Mentorship

Junior (Panashe) – completing his final year of F.E.T. College.

While the benefits of mentorship may seem obvious, few youth mentorship programs have been subjected to controlled studies regarding their effectiveness. Surprisingly, some seemingly well-designed programs have even demonstrated negative outcomes. Mentorship is a somewhat nebulous term and, while the purpose of mentorship is clear, evidence-based guidelines on how to mentor effectively are less available.

“If it feels at times like you are at the end of your rope in reaching out to them, remember you are the rope – the very lifeline they desperately need and deserve to experience success in their lives (Breaux, 2003).”                                                                    Educating Latino Boys. An Asset-Based Approach – David Campos.

Siyathemba – completing 1st year business degree at University of Western Cape (UWC)

One youth mentorship program for which scientific evidence does exist is B.A.M. (Becoming a Man).

B.A.M. is a mentorship program for at-risk high school boys in some of Chicago’s most dangerous inner-city neighbourhoods. We learned about B.A.M. almost 3 years ago.

Structured like a randomized clinical trial, a University of Chicago Crime Lab study found a 44% reduction in violent crime arrests among B.A.M participants, as well as a significant improvement in school attendance.

L to R: Urhll, Haylen, Max

B.A.M. founder Anthony Ramirez-Di Vittorio: 

“…the most important thing is you have to start with the men who lead the program. We’re looking for men who have a hybrid set of skills that is hard to find. Because we know it’s not the message.”

“The kids have heard ‘Stay in school and stay away from drugs 1,001 times.’ It’s the messenger. The clouds part and the sunshine comes through when the right messenger is there.”

“…at BAM, we’re not talking at the youth.”

Kudzai – completing 2nd year at University of Namibia with financial support from the Khayamandi Foundation, Cooper family, and Iizidima.

“I want to be remembered for making a difference that rippled through generations. The real question and my secret is what difference that will be.” – Kudzai

Ben – completing final year of Computer Science degree at UWC – sponsored by the Khayamandi Foundation.

Reclaiming Youth At Risk: Our Hope for the Future – Larry Brendtro, Martin Brokenleg

“Positive, trusting relationships are the bulwark of success in work with challenging children and youth. This is not a “touchy-feely” truism but is based on a half-century of hard data from research…”

“The most difficult youth are those who create trouble rather than friendships. Successful youth workers have long recognized the…potential of turning crisis into opportunity.”

“Obedience can be demanded from a weaker individual, but one can never compel respect. In most children’s programs, it doesn’t take long to see that adults expect to be treated with more respect than they demonstrate.”

Daniel – completing 2nd year Business degree at University of Zimbabwe with support from family & Iizidima.

“Horace Mann, the leading American educator in the nineteenth century, told teachers they needed to respond to the most difficult pupils like physicians who find challenge in solving difficult cases.”

Paul (left) completes Bachelor of Business Administration degree from TSiBA University in December 2017 with support from a Canadian couple and Iizidima.

Paul Tough, author of Helping Children Succeed: What Works and Why

“…best thing is to have disadvantaged kids spend as much time as possible in ‘environments’ where they feel relatedness, competence, and autonomy.”

“The problem is that when disadvantaged children run into trouble in school, either academically or behaviorally, most schools respond by imposing more control on them, not less.”

“Autonomy is not what one is inclined to use to manage the truly unruly kid in the class.”

Wanga – completing 2nd year computer science degree at University of Western Cape, Cape Town with support from family & Iizidima.

“The more they fall behind, the worse they feel about themselves and about school. That…tends to feed into behavioral problems, which lead to stigmatization and punishment…” – Paul Tough

“Fast-forward a few years, to the moment when those students arrive in middle or high school, and these executive-function challenges are now typically perceived to be problems of attitude or motivation.” – Paul Tough

Onke – completing 1st year Business degree at University of Cape Town.

Paul Tough:

“One of the chief insights that recent neurobiological research has provided, however, is that young people, especially those who have experienced significant adversity, are often guided by emotional and psychological and hormonal forces that are far from rational.”

“This doesn’t mean that teachers should excuse or ignore bad behavior. But it does explain why harsh punishments so often prove ineffective in motivating troubled young people to succeed.”

Talking back and acting up in class are, at least in part, symptoms of a child’s inability to control impulses, de-escalate confrontations, and manage anger…”

Thomas – graduated 2016 with B. Tech degree from Nelson Mandela University and currently completing a 1 year internship. A Canadian couple were very supportive of Thomas while he completed his education and sought employment.

Thank you for enabling us to mentor and provide academic support to many deserving youth. The young men whose photos appear in this blog post are all doing well and serve as positive male role models. We have known each of them for a number of years, in some instances since they were in grade 8, and we continue to be proud of their accomplishments.

Janet & Jim

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