Resilience Project (RP) Observational Rating Scale

Resilience Project (RP) Observational Rating Scale:

Mentor Competence

Rating Form and Manual

Wendi Cross, Jennifer West, Michael Teisl

University of Rochester Medical Center

Resilience Project (RP)Mentor Competence Observational Rating Scale

1. Emotional Responsiveness

2. Boundaries & Autonomy Promotion

**NOTE: Boundaries are psychological as well as physical. Psychological boundaries are rated when the child is confused or unclear about the mentor’s intent or true affect.

3.Language/Verbal Communication

**NOTE: Two functions of equal importance are considered: 1. Clarity/Developmental appropriateness, 2. Language as a tool for connecting and engaging the child

4. Pacing and Focus:

5. Active Learning:Reflects the ability of the mentor to set up the role play and help build the skill(s) step by step to help the child “get it.”

6. Individualizing/Tailoring: Reflects how the mentor makes the skill(s) meaningful to the child’s life.

**NOTE: Requires active program content delivery. This is not merely following the child’s lead.

7. ‘In Vivo’Demonstration/Teaching – Reflects how the mentor usescontent that the child gives them in the lesson in a real time way *

*Note: Combined with “Individualizing” for Clinical SupervisionFeedback Tool.

Resilience Project Mentor Competence Scale

Child ID #: ______Lesson ID #: ______Mentor ID#: ______

Lesson Date: ______Rater ID#: ______Date rated: ______

Item Number / Domain / Description / Good Work
9 8 7 / Acceptable
6 5 4 / Needs Work
3 2 1
1 / Emotionally responsive / Affectively responsive in words/actions; empathic as demonstrated by: reflecting feelings, leading, labeling feelings, wishes in fantasy, facial /body expression congruent with words, mirroring; Empathic limits: behavior, personal questions, materials, time; 3 steps (or 4): begins with empathic reflection / 9 8 7 6 5 4 3 2 1
2 / Boundaries / Mentor refrains from sharing personal information, endearments, or other boundary violations; Focus is on relevant aspects of child’s situation for the program ; promotes autonomy rather than dependence / 9 8 7 6 5 4 3 2 1
3 / Language/ verbal communication / Mentor uses developmentally appropriate word choice/language; has a positive tone; communicates encouragement to child to respond/interact (including pauses to allow responses); praise is appropriate; humor is appropriate if used / 9 8 7 6 5 4 3 2 1
4 / Pacing/ focus / Adjusts pace to child and need; guides without “taking over” or “leaving child behind”; stays on track in terms of goals of lesson; does not pursue non-Resilience topics/ details) or “pile on”; neither too fast or too slow; 5” warning / 9 8 7 6 5 4 3 2 1
5 / Active learning / Engages child in role play/behavioral rehearsal to teach and practice skills; sets up the role play or practice appropriate for child and varied enough for child to ‘get it’; actively “coaches” child in learning skill / 9 8 7 6 5 4 3 2 1
6 / Individualizing / Tailoring / Mentor flexibly delivers the program according to child’s presentation & story, puts skill in child’s context. May use puppets or other materials; refers to previously learned material /child’s story to personalize material; notes relevant information for child’s ‘book’ or story etc; shows continuity across lessons / 9 8 7 6 5 4 3 2 1
7 / In vivo demonstration/
teaching / In vivo: spontaneous teaching results from mentor seizing the moment to teach / reinforce concepts and skills using the interaction/transaction / 9 8 7 6 5 4 3 2 1