1. Motivational Interviewing Assertive Mentoring

2. Defining Mentoring Mentoring is a one to one, non-judgmental relationship in which an individual voluntarily gives time to support and encourage another. This is typically developed at a time of transition in the mentee’s life and lasts for a significant and sustained period of time. Mentoring is a one to one, non-judgmental relationship in which an individual voluntarily gives time to support and encourage another. This is typically developed at a time of transition in the mentee’s life and lasts for a significant and sustained period of time. (National Mentoring and Befriending Organisation)

3. Academic Mentors… …help students to identify obstacles, evaluate possible solutions, tailor the strategy chosen, monitor progress and provide support throughout the process. …help students to identify obstacles, evaluate possible solutions, tailor the strategy chosen, monitor progress and provide support throughout the process. Examples – Time management, organisational skills, revision tips, pre-exam nerves. Examples – Time management, organisational skills, revision tips, pre-exam nerves. Dealing with issues of subsiding motivation, underachievement and low aspirations. Dealing with issues of subsiding motivation, underachievement and low aspirations.

4. Remembering our role Our most well intentioned reactions can unwittingly result in resistance within a mentoring context. These might include… Our most well intentioned reactions can unwittingly result in resistance within a mentoring context. These might include… Arguing, judging, warning of consequences, interpreting reasons for resistance, persuading with evidence, confronting with authority and using sarcasm. Arguing, judging, warning of consequences, interpreting reasons for resistance, persuading with evidence, confronting with authority and using sarcasm.

5. Motivational Interviewing ‘Rolls with resistance’ whilst emphasising responsibility. ‘Rolls with resistance’ whilst emphasising responsibility. Links to change and transition. Links to change and transition. Uses as its basis the core conditions of counselling. Uses as its basis the core conditions of counselling. Cycle of Change No problem Problem Decision Action Maintaining Lapsing

6. Listening for the Positive MI involves listening for and reflecting back… MI involves listening for and reflecting back… Self Esteem Self Esteem Competence Competence Knowledge – of problem and strategies Knowledge – of problem and strategies Concern Concern The Desire to Change The Desire to Change

7. Creating Internal Conflict MI creates internal conflict by developing a discrepancy between current behaviours and lifetime goals and values. MI creates internal conflict by developing a discrepancy between current behaviours and lifetime goals and values. Weighing things up will stimulate internal conflict. Weighing things up will stimulate internal conflict. The mentor explores and creates a ‘tug of war’ between the benefits and costs of a course of action but also the benefits and costs of staying the same. Mentor makes a list of problem areas and feeds back.

8. Skills of Motivational Interviewing Building Trust and Acceptance Building Trust and Acceptance Non Verbal cues Non Verbal cues Posture Posture Facial Expression Facial Expression Eye Contact Eye Contact Affirming gestures Affirming gestures Open Questions What, where, when, how? Minimising ‘why’ Explanatory Questions “Tell me more…” “Explain what that’s like…”

9. Eliciting More from Questions CLOSED Is it a problem for you? OPEN How is it a problem for you? EXPLANATORY It’s a problem for you. Tell me more.

10. Reflecting it back Tone of voice is very important. Reflections presented as questions can cause problems. Tone of voice is very important. Reflections presented as questions can cause problems. Example – “You are concerned”. Example – “You are concerned”. Reflection of Conflict Reflection of Conflict Example – “You like staying off school as you get longer in bed. On the other hand you say that you’re feeling bored as well”. Example – “You like staying off school as you get longer in bed. On the other hand you say that you’re feeling bored as well”.

11. Reflecting it back Reflecting feelings back, both verbal and non- verbal. This places the student in the ‘here and now’ and draws out more information. Reflecting feelings back, both verbal and non- verbal. This places the student in the ‘here and now’ and draws out more information. Reflecting through Metaphor and Analogy. Reflecting through Metaphor and Analogy. Hare and Tortoise Hare and Tortoise Elephants! Elephants!

