Peer Mentor Policy and Procedures
A)General Responsibilities
1) Provide mentorship.
- A mentor is defined as a trusted counselor or guide. Mentoring is classified as the consistent interaction between two individuals each offering one-to-one encouragement, understanding and support.
2) Attend scheduled activities, events and meetings related to the program.
- Meet at least once monthly face-to-face with mentee.
- Two more communications are required during each month; these are not restricted to face-to-face and can be via communication technologies that work for the both of you such a facebook, emails, texting, etc.
- Attend at least one group meeting with your mentee. This can be either a social group activity or an educational group activity.
3) Meet with the assigned faculty/staff mentor at least once a semester
- It is recommended that the mentee be part of the discussion, but it is not mandatory
4) Help your mentee get involved with the Gonzaga University community.
- Show your mentee different opportunities on campus such as student clubs, community service, campus ministry and sports events.
- Give helpful tips such as good places to eat and study.
5) Provide proper referral services to mentee.
- If there is a concern you have with your mentee speak to the UMEC Director, Tracy Ellis-Ward about the concern to ensure your mentee is referred properly.
- If you cannot reach the UMEC Director, contact LEADS coordinator, Libby Thompson.
6) Participate consistently in appropriate follow-up, documentation and evaluation activities.
- An interaction log will be sent electronically approximately twice a month. Try to keep an accurate account of how much time you are investing to ensure you are meeting the expressed LEADS guidelines.
- Periodic evaluations must be completed and turned in. These will not be lengthy, however will be important tools for us to get appropriate feedback and also will ensure we are providing you with sufficient support.
7) Mentors are expected to be academically successful in their own studies. If you are in danger of failing classes, let the project supervisor know immediately so we an assist you in making a plan to get your academics back on a successful track.
B) Mentee Assignment Process
1) UMEC staff will make all final decisions on peer mentor-mentee assignments. A student may request a particular peer mentee, and while we will do our best to accommodate such requests, we cannot guarantee that the request will be granted.
2) Peer mentors cannot add, drop, or trade mentees without prior approval. If, for some reason, you decide you cannot or do not want to work with a mentee you have been assigned, alert the project coordinator via email and explain your situation in detail.
C)Character
1) As a peer mentor it is expected that you will always embody a high level of integrity and continually work towards building a trust. We ask that you becourteous and committed to the mentoring process. In most cases, you will be garnered as a role model to your mentee.
2) Drinking or drug use is prohibited with your mentee during your participation in LEADS. We understand that this is a part of college life and your mentee will may want to discuss your experiences in this area. Do not share your “crazy stories” but try to offer helpful advice about peer pressure, the negative effects of drugs and alcohol, and examples of positive alternatives that enable students not to befall negative behaviors. Remember, you are a role model.
3) Avoid negativity with the mentee. There is a difference between understanding and empathizing versus participating in unproductive discussions or hearsay.
4) Know the boundaries of your role as a peer mentor. You are not their best friend, surrogate parent, romantic interest or therapist. If a student seems to be asking questions that are inappropriate for your role, communicate your concern to the UMEC Director or LEADS coordinator. Refer the student to appropriate resources such as a guidance counselor, especially if you are concerned about the mentees stress level or well-being.
5) Set realistic and attainable goals. Make your expectations clear and be consistent when dealing with the mentee. Recognize the mentee’s achievements and compliment them on their efforts. Use encouragement to motivate, but also utilize constructive feedback as a motivational tool. Always strive to ask questions that guide the mentee instead of problem solving for them.
6) Dating a mentee is prohibited.Any mentor found dating a mentee during LEADS may face disciplinary action. You could easily jeopardize not only your mentoring position, but also your reputation as well as the institution.
7) The peer mentor/mentee dynamic can be an awesome and positive life experience. You have the potential to make a lifelong impact. Never, under any circumstances, should you “drop out” of your mentee’s life suddenly and unexpectedly. If circumstances do not allow you to complete your commitment to the program and your mentee, please inform the UMEC Director or LEADS coordinatoras soon as possible. We will make every effort to come to the best resolution on a case by case basis.
D)Confidentiality
1.)We aim to protect the identities of our mentees and to protect information concerning individuals involved in LEADS. This means we do not give names, addresses, or details of students to any outside agencies, persons or university departments without specific written permission.
2.) When an inquiry is made verbally, by letter, by email or by telephone about a student, inform the enquirer that we do not give out such, and refer them the project coordinator. If it is necessary for you to be involved, you will be notified, not the party making the inquiry.
3.)When/If an inquirer says he/she has the student’s permission to enquire, ask him/her to have the UMEC Director or LEADS Coordinatorverifies this with a student verified written waiver before any information will be provided.
4.)An inquirer may have a legitimate reason for requesting information (e.g., safety of a mentee or another person, a criminal investigation). Always inform your project coordinator and let them handle the situation. In such cases everything reasonable must be done within University guidelines to verify the authenticity of such a query. For example, if they say they are a police officer, verify police identity by asking rank and number, and telephone the appropriate station which the project coordinator will do.
