Relevant bibliographies by topics / Mentor Support

Academic literature on the topic 'Mentor Support'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Mentor Support"

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Chambers, Anthony, Debra Smith, and Lisa Billingham. "Implementing a mentor support system for general practice nurse mentors." Primary Health Care 27, no. 2 (February 27, 2017): 21–25. http://dx.doi.org/10.7748/phc.2017.e1216.

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Holt, Laura J., and James E. Fifer. "Peer Mentor Characteristics That Predict Supportive Relationships With First-Year Students: Implications for Peer Mentor Programming and First-Year Student Retention." Journal of College Student Retention: Research, Theory & Practice 20, no. 1 (May 22, 2016): 67–91. http://dx.doi.org/10.1177/1521025116650685.

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Peer mentoring programs frequently are implemented on college campuses to enhance first-year college student retention; however, few studies have examined characteristics of peer mentors that are associated with more supportive mentor–mentee relationships, leaving college personnel with a limited understanding of how to improve these vital programs. Accordingly, in this prospective study, we examined whether mentors’ attachment style and self-efficacy to mentor predicted peer mentors’ ( n = 76) or mentees’ ( n = 999) ratings of mentor-provided support. Results showed that mentor self-efficacy mediated the relation between an avoidant attachment style and mentor-reported support; that is, peer mentors with a more avoidant attachment style reported lower self-efficacy to mentor and, in turn, endorsed providing lower levels of support for mentees. Mentor–mentee contact, however, was the only predictor of mentees’ ratings of mentor support. Future research should aim to extend these preliminary findings so as to inform the selection, training, and supervision of peer mentors in college settings, with the ultimate goal of enhancing first-year student retention.
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Fritsch, Helmut, and Gerhard Strohlein. "Mentor support and academic achievement." Open Learning: The Journal of Open, Distance and e-Learning 3, no. 2 (June 1988): 27–32. http://dx.doi.org/10.1080/0268051880030206.

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Pietroń-Pyszczek, Agata, and Magdalena Borowska. "Generation Z Need for Mentor Support." Zarządzanie Zasobami Ludzkimi 149, no. 6 (December 31, 2022): 44–59. http://dx.doi.org/10.5604/01.3001.0016.2045.

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The article strives to determine whether Generation Z representatives exhibit a need for mentoring support. The theoretical part of the article discusses the benefits of mentoring as well as the characteristics of Generation Z. Based on an analysis of the literature on the subject, it was found that certain characteristics of this generation (including expectations of career, work content, working conditions, and gratification) indicate that its representatives could be interested in the support of a mentor. The empirical part presents the results of a survey conducted in 2019 among 345 people born between 1993 and 1998. These results were analyzed taking into account the sex of the respondents. The survey questionnaire defined a mentor as a senior and more experienced employee who, in a process of intensive interpersonal exchange, provides the mentee with support, direction, and feedback on professional and personal development plans. The conclusions of the study address two main research questions: 1) Do the representatives of Generation Z believe that pursuing their careers requires the support of a mentor? 2) Do they know who can help them achieve their career vision?
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Roegman, Rachel, Emilie Mitescu Reagan, A. Lin Goodwin, and Julia Yu. "Support and assist: approaches to mentoring in a yearlong teacher residency." International Journal of Mentoring and Coaching in Education 5, no. 1 (March 7, 2016): 37–53. http://dx.doi.org/10.1108/ijmce-09-2015-0026.

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Purpose – The purpose of this paper is to examine mentor teachers’ approaches to mentoring preservice teachers in a yearlong teacher residency program (TRP). Design/methodology/approach – This multiple-methods study examined 15 mentor teachers’ approaches over the course of a year in an urban TRP through the lens of Wang and Odell’s (2002) framework for mentoring. Data sources included mentors’ self-assessments over three points in time across one academic year. These self-assessments included numerical ratings of practice (quantitative) as well as open-ended rationales and goal setting (qualitative). Findings – Mentors predominately provided support and technical assistance to the residents learning to teach, drawing on humanistic, and situated apprentice perspectives on mentoring. They worked to develop residents’ self-confidence and exposed residents to a range of practices and school contexts. Glimmers of a more critical constructive approach were apparent in some mentors’ discussions of reflection and collaboration. Research limitations/implications – This study informs the work of teacher education programs as they develop mentoring structures that align with program visions, expand notions of mentoring, and consider the many roles of a mentor teacher. Originality/value – Increased emphasis on clinical experiences for preservice teachers highlights the need to attend to the practices of the mentor teachers with whom they work. These mentors, as field-based teacher educators, play a critical role in teacher education, and teacher education programs need to support their professional development as mentors. Understanding mentors’ approaches to mentoring is necessary in order to provide this support.
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Deane, Kelsey L., Ashley A. Boat, Shelley A. Haddock, Kimberly L. Henry, Toni S. Zimmerman, and Lindsey M. Weiler. "The Comparative Roles of Mentor Self-Efficacy and Empathy in Fostering Relationship Quality with Youth." Journal of Youth and Adolescence 51, no. 4 (February 22, 2022): 805–19. http://dx.doi.org/10.1007/s10964-022-01584-7.

