 The task force is working on programs that will encourage children
to stay in school, thus reducing the high dropout rate in Logan
County. Last fall they introduced their "JOBS" program for high
school students.
The concept of the JOBS program is that students who are willing
to work on a volunteer basis with local employers will gain
knowledge of the importance of their education, discover whether or
not a particular job holds an interest for them, and find out what
skills they must develop to continue in that line of work after high
school.
The role of the employer will be to provide a specific set of
skills through on-the-job training and to provide personal
one-on-one mentoring that would reach beyond the workplace.
Connections Count, to be offered at the junior high level, will
match caring adults who can become positive role models with at-risk
children. The goal of the program is to offer an adult influence
into the child's life that can help the child develop
self-confidence, make them feel special and help them to know there
is someone in their life who is there just for them.
An open discussion was led by school social worker Tracie Graue,
who began by offering a brief outline of the mentoring program.
The program will kick off with mentors and mentees spending time
together at the junior high school during school hours. Graue said
that especially early on in the relationship, adults should be
careful to maintain their relationship in an open, public
environment.
She noted that the best qualities in a mentor include the ability
to listen, encourage, motivate and have patience.
Graue warned that there is a certain measure of confidentiality
between the mentor and mentee. Kids may share something funny, silly
or serious that adults want to talk about with their friends or
family. She said what most can do is discuss topics without using
names, but it is still important not to publicly share too much
information about the child.
On the other hand, mentors are also mandated reporters in that if
they suspect neglect or abuse, they must notify school officials or
the Department of Children and Family Services.
In addition, confidentiality goes away if a child is making
threats involving harming themselves or others.
Graue also warned that teenagers enjoy drama, and it is important
that the mentors not overreact to what kids may say. Overreacting
feeds the drama. Instead the mentor needs to weigh the child's
comments and consider whether or not what they have been told is
something that needs to be reported to school officials or DCFS.
She also added that when in doubt, report it, possibly first to
the school guidance counselor, or call the child abuse hotline and
talk to an expert.
The process of matching mentors to mentees will involve filling
out an application, undergoing a background check and meeting with
school officials.
District 27 Superintendent Mary Ahilen said it is important that
the adults who become mentors are mentally and emotionally fit for
the job.
"Adults who are working with children in this capacity cannot be
'needy' adults," Ahilen said. "They have to understand, they may not
get much out of this at all."
She went on to say that these children may have family problems,
issues with adults in general and may be confrontational or
uncommunicative.
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Counselor Keith Backes will oversee the program at the junior
high. Principal Kent Froebe and Graue both stressed that Backes is a
good source for information and a good sounding board for questions
or concerns once the mentoring program begins.
Approximately 15 people attended the meeting Thursday morning,
including one who has been a mentor to the same child for the last
three years. The mentor was asked to talk about the experience. (Due
to confidentiality no names will be mentioned.)
The relationship began when Froebe, Backes, the child's mother
and the mentor met to discuss problems the child was having in
school. Agreeing to a mentoring program was something of a
last-ditch effort to get the child on track in their education.
The mentor said that in this particular case, there was a good
deal of school homework involved, and the school provided teacher's
books to the mentor to help with that part of the process.
The mentor said the relationship began at the school and was
maintained there for about the first year. After that it began to
develop into something that carried on outside of the school
backdrop. Even then, the mentor said it was important for quite some
time to keep meetings out in the open. After-school meetings or
weekend meetings involved meeting in public locations such as the
library or a city park.
Eventually the relationship involved inviting the mentee to
participate in activities with the mentor family.
The mentor also said that the relationship does not necessarily
extend into the child's family. In this case, the mentor said the
family is aware of the relationship between mentor and mentee but is
not a part of it.
The experienced mentor did offer a warning concerning
confidentiality, saying that in most cases a mentor works with only
one child. Therefore, even when talking about the child without
using names, the mentor needs to remember there is a good chance
people will figure out who the child is.
The task force working with the junior high is hoping to get some
mentors matched with students in the very near future.
Ahilen spoke about the timing, saying it would be good for new
mentors to have only a few months of commitment before school is
out.
This will give adults the opportunity to decide whether or not
they are prepared for this type of commitment. She stressed that
many of these children have not had good experiences with adults,
and one of the most detrimental things to them would be for their
mentor to quit.
The Education Task Force is chaired by Andi Hake and Heidi Brown,
both of the Lincoln/Logan County Chamber of Commerce. Anyone who
wishes to learn more about the mentoring program can contact Hake or
Brown, or they can call the junior high at 732-3535 and speak with
Backes or Froebe.
[By NILA SMITH]
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