MENTOR'S POSITION DESCRIPTION by lindayy

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									          MENTOR’S POSITION DESCRIPTION
Being a SOAR mentor involves journeying with a young person in a supporting and guiding
relationship through good and bad times. As someone who may have also been through
storms in life, you have much that a young person can learn from.

We would like you to connect with the student, be a role model, listen to their story and be a
sounding board. It is not about telling them what to do, but offering your wisdom, when
asked, in a non-judgemental way. For a mentoring relationship to work, it requires trust to be
built between mentors and students.

    THE QUALITY OF A RELATIONSHIP DETERMINES THE WEIGHT OF OUR
                            INFLUENCE!!


AIM OF A MENTOR:

The aim of the mentoring program is to promote purposeful, voluntary relationships in which
mentors assist young people to develop a positive sense of self and connection with their
community. Mentors engage in regular recreational activities with individual young people
to facilitate the development of an enduring, constructive relationship. This reduces isolation
that many of the SOAR students experience and also encourages hope for a positive future
and active engagement in the community.

SOAR Adventures recognises the young person’s role within their family and their
participation in the program that is supported and encouraged by the family network.
Therefore a mentor is asked to engage, not only with a young person in isolation, but to also
foster positive relationships with the family. To assist in the development of these
relationships, a SOAR facilitator will organise a meeting with the mentor, young person and
their family.

IF ACCEPTED INTO THE PROGRAM YOU WILL:

   •   Receive support from SOAR facilitator
   •   Be able to have fun with and connect with young people in the pursuit of recreational
       activities and other interests
   •   Be challenged and rewarded on a personal level
   •   Gain a greater understanding of the community in which you live
   •   Be the hands and feet of Christ here on earth
   •   Invest into a positive future of a young person and their family




SU Victoria - Brock Gravener
Ph: 0439 349 821
brockg@suvic.org.au
www.soaradventures.org.au                                       Adapted from ‘Whitelion & St Luke’s 2007’
KEY ROLE:

To develop and maintain a mentoring relationship with a young person with the support of
SOAR Adventures facilitators.

Accountabilities:

   •   Build a constructive relationship with a SOAR student that primarily holds the best
       interests of that young person.
   •   Engage with a young person through the pursuit of common interests.
   •   Provide non-judgemental support and friendship with the young person.
   •   Abide by the SOAR Adventures mentoring contract.
   •   Seek guidance from SOAR Adventures staff when and if ethical dilemmas arise.
   •   Commit to the young person at least 2 hours per fortnight for at least a 12 month
       period.
   •   Contact the young person by phone at least once a week.
   •   Maintain contact with SOAR Adventures staff.


KEY ATTRIBUTES OF MENTORS:

Communication Skills: Mentors are friendly, engaging and able to establish communication
in a non-judgmental and appropriate manner. They are able to develop active listening skills
and communicate with empathy and integrity that fosters trust.

Self Awareness: Mentors have awareness of their strengths and weaknesses and are able to
ask for help and support. They are able to set boundaries. They recognise their feelings and
prejudices and aim to manage their emotions such that they can respond to emotions in a
considered way.

Team work: Mentors work well with others and are able to take initiative while remaining
accountable to SOAR Adventure policies.

Resilience: Mentors demonstrate commitment and reliability whilst remaining flexible and
sensitive to the situation. They persevere to achieve goals even in the face of obstacles, cope
effectively with disappointments and setbacks, remain calm under pressure and accept
constructive criticism without becoming defensive.

Life stage: Mentors have both the maturity and time to commit to an ongoing relationship
with a young person. They also have the life experience to be able to take the ‘good and the
bad’.



SU Victoria - Brock Gravener
Ph: 0439 349 821
brockg@suvic.org.au
www.soaradventures.org.au                                       Adapted from ‘Whitelion & St Luke’s 2007’
Interests: Mentors have varied interests that they are able and willing to share with a young
person while also discovering and encouraging theirs.

Diversity: Mentors have an appreciation and acceptance of diversity within the community
and they are willing to challenge stereotypes.

Ethics: Mentors have an appreciation of ethical issues and can be entrusted to behave
appropriately around all people and seek guidance when ethical dilemmas arise.

Outlook: Mentors demonstrate a generous and positive outlook. They are self confident and
enthusiastic. Mentors do not try to ‘save’ or ‘fix’ young people but rather share in life. They
are open to learning from their young person as well as developing mutual interests. They
are able to relax and have fun.

Confidentiality: Mentors respect the confidentiality of information shared by the young
person whilst remaining aware of the ethical obligations of SOAR Adventures.

IMPORTANT:

   •   Don’t be discouraged (don’t take it personally) if a boy misses a mentoring session as
       they have a lot going on in their lives which can influence their non attendance.
   •   Be aware that you may be the only positive male role model in the students’ life.
   •   Always ask a SOAR facilitator, School Chaplain or welfare staff member if you are
       unsure about what to do with something a young person says.
   •   Be confidential. What is said in the relationship stays in that relationship, unless it is
       something that under law you should mandatory report.
   •   Report something to the SOAR facilitator if you think that a student is at risk of self
       harm or harming others, e.g., suicide, illegal drugs etc. Under law, you have a
       mandatory reporting responsibility to report these issues and could be held responsible
       if you fail to do so.

SUGGESTION FOR WHAT TO DO IN AN HOUR:

   •   First 15-20 minutes catch up. (Catching up over food / hot chocolate is always a
       winner). How they are doing? What they have been up to? Chat about goals that are
       set in SOAR.
   •   Do activity – (help out at work, project together, SOS for someone (project to help
       someone, watching a DVD). Tap into what they are interested in and get involved.
   •   Send time looking at goals, and how they can improve? What measures can mentors-
       students take to help achieve these goals?

         We look forward to having you apart of the SOAR Adventures team!!

SU Victoria - Brock Gravener
Ph: 0439 349 821
brockg@suvic.org.au
www.soaradventures.org.au                                        Adapted from ‘Whitelion & St Luke’s 2007’

								
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