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AbstractYouth mentors’ efficacy beliefs and relational skills should both influence the quality of their connections with their mentees, but a lack of research based on large, dyadic and longitudinal samples limits understanding of how mentor characteristics impact relationship quality. This study used three staged and process-focused structural equation models to (1) investigate the mutually reinforcing effects of mentor self-efficacy and empathy over time; (2) compare the longitudinal effects of mid-program mentor efficacy and empathy on end of program mentor and mentee perceptions of relationship quality; and (3) test a similar comparative model using cross-sectional end of program assessments to account for developmental changes in these variables over time. The sample consisted of 664 college-age mentor (76.5% female; $${\bar{x}}$$ x ¯ age = 24.5, range = 21–53; 23.5% non-White) and youth mentee (41% female; $${\bar{x}}$$ x ¯ age = 14.1, range = 10–19; 41.9% non-White) dyads. Mentor empathy predicted mentor perceptions of relationship quality at both time points and mentee perceptions at the end of the program. Mentor efficacy only predicted mentor reported relationship quality at the end of the program. The findings emphasize the importance of investing in empathy training for mentors to support both partners’ positive evaluation of the relationship. Program support to increase mentor self-efficacy should also have added value for mentors.
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Weiler, Lindsey M., Ashley A. Chesmore, Julia Pryce, Shelley A. Haddock, and Tara Rhodes. "Mentor Response to Youth Academic Support–Seeking Behavior." Youth & Society 51, no. 4 (March 26, 2017): 548–69. http://dx.doi.org/10.1177/0044118x17697235.

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Mentoring-based interventions for adolescent offenders are promising strategies for reducing the likelihood of academic underachievement, truancy, and school dropout. Program effectiveness, however, varies widely. Investigation into factors that strengthen the impact of mentoring on academic-related outcomes is warranted. One factor might be academic attunement, or the degree to which a mentor’s emphasis on academics is consistent with youth’s academic support–seeking behavior and desire for academic help. This within-group study examined the relationship between mentor attunement and academic outcomes among youth ( N = 204; ages 11-18; 54.5% male) who participated in a time-limited mentoring program. Latent profile analysis identified three distinct groups: attuned mentors, overfocused mentors, and underfocused mentors. In general, youth with attuned mentors reported better postintervention scores as compared with youth with misattuned (i.e., overfocused or underfocused) mentors on perception of school usefulness and importance, academic self-efficacy, and truancy, but not grade point average. Findings suggest the importance of monitoring academic attunement.
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Conway, Colleen, and Al Holcomb. "Perceptions of Experienced Music Teachers Regarding Their Work as Music Mentors." Journal of Research in Music Education 56, no. 1 (April 2008): 55–67. http://dx.doi.org/10.1177/0022429408323073.

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The purpose of this study was to examine the perceptions of experienced music teachers regarding their preparation for and experience of mentoring in a 2-year mentor project focusing on the support of teachers in Title I schools in Orlando, Florida. Data included the following: initial expectations of mentoring from Year 1 (note cards), biggest challenges from Year 2 (note cards), mentor development session interactions from Years 1 and 2, interviews with mentors at the end of the study period, and research logs from the two researchers. Findings suggest that mentors need mentors; time management is a challenge for mentors; communication with the mentee is a challenge; observations of the mentees are necessary but difficult; technology can be a positive resource for mentor and mentee interaction; and mentors struggle to keep mentee interactions in the realm of support and not evaluation.
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Gail Lunsford, Laura. "Mentors, tormentors, and no mentors: mentoring scientists." International Journal of Mentoring and Coaching in Education 3, no. 1 (February 25, 2014): 4–17. http://dx.doi.org/10.1108/ijmce-02-2013-0007.

