ODDYSEY

The Newsletter of the National Mentor Program Developers

Table of Contents for Volume 3, Number 2 (May, 1995)

(This on-line version of Oddysey can be read by either scrolling through the entire issue or by selecting the underlined text in the Table of Contents. If you select the text in the Table of Contents, you will go directly to that item in the newsletter)

Mentoring on the Internet (Editorial)
How the internet can aid mentor program development, research, and personal support.
Web Vocabulary (Definitions)
Five basic terms used on the World Wide Web.
Ten Fun Web Sites(Suggestions)
Places where users can enjoy the variety of resources available on the World Wide Web.
Six Year Program Ends (Information)
Canada's Stay-in-School Initiative publishes a best practices report.
Successful Mentoring (Article)
Key ingredients in using volunteers as mentors.
Shift in Labour Market (Article)
Statistics on jobs requiring degrees and diplomas.
National Mentor News (Updates)
Activities of National Mentor Trainers.
Mentors for Athletes (Report)
Unique program combining athletics, academics and mentoring.
Job Shadowing (Report)
Description of B.C. program.
Saskatchewan News (Report)
Progress report on mentoring work in Saskatchewan.
Saskatchewan Workshop (Report)
Outine of 3-day mentor training workshop.
Nova Scotia News (Report)
Jim Baker's resiliency and harm reduction models.
Training Binders (Information)
Details on how to order training materials.
Student Teachers Changed by Mentors (Research)
Abstract.
Role Conflict Between Teacher and Mentor (Research)
Abstract.
Can a Mentor Go Too Far? (Research)
Abstract.
The Best School-to-Work Model (Research)
Abstract.
Mentoring is a Two-Way Street (Research)
Abstract.
Give Students Stay-In Power (Research)
Abstract.
Successful Employees Have Mentors (Research)
Abstract.
Attracting a Mentor (Research)
Abstract.
Cut Costs with Mentors (Research)
Abstract.
Grade Retention and Dropping Out (Research)
Abstract.
When Mentoring Is Not Enough (Research)
Abstract.
Dual Role of Mentor and Partner (Research)
Abstract.
Developmental Mentoring for Teachers (Research)
Abstract.
Do Advisory Groups Help Students? (Research)
Abstract.
Peer Helping Workshops (Information)
Dates and Types of Peer Helping, Peer Mediation, Violence Prevention, and First Nations Workshops offered in 1995.
Publication Information
How to contact the publisher of Oddysey and a cool disclaimer about content.
National Mentor Leaders (Information)
Contact information for all of Canada's National Mentor Program Leaders.

Mentors Make the Internet Go Round

[a graphic of the world]

Mentor Numbers Grow

If one mentor can be valuable, will 10 million mentors be a goldmine? The internet or as it is commonly known, *the information highway* can provide access to resources in a way completely unimaginable a few years ago.

Connecting to the internet can yield guidance, advice, resources, and information from millions of persons around the world. Internet connections allow us to initiate relationships and provide support and assistance to anyone else with a telephone, modem, and computer.

With access to funding from traditional government sources at a low ebb, service and educational organizations searching for support for their mentoring efforts may find assistance via the internet. Mentor researchers can access files, manuscripts, studies, and references within a few minutes. For example, a March, 1995 search of the World Wide Web using the Lycos Search Engine yielded 661 documents associated with mentoring, and many of these documents were bibliographies of other documents dealing with mentoring!

Mentor program leaders can find examples of other mentor models, dialogue with other program leaders, and share their anecdotes and experiences to enhance program effectiveness. Our own Peer and Mentor Network Home Page accessible through the World Wide Web at has received more than 500 visitors in less than three months of being on-line.

Virtually any individual with a keyboard can act as an on-line mentor. Thousands of individuals and organizations have established such advice and guidance information services on a variety of topics. Persons can also locate appropriate mentors to assist with virtually any topic or idea. By using Veronica, Archie, Search Engines, or Gophers, help can be just a few key strokes away. Newsgroups and Listservs, available through e-mail, provide opportunities for discussion, support, tips, hints, and learning on everything from highly specialized esoteric topics to, alternative, controversial areas to traditional disciplines and professions.

Two-way communication is a staple of the internet, and the system allows and encourages mutually beneficial relationships to develop. Both parties in a transaction can give and receive assistance in a way that is meaningful to both. Messages are not just limited to written thoughts and ideas. Persons can even include *feeling* perspectives through the use of emoticons-symbols that can be composed using a keyboard to represent a variety of emotional reactions. Persons can maintain their privacy or add or limit any number of participants to their discussions or chats. At the same time the limits typically imposed by geography, time schedules, rank or status, and financial resources are minimized.

Even better news is that the costs associated with electronic mentoring are indeed small. Many cities in Canada now have freenet services which provide access to the internet at no cost to the individual user. These services typically have time limits, and may be difficult to access due to the high volume of users. Commercial internet service providers are multiplying quickly, providing higher quality services and support as part of their competitive edge.

But for many people the best news may be that in the near future, you may not need to know anything about the internet or computers for that matter in order to access the information highway. New careers in data retrieval and consulting will emerge. These specialists will be skilled in interpersonal interviewing, helping clients determine what information or service they need and want. Once a base of information is determined, the consultant will access the various internet databases and search engines, retrieve the appropriate data, create an up-dating system, provide summarized reports, facilitate choice and decision-making, and, if appropriate, provide all you need to know as a message in your own personal electronic mailbox, accessible via fax, modem, or your home television set.

Most of us can recall a few persons who gave a helping hand or guided us through troubled waters. With the development of the internet, we now have access to tens of millions of potential electronic mentors.


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WEB Vocabulary

BROWSER. The generic term for programs that let you view documents on the WEB. We use Netscape, but Mosaic is also a good one. Allows you to view graphics and sound as well as text.

HOME PAGE. This is the first page of each WEB document or site. It could lead to hundreds of other pages, but usually serves as a guide to get you where you want to go.

HTML. This is the language or programming code used to make links to other places when you click your mouse or move your cursor over highlighted or underlined text on a WEB page.

PPP or SLIP. This is a connection between your home computer and the internet that allows transmission of data so that you can use a WEB Browser and get graphics as well as text.

URL. (Pronounced earl). An address you type to get where you want to go. Sometimes placed in to separate it from punctuation for a sentence; but do not type the brackets.


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Ten Fun Web Sites

When you get connected to the World Wide Web, here is a list of our favorite 10 Web sites that you can check out. Each site is listed by its nickname, URL (Uniform Resource Locator) address, and a brief description. If you are reading this document on-line, you can select the underlined URL nickname and it will take you to that Web site.

