2. What is Mentorship
Mentoring is a structured and trusting relationship that brings young people together with caring individuals who offer guidance, support and encouragement.

3. A Mentor is a… Friend Coach Advisor Self-Esteem Builder
Positive Role Model
Friend
Coach
Advisor
Self-Esteem Builder
Career Counselor
Advocate
Share these with your mentors and have them discuss what each role looks like.
Which qualities were present in their relationship with a mentor?

4. Why Students May Need a Mentor
Low self-esteem
Low self confidence
Little to no interest in school
Lack of positive adult interaction
Overall lack of interest in anything

5. How Can you Contribute? Difficult life circumstances Divorce Shy Moved
Homeless
Foster/Adopted

6. How Can YOU Make a Difference?
Students who meet regularly with a mentor have…
Increased high school graduation rates
Healthier relationships and lifestyle choices
Better attitudes about school
Higher college enrollment rates and higher educational aspirations
Enhanced self-esteem and self-confidence
Improved behavior, both at home and at school
Stronger relationships with parents, teachers, and peers
Improved interpersonal skills
Decreased likelihood of initiating drugs and alcohol

7. How to report Child Abuse
Communication
Are secrets between the mentor and mentee appropriate?
NO SECRETS EVER
How to report Child Abuse
Child Abuse Hotline
(call) OR
While we want to promote a positive relationship between you and your mentee, be careful about sensitive personal issues.

8. Communication Never physically discipline Never use abusive language
Do not use ultimatums
Do Explain…children will listen and respond to reason
Do Discuss…do not use the silent treatment to solve the problem
Do, if warrants, end the session and resume with the next scheduled meeting
There may be instances when your mentee’s behavior is unacceptable. Remember, you are not responsible for the student’s discipline. The Teacher, Campus Mentoring Coordinator, or Campus Administrator is ultimately responsible for the child’s discipline.

9. Phase One
Developing Rapport and Building Trust Most Critical Plan Meetings Learn to communicate Students may test boundaries Establish Confidentiality Protect the student and yourself Boundaries (camp hug)

10. Conduct Can I hug my mentee? Yes, you can hug your mentee….but….
Respect the child’s wishes
Allow the child to initiate contact
Respect your own feelings about physical contact
Err on the side of caution
Be aware of how others may perceive your actions

11. Unacceptable Forms of Physical Contact with a Mentee:
Conduct
Unacceptable Forms of Physical Contact with a Mentee:
Kissing
Cuddling
Wrestling or Roughhousing
Sitting on
Tickling
Piggy-backs
These forms of physical contact are never acceptable for you and your mentee

12. Conduct Setting Boundaries
Be a friend while maintaining the role of a more mature person
Take advantage of opportunities to be a positive role model
Acknowledge inappropriate behavior
Say “no” to inappropriate requests
Be consistent
Praise the child when they make appropriate choices.
Set realistic expectations from the beginning of the relationship.
Tips for Setting Boundaries:
1) Be a friend to the child while maintaining the role of the adult.
Part of being a mentor means helping the child to understand the rules and expectations of society.
2) Take advantage of opportunities to be a positive role model.
Children are impressionable; take advantage of the teachable moments. Exhibit the behaviour that you require from them, yourself.
Demonstrate appropriate social skills and respect in relationships
3) When the child acts inappropriately, acknowledge the behaviour or action.
Use the opportunity to discuss why the child acted in such a manner and explain why it was inappropriate. Do not just ignore the behaviour.
Do not attempt to punish the child for the behaviour as it is important to re-enforce that your friendship is unconditional (E.g. Do not cancel a visit.)
4) Say “no” to inappropriate requests.
Saying “no” can be a positive experience for both parties if the situation is handled appropriately.
Explaining the reasoning behind decisions. Enabling the child to search for alternatives can be an empowering experience.
5) Be consistent.
Once you have spoken to the child in regards to inappropriate behaviour, continue to reinforce messages if similar behaviours are displayed.
6) Praise the child when they make appropriate choices.
Focus on the child’s positive behaviour; praise them when they do something appropriate.
7) Set realistic expectations for visits from the beginning of the match.
Buying the child a gift, giving the child money, visiting for longer than required, or planning a costly activity at the start of the friendship will lead the child to expect that this will be the norm for the duration of the friendship.
If you ever begin to feel frustrated or unsatisfied in your role as a mentor, there are two important things to do: (1) find support in your program coordinator; (2) focus on your purpose as a mentor, which is to make your mentee feel special.