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Purpose – A psychosocial, developmental perspective was used to examine the mentoring experiences of scientists. Little is known about the timing of when mentors first appear, the quality of these relationships, the specific mentoring support behaviors, or how scientists typically learn to mentor. The paper aims to discuss the above issues. Design/methodology/approach – The author conducted 23, semi-structured interviews with Australian scientists. Questions focussed on mentor-like support scientists received and provided. Interviews were analyzed and themes were coded using Dedoose software. Findings – Scientists who had mentors as undergraduates were more likely to report long-lasting relationships with their mentors and more positive interactions with their protégés. Scientists reported the following career mentoring behaviors: modeling how to do science, sponsorship, collaboration, and practical supervision. Important psychosocial mentoring behaviors were being approachable, building confidence and providing encouragement. Almost half of the scientists never had a mentor. Most (n=14) scientists learned to mentor by emulating their mentors. Findings highlight the prevalence of dysfunctional behaviors, even in supportive relationships. Practical implications – The findings suggest that graduate program managers might consider investing resources to improve mentoring experiences of doctoral students as this is a critical period for their professional development. Further, activities involving collaboration deserve emphasis in mentoring relationships. Originality/value – The study identified a “window” when mentoring support is important for scientists; highlighted specific behaviors that support career development in science; and clarified how some scientists learn to mentor others. Results add to the literature on dysfunctional mentoring relationships.
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Holik, Ildikó, and István Dániel Sanda. "Character Strengths and Virtues of Mentor Teachers." International Journal of Engineering Pedagogy (iJEP) 10, no. 5 (October 15, 2020): 7. http://dx.doi.org/10.3991/ijep.v10i5.13709.

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Trainee and beginner teachers are introduced to the internal world of the school by mentor teachers, who also support their young colleagues during their process of socialisation as teachers. Mentor teachers provide beginners with advice and suggestions as well as professional and personal support and models. Mentors are faced with a variety of expectations. In our study, we used the Values-In-Action (VIA) questionnaire to find out what strengths and virtues mentor teachers have. It is important to make mentors aware of their own strengths for several reasons. If they can apply these in their teaching work, it can become a calling and they can be fulfilled by it as well as be protected against burnout.
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Dissertations / Theses on the topic "Mentor Support"

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Holcomb, Cenira. "Mentor and mentee perceptions of the importance and effectiveness of mentor support." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001859.

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Marriott, Andrew. "A software based mentor system." Thesis, Curtin University, 2008. http://hdl.handle.net/20.500.11937/721.

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This thesis describes the architecture, implementation issues and evaluation of Mentor - an educational support system designed to mentor students in their university studies. Students can ask (by typing) natural language questions and Mentor will use several educational paradigms to present information from its Knowledge Base or from data-mined online Web sites to respond. Typically the questions focus on the student’s assignments or in their preparation for their examinations. Mentor is also pro-active in that it prompts the student with questions such as "Have you started your assignment yet?". If the student responds and enters into a dialogue with Mentor, then, based upon the student’s questions and answers, it guides them through a Directed Learning Path planned by the lecturer, specific to that assessment. The objectives of the research were to determine if such a system could be designed, developed and applied in a large-scale, real-world environment and to determine if the resulting system was beneficial to students using it. The study was significant in that it provided an analysis of the design and implementation of the system as well as a detailed evaluation of its use. This research integrated the Computer Science disciplines of network communication, natural language parsing, user interface design and software agents, together with pedagogies from the Computer Aided Instruction and Intelligent Tutoring System fields of Education. Collectively, these disciplines provide the foundation for the two main thesis research areas of Dialogue Management and Tutorial Dialogue Systems. The development and analysis of the Mentor System required the design and implementation of an easy to use text based interface as well as a hyper- and multi-media graphical user interface, a client-server system, and a dialogue management system based on an extensible kernel. The multi-user Java-based client-server system used Perl-5 Regular Expression pattern matching for Natural Language Parsing along with a state-based Dialogue Manager and a Knowledge Base marked up using the XML-based Virtual Human Markup Language. The kernel was also used in other Dialogue Management applications such as with computer generated Talking Heads. The system also enabled a user to easily program their own knowledge into the Knowledge Base as well as to program new information retrieval or management tasks so that the system could grow with the user. The overall framework to integrate and manage the above components into a usable system employed suitable educational pedagogies that helped in the student’s learning process. The thesis outlines the learning paradigms used in, and summarises the evaluation of, three course-based Case Studies of university students’ perception of the system to see how effective and useful it was, and whether students benefited from using it. This thesis will demonstrate that Mentor met its objectives and was very successful in helping students with their university studies. As one participant indicated: ‘I couldn’t have done without it.’
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Marriott, Andrew. "A software based mentor system." Curtin University of Technology, Faculty of Engineering, Science and Computing, Dept. of Computing, 2008. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=21518.