Yahoo

http://www.yahoo.com

This is an index of other Web sites. A great place to search for special interests.

The Ultimate Band List

ubl.artistdirect.com/

A incredibly comprehensive list of bands and music.

Concert Calendar

http://calendar.com/concerts

Search for concert appearances by favourite artists or by geographic region. Add your own dates.

The Opera Page

http://www.fsz.bme.hu/opera/main.html

Want to know who is who in opera and what is playing at opera houses around the world? This is the place.

The Internet Fax Server

http://town.hall.org/cgi-bin/fax.pl

If you do not have a fax machine, this service will fax for you anyplace in the world. For Free! No Kidding!

The White House

http://www.whitehouse.gov

Yes, this is where Bill and Hilary hang out. You can find out details about the U.S. government and send messages to various officials.

Quotecom

http://www.quote.com

Want to find out how your stocks are doing? Get financial news and information as it happens at this site.

Mr. Potatoe Head

http://winnie.acsu.buffalo.edu/cgi-bin/potatoe

If Dan Quayle had access to this diversion, Murphy Brown would not have skewered him cause he couldnÍt spell.

The Gate

http://www.sfgate.com

Two San Francisco newspapers, The Chronicle and The Examiner, both on-line with the latest sports, news, film reviews, and everything you want in a quality newspaper.

Peer Resources

http://www.islandnet.com/~rcarr/peer.html

A place to learn about mentoring and peer helping as well as order materials and register for workshops. You are already here!


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Six Year Program Ends

The National Stay-in-School Initiative which had a six-year run from 1989-1995 under the direction of Human Resources Development Canada (HRDC) has come to an end. The results of a formal evaluation of the Initiative were described in Oddysey 3.1, and by all accounts the Initiative was one of the most highly successful education programs launched by the Canadian government.

HRDC is in the process of compiling a publication that features the successful projects, models, tools, resources, and training techniques developed during the six years of the Initiative. According to Jean Dupont, Chief of Youth Programs and Services for HRDC, The purpose of the publication is to make these resources known to other partners in the field of school retention. We hope that these publications will encourage and inspire others to replicate and use worthwhile models and products.

To obtain a copy of this document when it is completed, write to Terry Bradshaw, Youth Consultant, Youth Programs and Services, 4th Floor, Room 4K01 Phase IV, Place du Portage, Hull, Quebec, K1A 0J9 or call (819) 953-2464; fax: (819) 953-9354.


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Ingredients of Successful Mentor Programs

If you were the King of Ithaca and had to leave your family to fight in a war that was going to last 10 years, who would you want to guide your children in your absence? More than 4,000 years ago, Odysseus faced this decision, and he asked his friend, Mentor, to guide his son Telemachus, while Odysseus led the Greeks to victory in the Trojan War.

Today the term mentor usually means a more-experienced person who acts as a guide or model for a less-experienced person. Mentors can often be found on the job, but they can also be relatives, older friends, teachers and others we encounter in our lives. Mentoring typically takes place in an informal way, and often neither the mentor nor the person being mentored (typically called the protege) is completely aware that a lasting influence is in progress.

Recognizing the important role mentors have in the lives of successful people, has led educators, social service organizations, and corporations to establish more formalized mentor programs. Mentor connections have been created to orient new employees, foster executive development, assist in career advancement, improve job performance, lower employee turnover, enhance creativity, and increase leadership potential.

Mentor programs in schools and universities for both students and employees have increased rapidly in the last four years in part due to the support of the Stay-in-School Initiative of Human Resources Development (Canada). As a result of this Initiative, and the mentoring strategy implemented by our organization, an estimated 130,000 students have been formally connected to an adult mentor, and many of these mentors have been volunteers from the business community.

The success of these mentoring connections as well as the success of mentoring programs in general are dependent on a number of key factors most of which parallel effective volunteer programs. First, while mentoring often takes place in an informal manner, deliberate and systematic planning and delivery of a mentoring program increases the chances for a successful interaction. There must be a sense of vision, mission, purpose, and objectives associated with mentoring. Workable practices must be developed for recruiting, screening, matching or linking, supporting, evaluating, and ending mentor connections. In addition support for mentoring must be anchored within all levels of the organization.

Second, both the mentor and the partner (our term for protege) must perceive that their needs are being met. All too often mentor connections are made for the benefit of the partner only. If a mentorÍs needs are not included as part of the mentoring program, then the mentor will often become dissatisfied, dropout, or dissuade others from becoming involved. Mentor needs can be met in a variety of ways including providing experiential-based (as compared to lecture-based) training for mentors, prescribing limits or boundaries (thus clearly identifying expectations), providing problem-solving support, recognizing and celebrating mentor efforts, and involving the mentors in program growth and direction.

Another way that mentor needs can be realized is by taking into account the developmental experience of the mentor. Older persons are more likely than younger persons to want to contribute to the growth and development of others. Younger persons may be more interested in advancing their own careers, whereas older persons feel a greater need to regenerate themselves in others. Senior executives, mature employees, grandparents often have stronger needs to help others than those persons struggling to develop their careers and families. Therefore, a natural exchange can take place between older, more experienced volunteers and younger less-experienced partners.

Mentoring, like other volunteer work, is often activity or project focussed. The mentor and the partner work on a common activity or discuss a mutual interest. Possibly the mentor introduces the partner to a new area of learning and the mentor guides the partner in the learning process, providing hints, tips, encouragement, and support. However, the third factor contributing to the success of mentoring is the degree to which the mentor and the partner are willing to work on the relationship-building aspect of their connection.

Relationship building in mentoring relies on a sense of mutuality; a sense that both persons are gaining something of value from their time spent together. The mentor and the partner are not just doing: they are also being. Mentors and partners value their time together because of mutual respect and regard for one another. They contribute to each otherÍs sense of worth and dignity. Often the ability to add quality to the relationship relies on training sessions that help both the mentor and partner learn how to enhance their relationship. Our materials, for example, provide training sessions for the mentors, training sessions for the partners, and training sessions for the mentors and partners together.

A final factor that contributes to the success of mentoring is the overall cultural climate that exists in Canada. Around the world Canada is known for its ability to help others, mediate disputes, keep the peace, and provide assistance in times of crisis and distress. Unlike citizens of other highly productive countries, Canadians are welcomed in virtually every other country on this planet. While this helping-oriented cultural value may be obscured from time to time on the home front, it is an ingrained and sustained quality which supports the development of all types of volunteer activities.

