Setting up Mentoring for the Gifted Teen
Fundamentals for Informal Mentoring Where None Exists
Oct 27, 2009
There are a number of different types of formalized mentoring programs in the educational setting for gifted students. In a situation where this kind program does not exist formally, a savvy parent or teacher can develop a satellite program on a one-off basis and expand as success becomes apparent.
Successful Relationship for a Gifted Student and Adult Mentor
For the sake of this article, the relationship will be confined to an adult with a gifted teen student. Noting the fact that teen-to-teen or teen-to-middleschooler programs can be just as viable. An underlying principle is that both parties are motivated and have a desire to participate, given the necessary time commitments involved.
Beyond the motivational issue, personality mix is another factor that can effect a successful and long standing mentoring relationship. For this reason, it is seldom recommended that a mentor be a close relative to the teen, since personality characteristics can be very similar in the two people, increasing the likelihood of conflict and emotional issues interfering with the process.
Preparation for the relationship particularly on the part of the mentor and coordinator, if one exists, can also smooth the path by using personality assessments and other tools to give the two participants a chance to understand each other from the outset. The Myers-Briggs tool is perhaps the most popular personality scale and can be obtained easily and at minimal expense.
Where to Begin the Mentoring Process for the Gifted Teen
Start the program with a set of ground rules and give both participants a chance to add rules to the set. This can be as simple as allowing each other to talk without being interrupted to setting out a schedule of meetings, telephone calls or other communications to one another. There may also be a component with a feedback loop to the parent, teacher or both.
The ground rules should include an underlying mission statement for what the mentoring relationship is striving to accomplished. Note as well that the rules can and should be revised as needed and with mutual consent. Goals and an end date or time line for the mentoring should be addressed in some respect. Even if the two participants go on to continue a personal friendship, the mentoring program should not be expected to continue permanently. A one-to-three year expectation is often within reasonable bounds.
Another good strategy in starting out is to have a mediation plan for when conflict situations arise in the mentoring process. This can include a consult with a teacher, parent or other advocate for the program. If, for example, the adult has a family emergency and needs to back out of the arrangement, the advisor could have another person, an alternate, ready to step in even on a temporary basis, until the crisis subsides.
Moving From Informal to Formal Mentoring Programs
Using these guidelines as a model for a program, at least three or four mentoring "dry-runs" can give an advisor enough experience and knowledge of the process to develop a proposal to a school, school board or other private group to initiate formalizing the process. Funding streams will vary depending on the extent of the program, numbers of participants and where the money is coming from. Documenting the accomplishment of a test mentor relationships, including utilizing personal interviews for the interested parties is often the key.
In summary, screen participants, use personality profiles and start with a clearly delineated set of ground rules, mission and goals with a defined timeline. Anticipate the need for conflict resolution and other common problems such as personal factors. Document thoroughly the experience, including the achievements attained and publicize accordingly, in order to seek support for a formal program.
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