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This thesis describes the architecture, implementation issues and evaluation of Mentor - an educational support system designed to mentor students in their university studies. Students can ask (by typing) natural language questions and Mentor will use several educational paradigms to present information from its Knowledge Base or from data-mined online Web sites to respond. Typically the questions focus on the student’s assignments or in their preparation for their examinations. Mentor is also pro-active in that it prompts the student with questions such as "Have you started your assignment yet?". If the student responds and enters into a dialogue with Mentor, then, based upon the student’s questions and answers, it guides them through a Directed Learning Path planned by the lecturer, specific to that assessment. The objectives of the research were to determine if such a system could be designed, developed and applied in a large-scale, real-world environment and to determine if the resulting system was beneficial to students using it. The study was significant in that it provided an analysis of the design and implementation of the system as well as a detailed evaluation of its use. This research integrated the Computer Science disciplines of network communication, natural language parsing, user interface design and software agents, together with pedagogies from the Computer Aided Instruction and Intelligent Tutoring System fields of Education. Collectively, these disciplines provide the foundation for the two main thesis research areas of Dialogue Management and Tutorial Dialogue Systems. The development and analysis of the Mentor System required the design and implementation of an easy to use text based interface as well as a hyper- and multi-media graphical user interface, a client-server system, and a dialogue management system based on an extensible kernel. The multi-user Java-based client-server system used Perl-5 Regular Expression pattern matching for Natural Language Parsing along with a state-based Dialogue Manager and a Knowledge Base marked up using the XML-based Virtual Human Markup Language. The kernel was also used in other Dialogue Management applications such as with computer generated Talking Heads. The system also enabled a user to easily program their own knowledge into the Knowledge Base as well as to program new information retrieval or management tasks so that the system could grow with the user. The overall framework to integrate and manage the above components into a usable system employed suitable educational pedagogies that helped in the student’s learning process. The thesis outlines the learning paradigms used in, and summarises the evaluation of, three course-based Case Studies of university students’ perception of the system to see how effective and useful it was, and whether students benefited from using it. This thesis will demonstrate that Mentor met its objectives and was very successful in helping students with their university studies. As one participant indicated: ‘I couldn’t have done without it.’
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Stukey, Jennifer Kristin. "Predictive Factors of Organizational Support Communication in Volunteer Mentor Retention." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1868.

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Research has shown that long-term volunteer retention is critical for sustaining the viability of youth mentoring programs such as Big Brothers Big Sisters (BBBS). Data from recent studies have indicated that volunteers must continue their service for at least 1 year in to have a sustainable effect on the mentee. Results from prior studies have indicated that the support provided by the agency to the volunteer can predict volunteer retention. However, a gap in current literature exists regarding the effect of support communication on volunteer retention. Therefore, the purpose of this quantitative study was to assess the relationship between organizational support, communication, and retention of volunteers in the BBBS agency. The VPM was developed to explain the life cycle of volunteerism and was the theoretical framework for this study. The primary research question examined how well the variables related to organizational support communication predict the likelihood of volunteer retention. This study used secondary data collected by BBBS as part of the support communication process they provide to their volunteers. Results from a logistic regression analysis revealed that the amount of face-to-face contact and the number of match support specialists positively predicted volunteer retention of at least 1 year. Results from this study can contribute to social change by informing best practices on the types of support communication for long-term volunteer retention. Specifically, leaders and managers of volunteer agencies should develop policies and procedures that maximize the amount of face-to-face communication provided to volunteers from the agency.
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Jano, Rubina. ""Mentors' perception of the effectiveness of the Big Brother Big Sister mentor training programme"." Thesis, University of the Western Cape, 2008. http://hdl.handle.net/11394/2791.

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Magister Psychologiae - MPsych
Mentoring has gained a great deal of popularity across various professional fields and disciplines over the past few years. More recently, planned mentoring has become an important form of intervention with young people (Philip, 2003). Although mentoring can be an effective strategy for dealing with youth, the mentoring is only as good as the relationship that develops out of the process between mentors and mentees and the match that is made between the two parties. The number of mentor programmes that is running continues to grow yet the quality of these programmes remains unknown as this area lacks agreed upon sets of standards and / bench marks that could be used to determine the effectiveness of these programmes (Sipe, 1988 -1995). The primary aim of this study is to evaluate the mentors' perceptions of the effectiveness of a mentor training programme run by Big Brother Big Sister South Africa.
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Askew, Karyl Jacqueline Shand Meece Judith L. "The influence of mentor training and support on academic mentor self-efficacy and relationship quality from the perspectives of adult volunteer mentors and middle school youth /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,445.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2006.
Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Master of Arts in Education in the Department of Education (Educational Psychology, Measurement, & Evaluation)." Discipline: Education; Department/School: Education.
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Angeliadis, Maria. "The effects of mentoring on the elementary special education mentor." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002202.

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Duke, Allison Burgess. "The moderating role of political skill on mentor-protégé psychological distance and mentoring support /." Full text available from ProQuest UM Digital Dissertations database, 2007. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1609001641&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1244662241&clientId=22256.