About the Author

Rey Carr is President of Peer Resources, a training and consulting corporation located in Victoria, British Columbia. Rey is the co-author of CanadaÍs most widely used peer support training manual and is also the co-author of the highly acclaimed mentor strategy resource kit. Rey is CanadaÍs leading authority and an internationally known expert, lecturer, and workshop leader in peer helping. (This article by Rey Carr is reprinted with permission of the publisher from The Journal of Volunteer Resources Management, 4, 1, pp. 5-7.)


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Historic Shift in Labour Market

A major goal of mentoring for high school students is to help them gain a diploma and continue on to some post-secondary education or training such as a university degree, college diploma, or trade certification. According to Bruce Little in the March 13,1995 issue of The Globe and Mail, if you have anything less, you will not get a job. Little tracked the growth of jobs and employment in Canada between 1990 and 1994, and found that employment was up for those with post-secondary credentials, and down for persons who did not complete high school (see Table I).

TABLE 1: Job Loss or Gain in Canada (1990-1994)
                                Number of New Jobs    Percent Gain   Percent of All
                                   (1990-1994)                or Loss       Jobs in Canada
_________________________________________________________
1. University
    Degree                        483,000                    +25%
2. Post-Secondary
    Credentials                 474,000                   +14%                   48%
3. Limited
    Post-Secondary           -36,000                   -03%                   16%
4. High School
    Grads                         -120,000                   -04%                   15%
5. No High School
    Diploma                     -445,000                    -17%                   12%
6. Elementary
    School Only               -229,000                    -23%                    09%
_________________________________________________________

The increased demand for higher levels of education and training represents a significant transformation of the work world. Little believes that three factors influenced this change: the advent of the computer has virtually eliminated low-skilled clerical and blue collar positions; high-level technology requires fewer workers; and the need for computer or technology literacy in the workplace has led to employers upgrading the skills of present workers.

An additional factor contributing to employer requirements for more education may be a societal trend towards credibility. As we approach the year 2001, we may be in the decade of credibility, where qualifications will play a greater role in all aspects of societal interaction, including services, employment, entertainment, law, sports, and institutions.

Eventhough the picture is brighter for those with degrees or advanced training, Little points out that many of these persons are underemployed, that is, the skills and knowledge they worked so hard to acquire are not being used in their job positions. This point is reinforced by a Statistics Canada survey, where 23% of Canadian workers believed they were overqualified for their jobs (Hryciuk, 1995).

While employers are hiring more highly educated employees, they often do not make the best use of these qualifications. Canadian employers must create what Hryciuk (1995) called the high-performance workplace, where workers can flex their varied skills and interests, exercise authority to make decisions, continue their education and training, experience their work as challenging and rewarding, have access to health and wellness supports, and benefit from family-friendly policies such as on-site child care, job sharing, home-based work sites, and flex time.

Young people who drop out of high school are clearly not likely to obtain employment. A degree or advanced training is the ticket to a job. However, if employers do not make use of the increased skills and training of employees, their productivity will be severely curtailed. On the job mentoring programs for new employees may be one of the concrete ways for employers to benefit from the employee resources available in the work place.

Hryciuk, D. (1995, May 12). High-performance workplaces required. The Vancouver Sun. p. D22.

Little, B. (1995, March 13). Amazing facts. The Globe and Mail, p. A7.


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National Mentor Network News

In Newfoundland, Wade Prior is still actively involved in mentoring. During the weekend of March 24-26, 1995, Wade conducted a three day combination Mentorship/Peer Helping workshop for 25 participants with the Bay DEspoir Integrated School Board. Participants, students and adults, thoroughly enjoyed the experience.

In October, 1995, Wade will be making two presentations on community-based mentorship at the provincial conference organized by the Addictions Treatment Services Association.

Wade is also a member of the Board of Directors of the Burin Peninsula West Youth Initiatives Program which provides mentors for students at risk of substance abuse. The program has demonstrated considerable success and has received additional funding for another 8 month time period. (For more information, contact Wade at the address on the last page of this issue of Oddysey. )

Does mentoring end when the Stay-in-School program ends? Not according to Dave Cameron who recently left his post as Stay-in-School coordinator to become a full-time guidance counsellor for the Western School Board of Prince Edward Island. Dave reports that there is a mentoring committee of seven teachers and one administrator that spearheaded a program where students were informally mentored for 45 minutes twice a week. The whole school was involved and issues that were relevant to the school were addressed.

Each of the committee members was assigned a block of teachers. The teachers were mentored by the committee members prior to their delivery of the sessions to their assigned classes. Dave reports that the program is currently undergoing an evaluation to determine whether it should continue on. (For more information, contact Dave at the address on the last page of this issue of Oddysey. )

From the far reaches of Kenora, Ontario, Celynn Williamson passes on her greetings to all the other National Mentor trainers. Celynn has been busy consulting with a variety of groups, including a local First Nation community to help them develop a training and support group to promote continuing education and high school completion. Celynn remembers fondly the original Victoria training group which got her started with her interests in mentoring.

Although National Mentor Leader, Charles Boehm-Hill recently moved from Toronto to Victoria, he hasnÍt lost any time providing valuable services for youth. Charles is busy delivering workshops on Cultural Diversity, Managing Diversity in the Workplace, and Conflict Resolution. These three areas seem to be what organizations want and need, reports Charles. I am proposing some work with youth in elementary and high schools around prejudice reduction and violence. I have already conducted about eight workshops and have five more confirmed for the near future.

Charles bases his workshop content on the fact that violence is often the result of prejudice and mistreatment. When we are hurt, we want to pass the mistreatment on to some group that has less power than our own, according to Charles. Young people experience this every day in schools. We are providing them with a model that addresses the concerns of youth through peer mentoring.

Anyone interested in offering workshops on diversity in schools, organizations, and businesses should contact Charles at the numbers listed on the last page of this issue of Oddysey.

Phillippa Cranston-Baran and Dan Baran had organized a March, 1995 Round Table forum in Vancouver, B.C. where regional champions of the Stay-in-School Initiative would come together from across Canada to share and celebrate their achievements and experiences. The objectives of this forum were to develop a compendium of what works with youth, document exemplary practices, and extend and renew networks and commitments to work with youth. Despite all their planning, and their superior ability to facilitate such a conference, the forum became a victim of funding cutbacks associated with the winding-up of the Stay-in-School Initiative. Dan and Phillippa can be contacted at Box 34, Arnprior, Ontario, K7S 3H2, tel: (613) 623-6702, fax: (613) 623-6707.

