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Al's Pal's Mentorship Program
The Al's Pal's Mentorship Program is a volunteer-based organization in Tuscaloosa, Alabama, that aids in fostering academic and social development in youth. The populations served are first through fifth graders at local schools within the community. Over one thousand students from the University of Alabama are selected to become mentors, yearly. Mentors are typically assigned one mentee during the duration of the academic term. It is expected of mentors to provide their mentee with a safe and creative outlet for self-expression. Al's Pal's does not only strive to leave a lasting impression on youth, but on its mentors as well. This program aims to advance its mentors with transferable skills that can be useful for future employers. The term "mentor" originated from a character in Homer's Odyssey, whose name was "Mentor." This characters primary objective was to guide and provide useful information to others.

The Origin of "Mentorship"
The term mentor was coined in Homer's poem, Odyssey. It is a Greek poem that emphasizes how Odysseus trusted his friend, Mentor, to nurture and positively influence his son, while he was away fighting in the Trojan War. This term strongly corresponds with the role of "Mentor" in the Odyssey. Today, it still holds the same meaning as it did when Homer made the correlation.

Transferable Skills
The Al's Pal's Mentorship Program's objective is to supply mentors with transferable skills that are profitable to future employers. Mentors are trained to become equipped with improved communication skills, leadership, and increased confidence. The served population gains encouragement and support by their mentor. This program assists with responsibility-building of its mentors. They are expected to behave as a role-model for their mentee. This responsibility will transcend into their future careers and produce versatility. Mentors were designed to share knowledge and positively influence those around them.

I-Statements vs. You-Statements
I-Statements are valued in healthy interpersonal relationships. The usage of these statements ensures that receivers do not feel attacked by the sender of messages. With I-Statements, the sender of the message is describing their personal experiences without being accusatory. It is their feelings and experiences, which cannot be invalidated. A fair example of an I-Statement could be "I feel unappreciated when I help you with your homework and you do not show your appreciation by saying thank you, it hurts my feelings." This style of communication will make the recipient more likely to listen and correct their behavior, opposed to a You-Statement. You-Statements counteract with I-Statements. These statements are accusatory and usually cause the recipient to become defensive and feel personally attacked. An example of a You-Statement is "You never say thank you when I do things for you. That is unacceptable behavior." In mentoring and all interpersonal relationships, the usage of I-Statements is strongly advised in order for the speaker to acknowledge their feelings. The purpose of I-Statements is to make the receiver aware of their problematic behavior without passing blame.

Mentorship and Communication
Effective mentorship involves open and honest levels of communication. Nonverbal communication is as important as vocalized communication. The intention of nonverbal cues is often deemed as irrelevant. It is how the receiver identifies those behaviors, that essentially matters. Both communication styles are forms of interpersonal communication. Healthy mentor-mentee relationships consist of active listening and responsive behavior. Since nonverbal communication can be easily misidentified, it must be avoided. To avoid nonverbal misidentification, there must be utilization of relaxed posture, affirmation (nodding, smiling, etc.) and non-threatening eye contact. Negative body language such as pointing, avoidance of eye contact, and crossed arms are often discouraged because it can produce uncertainty in mentees. It is advised to attempt to understand the mentees personality. This can be achieved by asking questions about their interests, likes and dislikes, and by actively listening to them. However, there are behaviors that can produce barriers in mentor-mentee communication, such as moralizing and blocking communication. Moralizing occurs when mentors express their disapproval and attempt to place their beliefs upon their mentee. Blocking communication happens when there is no regard for their feelings. This begins when mentors are dismissive and use disengaged body language such as rolling their eyes, sighing, or interrupting their mentee. Trust must be established in order for all types of relationships to flourish. With trust, comes open communication and understanding. The book, Mentoring Leaders: Wisdom for Developing Character, Calling, and Competency, explains how effective communication develops true leaders. The author, Carson Pue, splits the phases of mentoring into five categories. These phases are awareness, freeing-up, visioneering, implementing, and sustaining. She uses this book in a religious context of mentorship. However, it applies to all concepts of interpersonal guidance. The scholarly journal, Dysfunctional Mentoring Relationships and Outcomes, expounds on the negative ramifications of poor communication and mentoring relations. When proper communication is ignored, stressors and strains are placed on relationships. This journal mentions how deception could be a dysfunctional factor in mentorship. This dysfunction occurs when manipulation is strategized by mentors and bestowed upon others, in order to obtain their wants and desires. In contrast, the scholarly journal, Does Mentoring Matter?, presents a theme of the positive behavioral outcomes of mentoring. The behavioral effects include the deterrence of drug use, academic failure, and teen pregnancy. Based on research, mentorship thrives on fruitful communication. When that is lacking, it can become quickly tainted and cause disinterest, resentment, and a negative perception of mentorship in general. The scholarly journal, The Mentoring Relationship, confers how successful mentoring relations can produce effective communication skills, knowledge, and healthy peer-relationships. The highest reported correlation of mentorship success is open and authentic communication. Satisfactory communication is profoundly linked with authenticity. However, inadequate listening corresponds with communication barriers. There is a level of importance placed on exchange relationships. These relationships are established upon the willingness to acquire knowledge from one another. This has been proven to create a strong relationship between the pair. There are a lot of do's in successful mentoring relationships. However, there are a fair share of don'ts. For instance, peer-mentors should not exchange contact information or develop a friendship with their mentee outside of the mentorship program. There should be avoidance of inappropriate conversation and there must be established boundaries. In all, research proves that mentor-mentee relationships are satisfying when there is open and honest communication, respective boundaries, and encouragement and support.