12. Reflecting it back Reflecting through Confusion Reflecting through Confusion For students who are adept at sidestepping responsibility for their actions. They must face the discrepancies in what they’ve said or how they’ve behaved. For students who are adept at sidestepping responsibility for their actions. They must face the discrepancies in what they’ve said or how they’ve behaved. “Hang on, you know what I’m like when I get confused. I just want to make sure I’m following you. Stop me if I’m wrong. You’re on top of it, right? But you’ve not handed one piece of work in yet? Help me out”. “Hang on, you know what I’m like when I get confused. I just want to make sure I’m following you. Stop me if I’m wrong. You’re on top of it, right? But you’ve not handed one piece of work in yet? Help me out”.

13. Paraphrasing Confront the student with the consequences of their behaviour, filtering thoughts so that encouraging statements are amplified and statements that reflect ‘status quo’ are dampened. Present with opportunity to change. Confront the student with the consequences of their behaviour, filtering thoughts so that encouraging statements are amplified and statements that reflect ‘status quo’ are dampened. Present with opportunity to change. “Working your part time job at the weekend and babysitting in the week is not something that you think is an issue here. You’re also telling me that there is a knock on impact on your grades.” “Working your part time job at the weekend and babysitting in the week is not something that you think is an issue here. You’re also telling me that there is a knock on impact on your grades.”

14. Summarising Make mini summaries throughout. Make mini summaries throughout. Take advantage of a summary to mark key achievements, decisions or end of sessions. It’s an important opportunity to prioritise and make links between issues. What is said at the end will have the greatest impact regarding self esteem. Take advantage of a summary to mark key achievements, decisions or end of sessions. It’s an important opportunity to prioritise and make links between issues. What is said at the end will have the greatest impact regarding self esteem.

15. Positive Re-structuring Highlighting the hidden self motivational statement. This allows you to re-frame the students’ experience and emphasise self motivation. Highlighting the hidden self motivational statement. This allows you to re-frame the students’ experience and emphasise self motivation. “I would come to revision classes after school but there are no buses”. “I would come to revision classes after school but there are no buses”. “You realise how these sessions could help you and you’d like to find a way to make it work.” “You realise how these sessions could help you and you’d like to find a way to make it work.”

16. Overshooting and Undershooting Exaggeration until a self motivational statement is elicited. Keep your tone neutral and objective to avoid sarcasm. Exaggeration until a self motivational statement is elicited. Keep your tone neutral and objective to avoid sarcasm. “You don’t see a problem” “No” “Everything’s fine” “Yeah” “There is no problem whatsoever” “No” “Absolutely nothing at all” “Well there’s a bit…”

17. Maintaining Highlight risk situations. Highlight risk situations. Play Devil’s Advocate. Play Devil’s Advocate. Expect and learn from lapsing and turn it into part of the motivational process. Expect and learn from lapsing and turn it into part of the motivational process. “You came on time for a week. How did you manage it for that week?” “You came on time for a week. How did you manage it for that week?”

18. Supporting Self Esteem Throughout Problem Solving. Problem Solving. Action Planning including non-academic targets. Action Planning including non-academic targets. Assessing Implementation. Assessing Implementation. Self esteem and achievement correlate highly. Positive self esteem underpins an individual’s will to realise their potential. Self esteem and achievement correlate highly. Positive self esteem underpins an individual’s will to realise their potential. The student can have the self belief to cope with a specific task or challenge. The student can have the self belief to cope with a specific task or challenge.

19. Academic Mentors… …help students to identify obstacles, evaluate possible solutions, tailor the strategy chosen, monitor progress and provide support throughout the process. …help students to identify obstacles, evaluate possible solutions, tailor the strategy chosen, monitor progress and provide support throughout the process.

20. Defining Mentoring Mentoring is a one to one, non-judgmental relationship in which an individual voluntarily gives time to support and encourage another. This is typically developed at a time of transition in the mentee’s life and lasts for a significant and sustained period of time. Mentoring is a one to one, non-judgmental relationship in which an individual voluntarily gives time to support and encourage another. This is typically developed at a time of transition in the mentee’s life and lasts for a significant and sustained period of time. (National Mentoring and Befriending Organisation)