Fran Chaplin of the North York School District reports that the schools in her district have recruited 30 mentors for 14 schools and that they have partnered with the Metro Volunteer Centre to recruit additional mentors. As a bonus for the mentors, Marilynn Burke, a supertrainer for the ENGAGE training and the supervisor of the North York Career Centre provided a half-day session for the community mentors on ENGAGE. The mentors found the session quite valuable, and why wouldnÍt they? After all ENGAGE is a proven system for helping young people, particularly those who have disappointing learning experiences, take charge of their learning. Marilynn or Fran can be contacted at 5050 Yonge Street, North York, Ontario, M2N 5N8, tel: (416) 395-8429, fax: (416) 395-4508. Or send an e-mail message to Fran

Lisa Ostiguy, Assistant Professor in Leisure Studies at Concordia University let us know that for the past five years the Concordia University inner City Youth Recreation project has paired inner city youth with a university student mentor. The project offers free leisure services and programs to youth such as sports, drama, dance, and arts and crafts. The relationships that develop between the mentors and the youth serve as a foundation for needed tutoring and counselling.

The Leisure Studies program at Concordia offers students an opportunity to combine academic study with on-the-job, professional training. The students, in turn, provide targeted schools, households, and community agencies with no cost, supervised services. In the 1994-1995 session the project reached over 450 youth and included 65 volunteers. Dr. Ostiguy reports that all parties benefit, and the students have an opportunity to experience the practical aspects of their theory based education. For more information contact Professor Ostiguy at Concordia University, 7141 Sherbrooke Street West, Montreal, Quebec, H4B 1R6, tel: (514) 848-3340; fax: (514) 848-3492.

One of the spectacular outcomes of the National Mentor Strategy was the exponential growth in the number of persons who became mentor trainers as a result of the initial train-the-trainer workshop held in Victoria. In a report detailed in a previous issue of Oddysey (vol 2, no. 4), it was estimated that more than 2200 persons were trained by the initial core group of 30 National Mentor Leaders, resulting in more than 130,000 students being paired with mentors.

Kim Hebert of the Saskatoon Family YMCA is an excellent example of the success of the train-the-trainer pyramid. Kim received her initial training from National Mentor Leader, Debby Froling Boyle, and then went on to lead several mentor program workshops, helping people throughout Saskatchewan to establish effective mentor programs. The main objectives of the workshops, which were based on the workshop outline published in Oddysey (vol 2, no. 2), were to assist participants to create mentor programs in their back-home areas, and to provide training for the mentors they would recruit for their programs. From the feedback and follow-up evaluations it is clear that Kim was successful in achieving her objectives.

Kim let us know that the Saskatoon YMCA Mentor Program has had great success in becoming a multifacted program. Included in the mentor services are: mentor partnerships, parenting sessions for the parents of youth in the program, training for trainers in mentor program development, mentor skills enhancement sessions, relationship enhancement sessions, and computer assisted learning. Kim Hebert can be contacted at 25 - 22nd Street East, Saskatoon, Saskatchewan, S7K 0C7, tel: (306) 652-7515; fax: (306) 652-2828.


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Mentors for Athletes

The Mentorship Challenge Program at IceLand Academy in Langley, British Columbia, is in its early stages of development due to the fact that the school is brand new. Iceland Academy (currently with students in grades 5 to 10) was founded in the summer of 1994 by Todd Decker, ex-Michigan Tech Husky and former W.H.L all-star, in response to the need for a school designed specifically to provide serious athletes with the daily sports development they desire and the academic programs they both need and deserve.

The athletic focus in the first year is hockey, and plans are underway for future programs in baseball and equestrian training. For the current school year the IceLand Academy athletic director has developed a computerized program which tracks the continuous growth of each student-athlete in 400 specific hockey skill areas. Each morning students work at the sport they love the most. Leslie Chandler, the Principal of IceLand, reports that this arrangement acts as a motivator for students not just to stay in school, but to focus on their school work in order to retain the privilege to improve in their sport.

The IceLand Academy academic program is modelled after the Choice Program developed ten years ago by Helene Giroux, founder of the Choice Learning Centre for Exceptional Children Society in Richmond, British Columbia. Students study the required curriculum at their own pace in conjunction with their individualized educational plan (IEP). Each IEP outlines personal goals and choices for the school year made by the student, the parents, and the teaching staff. Once their current school year academic requirements have been successfully mastered, students are given the choice to pursue the learning requirements in succeeding grades. Furthermore IceLand Academy provides students who consistently excel and who display continuous positive attitudes in school with the option of participating in a mentorship program in order to pursue their academic passion.

The Mentorship Challenge Program was initiated in January, 1995 and has placed students with mentors in marine biology and sports medicine. For instance, Glenda, a grade 10 student, expressed a desire to combine her love of sports with her passion for science. As a result she will be auditing a fourth-year university course in Sports Medicine, and Glenda will share the information she gains through a series of presentations to her fellow students at IceLand Academy.

Another student who is in grade eight, Tim, travels one morning weekly to an aquarium to gain experience as a lab assistant as well as provide one on one guided tours through the facility. When TimÍs six-week program concludes, he will, like Glenda, also present the results of his experience to his classmates.

Other mentorship connections are currently being developed in fields such as engineering and commercial art.

The purpose of the IceLand Academy Mentorship Program is two-fold: one, to develop a relationship between an expert in a given field and a student by enhancing a studentÍs curiosity about the field; and two, to extend the student-mentor relationship by encouraging student creativity. For more information about the IceLand Academy program contact: Mrs. Leslie Chandler, Principal, 20097 - 72 Avenue, Langley, British Columbia, V2Y 1S7, tel: (604) 530-8807; fax: (604) 532-0600.


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Job Shadowing Report from British Columbia

Dave Scott and Marvin Moedt in School District #35 are using community and peer mentors for their jobshadowing and mentoring project (JAM). One hundred and thirty grade 7 and 8 students were identified and matched with students in grades 11 and 12. Dave reports that having an older high school buddy really made the younger students feel important and eased the transition between elementary and high school.

Besides helping their buddies become familiar with the new school environment, the older buddies assisted the grade 7 and 8 students explore personal interests and strengths. The project facilitator then used this profile to match the younger student to someone with similar interests in the work world. A jobshadow was arranged and, if the partners hit it off, the student visited the work site weekly.

Stephen, a grade 7 student, has been visiting a mechanic at a local towing service, one afternoon a week for eight months. Reflecting on his experiences, Stephen says that the staff treat me with respect. That is really important; adults do not often do that. They say you are just a little kid. But we can do things. Stephen pulls on his greasy overalls to assist and observe everything from tire repairs to troubleshooting electrical problems. My mentor cannot believe how much I know about tools, says Stephen. He is even letting me do more and more. I do oil changes, and even opened a catalytic converter. I also went down to help out on my own during the Christmas school break.

