CU Succeed Mentoring Program

Handbook

Mission Statement:
CU Succeed Mentoring works to foster positive interaction between mentors
and community youth for the purpose of providing youth with accessible academic
and social resources as well as a comfortable conversational environment. Our
mission is to create a coeducational environment for both mentors and mentees
that forwards a community solution to juvenile incarceration. This is done through
the efforts of individual tutors coordinated by the CU Succeed Program Directors
and by utilizing the resources of local social service institutions. Mentors work to
form healthy and supportive relationships, connect mentees to helpful resources,
and focus on the overall well-being of their mentees to accomplish the goals of CU
Succeed.

Role of Mentors:
Mentors form the basis of this program. They try simultaneously to be friends,
resources, and positive influences in this one-on-one setting. Mentors are
periodically reviewed by the CU Succeed Mentoring Director(s), but make mentoring
decisions on their own. Mentors work to understand a mentees viewpoints and
provide mentors with encouragement which is both supportive and realistic.

Program Structure
Mentors meet with their students at school, during the school day, for one hour.
The specific day and time of the meetings vary and are based on the mentors and
mentees schedules. Meeting times are used for conversation, tutoring, and/or
developing life skills. Mentors work to understand mentee points of view in order to
best assist them with their respective goals and to offer advice when and where

appropriate. Mentors hold the best interest, safety and lasting success of mentees
as their paramount objectives.

Program Goals
Forming Substantive Relationships:

CU Succeed Mentors connect with

mentees on a personal level in order to create meaningful and influential
relationships. This is done through:
-Candid conversations
-Planned discussions relevant to individual mentees
-Linking mentees to resources which are accessible and useful to mentees

Fostering Academic Success:

CU Succeed Mentors offer academic

assistance and link mentees with academic resources for the purpose of developing
scholastic habits and healthy interests. This is done through:
-Personalized tutoring
-Continued academic monitoring
-College and/or GED preparation and contact with community programs

Developing Mentee-Specific Life Skills: Mentors work with mentees to

foster useful skills which will help them find desired employment, navigate social
institutions, and fulfil their respective life goals. This is done though:
-Encouraging a mentees sense of self-worth and efficacy
-Cultivating her/his community involvement
-Discussing and role-playing helpful responses to various social and legal
situations

Mentor Itinerary
Upon your arrival at the READY Program, please check and sign in with the
receptionist. The receptionist will let you know where you will be able to meet with
your mentee, and will send for your mentee once you have settled in. In general,
meetings will take place in one of two conference rooms. If both conference rooms
are in use, an alternative space (such as an empty classroom, the Media Center, or
a Social Workers office) will be provided for mentors and mentees to meet.

The first meeting is always the most awkward for both mentors and mentees.
In a sense, they are both feeling each other out. In general, it is a good idea for
mentors to do the following:
1.
2.

3.

Introduce themselves, and ask the student what their Social Worker
has told them about the mentor and the meetings.
Clarify any misconceptions they might have, give a brief overview of
yourself as mentor, confirm meeting days & times, discuss limits of
confidentiality and mentors status as a mandated reporter.
Engage in an icebreaker (a game in which you can play and talk at
the same time). This is the time to find out about their interests, get
them talking about themselves and school. Specifically find out what
subjects they are struggling in and in which they would like tutoring.
Examples of icebreakers include: Connect 4; Uno; Spades; and
Chess.

Mentors will cater future sessions to the students interests and give them
help academically where they need it. Mentors may divide up their time the best
way you see fit but you should include: social activity, reading, homework, and - if
you have time - a game.
You should keep in contact with your students teachers and Social Workers to
see how he/she is progressing academically and emotionally. In general, e-mail is
the preferred way to get general updates from the Social Worker, however mentors
can ask to speak with the Social Workers at any time.

Mentoring Guidelines
The mentoring relationship should be one based on mutual respect and should
be supportive in nature. In general, it is good for mentors to explore issues with the
mentee, helping them to think issues through and discuss possible courses of action
rather than just give them advice. Mentors should always be mindful to use
language that is understandable by their mentees. When discussing a situation or
problem, some useful questions include:
-

what is bothering you the most about this situation right now?
what are some things you can do about it?
what would happen if you did that? (good and bad)
what would be the hardest part about making these changes?
when will you know you are ready to make these changes?

