Lessons Being Learned from a Peer Mentoring Project for Social Work Degree Students

1. Lessons Being Learned from a Peer Mentoring Project for Social Work Degree Students Margarete Parrish, PhD University of Gloucestershire

2. Overview and History of Project • Comparisons of students’ work at end of Years One and Two • New degree programme • Study Buddy Mentors are 3rd cohort of degree students • 2nd cohort of Mentors • University Mission specifically targets under-represented groups • Awareness of tremendous growth and development by end of year 2 • Transferability of learning, including survival skills

3. Literature Review • Lacking evidence of similar programme currently being offered for SW degree students

4. Aims of Project • Provide mentors for all incoming Year 1 Social Work students • Academic role models for beginning students • Academic support • Personal support • Survival skills • Reality checks

5. Selection Process for Mentors • Year 3 students with > 60 GPA at end of Year 2 • Evidence of academic success • Role models with evidence of achievement • Avoidance of potentially compromising concentration of struggling students

6. 2006-2007 N = 46 Year 3 students 28 = “Eligibles” 22 = volunteered to be Mentors Remaining students had personal or family circumstances that precluded participation being appropriate 2007-2008 N = 55 Year 3 Students 29 = “Eligibles” 21 = Volunteered to be Mentors Remaining students had personal or family circumstances that precluded participation being appropriate Recruiting Process

7. Recruitment Process • Potential mentors were contacted by email • Explained project to them • Requested attendance for 1 day during Year One Induction Week • Recruitment and planning occurred during summer months

8. Induction Process • Study Buddies’ Induction Day occurred during Year One Induction Week • Day-long commitment for Mentors • University guidelines about services available for support for students from diverse backgrounds • Guidance for working with students with special needs, including pastoral concerns • Introduction to Year One students over buffet lunch catered by university

9. Matching Efforts • Personal choices honoured to the extent possible • Students were introduced at Induction Day • Demographics • Male students matched with male mentors • Foreign national students matched with foreign national mentor • Students living in halls matched with mentors who had lived in halls • Age and location given consideration when possible

10. Implementation • All Year One students were assigned a Study Buddy Mentor • Each Mentor was assigned 2 or 3 Year One students • Contact between Mentors and Year One students established by email during first 2 weeks of semester

11. Utilisation of Study Buddy Mentors • Approximately 65-75% of Year One students utilised the Study Buddy Project • Personal meetings • Individual meetings or emails between students and mentors • Informal meetings in canteen • Mentors volunteered to be available at a designated area of the canteen during lunch breaks

12. Evaluations from Year One Students • 73% of Year One students completed evaluation form • 65% of responses were positive • 35% of responses were indifferent • Range of comments • Informal meetings in canteen emphasised as being helpful

13. Pros and Cons • Primary Benefits Noted for Year One • Practical guidance • Essay writing, Correct referencing, Books to purchase • Time management issues • Library matters • “Moral Support” • Experiences, reassurance, relaxation strategies • Reality testing • Primary Problems Noted • Coordinating contact with mentors

14. Primary problem of usage & non-usage of Project Year One: • Some Year One students never responded to Study Buddy’s emails • Time management issues (mutual) • Primary variables relevant to non-usage • Age < 21 • Gender • Ethnicity

15. Evaluations from Year 3 Mentors • 59% response rate • Overwhelmingly positive • Significant variables: • Average age = >30 • 40% had A levels • 30% had completed Access Course • 10% had prior BA degree • Primary problems/Questions: • Non-response from Year One students • Issues of continued contact after semester one

16. Benefits for Mentors • Reinforced learning from Year One • Transfer of knowledge • Recognition of skills, achievement • Increased confidence • Acknowledgement of leadership potential • Greater sense of cohesion, relationships among peers and across years of study • Relevance to PQ requirements

17. Results & Relevance • Successful role models provided for Year One students • Informal contact as useful as specifically assigned mentor • Reinforcement of Year Three students’ learning • Diminished anxiety among Year One • Improved retention rates among Year One • Greater social cohesion between years of study on the SW degree programme

18. Year One: Difficulties engaging with younger students Difficulties engaging with ethnic minority students Ironies of stronger students usage of mentors vs. struggling students’ reluctance Year Three: Difficulties engaging male and ethnic minority mentors Uncertainties about how assertive to be in contacting Study Buddies Boundary Issues Ongoing Concerns

19. Implications for Replication • Easily replicable • Support for eligibility criteria by grade point averages • Importance of preparation of and support for Mentors • Emphasis needed on establishing contact with younger students early (and often) in beginning of programme • Have a supportive line manager • Thank you, Sara Coleman!

20. References • Bhatti-Sinclair, K. (1995). 'Mentoring and consultancy for black social work students', Issues in Social Work Education, 15(2), 18-34. • Billett, S. (1998) Situation, social systems, and learning. Journal of Education and Work, 11(3): 255-274. • Clutterbuck, D. (2004) Everyone Needs A Mentor, 4th ed. London: Chartered Institute of Personnel & Development. • Van Voorhis, R.M. (1998) 'Culturally relevant practice: a framework for teaching the psychosocial dynamics of oppression', Journal of Social Work Education, 34, 121-133.