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Wright, Telena. "A survey of mentor/mentee activities in beginning teacher induction programs in Region XI." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2486/.

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The recruitment and retention of teachers demand attention with estimates of two million new teachers needed in the next decade. Hiring under qualified teachers necessitates adequate induction programs. Development of a recommendation for a teacher induction program comprises the purpose of the study. The recommended induction and support program addresses the activities perceived as valuable by both mentors and mentees. The researcher describes the mentor programs currently in place in Region XI in northern Texas by surveying the mentors and mentees; of particular relevance is a determination and description of the program model in place. Data sources include the literature review and information obtained from Region XI mentors/mentees. Data shows the model in Region XI is primarily a colleague model. Mentors and mentees are matched for grade level, content area and physical proximity. Three of the most frequently occurring activities are in the category emotional support, three in logistical concerns, two in systems information, one in student management, and one in instructional support. Mentees believe those activities associated with classroom management and organization and developing confidence and self-esteem are most important. Mentors concur. Specific recommendations for structuring a comprehensive beginning teacher induction and support program include reexamining the program currently in use, prioritizing timing of implementation, articulating campus mentoring goals, adhering to logistical areas of concern, providing training for the mentors in a program of psychological support that focuses on the psychological needs of the beginning teacher, providing time within the day, and evaluating current programs at the end of each year using those beginning teachers involved.
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THOMAS, MARI KATHERINE. "TEACHER INTERN AND MENTOR TEACHER BELIEFS AND PRACTICES REGARDING COLLABORATIVE PROBLEM SOLVING." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1029753830.

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Books on the topic "Mentor Support"

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Gibson, Jane. Developing a mentor and newly qualified teachers support system in a private english school, Kuwait: A case study. Wolverhampton: University of Wolverhampton, 1998.

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Mentoring programs for new teachers: Models of induction and support. Thousand Oaks, Calif: Corwin Press, 2002.

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Salazar, Flor Tortolero de. El derecho alimentario del menor. Valencia, Venezuela: Vadell Hnos., 1995.

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Ramírez, Virtud Silva de. Los derechos alimentarios del menor: En la legislación especial. Caracas: Paredes Editores, 1995.

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Drake, Robert E. Individual placement and support: An evidence-based approach to supported employment. New York, NY: Oxford University Press, 2012.

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Balogh, Stephany L. Female administrators and the mentors who give them full support. St. Catharines, Ont: Brock University, Faculty of Education, 2004.

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Grosman, Cecilia P. Maltrato al menor: El lado oculto de la escena familiar. Buenos Aires: Editorial Universidad, 1992.

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Rowland, Jon Thomas. The support worker. [Toronto]: J.T. Rowland, 2005.

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Rowland, Jon Thomas. The support worker. [Toronto]: J.T. Rowland, 2005.

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Olmstead, Judith V. Informal social support: A key to family support. [Olympia, Wash.]: Planning, Evaluation, & Professional Development [and] Office of Research & Data Analysis, 1988.

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Book chapters on the topic "Mentor Support"

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Peasland, Brian. "My Oracle Support." In Oracle DBA Mentor, 267–84. Berkeley, CA: Apress, 2019. http://dx.doi.org/10.1007/978-1-4842-4321-3_15.

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Stefancic, Ana, Lauren Bochicchio, and Daniela Tuda. "Peer Support for Mental Health." In Peer Support in Medicine, 31–48. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-58660-7_2.

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Hughes, Gareth, and Tamsin Bowers-Brown. "Student Services, Personal Tutors, and Student Mental Health: A Case Study." In Student Support Services, 1–15. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3364-4_23-2.

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Hughes, Gareth, and Tamsin Bowers-Brown. "Student Services, Personal Tutors, and Student Mental Health: A Case Study." In Student Support Services, 1–15. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3364-4_23-1.

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Morgan, Steve. "Staff structures and support." In Community Mental Health, 18–45. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-662-26531-4_2.

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Rice, Eric, Hailey Winetrobe, and Heather Wollin. "Social Support." In Mental Health Practitioner's Guide to HIV/AIDS, 385–88. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-5283-6_81.

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Hughes, Gareth. "The Challenge of Student Mental Well-Being: Reconnecting Students Services with the Academic Universe." In Student Support Services, 1–23. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3364-4_6-2.

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Hughes, Gareth. "The Challenge of Student Mental Well-Being: Reconnecting Students Services with the Academic Universe." In Student Support Services, 1–23. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3364-4_6-1.

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Huisman, Dena M. "Mental Health and Social Support." In Social Power and Communicating Social Support, 91–108. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003144823-6.

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McDonnell, Roberta. "Creativity and Mental Health." In Creativity and Social Support in Mental Health, 19–41. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137345486_2.