Students from the Langley School District have shadowed an explosives inspector, veterinarians, cartoonists, hockey players, actors, scuba divers, hydro lines workers, fire fighters, accountants, a ferry captain, and a dog breeder to name a few. There is nothing like a shared interest to draw people together, notes Moedt. The work environment is highly motivating for kids, especially kids who have a hard time seeing the connection between school and the world of work.

The aims of the JAM Project are to build connections between students and their community, increase student self-awareness and self-esteem, and help students set personal and career goals. Not all jobshadows turn into long term relationships, but the value of the connection is not lost. Students frequently look up their contacts in later years for advice, work experience, employment, and other forms of support. When you bring two people together, even if it is only for a short time, you are changing perceptions and changing lives, say Scott and Moedt. For more information contact Marvin Moedt, Job and Mentorship Project Coordinator, 4875 - 222 Street, Langley, B.C. V3A 3Z7, tel: (604) 534-7891; fax (604) 532-1404.


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Debbie Froling Boyle Reports from Saskatchewan

Hello from Saskatoon! I am glad to learn that Oddysey is continuing; our staff members enjoy looking through it. I thought you might be interested to learn about how our organization is promoting mentor programs, so here is a progress report.

Big Sisters Association continues to promote mentoring through matching male and female children, 5-16 years of age to adult volunteers. We recently celebrated our 20th year of promoting mentoring and its philosophy within Saskatoon! Over the past 20 years we have provided mentoring services to over 5,000 children/families in our community. The total number of volunteer hours over the past 20 years has been a phenomenal 728,000 hours! This truly shows the commitment, dedication and a belief in mentoring by every person involved. We are quite proud to be one of the mentoring forerunners in Saskatoon.

The mentoring information provided by Peer Resources has been an invaluable source of information and knowledge. As a rule we have always provided educational sessions to our volunteers and Little Brothers/Sisters (LSB) on topics such as building self-esteem, communication, trouble-shooting with your match, physical, sexual, and drug abuse issues, and helping make healthy choices. Since one of those healthy life choices is staying in school, we help children and youth work through issues that are affecting their time and education at school. We provide on-going support to our volunteers to use what they have learned in their educational sessions in their matches.

By encouraging communication, listening, empathy, and support within the matches, we believe we can lessen the hurdles youth face in school. Our volunteers will sometimes act as tutors, if need be, and role model the benefits of finishing school through their own life style attained by their making their own health life choices.

The belief of those at our Agency is that a feeling of connectedness to school begins at a very young age. We also believe that parents have a strong influence on their childÍs feeling of connectedness to school. We recently attended ñNobodyÍs Perfectî training to help us work with the parents of children in our program. Prevention programming is a key area within our Agency, and many of the other persons who attended the NobodyÍs Perfect workshop were eager to gain more information about mentoring.

Our success rate for children finishing school and making healthy life choices is high for those children who started our program at a young age. It seems that the older the child is when they enter our program, the more difficult it is to get them to reduce or reverse a sense of being unconnected with school.

I am glad to learn that Cathy Cochrane is continuing to provide mentor leader training in Saskatchewan. I am not actively conducting mentor trainings outside of the Agency, but I am promoting mentoring within our organization to our children, youth, families, and volunteers. To contactDebbie


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Cathy Cochrane Reports from Saskatchewan

I enjoy reading in Oddysey what other National Mentor Trainers have been up to, so here are some details of the training workshop we put on last year. We planned for twenty participants, and we had a very enthusiastic group from around Saskatchewan come to Fort QuAppelle.

The workshop took place at the Prairie Christian Training Centre which is located on the shores of Echo Lake in the picturesque QuAppelle Valley. Even B.C. does not have anywhere more beautiful! Although the dorms are fairly old and very basic, all the beds have hand-made quilts. The staff was exceptionally friendly, and the renovated meeting rooms as well as the wonderful home cooked meals more than made up for the lack of luxury. We had three all you can eat meals, two nutrition breaks, and all the coffee and juice we could drink.

We gathered together for supper on Sunday, March 6th, allowing time for participants to travel to Fort QuAppelle. We convened for three hours Sunday evening to meet one another, establish workshop goals and objectives, and get the nightly homework „ ooops! „ I mean connecting exercise.

While the workshop was intense, I used the less is more philosophy, and kept the evenings free. We worked from 9:00 am to 4:30 pm, and I followed our national training outline, modifying it slightly to fit our time schedule (see page 13). We wrapped up at 3:30 pm on Wednesday so participants, some of them with a six hour drive, would not be arriving home too late or exhausted for work the next day.

The results of the workshop evaluations reflected considerable value for the participants. In addition three of the participants were from the Kindersley District which will be hosting the Provincial Guidance and Counselling Convention. They liked what they got from the workshop, and they asked me to do a mentoring presentation at the Convention. Anyone who would like more information can contact me. Contact Kathy.

Sunday P.M.

Outcome: As a result of this session, participants will have a clear understanding of the beliefs that drive the mentoring model and an opportunity to get acquainted with all other participants.

7:00 Welcome. Facilitator Introduction; Overview of Agenda. *Taking Care of Business.* Basic Beliefs: *What you need to understand to gain optimum benefit/learning/growth from the experience.* Introductions: *Three Things Exercise.*

9:00 Closure: *How do you feel about being here?* Bridging Activity: *Foundation Paper.* Informal get together: *Coffee and Goodies.*

Monday, A.M.

Outcome: As a result of this session, participants will understand the theory and philosophy supporting the mentoring model, and determine the ways the model matches each participantÍs personal experience.

9:00 Unfinished Business: *Name Check*

9:15 Small discussion groups

9:45 Re-form small groups - discussion

10:30 Break

10:45 Small discussion groups - answer questions

11:30 Reconvene in large group

Monday P.M.

Outcome: As a result of this session, participants will understand the experiential learning cycle and its implications for mentor and partner learning, personal meaning, and the concept of personal expertise. Participants will build group safety guidelines to be applied for the duration of the workshop in order to increase comfort zones.

1:00 Experiential Learning Cycle: *Risk-Taking Exercise.*

1:45 Experiential Learning Cycle: *Conceptual Description.*

2:30 Break

2:45 Small Group Action: *Design an Experiential Session.*

3:45 Closure: *Feelings, thoughts, wishes.*

Bridging Activity: *Mentor Program Development Details*

Tuesday A.M.

