Links to Youth Mentoring Programs

One Hundred Black Men, Inc.

This program was established in 1963, is a nonprofit organization of men in business, industry, public affairs, government, and the professions throughout New York State and other areas who share a common goal: to improve the quality of life for blacks and other minorities.

One component of the organization is the mentoring program that provides a support network and positive role models for young black males, elementary through high school. It is principally an internal mentoring program in which members are paired one-to-one with students.


Friends for Youth Mentoring Program

Since 1979, Friends for Youth has been dedicated to changing the lives of youth in need through the power of mentoring. Serving at-risk youth throughout the San Francisco Peninsula and South Bay, California, the mentoring program matches youth with adult volunteers. The youth in the program are referred by teachers, counselors, and youth service experts. The youth are “at-risk,” meaning they may be facing problems at home with their families, struggling at school, or have issues with their peers or in their communities.  Junior and Senior Friends spend an average of three hours a week together for at least one year.

Their results? 90% average success rate in creating successful long-term relationships and over 1,770 at risk youth mentored directly. Studies have consistently shown that youth in this program stay in school, improve their school performance, are more motivated, and rarely have future involvement with the Juvenile Justice System.


The PERACH Mentoring and Tutorial Project of Israel

PERACH is the largest organization of its kind in the world with about 58,000 Children (about 15% of the nation’s children) and 30,000 mentors just in Israel. It has become such a source of inspiration that they now give guidance and practical support to PERACH-like organizations operating in about 20 countries
worldwide.


The Partners for Youth With Disabilities Mentor Match Program

The Mentor Match (MM) program was founded in 1985 and serves disabled youth ages 6 to 24 who reside within the Massachusetts’ 495-Beltway (Greater Boston area).

The Mentor Match program’ goal is to help young people with disabilities meet their full potential for personal development and independence in adulthood by creating one-to-one mentoring matches with a caring adult.

The mentoring pairs meet in the community a minimum of once a month in person and communicate weekly via phone/email. Further, all matches commit to a minimum of one year.

Becoming a mentee is a simple process; PYD staff meets with all interested youth to better understand their interests and needs. A short application and necessary paperwork are also completed at this time. In the past two years alone, the Mentor Match program has created 87 matches throughout Eastern Massachusetts.

Becoming a mentor involves an interview with PYD staff, one-time group training and criminal background and reference checks. Adults with and without disabilities, ages 18 and up, are eligible for the program. Prior experience working with youth with disabilities is not required; curiosity, empathy and
humility are.

Participants are matched according to a variety of factors, including similar disability, common interests, career aspirations, personality, hobbies and geographical proximity. Generally, participants can expect a match to begin within three to six months of their start in the program.


UConn Mentor Connection – of the the NEAG Center for Gifted Education and Talent Development

The UConn Mentor Connection is an inquiry-based summer program for rising high school juniors and seniors, held on the campus of the University of Connecticut at Storrs.

The program is built of the following beliefs:

  • students’ interests, abilities, and motivation are very important talents.
  • It is essential for students to have opportunities to manifest their talents in high levels of creative productivity.
  • Above average ability, creativity, and task commitment can be developed and nurtured.
  • Creative productivity results from the interaction of above average ability, creativity, and task commitment.
  • All social contexts, including school, the home, and the community, can influence the incidence of creative productivity. The university setting provides an especially promising context for creative productivity because first-hand inquiry is the core of almost all daily work.
  • Creative and productive individuals exist in every ethnic and cultural group and across all socioeconomic levels.

UConn Mentor Connection provides participants with opportunities to participate in creative projects and research investigations under the supervision of university mentors. These mentors will work directly with you and other high school students from across the state and the country on projects in your common areas of interest.

The mission of the program is reflected in four goals:

  1. To recruit highly motivated, academically talented teenagers from throughout the nation who can benefit from a stimulating summer program To allow students to achieve their highest potential by participating in experiential research projects that provide direct, apprentice-based involvement
    with faculty members and advanced graduate students who are conducting research.
  2. To increase students’ awareness about their career opportunities in a chosen field and options to nurture their talents.
  3. To demonstrate that high-level talent potential can be found and developed across cultural, ethnic, and socioeconomic groups.

The program is supported by a tuition of about $3,100 which covers all meals, lodging in dorms, and activities, such as investigations and working with mentors, field trips, etc. for 19 days.


The University of Wisconsin at Milwaukee – Student to K12 Student Mentoring Programs

This program pairs UWM students in the teacher education program with K12 students (typically elementary aged) in the community around the university – the City of Milwaukee Wisconsin. While the project is essentially a tutoring program to support improved student achievement, it is also a mentoring program in which the university student mentors are trying to apply in practice what they are and have learned during their teacher education coursework.

