1. The chess coach: what can we learn from mentoring as an educational process? Kate Philip, The Rowan Group CISCCON International Conference University of Aberdeen 30 th August – 1 st September 2007

2. This presentation will Explore dimensions of youth mentoring Explore dimensions of youth mentoring Relate these to approaches to informal education Relate these to approaches to informal education Raise questions about how mentoring processes might interact with the role of the chess coach Raise questions about how mentoring processes might interact with the role of the chess coach

3. Researching mentoring Previous work - young peoples perspectives on natural mentoring processes Previous work - young peoples perspectives on natural mentoring processes Typology of informal mentoring Typology of informal mentoring Study of organised mentoring (Sharing a Laugh) Study of organised mentoring (Sharing a Laugh)

4. Where has mentoring emerged from? –Arguably based on ancient myths –Waves of youth mentoring –A response to fears about and for youth –Perceived decline in intergenerational relationships and in neighbourhood –Broad appeal to a range of interests –Idea of community base and link with Puttnams notion of social capital

5. What is Youth mentoring? The mentor is someone with greater experience or wisdom than the mentee. Second the mentor offers guidance or instruction that is intended to facilitate the growth and development of the mentee. Third, there is an emotional bond between mentor and mentee, a hallmark of which is a sense of trust (Dubois and Karcher, 2005:3)

6. Themes A protective factor or a steeling mechanism (resilience) A protective factor or a steeling mechanism (resilience) A consistent and continuing presence (attachment) A consistent and continuing presence (attachment) A guide, adviser, broker, supporter (social support) A guide, adviser, broker, supporter (social support) Community based (ecological) Community based (ecological)

7. Informal Education Emphasis on dialogue between teachers and learners and learners themselves Emphasis on dialogue between teachers and learners and learners themselves Experiential and grounded Experiential and grounded A co-operative process A co-operative process Aim of critical reflection Aim of critical reflection

8. Mentoring – informal education You do the stuff that you are meant to do but with (the mentor) it is different and youre doing it because you want to You do the stuff that you are meant to do but with (the mentor) it is different and youre doing it because you want to A starting point for educational processes to begin A starting point for educational processes to begin Negotiated agenda and boundaries Negotiated agenda and boundaries A bridge to new experiences and sometimes social worlds (for mentors and mentees) A bridge to new experiences and sometimes social worlds (for mentors and mentees) A catalyst to build up new skills A catalyst to build up new skills A means of ensuring compliance or critical thinking? A means of ensuring compliance or critical thinking?

9. Informal and Formal mentoring Distinction between informal mentoring and formal mentoring Distinction between informal mentoring and formal mentoring Both have educational aims although these are often implicit Both have educational aims although these are often implicit Planned mentoring often explicitly based on a deficit model of young people Planned mentoring often explicitly based on a deficit model of young people

10. Informal Mentoring Active participation Active participation Resolving conflict, renegotiating relationships, trying out new identity Resolving conflict, renegotiating relationships, trying out new identity A safe setting in which to take risks in learning – leaving the baggage behind A safe setting in which to take risks in learning – leaving the baggage behind Chess as a starting point? Chess as a starting point?

11. MentoringFormsClassicIndividual/TeamBestFriendPeerGroup Long term risky adult GenderMaleFemaleFemaleBothBoth ContextHomebasedYouthGroupsHomebasedStreet Home and street LifeeventsEmpathyRecognitionOfaspiration to role modelsAcceptance of peer GroupandYouthCulturevalues Rehearsa l for action ManagingreputationsIdentityLifestyleRecognition and life crises QualitiesSought/identifiedAdvisory,guide,outsiderMentors Empatheti c Recipro city And equ ality ReciprocityAndequalityReciprocityandNonconformity

