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Introducing peer-mentoring in the sixth form

Patricia George

Peer-mentoring is common in Higher Education


Peer-mentoring is becoming more prevalent in UK HE institutions.
(Phillips et al. 2005)

Peer-mentoring is generally seen as a efficacious method of supporting the transition of new students to a higher level of study
(Husband & Jacobs, 2009; Jacobi, 1991; Lahman, 1999)

Advantages of Peer Mentoring


Within Psychology, peer-mentoring has happened but has been unofficial - many students have reported that they have really appreciated the support from their peers who have already completed the course they are currently undertaking.
I am sure that students will value the social integration into their course and also raises the possibility of creating a peer support network Mentors will appreciate the opportunity to develop their skills and will value passing on their experience

Challenges of Peer Mentoring


Getting the balance right:
Mentors have lots of other demands on their time, it would be completely counter-productive if the mentors were overloaded. Need to be clear to get the balance right, for example, that students do not have unrealistic expectations of about the role of the mentor.

Peer Mentoring in Psychology

Aims of a peer-mentoring programme


1. Introduce younger students to Psychology to give realistic perception of what the subject involves 2. Support the transition from GCSE to Sixth Form Study 3. Create peer groups that support learning 4. Offer guidance in academic skills

Recruitment of mentors
Recruitment on a voluntary basis from the Lower Sixth Students who have completed their examinations (e.g. May/June) Emphasis on development of skills for the sixth form psychology

Rewards for mentors


For their own personal development, e.g. skills, confidence For their profile e.g. Higher Education Application, CV

Other rewards???

Initial Planning & Development


Peer-mentoring could be trialled initially within Psychology to start 2013-2014 academic year Peer-mentors for Psychology will be supervised and the mentors can be involved in specific skills development:
Regular Supervision by Psychology Teacher Psychology Skills Training: Knowledge of Theories of Cognitive Development/Styles of Learning; Essay Writing; Examination Technique.

How will it be evaluated?


Questionnaires to both mentors and student sets at the end of the first term
Includes open-ended questions for comments Attendance data can be taken by mentors at their sessions

Some References/Sources
Husband, P. A., & Jacobs, P. A. (2009). Peer mentoring in higher education: A review of the current literature and recommendations for implementation of mentoring schemes. The Plymouth Student Scientist, 2(1), 228-241. Jacobi, M. (1991). Mentoring and undergraduate academic success: A literature review. Review of Educational Research, 61(4), 505-532. Phillips, R., Swanson, V., & Morgan-Klein, B. (2005). Student helping students: The effectiveness of peer mentoring in UK higher education. Proceedings of the British Psychological Society, 13(2), 122.

UK Government Report on the Characteristics of a successful Peer Mentoring Program (2008) http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.u k/publications/eOrderingDownload/DCSF-RR033-R.pdf University of Hertfordshire: Student Mentoring Programmes http://www.herts.ac.uk/fms/documents/about-uh/schools-and-college-liaison/schoolsmentoring-schemes-example-costs12-13.pdf

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