assistance and representation on a wide range of issues. including academic, disciplinary, finance, accommodation, legal information, personal/family, consumer and employment.

17. Explain about Student Services and run through some of the services in King’s Gate. E.g. Visa, Accommodation
Mentors should never offer Visa advice, always signpost to Visa Team
Mentors should not feel they have to know answers to everything, if they aren’t sure always signpost to other services sources of support.
Also run through other services across campus e.g library and students union
Student Advice Centre offer a sympathetic listening ear, information, advice, assistance and representation on a wide range of issues. including academic, disciplinary, finance, accommodation, legal information, personal/family, consumer and employment.

18. Explain about Student Services and run through some of the services in King’s Gate. E.g. Visa, Accommodation
Mentors should never offer Visa advice, always signpost to Visa Team
Mentors should not feel they have to know answers to everything, if they aren’t sure always signpost to other services sources of support.
Also run through other services across campus e.g library and students union
Student Advice Centre offer a sympathetic listening ear, information, advice, assistance and representation on a wide range of issues. including academic, disciplinary, finance, accommodation, legal information, personal/family, consumer and employment.

19. Explain about Student Services and run through some of the services in King’s Gate. E.g. Visa, Accommodation
Mentors should never offer Visa advice, always signpost to Visa Team
Mentors should not feel they have to know answers to everything, if they aren’t sure always signpost to other services sources of support.
Also run through other services across campus e.g library and students union
Student Advice Centre offer a sympathetic listening ear, information, advice, assistance and representation on a wide range of issues. including academic, disciplinary, finance, accommodation, legal information, personal/family, consumer and employment.

20. Explain about Student Services and run through some of the services in King’s Gate. E.g. Visa, Accommodation
Mentors should never offer Visa advice, always signpost to Visa Team
Mentors should not feel they have to know answers to everything, if they aren’t sure always signpost to other services sources of support.
Also run through other services across campus e.g library and students union
Student Advice Centre offer a sympathetic listening ear, information, advice, assistance and representation on a wide range of issues. including academic, disciplinary, finance, accommodation, legal information, personal/family, consumer and employment.

21. Explain about Student Services and run through some of the services in King’s Gate. E.g. Visa, Accommodation
Mentors should never offer Visa advice, always signpost to Visa Team
Mentors should not feel they have to know answers to everything, if they aren’t sure always signpost to other services sources of support.
Also run through other services across campus e.g library and students union
Student Advice Centre offer a sympathetic listening ear, information, advice, assistance and representation on a wide range of issues. including academic, disciplinary, finance, accommodation, legal information, personal/family, consumer and employment.

22. The Student Wellbeing service provides information, advice and guidance on a wide range of student support issues to enable all students to maximise their potential while at University.
These are some of the areas that the service includes that mentors might receive questions about.
Run through the different support Wellbeing can offer paying particular attention to Mental Health and Counselling.
The contact details for all wellbeing services are available on the link above. Students can contact the service for any support they need.
Where a mentor has concerns about the wellbeing of a mentee further information on next slide.

23. The Student Wellbeing service provides information, advice and guidance on a wide range of student support issues to enable all students to maximise their potential while at University.
These are some of the areas that the service includes that mentors might receive questions about.
Run through the different support Wellbeing can offer paying particular attention to Mental Health and Counselling.
The contact details for all wellbeing services are available on the link above. Students can contact the service for any support they need.
Where a mentor has concerns about the wellbeing of a mentee further information on next slide.

24. RECAP - Consultancy Line
The student wellbeing Consultancy line is available during Office Hours, if your coordinator is unavailable and your concern cannot wait, until the coordinator is available
Signpost the student to a service
KEEP CONFIDENTIALITY
(other than in extreme cases)
The student wellbeing line is if they have a concern and the coordinator is unavailable mentors can call this number.
Highlight confidentiality. Can break confidentiality when:
● when a student is alerting you to a clear and present danger to self or a third party ie suicide, radicalisation, domestic abuse, child abuse
● if there is an issue around child protection
● disclosure of information relating to an act of terrorism or terrorist related activity
Reiterate if concerned can speak to co-ordinator. If unsure about breaking confidentiality can speak to co-ordinator without naming names in first instance. They will then be able to advise further.
Tell the student you are breaking confidentiality and seek assistance – Campus Security number is on the back of your Smartcards.

25. https://newcastlementors.wordpress.com/
Explain that there’s lots available on the website and that they’ll be reminded of it nearer the time.

26. Explain that there’s lots available on the website and that they’ll be reminded of it nearer the time.

27. Explain that there’s lots available on the website and that they’ll be reminded of it nearer the time.

28. Explain that there’s lots available on the website and that they’ll be reminded of it nearer the time.

29. RECAP - Under 18 Mentee
Meet in public places and conduct the majority of meetings in a group setting. All one to one meetings must be in a public place.
We strongly advise against intimate relationships with your mentees. If you do have a relationship you must inform your staff coordinator and move groups.
Peer mentors are expected, in their mentoring interactions, to ensure the safety and wellbeing of themselves and others.
Electronic contact should be made using your university or a group message from social media to all your mentees.
If you are concerned for the safety and wellbeing of your mentee you should inform your staff coordinator promptly who will follow the correct university procedures relating to under 18s.
Mentor meetings should be in appropriate places suitable for those under 18
Meeting Records to include: Date of meeting; who was there; what issues were raised regarding under18 mentees? If none, please say so; if any issues were raised what action is being taken and by whom?

30. Contact Details
Staff Coordinator Name: Telephone: University Peer Mentoring Coordinator Name: Tony Chapman-Wilson Telephone:
What are the local induction plans for facilitating this initial face-to-face meeting? Make sure all mentors are prepped so they know what you need them to do at this event.
Remind mentors agenda’s are all online but they are welcome to edit them or make their own if they prefer
It is good practice in the first meeting to decide on a common method for the group to communicate ( thread, Facebook etc), for those that don’t have an allocated timetabled spot for mentor meetings it is also helpful to pick a convenient time at this early point in order to achieve maximum group attendance

31. Important Dates
Peer Mentor Forums Friday 19 October 2018 – 12noon-2pm Friday 16 November 2018 – 12noon-2pm Friday 7 December 2018 – 12noon-2pm Peer Mentoring Thank You Event Monday 26 November 2018 – 5pm-6.30pm
What are the local induction plans for facilitating this initial face-to-face meeting? Make sure all mentors are prepped so they know what you need them to do at this event.
Remind mentors agenda’s are all online but they are welcome to edit them or make their own if they prefer
It is good practice in the first meeting to decide on a common method for the group to communicate ( thread, Facebook etc), for those that don’t have an allocated timetabled spot for mentor meetings it is also helpful to pick a convenient time at this early point in order to achieve maximum group attendance

32. Any questions?
Re-cap what will be happening next – the local coordinator should do this. Double check with them before the session starts so they know.
Need to be here for Induction Week.