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Conference papers on the topic "Mentor Support"

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Cunha, Madalena, and Nuno Campos. "STUDENT MENTOR'S IDEAL FEATURES: PEER CHOICE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end011.

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Introduction: A student mentor is someone who shares his or her knowledge with a less experienced colleague in order to help the other developing his or her full academic potential by providing him/ her with the right guidance and support during his learning, social and academic integration processes. Objective: To assess the features higher education students consider to be the most effective characteristics their Student Peer Mentor should possess. Method: A descriptive-exploratory study, with a cross-sectional focus, involving a sample of 306 higher education health students, with a mean age of 21.15 (± 3,540) years. 81.7% of the participants are female. Data collection was achieved using Cunha’s Ideal Mentor Faces Scale (2017) with images adapted from Botas, Gabriel & Welling, (1997/1998). Results: Results show that 61.8% of the students surveyed would like to be student mentors and that most participants (54.2%) look at their ideal mentor as someone who possesses positive features, while 12,1% of the participants would choose for their ideal mentor a student whose features might suggest the existence of a risk profile. Finally, and paradoxically, 33.7% of them would choose a student mentor who tends to exhibit certain negative features. Positive characteristics were granted the highest mean values. Those values ranged between Satisfied (68%), Tranquil (78.1%); Optimistic (85%); Confident (88.2%) and Interested (87.9%). Conclusions: Results suggest that higher education students value the existence of student mentors with positive features/characteristics and realize that their existence is of great pedagogical importance. Therefore, there is now a greater need to ask higher education students to participate in Mentoring programs implemented with the support of second or third year Student Mentors who, on a voluntary basis, using their experiences and academic experiences can supervise incoming first year students (Mentee Students) in order to facilitate their integration and their adaptation to the different dimensions (pedagogical, scientific, social and any other) of the academic environment.
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Charania, Amina, Freda Wolfenden, Durba Sarkar, Simon Cross, Sohini Sen, Sumegh Paltiwale, and Lina Adinolfi. "The Formation of Mentor Teachers and their Role in Professional Development of Rural Teachers at Scale in the COVID Lockdown Period in India." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.650.

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The COVID Lockdown Period (CLP) pushed many teachers including rural teachers from India to embrace technology enabled teaching. Continuous Professional Development (CPD) of these teachers to improve equity, scale, and quality needed experienced and motivated mentors to offer online support to teachers. The National Education Policy (NEP, 2020) in India suggests a mission for mentoring and various CPD tools for tracking the career progression of teachers. The purpose of the study is to understand the CPD process of teacher turned mentors, and in what ways prior experience of CPD supported their mentoring role and motivation as mentors in the new context. The paper made suggestions on systemic integration of mentor teachers in state machinery, advocate career advancement for the mentor teachers to scale and sustain quality CPD in the system.
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Siew, Nyet Moi. "DEVELOPING STUDENTS’ 21ST CENTURY SKILLS IN STEM MENTOR-MENTEE OUTREACH PROGRAMS." In SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Scientia Socialis Ltd., 2021. http://dx.doi.org/10.33225/balticste/2021.166.

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STEM education has increasingly drawn attention internationally in recent years. In Malaysia, efforts to encourage students to take up STEM subjects have risen, but student enrolments in almost every STEM subject area have continued to fall over the last decade. The situation is even more challenging in Sabah, an East Malaysian state where 72 percent of its schools are located in rural areas with basic utilities and limited infrastructures. Therefore, a STEM Mentor-Mentee outreach program through university-school partnership was developed to address the gap in STEM education attainment. The program targeted tenth graders (aged 16 years) from rural secondary schools to help them learn STEM by relating it explicitly to their local environment. STEM activities were guided by the engineering design process while harnessing their 21st century skills. Mentors consisting of in-service and pre-service teachers who provided guidance, support and assistance to mentees. Data were captured through mentees’ responses to open-ended questions, mentors’ field notes, focus group observation and interviews. A total of 732 students, 342 in-service and 99 pre-service teachers were involved in the programs from 2015 to 2019. Findings suggest that the program was able to develop creativity, problem solving, critical thinking and teamwork skills among rural secondary school students. Keywords: 21st century skills, mentor-mentee, outreach program, rural schools, STEM Education, university-school partnership
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Ishikawa, Kochiro, and Masako Furukawa. "E-Mentor Autonomy Learners’ Support in the Next Generation." In 2nd Annual International Conference on Education and e-Learning. Global Science Technology Forum, 2012. http://dx.doi.org/10.5176/2251-1814_eel12.65.