13. Safety DO NOT Dispense medications Make referrals to outside program
Lend money to students
Promote brand name products, religious beliefs, or political doctrines
Use alcohol, or tobacco products before meeting with your mentee
Have firearms or weapons present when meeting with your mentee
Allow other students to intervene on your time with your mentee
Safety DO NOT

14. Beware of Social Media
Can I post pictures of my mentee and I on Facebook? No…No Facebook, Snapchat, Instagram…none of the social media outlets

15. Confidentiality Confidentiality is IMPORTANT
Assure the protection of your mentee and their family
The following information must remain confidential:
Name of student, students parents, family members
Address of student
Personal identifiers, like social or school ID #
List of characteristics that make it possible to identify student
Grades and Attendance
Assessment Record
Discipline Matters
Please note:
You’re expected not to mention your Mentee’s last name or identifying information when talking to others about your time together.
Discussions regarding your mentee during check-in sessions with your program coordinator must be held in the strictest confidence and may not be discussed outside of these sessions.
You may use your experiences with your mentee for class projects, provided that their name, school, and identifying information are omitted to protect their identity.
Anything discusses during training or group activities amongst Mentors is to remain confidential.

16. Phase Two (Hit the Stride)
Setting and Reaching Goals
Set goals
Choose activities
Celebrate accomplishments
Listen, listen, listen

17. Guidelines Support the teachers, not supplant them
Avoid expressing dissatisfactions in the presence of students
Take matters of concern to the Campus Mentoring Coordinator
Abide by all campus rules and procedures’
Exhibit adult, professional behavior
Work under the direction of the staff

18. Guidelines Stay on school/site property
Stay in visible places with your mentee
Clean up after each activity
Dress appropriately
Do not bring food. For lunch try our delicious cafeteria tray.
Avoid other students intruding on your mentee’s time with you.

19. Program Requirement Library, cafeteria, classroom Most during lunch
In line site of doorway

20. Guidelines
Mentoring requires a commitment of 30 – 45 minutes a week for the duration of the year
Mentors are welcome to visit any time during the school day (unless campus/student is testing)
Familiarize yourself with campus norms and school rules which are available from the Campus Mentor Coordinator.
*Your coordinator will share the campus bell schedule, the district schedule, and mentees schedule and notify you of times that are not appropriate to visit.

21. Phase Three Navigating rough spots Know your limits
Solving problems vs giving advice
Remain committed and seek outside support as needed

22. Phase Four Closing the relationship
Communicate, communicate, communicate
End on a positive note
Be honest
Don’t make promises you cant keep

23. Meeting with your student
1st meeting
Moving forward
Call after 10am to ensure your student is on campus

24. What happens next?
Relatrix volunteer/mentoring approval (if not completed already)hipponation.org/mentoring
Introduction to mentee on campus
Meet with mentee weekly
Stay in communication with Campus Mentoring Coordinator
*Your campus mentoring coordinator will check in with you bi-monthly to check progress with mentee
**Campus coordinators, ensure mentors have been screened and approved by Relatrix**

25. Additional Resources
Other resources are available from the Campus Mentor Coordinator such as:
Conversation starters
Best practices when ending a mentor/mentee relationship
Games, activities, and other helpful information
*A goody basket/bin should be available at each campus for mentors to access

26. Campus Mentoring Coordinators
Hutto Elementary:
Jennifer Jennings
Cottonwood Creek:
Brandy Mounts  
Veterans' Hill:
Lacy Lovelace
Nadine Johnson:
Shannon Baker
Ray Elementary:
Eloy Paredes
Hutto Middle:
Silvia Covarrubias
Farley Middle:
Christy Feltner
Hutto High School:
Counseling Center

27. Welcome to Mentoring
Any Questions?