The results of this program are terrific – great for the K12 students who appreciate and benefit from the support and encouragement, and great for the university teacher education students, who get one-on-one practical experience and who gain important insights about the role of teachers as mentors – those who invest in other persons’ success. It’s true – Great Mentoring IS great teaching.


The Muskie School of Public Service “Community-Youth Leadership and Mentoring Program”

In Maine, the effort to incorporate Youth Development values and practices has been an ongoing initiative between the Department of Human Services, Bureau of Child and Family Services and other groups for over four years. This project assists youth in the care of DHS to develop leadership, advocacy, and training
skills in an attempt to improve the foster care services and policies that affect children and youth in Maine.

Formally known as YLAT (Youth Leadership Advisory Team), this youth-in-care network receives staff support to implement activities which include:

  • a youth leadership summit
  • a speakers bureau
  • publication of resource materials
  • the development of a youth-in-care web site and newsletter
  • the Community Mentoring Program.

The Community Mentoring program staff recruit, screen, and match volunteer mentors with youth ages 11 to 21 in the Department’s care that are living in Cumberland and York Counties. One-to-one and group mentoring has been shown an effective response to the needs of at-risk youth. By offering friendship, setting mutual expectations, and giving youth access to new social and public resources, mentors help youth discover their own self-worth and rebuild trust in and responsibility towards their communities. Community Mentoring develops these connections, along with creating educational and/pr employment opportunities and life-coping skills training for youth-in-care as they prepare for young adulthood and self-sufficiency.


Rotary International District 7510’s “Partners in Mentoring” Program – New Jersey

Each week a small cadre of Hamilton Rotarians head out to a local elementary school to perform a special kind of magic – the magic of mentoring!

Initially inspired by the work of Bob Casey and the Creative Mentoring Program instituted in Delaware, and following the principles of their mission statement, the Rotary Club of Hamilton, NJ embarked on an initial mentoring project. The number of trained mentors in the club has grown steadily in those first two
years. Eventually, seven trained mentors from their club spent at least 45 minutes to an hour each week with a child playing games, talking, and sharing the gift of time and attention. Feedback on the mentoring program from teachers, parents, and school administrators was positive from the beginning.

The good news of mentoring spread quickly. District 7510’s leadership realized the value of the program and saw the need for additional trained mentors, however a more viable way to train Rotarians was needed. Members from three New Jersey Rotary Clubs answered that call to develop a training session based on the Creative Mentoring Model, but tailored to address Rotary’s mentoring ideals. During 2000
– 2001 the Rotary Partners in Mentoring (RPM) program was developed, manuals were procured, forms were revised, and two classes consisting of 20 trainees each were taught.

The Rotary Partners in Mentoring Program targets elementary school students and is conducted in school during regular school hours.  RPM’s purpose is to help that child develop their self-esteem, self-confidence and interpersonal skills. The mentors’ goals are to become a friend to a child in need of a one-on-one
friendship and to help the student discover and value his or her own gifts and uniqueness.


Big Brothers Big Sisters of America

Big Brothers Big Sisters of America is a 501(c)(3) non-profit organization whose mission is to help children reach their potential through professionally supported, one-to-one relationships with mentors that try to have a measurable impact on youth.

Big Brothers Big Sisters is one of the oldest and largest youth mentoring organizations in the United States. Big Brothers Big Sisters mentors children, ages 6 through 18, in communities across the country. The group holds a congressional charter under Title 36 of the United States Code. Big Brothers Big Sisters currently operates in all 50USA states and in 12 countries around the world. Their major work is done through the “chapters” in local cities and towns across the country.

“Big Brothers” and “Big Sisters” are the mentors and of course the “little brothers and little sisters” are the mentees, Typically they call each other “My ‘big'”, and “My ‘little'”.

BBBS offers two kinds of “Core Programs”:

  • Community-Based Programs – Spending time together out in the local community is primarily how Bigs and Littles develop their relationship. After all, to change a child’s perspective of the world, it helps to spend some time out in it.
  • School-Based Programs – Sometimes the best place for enjoying activities together is at the child’s school. And, the best part is, it can be a great learning experience, in or out of the classroom.

BBBS Effects Research

Public/Private Ventures, an independent research organization, conducted a study from 1994–95, monitoring 950 boys and girls nationwide to study the effects of Big Brothers Big Sisters in many different programs. Out of the 950 children half were randomly chosen to be matched, and the others were put
on a waiting list, so they did not receive mentoring during the study. According to the study the matched children meet with their Big Brother or Sister about three times a month for a year

After surveying the children at the beginning of the study, and again after 18 months, The researchers found that “the Little Brothers and Little Sisters, compared to those children not in the program, were:

  • 46% less likely to begin using illegal drugs
  • 27% less likely to begin using alcohol
  • 52% less likely to skip school
  • 37% less likely to skip a class
  • 33% less likely to hit someone
  • They also found that the Littles were:
    • “more confident of their performance in schoolwork
    • getting along better with their families.”