12. Findings: formal mentoring Many in the sample had poor educational experiences and were excluded from mainstream Many in the sample had poor educational experiences and were excluded from mainstream Mentoring offered some young people a means of developing alternative forms of relationship Mentoring offered some young people a means of developing alternative forms of relationship Successful mentors went beyond traditional professional boundaries Successful mentors went beyond traditional professional boundaries

13. The importance of relationship Reciprocity – sharing a laugh Reciprocity – sharing a laugh A voluntary relationship A voluntary relationship Negotiating boundaries and agendas Negotiating boundaries and agendas An alternative to sometimes difficult peer and family relationships An alternative to sometimes difficult peer and family relationships Qualities of trust, shared interests, challenge and respect Qualities of trust, shared interests, challenge and respect

14. Mentoring Forms (i)Compensato ry (ii)Instrumental(iii)Expandingopportunities (iv)Reductio n of unwan ted behavi ours (v)Integratio n into comm unity Underlying assu mptio ns Deficit model of yp/family Remedy absence of or missed opportunities to build expertise Deficit model: lack social capital and access to networks. Disruptive/ challenging behavi our often linked to school s Yp alienated from mainstr eam commu nity – often linked with (i) Theoretical frame work – (expli cit or implic it) Attachment theory/res ilience/so cial capital (bridging) /develop mental psych Mentoring as professional friendship- Youth transitions Social support Ecology of development Social capital and social inclusion Cognitive behavi oural therapy ; resilien ce; social capital Ecology of develo pment; Attachment; resilien ce; TargetGroups(mentees) Children from single parent family; isolated yp; known family difficulties underachievindisadvantaged, potentially at risk, esp young men underachieving Possible school problems, poor background NEET; substa nce misuse rs, yp in crimina l justice system Yp from margin alised groups eg minorit y ethnic Target group s (ment ors) Male role models favoured but majority women Volunteers and sometime paid staff. Skills in key areas, ability to relate to yp Volunteers ideally with business background/k nowledge. Complement work of paid staff volunteers to comple ment work of paid staff community membe rs – often unclear which commu nity Strategies Building social skills Develop relationship via shared interest/activ ity Link with individuals/ag encies and young person; build skills and confidence Confidence/r esilienc e, explore alternat ives, challen ge behavi our, advoca cy Confidence, solidari ty, strengt hen commu nities that may feel under threat Level of emoti onal engag ement Important – befriendin g key element Variable – focus on developing skills Variable Important – often aims to rebuild relation ships Age groups 10-2510-2515+13+ Primary age- young adults Duration Ideally flexible but not less than I year Ideally flexible – may be intensive rather than long term Variable – schemes vary. Mentoring often ended if yp leaves employment scheme Variable – may be linked to employ ment schem e Variable – aim for longsta nding StyleClassic Classic, peer and group Classice-mentoring Classic and group Classic, peer and group

15. But caution needed Moving on and moving out Moving on and moving out Coercive mentoring and unfriendly contexts Coercive mentoring and unfriendly contexts Unsuccessful mentoring can undermine confidence and capacity Unsuccessful mentoring can undermine confidence and capacity A risky process for all involved A risky process for all involved

16. Building a mentor rich environment Assumption that young people have few opportunities to develop informal relationships with adults Assumption that young people have few opportunities to develop informal relationships with adults Capitalising on shared interests and capacities Capitalising on shared interests and capacities Offering a link between individual and group Offering a link between individual and group Need for longitudinal insights Need for longitudinal insights

17. Mentoring and coaching What does youth mentoring have to offer in this field? –Mentoring as an educational intervention –The importance of relationships to learning –A community based approach –Links with coaching practices

18. Mentoring and chess Does chess playing offer a means of engaging with young people who may wish a mentor? Does chess playing offer a means of engaging with young people who may wish a mentor? To what extent should peer mentoring be developed within chess playing groups? To what extent should peer mentoring be developed within chess playing groups? Could chess playing offer a setting in which mentoring relationships could be developed for excluded young people? Could chess playing offer a setting in which mentoring relationships could be developed for excluded young people?