Outcome: As a result of this session, participants will strengthen their understanding of and ability to use the experiential learning cycle by leading a mentor/partner training session, by observing others lead a mentor/partner training exercise, and by participating as mentors and partners in a simulated training session.

9:00 Pairs Demonstration: First Exercise and Feedback.

9:45 Paired Demonstration: Second Exercise and Feedback.

10:30 Break

10:45 Paired Demonstration: Third Exercise and Feedback.

11:30 Paired Demonstration: Fourth Exercise and Feedback.

Tuesday P.M.

Outcome: As a result of this session, participants will understand facilitator characteristics and behaviours, as well as environmental and exercise characteristics that contribute to learner safety, risk-taking, and learning. In addition participants will understand a consultation model for mentor program coordinators.

1:15 Paired Demonstration: Fifth Exercise and Feedback.

2:00 Large Group: *Debriefing Using the Learning Cycle*

2:30 Break

2:45 Consultation Skills: *Overview of Model*

3:15 Consultation Practice: *Participant Challenges Back-Home*

3:45 Closure: *Validating TodayÍs Learning;* Bridging Activity: *Needs, Goals, Support, Selection*

Wednesday A.M.

Outcome: As a result of this session, participants will discuss key issues in creating a mentor program such as community needs, program goals, establishing support, recruiting and selecting mentors and partners. 9:00 Unfinished Business

9:15 Dyad Brainstorming: *Generating Back-Home Support*

10:30 Break

10:45 Dyad Brainstorming: *Generating Needs and Goals*

11:45 Gallery Walk: *Review Charts and Solutions*

Wednesday P.M.

Outcome: As a result of this session, participants will focus on their own mentor program development and discuss and plan for any issues left unaddressed.

1:00 Unfinished Business

1:15 Dyad Brainstorming: *Selection and other Issues.*

2:30 Break

2:45 Dyad Brainstorming: *What is Left? What is Right?*

3:45 Closure: *Where to? How to Support One Another? Gains?*

4:00 Bon Voyage: *Safe Journey Home.*


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Jim Baker Reports from Nova Scotia

If I were to place my current role in regards to mentor program development on the experiential learning cycle chartpad, I think I would have found myself moving from the action and concrete experience sectors to the areas of reflection and generalization.

Over the past two years I have facilitated workshops, appeared on a regional TV talkshow, appeared in newspaper articles, consulted with others in their program development, and generally tried to incorporate mentoring into my work at the Nova Scotia Department of Health Drug Dependency Service.

These activities lead to a variety of expressions of interest, several of which resulted in programs being developed and expanded to include a mentoring component. These include junior and senior high school as well as community based programs which have a recreation interest and see an expanded role for themselves.

I now find myself more in the role of talking about mentoring in response to concerns not for program development per se, but in response to the broader question about a communitiesÍ ability to respond to the challenges they face. As government reduces its direct service delivery role and more is required at the community level in terms of dealing with the same problems but with less money, personnel are more concerned about clarity of function. In response to the destabilizing and uncertainty present, people are reflecting on avenues available in terms of looking after their own communities. Mentoring as a strategy may be implemented as communities become mentors to other communities.

I find a renewed emphasis on resiliency and harm reduction in models of approaches to be looked at in the field of drug dependency. This lends a very natural way to talk about mentoring as a workable option to meet a variety of needs. To illustrate, I made a summary of a presentation I gave as part of the International Year of the Family series into a brochure. The brochure emphasizes getting adults involved with youth, and the need to build bridges to the future by insuring that young people gain the caring and concern available in society.

I am also finding that the Mentor Program Development Resource Kits are being circulated and read but with no requests for workshops in these financially constrained times„people cannot afford the time. However, with this has come examples of the natural support peers provide that Rey Carr spoke of in his editorial in the Peer Counsellor Journal (Spring, 1993). People are beginning to do what comes naturally with mentoring: they are meeting their own needs with less formal guidance. An example of this B.U.I.L.D., a youth leadership and mentorship program sponsored by the Nova Scotia Black Cultural Centre and the Halifax County-Bedford District School Board.

My role continues as a climate builder and resource person in regards to mentor program development. The biggest change I see in the landscape is a result of government downsizing„people are being forced to examine options previously perceived as outside their roles or capabilities. I am attempting to put mentoring on their new agendas as the opportunities arise.

My feeling is that mentoring will be increasingly seen as a viable option for meeting a variety of people needs as well as organizational needs. The latter will play out in the form of decentralized functions in regional programs and does not necessarily mean more bureaucratic control.

I am looking forward to the next edition of Oddysey to catch up on what is happening. I have also found Oddysey to be a valuable promotional tool thanks to the well written articles and features.


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How to Order Mentor Trainer Binders

National Mentor Leaders can order the English or French versions of the Mentor Strategy Program Development Resource Kit/Trousse documentaire delaboration du programme de mentorat (training binders) at cost ($49.95) from Peer Resources. Individual copies of the Kit will be sent for review to persons who have not participated in a training; however, each review Kit will include an evaluation form, and a request to contact the National Mentor Leader for that province.


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Reports from the Research

Student Teachers Changed by Mentors

A study in England showed that student teacher classroom practice was influenced by the support and advice provided to them by teacher training tutors and school teacher mentors. The mentor greatest impact was on what to teach (the curriculum); tutors influenced how to teach (methods); and friends and relatives emerged as an important resource for planning. (Source: Mcnamara, D. (1995). The influence of tutors and mentors upon student teacher classroom practice: An exploratory study. Teaching and Teaching Education, 11, 51-61.)


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Role Conflict Between Teacher and Mentor

In her review essay on three recent books associated with mentoring (Teachers as Mentors: A Practical Guide by Barbara Field and Terry Field; Mentoring: Perspectives on School-Based Teacher Education by Donald McIntyre, Hazel Hagger, and Margaret Wilkin; and Mentorship in the Primary School by Robin Yeomans and John Sampson), sociologist, Joan Whitehead points out that scant attention is given to how the teaching profession is changing or the ways in which mentoring is changing the skills needed to be a teacher. Mentoring books, according to Whitehead, place considerable emphasis on the prescriptions, best practices, and practical descriptions, but often ignore the social context for the mentoring role. Schools which support inquiry and questioning would blend well with a reflective mentor role; and schools where teaching relies on the transmission model are likely to grasp the mentor as expert or master crafter. (Source: Whitehead, J. (1995). Review essay: Mentoring. British Journal of Sociology, 16, 129-133.)


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Can a Mentor Go Too Far?