5.)An inquirer may claim to know that a student is involved in the program. Do not confirm or deny this, and explain this is our policy.
6.)A fellow mentor may express concern about a mentee. In such circumstances, confidential advice about the specific issue can be given, but the mentee may not be named unless the mentee has already given their prior permission. This ensures that confidentiality is not compromised and the colleague is provided with professional support and advice.
7.)Student information will be used by select staff in reports, statistics, staff development and to administer supervision of the program. These reports and statistics should not make individual mentees identifiable unless they have given prior permission.
8.)Where possible, a mentee should not be named in email and circulation is restricted only to individuals involved in resolving a particular problem, such as faculty/staff, UMEC Director or LEADS Coordinator.
9.)Other reports and letters concerning students should only be written with the mentees permission. These should be headed “Confidential” and addressed to named individuals after approval from UMEC Director or LEADS Coordinator.
E)Dealing with Differences
As a peer mentor you may find yourself with a mentee that is different from yourself. Perhaps they have a disability, a different learning style, or are from a different racial, political, ethnic, religious, and/or socio-economic background, have a different sexual orientation, etc. These differences should never be interpreted as negative. The following are some supportive conscientious ways to assistyou in this area:
a)Consciously refrain from stereotyping or generalizing groups of people. One person does not represent an entire social group. Try to acknowledge your own stereotypes, social stigmas and personal biases as well as attitudes about college, professors, teaching and learning. Refrain from making jokes or using metaphors that might offend another person. Accept that others may stereotype you. Never speak for an entire group’s experience or try to represent an entire group. Only speak from an “I-perspective” and from your own experience.
b)Discover commonalities while respecting and appreciating differences. Remember to be inclusive, interested, open-minded and not judgmental. Keep in mind that there are a myriad of ways of viewing situations and living in the world. Embrace the opportunity to learn from those that are different from you. Avoid appearing superior and/or snobbish and allow your mentee to lead and pursue knowledge.
c)Never assume you know another person’s experience. Even if you have experienced similar situations, every person is unique and has their own interpretation and context; no two people in the world can have the exact same experience. Show empathy for your mentee and not sympathy, there is a large difference. Do not diminish another person’s experience by assuming you know what he or she have gone or are going through.
d)Be patient. It takes time to build relationships based on trust, respect and understanding. Change does not happen overnight. Do not take trust and respect for granted; they have to be earned and kept.
e)Remain objective at all times and do not let your personal biases affect your judgment of a mentee.
f)Every person’s first classroom is the home. The mentee’s culture, family heritage, traditions and socio-economic status can have major influence on their respective learning styles, values, and overall perspectives. Please be sensitive to your mentee’s culture because it may affect the mentee’s behavior, social skills as well as their capacity to understand.
F)Active Listening
One of the most influential and powerful ways to positively impact a mentee’s life is by listening. Listening is not passive, and is a tool to be continuously practiced, and conversely, learned. Active listening is one of the most important skills of a good mentor. When talking to mentees, keep these helpful methods in mind:
a) Clear your mind of unnecessary thoughts and distractions, so you can give your undivided attention.
b) Try to be “on the same level” as your mentee. Make eye contact and keep your body in a position to look them in the eye.
c) Be aware of your body language and facial expressions. Direct yourself towards your mentee so they know you are listening and interested.
d) Pay attention to your mentee’s facial expressions, gestures, and body language.
e) Read between the lines for your mentee’s feelings. Learn to say “How did that make you feel?”
f) Ask open-ended question. Don’t ask questions like “How was class today?” Instead, ask questions like “What did you do in class today?” Then, as appropriate, ask non-threatening follow-up questions.
g) Paraphrase. Restate in your own words what you think the mentee said, for example, utilize the phrase “What I’m hearing from you is…” and restate what the mentee was saying, be sure to leave it open for them to correct you or more clearly explain what they were communicating. When paraphrasing is accurate, your mentee will feel understood. If it is off the mark, it invites your mentee to clarify and reminds you to listen more closely.
h) Ask appropriate, positive questions when you don’t understand what your mentee is saying or describing. Avoid negatively structured questions; ask things like “Can you tell me more?”
i) Try to understand the world from the mentee’s perspective.
j) Put aside preconceived ideas and refrain from passing judgment. Your mentee will shut down completely if he/she feels they are being judged.
k) Acknowledge that you are listening with body language such as nodding your head, and verbally acknowledge them by occasionally saying things like “I hear you.”
l) Give your mentee the same respect that you desire for yourself when you are communicating with someone.
m) Utilize the LULU method. LULU stands for Listen, Understand, Learn, and Utilize.
n) Avoid offering advice; instead, ask questions to get your mentee to further explore their emotions and understanding of the situation.
Please contact Libby Thompson at any time if questions or concerns arise.
; (509) 313-4037
Thanks for being a part of this great program and actively living out the Jesuit tradition.
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