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Novielli, Nicole, Fabio Calefato, Federico De Laurentiis, Luigi Minervini, and Filippo Lanubile. "A Virtual Mentor to Support Question-Writing on Stack Overflow." In 2021 IEEE/ACM 13th International Workshop on Cooperative and Human Aspects of Software Engineering (CHASE). IEEE, 2021. http://dx.doi.org/10.1109/chase52884.2021.00027.

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Keiler, Leslie. "Mentors' Use of Feedback to Support the Professional Development of Student-Centered Teachers and Mentor Self-Growth." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1442091.

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Ovalle, Oscar, Claribeth Estepa, Maria Hoyos, Claudia Diaz, Sandra Jaramillo, Angelica Rada, and Paola Pastor. "Development of a Mentoring Program as a Strategy for the Empowerment of Young Professionals in the Strengthening of Their Soft Skills." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/206217-ms.

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Abstract Objectives/Scope Contribute to the development of the profile of young professionals based on a balance between personal and work life, strengthening the self-confidence of the individual and leaving aside the influence of personal aspects in the professional field. Provide a deeper vision of their personal objectives from the discovery of the personality and the strengthening of soft skills by implementing an innovative methodology Methods, Procedures, Process The program implements a structured, simplified and staggered methodology for the identified needs, attracting qualified young people and matching them with the most appropriate mentors, ensuring that throughout the mentoring process, a different focus and objective with the necessary durability is worked session by session. With the development of three books, SPE Colombia Section provides all the necessary tools to work on different aspects, objectives and evaluate the learning that takes place in each session, which are: Mentor-Mentee connection Strengthening your profile Leadership and decision making Breaking paradigms and overcoming obstacles Evaluating learning. In its two versions, the program has had the participation of 92 young professionals and 92 Seniors in total. It has managed to obtain a satisfaction level of 92% and has met the goals of the young people by 88%. More than 300 sessions and 500 hours of mentoring have been carried out. 10 training talks have been held for mentors and mentees. 3 guide books for mentor and mentee with all activities and minimum requirements per session. The Mentoring program works for different purposes, especially based on the age and needs of the individual". It is a unique relationship between individuals. There is no equal mentoring, different interpersonal exchanges and patterns of idiosyncratic interactions define and shape the relationship. However, two main contributions emerge for the mentee: 1) As a space in itself for the exploration of ideas and to receive support of different kinds, and 2) As an indirect learning alliance by the acquisition of valuable information through the experience.
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Karga, Soultana, and Maya Satratzemi. "Mentor: A Hybrid Recommender System in Order to Support Teachers in Learning Design Authoring Process." In 2014 IEEE 14th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2014. http://dx.doi.org/10.1109/icalt.2014.154.

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Geesa, Rachel. "An Exploration of Mentor Support Systems for Scholar-Practitioners in an Education Doctorate Mentoring Program." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1572591.

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"Evaluation of a Web-based Mentor Functional System for Employment Support Training of Nurses who Have Not been Employed." In International Conference on Health Informatics. SciTePress - Science and and Technology Publications, 2013. http://dx.doi.org/10.5220/0004195403270330.

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Reports on the topic "Mentor Support"

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Gentry, William, and Richard Walsh. Mentoring First-Time Managers: Proven Strategies HR Leaders can Use. Center for Creative Leadership, 2015. http://dx.doi.org/10.35613/ccl.2015.2047.

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"When individual contributors or professionals are promoted into their first formal leadership position, many do not realize how tough that transition can be for them. We often hear that these leaders are not prepared, and lack the support and development to help make that transition successfully. When they are not supported, they suffer, and so too do their teams, the organization, and the HR leadership pipeline, which ultimately can negatively impact the organization’s bottom line. First-time managers are an important part of an organization’s talent and succession management. In turn, organizations may attempt to help first-time managers make the transition into leadership easier by implementing a formal mentoring program. This white paper supports this effort by: • Explaining the benefits a mentoring program can provide for first-time managers and their mentor. • Providing organizations a way to strengthen their own mentoring programs. • Offering HR leaders specific steps to follow and best practices applied in starting and maintaining a successful formal mentoring program specifically aimed at first-time managers. Formal mentoring programs are useful to support and develop first-time managers, an important leadership population that is vital for strengthening your leadership pipeline and succession management efforts. Armed with the knowledge from this white paper, we believe you will be able to gain a competitive advantage".
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Bocioaga, Andreea. Perinatal and addiction mental health support. Iriss, July 2020. http://dx.doi.org/10.31583/esss.20200724.

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Withers, Clare, Diana Dill, Jeanann Haas, Kathy Haines, and Berenika Webster. Library Impact Research Report: A Toolkit for Demonstrating and Measuring Impact of Primary Sources in Teaching and Learning. Association of Research Libraries, December 2022. http://dx.doi.org/10.29242/report.pitt2022b.

