1. Reflections on the Use of Mentoring in a Juvenile Reentry Program G. Roger Jarjoura Aftercare for Indiana through Mentoring rjarjour@iupui.edu

2. Mentoring Programs Can inspire and guide people to pursue successful and productive futures, reaching their potential through positive relationships and utilization of community resources

3. Mentoring Can be Transformative If the program incorporates evidence-based characteristics and is well-implemented On the other hand, mentoring programs that do not meet these criteria may actually do harm

4. It’s all about… The “R”-word

5. Consider the risk factors that contribute to the likelihood that the youths are going to be delinquent Dysfunctional Family Problems in School Challenges around work Negative Peers Drugs and Alcohol Disadvantaged neighborhoods Low academic achievement Low self- esteem Choices about spending leisure time

6. These can all be reframed in terms of dysfunctional relationships The relationship the kids have with their families The relationship they have with their teachers The relationship they have with work The relationship they have with their peers The relationship they have with drugs and alcohol The relationship they have with the community The relationship they have with learning The relationship they have with themselves The relationship they have with their free time The relationship they have with money

7. What is mentoring? Supportive relationships with adults other than parents Adult role models—the evidence points to better results for mentors over 21, with maturity and life experiences being critical factors Caring adults—the motivation of the mentor is significant Volunteers as mentors

8. Can a Mentor Have a Criminal History? Applicants are screened on an individual basis Positives and negatives It all depends on how they tell their story

9. Training of Mentors 6 hours of pre-match training DOC orientation is optimal Weekly class meetings On-site supervision

10. Content of Training System-involved youth Mentoring How to work with system-involved youth Communication skills Building relationships Scenarios of difficult situations

11. A Best Practice You must train your mentors so that you have a better chance of retaining them The focus of the training is very important

12. We use Innoculation If we tell the new volunteers they are likely to want to quit for certain reasons (that we walk them through), it decreases the probability they will actually quit when faced with the challenges they were warned about

13. Things like: System-involved youth have been let down by adults many times. They are likely to keep the mentors at arms length for some period of time until the mentor “passes the test.” This is a transient population and the youths may change residences, have their phone numbers disconnected or changed, or may spend very little time at home making it difficult to catch them.

14. And… Many adults have a hard time with the progress that these youth demonstrate—it is often very slow and can involve several missteps and relapses along the way. The strongest mentor-mentee relationships grow out of crises and conflicts—yet mentors will be inclined to avoid the youth while they are dealing with conflict and crises. There are many potentially upsetting elements to working with this population. Mentors need to learn to look for support and not look for the way out of the program.

15. Contact with the Outside World While they are incarcerated, juvenile offenders really value contact with the outside world. This becomes important for building the relationship between the program and the youth. Take advantage of the different ways to have approved contact with the youth: letters, visits, phone calls. Within each correctional system, you would need to work out the parameters of this contact.

16. Some additional tips Provide written correspondence about the services you can provide upon their release, and invite any questions or requests for specific connections with other community-based services. Reach out to the families to educate them about the services you can provide. Make sure before they leave you have comprehensive contact information and plans to be in touch!

17. On-Going Support of Mentors Key issues:  Maintaining contact with mentees  What happens when kids get into trouble?

18. Mentors are Responsible for Building the Relationship Taking responsibility for making and maintaining contact Understanding that the feedback and reassurance characteristic of adult-to-adult relationships is often not a habit of the system-involved youth, although they can learn if the behaviors are modeled

19. The Use of Mentor Teams Matching is the responsibility of the team Helps with retention of mentors and mentees An efficient way of managing large numbers of volunteers

20. How do we shape the mentoring experiences? The best evidence we have is that one-on-one mentoring is the most effective--this does not mean, however, that one mentor cannot successfully work with more than one youth at a time, as long as the youths receive individual personal attention The evidence also leans in favor of same-sex matches between mentor and mentee

21. How do we shape the mentoring experiences? Mentoring is going to be more effective if it involves regular (at least weekly) contact over an extended period of time. The youths anticipate that adults are not in it for the long term and when they learn otherwise, they take the kinds of risks in the relationship with their mentors that lead to real personal growth and development.

22. Additional Considerations In programs working with delinquents, it is helpful initially at least to be able to leverage the participation of the youths with the mentors. At the same time, it is important that the mentor have some influence in case dispositions—if the mentor wants to advocate on behalf of the youth, it can strengthen the relationship if it appears that the mentor’s input is at least considered.

23. Outcomes to Focus On the development of real competence on the part of the mentee it is critical to increase the level of skills of the youths in the areas of  decision making,  problem solving, and  accessing resources in the community.

24. Reincarceration Group 1: 43.8% Group 2: 50.0% Group 3: 62.2% Among those in Group 1 who participated fully in AIM and had a mentor that followed through on commitment: 27.8% * (p <.05)