High-School Peer Mentors: Exploring how peer mentors learn to support the Self-Determination of their younger peers
Poster by: Ben Dantzer
Sessions B/D | 9:45 – 10:00/10:45 – 11:00 | Room Main Corridor, 2nd Floor
Abstract:
This research examines the patterns of learning and practice of five high-school aged mentors participating in an after-school music program in the Downtown Eastside of Vancouver.
Guided by Self-Determination Theory (Ryan & Deci, 2000), this peer-mentoring program aimed to help mentors support the three ‘basic psychological needs’ (i.e., autonomy, belonging, and competence, ABCs) of their middle-school aged mentees. During skill-building sessions, mentors collaboratively created an ‘ABC Companion’ where they defined autonomy, competence, and belonging together and also generated ways in which they could support these feelings in their mentees while making music together. Once complete, this ‘ABC Companion’ provided each mentor with a definition for each basic need (i.e., “What Is It?”) and strategies in which they can support this need (i.e., “Go-To-Statements” and “Go-To-Strategies”). To help support the learning and practice of mentors throughout this 3-month program, mentors attended four bi-weekly ‘Mentor Support Meetings’ where they completed learning templates and discussed their practice together. Templates asked mentors to identify “What They Tried” (e.g., how they attempted to support their mentees), “How It Went” (e.g., what strategies worked well and which ones did not), “What Did You Learn” (e.g., about being a mentor, about your mentee), and “What Will You Try” (e.g., how do you plan to support your mentee in the upcoming weeks?). This poster presents the learning process and changes in practice across mentors using qualitative description. This research may be of interest to educators hoping to create and/or alter a peer support program within their classroom or school.