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As part of ARL’s Research Library Impact Framework initiative, a team from the University of Pittsburgh Library System addressed how special collections support teaching, learning, and research. This project developed a toolkit that allows measurement of impact of engagement with primary sources. The University of Pittsburgh (Pitt) initially worked with University of California, Irvine (UCI) to develop student learning outcomes based on the ACRL/RBMS–SAA Guidelines for Primary Source Literacy and used a logic model framework to identify three types of outcomes: initial (attainment of new skills and knowledge), intermediate (behavioral change), and long-term (change in status). Pitt studied two successive cohorts of their Archival Scholars Research Awards (ASRA), a semester-long undergraduate scholarship program that matches each student with a University of Pittsburgh Library System (ULS) librarian/archivist and a Pitt faculty mentor to engage in an in-depth research project. Next, Pitt refined, expanded, and tested the toolkit for use in class visits to assess student learning and archivist/librarian performance in supporting instructor learning goals. The mapping and assessment toolkit Pitt developed may be applied to teaching with primary sources across different disciplines and institutional settings.
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Corrigan, Patrick, Lindsay Sheehan, Scott Morris, Johnathan Larson, Alessandra Torres, Juana Lorena Lara, and Deysi Paniagua. Peer-Navigator Support for Latinx Patients with Serious Mental Illness. Patient-Centered Outcomes Research Institute® (PCORI), August 2019. http://dx.doi.org/10.25302/8.2019.ad.130601419.

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Zerbé, Zeina. Strategy Development for a Mental Health and Psychological support Knowledge Hub. Lebanon Support, Arab Resource Collective (ARC), December 2016. http://dx.doi.org/10.28943/cskc.003.00004.

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Lindstrom, Krista E., Tyler C. Smith, Timothy S. Wells, Linda Z. Wang, Besa Smith, Robert J. Reed, Wendy E. Goldfinger, and Margaret A. K. Ryan. The Mental Health of US Military Women in Combat Support Occupations. Fort Belvoir, VA: Defense Technical Information Center, January 2004. http://dx.doi.org/10.21236/ada434385.

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Jeffrey Neo, Jeffrey Neo. How much does environment affect whether or not freshmen seek mental health support? Experiment, August 2017. http://dx.doi.org/10.18258/9847.

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Clarke, Alison, Sherry Hutchinson, and Ellen Weiss. Psychosocial support for children. Population Council, 2005. http://dx.doi.org/10.31899/hiv14.1003.

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Masiye Camp in Matopos National Park, and Kids’ Clubs in downtown Bulawayo, Zimbabwe, are examples of a growing number of programs in Africa and elsewhere that focus on the psychological and social needs of AIDS-affected children. Given the traumatic effects of grief, loss, and other hardships faced by these children, there is increasing recognition of the importance of programs to help them strengthen their social and emotional support systems. This Horizons Report describes findings from operations research in Zimbabwe and Rwanda that examines the psychosocial well-being of orphans and vulnerable children and ways to increase their ability to adapt and cope in the face of adversity. In these studies, a person’s psychosocial well-being refers to his/her emotional and mental state and his/her network of human relationships and connections. A total of 1,258 youth were interviewed. All were deemed vulnerable by their communities because they had been affected by HIV/AIDS and/or other factors such as severe poverty.
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DiAngelo, Lucy, Libby Lowry, Kayla McDaniel, Clare Sauser, Shelby Terry, and Erin Williams. Increasing Confidence and Mental Health in Caregivers. University of Tennessee Health Science Center, May 2021. http://dx.doi.org/10.21007/chp.mot2.2021.0011.

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The purpose of our critically appraised topic is to synthesize the highest-level evidence available regarding interventions for increasing confidence and mental health outcomes in caregivers taking loved ones home from inpatient rehabilitation. The final portfolio contains six research articles from peer-reviewed journals. Study designs include randomized control trials, a systematic review, and a pretest-posttest without a control group. All studies relate directly to the components of the PICO question. Four of the articles discussed both caregiver confidence and mental health while two articles discussed only mental health. There is strong evidence to support that in-person hands on training, in person discussion-based training, and/or virtual resources helped increase confidence in caregivers of patients. There is mixed evidence and only limited improvement to support mental health. The findings from this critically appraised topic will be used to draft new ideas for practice guidelines for addressing caregiver education and caregiver mental health in an inpatient rehabilitation facility.
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Mukdarut, Bangpan, Anna Chiumento, Kelly Dickson, and Lambert Felix. The Impact of Mental Health and Psychosocial Support Interventions on People Affected by Humanitarian Emergencies: A systematic review. Oxfam; Feinstein International Center; UKAID, March 2017. http://dx.doi.org/10.21201/2017.8937.

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