Peer Support Project: Academic Mentoring Training
Aims of training: Around 6.5 Hours excluding breaks
The objective of training is to discuss the aims and general character of Academic Mentoring at the University of Edinburgh and to equip Mentors with skills in facilitation, support, goal setting and encouraging student progress. Mentors should obtain an understanding of the potential benefits of mentoring to Mentees, themselves and their wider School.
On completion of the training, mentors should be comfortable with the idea of managing a session, including a firm grasp on the distinction between teaching and facilitating; the way sessions should be planned and structured ; how the content of sessions will be determined and how to deal with difficult incidents.
Ice breaker and introductions: Food Ball: 10 Minutes
Ask the group to stand in a circle, then ask each person in the group to name a food they like beginning with the 1st letter of their name for example ‘I’m Katie and I like Kiwi’s’. Once the whole group has shared their name and food the Trainer will introduce balls to the game. The Trainer will say their name and food and choose someone from the circle to throw the ball to saying their name and food i.e. ‘I am Katie and I like Kiwi’s, this is Brian and he likes Bananas’. This will then carry on with ‘Brian’ choosing the next person, once everyone has had a turn the cycle continues and the Trainer will introduce a 2nd and 3rd ball. This game encourages active participation through introducing the ‘playground’ factor.
Introduce the Safe Space Policy and idea of ‘what is said in the training room, stays in the training room’
What is the role of a Mentor: 20 Minutes
It is helpful to consider how being a Mentor differs from other roles, since in distinguishing mentoring from other roles it is possible to identify some core characteristics and boundaries. Specific roles that are often mentioned in relation to mentoring include: Counsellor, Advocate, Friend, Teacher, Advisor.
See attached exercise: Mentor Training Activity One
Boundaries exercise: Sharing my secret: 10 Minutes
Ask each member of the group to think of a piece of information about themselves that they are willing to share, take turns and share this with the group. Then think about a piece of information you would not like others to know. Do not share this with the group but think about how you would feel if people knew this personal information about you. This exercise is a clear way of outlining the importance of Facilitation Skills and offering guidance
Boundaries Exercise continued: Whose boundary is it anyway 20 Mins
Ask the Participants to stand in a line, at one end of the scale put a sign ‘I am absolutely comfortable with this’ at the other end of the scale place a sign ‘I am very uncomfortable about this’. Then read out the Scenario’s attached in Activity Two, ask each person to place themselves somewhere on the scale across the room depending how comfortable/uncomfortable they feel about the statement. Reassure the group that whatever the answer is okay. The purpose of this exercise is to show that we all heave different comfort zones and it is important to recognise and respect this.
See attached exercise: Mentor Training Activity Two
Challenge stereotypes: 20 Minutes
Prepare for this exercise by putting a picture under each person’s seat. Split the group and ask each team to write up the stereotype of a homeless person on a flipchart, this can involve names, phrases or pictures. These don’t have to be their beliefs but commonly held views. Ask each group to feedback then pick up a picture from under their chair and turn it over. The pictures are of famous celebrities who have been homeless, do they confirm to this stereotype? This is a good way of outlining how presumptions and stereotypes can lead to misjudgement and misunderstanding.
See attached: Homelessness Folder
Confidentiality and when to disclose: 20 Minutes
It is important to be very clear about confidentiality in order to create a safe environment, especially if the students may see each other outside the training room. This is a chance for the trainer to model the behaviour that would be expected from a Peer Supporter in their role. The Trainer should talk through the Confidentiality Code of Conduct, it is important to take time over this, explaining the importance of confidentiality and how and when to break it
Communication and Active Listening Skills: 20 Minutes
Break down the group into 3’s. Designate a speaker, listener and observer; be clear that each person must stick to their role throughout the exercise. Instruct the speaker to talk for 5 minutes on a subject of their choice, the listener must listen and can give assurance of listening (nodding, eye contact, encouraging sounds) but must not interrupt, the role of the observer is to note down the conversation. Following the 5 minutes the listener must feedback to the speaker what they took from the conversation and the observer will feedback if this does cover what was said and how they viewed the listeners body language and demeanour ie. encouraging, bored, judgemental. Once each person has had a turn in each of the roles they are able to feedback to the group how this felt and what they have learnt from the interaction. This should make clear the importance of active listening and how easy it is to miss things when waiting for your turn to speak. Only now pass out the hand-out on Communication Skills
Goal-setting exercise: 1 hour
Each participant will be given a shield it will have four outer parts and one inner part, ask each person to put in the four outer layers achievements they are proud of and in the internal layer to put a goal they would like to work towards.; Is your goal SMART: specific, measurable, attainable, realistic and timely
Then do a table of driving and restraining forces, looking at what may be barriers to their goals and what may help them to overcome these. Ask each group member to set themselves a small goal to work towards before the next Sessions.
See Attached exercise: Activity Three and Four.
Develop study skills: PALS Input 1 hour
Volunteer Agreement/Handbook: 30 Minutes
Take everybody through this and ensure they are all signed and handed in. The Trainer will then talk through the Volunteer Handbook and emphasise the key elements, including confidentiality and disclosing a concern.
Draw round a student: 30 Minutes
Ask two participants to volunteer to lie on the floor and be drawn around. Ask the group to write on the outside the pressures that affect a student and on the inside how this may make them feel. Feed back to the wider group and comment on the pressures that students are dealing with. This will show how external pressures can influence a student’s feelings, performance and action.
Sign-posting game: 30 Minutes
Although it is not the role of the Mentor to offer social or pastoral support due to the nature of the role once trust has built up the Mentee may confide in the Mentor and it is important they can point them in the right direction. The Trainer will collect hand-outs from all different Support Services, they will then hand-out the attached scenarios and ask the groups to work out which scenarios match up with which services. This exercise makes clear that the Mentors are not alone and can refer students on to the right, expert services if necessary.
See Attached exercise: Activity Five
Mentor Roles/Responsibilities: 15 Minutes
See Attached exercise: Activity Six
Any Questions: 10 Minutes
The Trainer will encourage the students to talk through any worries, concerns or questions they have about their role as Academic Family Members.
Evaluations: 5 Minutes
Ask participants to complete a pre-prepared Evaluation Sheet
Adapted from Stirling University STEER Project and Goldsmiths College London PAL Leader Training