what to write in a peer mentor application article

Conferred with management personnel to assist with program expectation.

Good peer mentors have solid interpersonal and communication skills and are able to motivate others. Academic activities such as helping with homework and studying for tests are common activities for peer mentoring groups. Created promotional flyers for "Lunch and Learn" student workshops on various topics.

Check out the, In recent years, OJJDP has supported several mentoring programs that utilize a peer mentoring model, including.

Interested Year 14 students must complete the application process. Helped several students learn about the FASFA process and were able to help students obtain over $22,000 from federal Pell Grants, Helped student veterans who were having difficulty transitioning from veteran to scholar and identified resources on and off campus that they could utilize, Created a pamphlet that students could use to identify locations on and off campus that provided various resources, Founded Sigma Tau Alpha Co-Ed Fraternity at California State University, Northridge in order to offer and create a common bond for life-long friendship between veterans, their dependents, and the student population with the help of other student veterans, Helped plan numerous events that occurred on and off campus, such as a veteran graduation ceremony, Operation: Comedy, high ropes courses, and site visits to Vet Center Sepulveda, Vet Center Chatsworth, and San Diego State Universities' Veteran Resource Center, Assist students with registration process in Registration Laboratory.

Consider advertising your programme by hanging posters or handing out flyers around school.

Assisted students with Microsoft Word, Excel, and Power Point, also educated them on creating blackboard and email accounts. Skills such as confidence, self-esteem, communication and anger-management can be easier to develop through peer mentoring than other traditional techniques.


Conducted new student orientations for up to 10 students once a week, Tutored and mentored younger students to support them in achieving better grades and help them build their confidence. This is generally indicated by a positive attitude, optimism, genuine desire to be helpful, and empathy. The remaining skill development topics can then be covered throughout the school year, ideally on a preset schedule (monthly or bi-monthly, etc).Listening and communication skills should be an important part of the training programme. Common models include high school students mentoring elementary students, pairing older students with incoming students in a school or campus environment, and out-of-school-time programs in which older youth lead their near-peers in recreational and developmental activities.

Whether they are academic, for personal growth, or purely fun, the goals you have set for the programme should be reflected in which activities you choose. Like your article would like to set this up at school but need the training.

Provided new DDP students with social/academic support and knowledge of campus resources/processes, Assisted experienced DDP students in finding and executing leadership opportunities, Delivered a structured social network to DDP students via Facebook, Coordinated and participated in community service projects. Created 12 monthly newsletters that highlighted important events for veterans on and off campus and collected email addresses from students and outside sources. These tips include: MENTOR | Office of Juvenile Justice and Delinquency Prevention. Organized study sessions, weekly personal check - in's, and coordinated weekly fundraising food/bake sales. Peer-to-peer mentoring programmes can be effective in supporting students both academically and pastorally. Peer mentoring can be delivered one-on-one or in group settings.

Training peer mentors on skills such as focused listening, asking open-ended questions, paraphrasing for meaning, non-judgemental responding, and reflecting, can help mentors get to know their mentee better and establish a strong relationship. The means by which programs have positive effects on mentees appears to be largely through the consistent and affirming presence of mentors, and the clarity and predictability resulting from a clear program structure.

teachers and school leaders working in secondary education across the UK.

Academic activities like these can incorporate personal growth development, as well purely being fun, giving them huge learning potential. Discussing and even practicing closure so that all participants are prepared for the eventual dissolution of the relationship. This reduces any stigma associated with being part of the programme. They are also asked to get a reference from their tutor.

By having one main point person who is responsible, training can be most effectively administered.
Be mindful of your school’s resources when planning and always think of how community groups can provide your mentoring programme with unique opportunities to gain a wide variety of development experiences. How do you get training so it is effective, A great article, thank you.

Teach students how to select courses and register, and to use various software related to college attendance (e.g., Blackboard classroom software, Web Advisor, etc.).

Do you have any idea where I (as a peer mentor coordinator) could get the training to support the peer mentors effectively? Neither the U.S. Department of Justice nor any of its components operate, control, are responsible for, or necessarily endorse, this Web site including, without limitation, its content, technical infrastructure, and policies, and any services or tools provided.

Peer mentoring programmes can be labour intensive, but the rewards for the school and the students are great when implemented effectively. Criteria should be aligned with the goals of the programme. Maintained confidentiality of records relating to their education and personal files.

It is a good idea to break training into several shorter sessions since most secondary school students are not developmentally ready for a full-day training session. They let students realise that they all share a common ground, and helps teach them vital communication skills. The most significant moderators of program effectiveness appear to be the mentors’ attitudes and motivations, and the degree of clear programmatic infrastructure and fidelity of its implementation. Often the strongest bonds between mentor and mentee can grow from simple, carefree activities, sometimes outside of the overbearing structure of school.

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