|
|
|
Doing Unto Others...
Jean Sheeley, executive director of the Boys & Girls Club of New Haven, shows why more and more business people are attracted to mentoring.
|
Business New Haven
6/1/2000
By: Linda G. Mele
|
When professional people become established in their careers or become successful, it's only natural for them to want to give something back to the community that nurtured them or whose residents helped them achieve that success.
In addition, students who have lived in a community throughout their college years become attached to that community and often want to do something to show their appreciation for the hospitality they've been shown, or to help others as they were helped.
And, since success in business or academics can be something other than financial success, the giving back can happen in several ways.
Those with the means establish foundations, scholarships or endowments and give hefty sums to a variety of worthy charitable organizations.
Others, who might not have the financial means, decide to give of themselves in time, talent or services and many end up in one of a slew of mentoring programs run by schools and non-profit organizations.
The best business schools in the country advise students to find a mentor, someone who can help them traverse the often-bumpy road to success.
So, if mentoring works for grown-ups, it should work for kids, right? Well, it does.
According to the Connecticut Mentoring Partnership, young people with mentors are more likely to stay in school, achieve and aspire to better grades and go on to college.
Columbia University and University of Massachusetts researchers found that “Those who overcome poverty to reach college often share a common bond: a mentor, or perhaps several, who shepherds students across unfamiliar terrain.”
“During my work on behalf of the Points of Light Foundation, I have witnessed first-hand the powerful impact of volunteers connecting with children through mentoring,” says former President George Bush.
“Mentoring helps children feel loved and cared for - some for the first time in their lives. And mentoring is equally beneficial for adults. They tell us they get far more from being a mentor than they give,” Bush says.
Philip Ewald, a retired CEO from Greenwich, decided he had life and business experiences he'd like to share with young people. So he founded Youth Forums Inc., whose motto is, simply, “Let's Talk.”
The group mentoring program is now being used at Boys & Girls Clubs throughout the world with a goal of being in all 3,000 or so clubs across the U.S.
“I've had seven different careers,” says Ewald, “but this is the most important thing I've ever done.”
Ewald's program takes the group approach and pairs 15 kids with seven adults for mentoring sessions where the kids can talk about the issues that concern them and the adults, through their own experiences and wisdom, can answer questions or provide input to help the kids better understand or deal with relevant issues.
“Most people would rather talk than listen,” Ewald says, “and this program gives kids a chance to talk instead of being talked at.”
Jean Sheeley, executive director of the Boys & Girls Club of New Haven, says her club's group had its first 90-minute forum last June and more sessions are scheduled every month.
“It's an excellent way to reach a lot of kids,” Sheeley says, “and they seem to like it.”
Edwina David started the mentoring program in New Haven elementary schools in 1989 “because we needed it.” Today, there are about 90 youngsters being mentored, but the system could easily use hundreds more, according to School Volunteers for New Haven Volunteer Services Director Alison Chapman.
Mentor Program Coordinator Edward Mapp adds that there's a real need for African-American and Hispanic mentors. “Since many of our students are African-American or Hispanic, it would be nice to have a mix of ethnic backgrounds in our mentors,” Mapp says.
The children in the program “need special attention,” Mapp says. “They need that extra push, that little bit more that a caring adult can provide.”
Mapp's wife Lucille, who is retired, volunteers in the program her husband oversees. “I like to promote reading and writing and to let the kids know that even though they are young there are goals to aim for,” Lucille Mapp says.
Nathan VanFickle, an assistant vice president at New Haven Savings Bank, has been a mentor for three years. “The bank is a part of the community, and volunteering as a mentor is a way to help the community,” VanFickle says.
“On a personal level, I enjoy going to the school and I get a great deal of satisfaction out of being involved,” adds VanFickle.Catherine Sullivan-DeCarlo, director of communications for New Haven public schools, is herself a mentor.“When I worked for the mayor [John DeStefano Jr.], I had a group of students, but I had to stop because of my hectic schedule,” DeCarlo says.
“Now, I decided to focus on a one-on-one relationship, and it's working out great,” says DeCarlo, who counts among her professional experiences a stint as a New Haven Register reporter.Yale University graduate students Bethany Teachman and Brian Nosek are also mentors for New Haven elementary-school students.
“We did it before in a different program,” Teachman says, “and decided it was a nice opportunity to make a contribution and get involved on a personal level.”
In addition to schools and organizations, some employers, such as the Hospital of Saint Raphael, have developed their own mentoring programs.St. Raphael's Student Mentorship and Resource Training Program (GET S.M.A.R.T.), was started six years ago, according to Dolores Grillo, student coordinator of volunteer services.
All the program's mentors are hospital employees, Grillo says, and the 15 students in the program come from New Haven public schools.
“They must be at least 16 years old, be in good academic standing and willing to make a commitment to the program from January to May,” Grillo explains.
Students volunteer at the hospital for three hours each week, meet with their mentors twice a month and attend a monthly group session.
During the one-on-one sessions, students can shadow the employee or the mentor can provide information about different jobs within the hospital that the student might find interesting.The group sessions can provide information about how to obtain scholarships, how to fill out a job application or how to use the Internet to research career opportunities.
“Students who complete the entire program are eligible for one of eight part-time, paid summer internships,” Grillo says.
The objective of the program, Grillo says, is to expose students to health care careers, provide mentoring and support, increase the students' communication, interpersonal and work skills and increase their employability.
“The idea is to point them in the right direction,” Grillo says. Programs like Big Brothers/Big Sisters focus more on socialization that academics, according to Elizabeth Davis, executive director of Big Brothers/Big Sisters of Meriden-Wallingford.
“We have about 125 kids in our program,” Davis says, “and another 200 in our reading program.”
“Ours is program that provides role models for children who can teach them how to be better friends and better people,” Davis says. “The interaction between them can include help with school work, a fishing trip or just hanging out together.
Of the kids involved in the Meriden-Wallingford program, Davis says a survey showed that 67 percent showed an improvement in their attitude toward school, 50 percent showed an improvement in their relationship with adults, 42 percent showed an improvement in their relationship with their peers and 50 percent showed an improvement in school performance.
Those numbers don't surprise Ewald.
“There have been mentors since Socrates' time,” he says, “and if it's worked for thousands of years, why wouldn't it work now?”
Some programs are designed for specific kids or groups of kids.
Denise Pulaski is director of Best Buddies in New Haven, a program designed for young people with disabilities. Nationwide, the program serves about 100,000 people, Pulaski says, and about 350 in Connecticut.
“What they do together is different for each pair,” Pulaski explains. Teacher Sara Luman of Willington has been a Best Buddy volunteer since 1995 when she was attending the University of Connecticut.
“The program is a catalyst to bring about positive relationships with the disabled,” Luman says. “You do with your buddy whatever you would do with any other friend.”
Nancy Brown, director of the Hill Neighborhood Tutoring Program, says the 18 kids in her program spend at least one hour a week with their mentors.
“They help with basic academic skills and provide social and cultural enrichment,” Brown says. “We have parties and picnics and go on field trips, so it's an all-around interaction.” BNH
|
Go FirstGo PreviousGo
NextGo LastGo
to Index
|
|