Academic failure is most likely brought about by teachers who fail to care for both the subject and the lives of students. Is there a proper balance? Can teachers go to far by stressing subject matter and ignoring student life experience? Can teachers go to far by getting involved in student personal life and ignoring academic standards? Unfortunately no appropriate formula exists to guide teacher balance. Teachers must find their own way on this continuum by examining their own strengths and weaknesses and by identifying the specific needs of individual students. (Source: Booth. W.C. (1994). Beyond knowledge and inquiry to love: Who mentors the mentors? Academe, 29-36.


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Searching for the Best School-to-Work Model

In Germany virtually all students have an opportunity to participate in apprenticeship programs, but their opportunity to move from one type of job to another is extremely limited. In the United States, young people have less of a chance to get the training they need for particular employment, but can move from one job to another much more easily. Combining the best of both systems while recognizing the democratic principles of North American society has led many regions to initiate tech-prep programs or career academies. Creating a learning-oriented work place and a work-oriented learning place is the solution for successful school to work transition programs. (Source: Hamilton, S.F. & Hurrelmann, K. (1994). The school-to-career transition in Germany and the United States. Teachers College Record, 96, 2, 329-344.)


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Mentoring is a Two-Way Street

New employees benefit from being mentored by more experienced workers, but do the mentors also benefit? Can the boss learn from the employee? For mentoring to be successful there must be a focus on the interpersonal relationship, and this means that the mentor must also gain from their partner. This mutuality may be a recruiting tool for executives who believe their timetables are just too jammed to just give more to others. When they know that they will also be learning through the exchange, they are more likely to experience the mentoring activity as a valuable use of their time. (Source: Mullen, E.J. (1994). Framing the mentoring relationship as an information exchange. Human Resources Management Review, 4, 3, 257-281.)


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Give Students Stay-In Power

Students from 13 schools in the Southern U.S who had considered dropping out, but decided to stay in school. completed a survey to determine what factors made them stay. Poor grades and problems at home were most often cited as reasons to drop out. However, at-risk students rated teacher behaviours such as showing concern, listening, enhancing self-esteem, and expectations for success as crucial to their decision to remain in school. (Source: Downing, H. LoVette, O., and Emerson, P. (1994). An investigation of at-risk students reasons for staying in school. Journal of Humanistic Education and Development, 33, 2, 83-88.)


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Successful Employees Have Access to Mentors

Have you been mentored today? If you are a new employee and do not perceive that mentors are available in your organization, then your tenure with the workplace is tenuous. Without mentors, new employees are more likely to feel alienated form the workplace or experience lower levels of job satisfaction. (Source: Koberg, C.S. et. al. (1994). Correlates and consequences of protege mentoring a large hospital. Group & Organization Management, 19, 2, 219-239.)


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Attracting a Mentor

A recent study examined the career success of 147 managers and professionals and found that initiating a relationship with a mentor was a key ingredient in job success. Maintaining a relationship with a mentor seemed to rely considerably on the personality or attitudes of the partner. For example, employees who believed that effort was related to success, that feedback helped performance, and that self-worth influenced willingness to take on challenges, were all more likely to have mentors. (Source: Turban, D.B. & Dougherty, T.W. (1994). Role of protege personality in receipt of mentoring and career success. Academy of Management Journal, 37, 3, 688-702.)


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Cut Costs with Mentors

Health care costs are steadily rising, and one place that costs can be reduced is by reducing staff turnover. While the cost to society of student dropouts has been calculated, many organizations have not taken into account the high cost of employee turnover. Meeting the needs of employees through mentoring will enhance employee retention and reduce the high costs of staff turnover. (Source: Carey, S.J. & Campbell, S.T. (1994). Preceptor, mentor, and sponsor roles: Creative strategies for nurse retention. Public Health & Health Care Science, 24, 12, 39-48.)


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Grade Retention and Dropping Out

Students who are held back a grade in elementary school are more likely to dropout. Even when background, performance, and attendance are taken into account, grade retention increases the odds of dropping out. The worst part of being held back is being older than the other students in class, particularly when developmental changes start to occur, and the older student has little in common with classmates. There is little evidence that grade retention has positive psychological benefits. (Source: Roderick, M. (1994). Grade retention and school dropout: Investigating the association. American Educational Research Journal, 31, 4, 729-759.)


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When Mentoring Is Not Enough

Although more women now enter the workforce and move into non-traditional jobs, female mentors may not yet be available to help navigate the conditions that contribute to stress and burnout. Male mentors for women may actually add to rather than mediate worker stress. Cross-gender mentoring can increase emotional exhaustion, and male mentors may not have the perspectives necessary to provide the support needed for female workers. Men, for example, may emphasize status and independence, whereas women mentors may emphasize connection and intimacy. (Sources: Dolan, S.L. & Zeilig, P. (1994). Occupational stress, emotional exhaustion and propensity to quit amongst female accountants: The moderating role of mentoring. (Document No. 94-06). MontrÚal: UniversitÚ de Montreal, °cole de relations industrielles. Feist-Price, S. (1994). Cross-gender mentoring relationships: Critical issues. Journal of Rehabilitation, 60, 2, 13-17.)


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Dual Role of Mentor and Partner

Graduate students in university programs often have professors as mentors. But can the graduate student be a mentor as well? A recent survey of psychology departments in American universities revealed strong support for, but few actual examples of, programs where graduate students acted as mentors for undergraduates. The use of graduate students as mentors may mediate the alienation that undergraduates experience in large classes. (Source: Bettencourt, B.A., Bol, L., & Fraser, S.C. (1994). Psychology graduate students as research mentors of undergraduates: A national survey. Psychological Reports, 75, 963-970.)


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Developmental Mentoring for Teachers

When mentors have an understanding of career development, they can adjust their support and skills to match the needs of their partners. In teaching, for example, beginning teachers typically focus more on self-oriented concerns (procedures, guidelines, and expectations). Later in their career they focus on task-oriented concerns such as classroom discipline, and as experience increases they focus on impact-oriented concerns such as the consequences of their actions on students. (Source: Smaby, M. et.al. (1994). Career development consultation skill training by counselors for teacher mentors. Journal of Employment Counseling, 31, 2, 83-95.)


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Do Advisory Groups in Schools Help Students?