Specific mentoring guidelines include:

1. Know the boundaries of the mentor-mentee relationship, and be

prepared for mentees to test those boundaries. This type of testing
can include the mentee asking very personal questions; wanting to
become friends on social media; wanting the mentor to purchase
things for them, etc.
2. Listen to your mentee to learn how she/he understands situation.
3. Respond appropriately and compassionately. Mentors should be
conscious of knee-jerk reactions as they can be detrimental to
resolving problem situations with your mentee.
4. Keep personal values and opinions in check.
5. Be wary of the age and cultural differences between you and your
mentor. Divergent backgrounds do not necessarily hinder mentoring,
but mentors should strive to make their advice as accessible as
possible.
6. Address each situation through positive guidance and appropriate resource
connection, especially with issues that require a trained professional.
7. Build on present and past challenges to help mentee gain
perspective on her/his life.

Stressful Situations
Mentors hold the safety of mentees in the highest regard. Mentors also work for
the best interest of their mentees. Mentors must follow school and state rules
concerning mandated reporting and the limits of confidentiality. These types of
competing priorities can form challenging situations for Mentors. For example, a
student may confide to a mentor that he or she is smoking weed more often than
they would like and are having a hard time giving it up, but do not want to meet
with a substance abuse counselor or for anyone else to know. Is this something
mentors must report? Or is it something mentors can keep confidential? Should they
refer to a substance abuse counselor anyway, or should they hold off?
In general, anytime mentors feel themselves caught in a dilemma, or unsure of
how to proceed, they should consult with a READY Social Worker. Additionally, they
should consult with CU Succeed Program Directors for additional guidance.
Challenging situations can be loosely grouped into three tiers: Tier 1 (Delicate
topics); Tier 2 (Concerning behaviors) and Tier 3 (Behaviors requiring immediate
action).

Tier 1 (Delicate Topics)

Sex
Peer pressure
Hygiene
Behavior
Alcohol and drugs
School performance
Self-image and/or personal insecurities
Class and/or cultural identity
In general, Tier 1 situations are those that should be monitored and explored within
the regularly scheduled meetings, but do not require any additional action at the
present moment.

Tier 2 (Concerning Behaviors)

Unsafe sex
Physical fighting
Minor delinquent behavior
Gang affiliation
Drug and alcohol use
Tier 2 situations should also be monitored and explored, but may require additional,
timely action outside of the session (such as e-mailing the Social Worker within 24
hours, referral to a substance abuse counselor, etc) on the part of the mentor.

Tier 3 (Behaviors Requiring Immediate Action)

Child abuse and neglect
Abusive relationships
Pregnancy and STDs
Health problems
Drug and alcohol abuse or dependency

Severe violence
Arrest/extensive delinquency
Mental illness
Other trauma
Depression/suicidal thoughts or behavior
Tier 3 situations are those that require immediate action (such as calling the DCFS
hotline to report suspected abuse or neglect, calling the SASS Cares line for a
Mental Health evaluation; referral to CUPHD or Planned Parenthood, etc) during or
immediately following the meeting. Mentors should notify the Social Worker
immediately if they believe a situation requires immediate action.

Ongoing review and readjustment

Mentors are required to periodically meet with their assigned Program

Director to offer written progress reports. Additionally, mentors will also meet
regularly with their mentees Social Worker. Meetings with the Social Worker can
occur during the school day at the READY Program. Mentor reviews with Program
Directors occur at PJP general meetings. Unless a separate arrangement is made
with his/her assigned Program Director, mentors must attend these meetings.
Reports should include notes made shortly after each mentoring session as well as
an overall case summary, listing mentee goals as they currently stand, any barriers
to these goals that the mentor can ascertain, a current plan of action to overcome
these obstacles, and an assessment of the mentoring as it has progressed thus far.

Mentoring Ethics Contract

Mentors are required to abide by this contract. Violations of the contract will
result in a review by the PJP Program Director(s) and a review meeting with the
mentor. Outcomes of the review can range from a Corrective Action Plan to reassignment to termination, based on the severity of the violation and the judgment
of the Program Directors.
Mentees are provided with and must sign and return copy of the contract, as it
appears here.

Mentors must:

1. Abide by the guidelines provided by CU Mentorings partner institution(s).

Mentors will be notified of the guidelines and any subsequent changes.
2. Provide periodic written reports to the Program Developers as specified and
at the specified times.
3. Report mentee intent to harm self and/or others and instances of domestic
abuse to Social Workers immediately, and Program Directors as soon as
possible.
4. Maintain confidentiality of mentee information outside of conversations with
READY Social Workers and your assigned Program Director.
5. Attend all mentoring sessions and maintain follow-up relationship as specified
in the Ongoing Review and Readjustment section of this handbook.
6. Mentor in ways concurrent with the stated goals of CU Succeed Mentorings
bylaws.