Most teachers would support smaller class sizes, and many schools have started advisory groups where a teacher meets with a small group of students to discuss academic, social, and personal concerns. Advisory groups have been touted as antidotes to dropping out. Do students get what they need from such groups? An examination of student perceptions in one study showed that reactions were mixed. Teachers have little training to run such groups, often substituting group lessons for true and open dialogue with the students. Teacher feelings of inadequacy and frustration (this is not my job ) lowered their enthusiasm, and they often resorted to teaching resulting in students perceiving the group as just another class. (Source: Hagborg, W.J. (1995). High school student perceptions and satisfaction with group advisory. Psychology in the Schools, 32, 1, 46-51.)


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Publication Information

This Newsletter is published by:

Peer Resources

1052 Davie Street

Victoria, British Columbia

V8S 4E3

Copies can be obtained from the publisher. The accuracy of the information contained in this issue of Oddysey depends on a number of factors, including details supplied in writing to the publisher by National Mentor Leaders. The publisher invites submissions, letters and news from Mentor Network Members. Opinions expressed in this publication do not necessarily reflect the views and ideas of any official government sources.


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National Mentor Leaders

Jim Baker (Education Officer), Department of Health, Systems Reform Branch,1690 Hollis Street, Box 488, Halifax, Nova Scotia B3J 2R8, (902) 424-7218(W); (902) 424-0730(Fax)

Charles Boehm-Hill (Consultant),1417 Camosun Avenue,Victoria, British Columbia V8V 4Z5, (604) 480-7667(W); (604) 380-1933(Fax)

Dave Cameron (Guidance Counsellor), Westisle Composite High School, Box 38, Elmsdale, P.E.I. C0B 1K0, (902) 853-3335(W); (902) 853-3953(Fax)

Rey Carr (Senior Consultant), Peer Resources, 1052 Davie Street, Victoria, British Columbia V8S 4E3, (604) 595-3503(W); (604) 595-3504(Fax); e-mail: rcarr@islandnet.com

Cathy Cochrane (Teacher/Counsellor), Bert Fox Composite High School, Box 1205, Fort QuÍAppelle, Saskatchewan S0G 1S0, (306) 332-4343(W); (306) 332-4302(Fax)

Tom Connolly (Head of Counselling), Grand River Collegiate Institute, 175 Indian Road, Kitchener, Ontario N2B 2S7, (519) 576-5100(W): (519) 576-35649(Fax)

David de Rosenroll (Senior Consultant), Peer Resources, 1144 Chapman Street, Victoria, British Columbia V8V 2T6, (604) 920-5660(W); (604) 920-5650(Fax); e-mail: wd88@freenet.victoria.bc.ca

Debby Frûling Boyle (Case Worker), Big Sisters of Saskatoon, 625A Main Street, Saskatoon, Saskatchewan S7H 0J8, (306) 244-1844(W); (306) 244-4171(Fax)

Aileen Hartigan (Guidance Counsellor), Three Oaks Senior High School, 31 Lady Slipper Drive North, Miscouche, PEI C0B 1T0, (902) 436-4246(W); (902) 436-0133(Fax)

Kathy Hartigan (Drug Education Coordinator), Northside-Victoria District School Board, 127 Brook Street, North Sydney, Nova Scotia B2A 3M3, (902) 736-3639(W); (902) 794-2103(Fax)

Albert Hrytsak (Director), School of Cooperative Education, 10 Ambroise Lane, Winnipeg, Manitoba R2M 5N8, (204) 235-0360(W); (204) 233-5850(Fax)

Alan Jones (Coordinator of Student Services), Board of School Trustees District 2, 1077 St. George Boulevard, Moncton, New Brunswick E1E 4C9, (506) 856-3222(W); (506) 856-3224(Fax)

Sandra Koops (Employment Services Officer), Department of Employment and Labour Relations, Youth Strategy Division, 24 Kerry Street, St. JohnÍs, Newfoundland A1A 2E8, (709) 729-3779(W); (709) 729-6639(Fax)

Kathleen Lawlor (Guidance Counsellor), Appalachia School Board

Box 159, Port au Port, Newfoundland A0N 1T0, (709) 648-9521(W); (709) 648-2786(Fax)

Cynthia Laville, 288 Trenton Street, MontrÚal, QuÚbec H3P 1Z5, (514) 341-8635(W); (514) 289-8755(Fax)

Mary Low, 973-6th Avenue East, Owen Sound, Ontario N4K 2V4, (705) 728-1951(W); (705) 722-5123(Fax)

Gis¶le Maillet-Saulnier (School Social Worker), School District No. 12, C.P. 40, Bouctouche, New Brunswick E0A 1G0, (506) 743-7200(W); (506) 743-7225(Fax)

Shaun McElroy (Program Coordinator), Spectrum Community School Association, 1007 Kenneth Street, Victoria, British Columbia V8X 3J3

(604) 479-8271(W); (604) 479-8204(Fax)

Kelly Micetich, 222 Norwich Bay, Sherwood Park, Alberta T8A 5S2, (403) 464-6585(W); (403) 425-6286(Fax)

Roger Parent (School Supervisor), School Board No. 7, 610 Riverside Drive, Beresford, New Brunswick E2A 2M5, (506) 547-2771(W); (506) 547-8814(Fax)

Anna Pazdzierski (Administrator), Teulon Residences Inc., Box 110, Teulon, Manitoba R0C 3B0, (204) 886-2582(W); (204) 886-3048(Fax)

Catherine Plaw (Counsellor, Student Services), Champlain Regional College, 900 Riverside Drive, St. Lambert, Quebec J4P 3P2, (514) 672-7360(W); (514) 672-9299(Fax)

Glenda Plummer (Consultant, Student Services), Department of Education, Post Office Box 6000, Fredericton, New Brunswick E3A 5R2, (506) 453-2816(W); (506) 453-3325 (Fax); e-mail: gplummer@nbnet.nb.ca

Wade Prior (Educational Psychologist), Burin Peninsula Integrated School Board, Box 1172, Marystown, Newfoundland A0E 2M0, (709) 891-2150(W); (709) 891-2736(Fax)

Cyril Reid (Counsellor), Cumberland District School Board, 45 Donald Avenue, Amherst, Nova Scotia B4H 4A6, (902) 667-7525(W); (902) 667-9149(Fax)

Greg Saunders (Senior Consultant), Peer Resources, 1892 Connie Road, Victoria, British Columbia V9B 5B4, (604) 721-7990(W); (604) 642-6886(Fax); e-mail: gsaunder@hsd.uvic.ca

Dave Scott (District Administrator), Career Programs, School District No. 35 (Langley), 22259-48th Avenue, Langley, British Columbia V3A 3Z7, (604) 534-7891(W); (604) 534-7128(Fax)

Sheila Thompson, General Delivery, Coppermine, NWT, X0E 0E0


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