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Mentoring At St Augustine’s. By Linda McEvoy. Who are we?. St Augustine’s is a large Catholic school with over 600 students. We have over 50 Special Ed students. These students are diagnosed with a disability. Over 20 of these students are diagnosed with ASD.

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Mentoring At

St Augustine’s

By Linda McEvoy


Who are we
Who are we?

  • St Augustine’s is a large Catholic school with over 600 students.

  • We have over 50 Special Ed students. These students are diagnosed with a disability.

  • Over 20 of these students are diagnosed with ASD.

  • A further 200+ require some sort of an adjustment to the mainstream curriculum and will be part of the nationally consistent collection of data for 2014.


How does our mentoring program work
How does our mentoring program work?

  • We take just over one hour of resourcing per week and convert it to 15 minutes 1:1 time each day with a caring adult.


Why does it work
Why does it work?

  • Some students struggle to understand everyday life. By having individual access to a caring adult enables them to build trust and a bridge of communication.


Who does it cater for
Who does it cater for?

  • Children who have been traumatised or abused.

  • Children who have been diagnosed with Autism Spectrum Disorder.


Behaviours before being mentored
Behaviours before being mentored

Biting, kicking, screaming, head banging.

Curled up in the foetal position.

Barking like a dog.

Doing runners and melting down.

Trashing property.


Parents and teachers
Parents and Teachers

  • Feeling extremely frustrated, angry and helpless.

  • Grieving what they think should have been.

  • At this stage everything is negative.


After mentoring
After mentoring

  • A decreases in stress levels all round.

  • Smiling faces and experiencing success.

  • Making and achieving goals.

  • Better self regulation



What do we do
What do we do?

  • Tidy trays.

  • Kick the soccer ball.

  • Art and craft.

  • Explicitly teach students emotional regulation.






Profile
Profile

  • Tracy was a little girl who came from a very violent background.

  • She lived with her grandma.

  • Tracy would try to escape from school everyday.

  • One day she trashed a classroom so badly that the class could not return for a week.


Profile1
Profile

  • Johnny diagnosed with Asperger Syndrome.

  • He was extremely literal and found social situations confusing.

  • Johnny would swear a lot, have major meltdowns and then rock like a baby.

  • Johnny now attends high school.

  • He is passing with good grades.

  • He is working part time.

  • He is really good at sport.


Profile2
Profile

  • Helen lost her mum when she was a baby to drugs.

  • We don’t know where her mother is.

  • Helen, for a long time, had nowhere to live so a Govt. agency put her up in accommodation with rotating carers.

  • Helen was very quiet and placid at school.


Profile3
Profile

  • Jimmy is diagnosed with Autism.

  • When Jimmy came to our school he was non verbal and used his fingers to point.

  • Jimmy would get very frustrated.

  • Jimmy now talks in sentences and has made friends.

  • Jimmy loves coming to school.

  • Mentoring for him was about language and learning to communicate.


Profile4
Profile

  • Carter was diagnosed with Autism he also had an intellectual disability.

  • It would take him 2-3 hours and sometimes even up to 2 weeks to process information.

  • Sometimes Carter would hide under the desk for hours and refuse to come out.

  • Carter now attends high school.

  • He is happy and has made friends.



Who with

Who with?

I started mentoring this student when she was in year one. She is now in year 9. I finished mentoring her when she was in year 7. We still keep in touch.


Why?

This student was chosen for the mentoring program because she had attachment disorder and ODD. She was born to a drug addicted mother and a father who was in and out of jail. She was also abused at a very young age.


Obstacles?The biggest obstacle was TRUST. She has had a lot of let downs in her life. So it was essential I followed through on any promises or deals we had made together.




The challenges teaching her strategies to self regulate

The Challenges? there. Teaching her strategies to self regulate.


We made sure we caught every positive moment and turned it into a visual. So she could be constantly reminded of the positives.


We tried really hard to ignore the negatives

We tried really hard to ignore the negatives. into a visual. So she could be constantly reminded of the positives.


She has set goals one of her goals is to become a doctor

She has set goals. One of her goals is to become a doctor. into a visual. So she could be constantly reminded of the positives.


Another real life example
Another real life example into a visual. So she could be constantly reminded of the positives.

JB was an abused and neglected child.

He was removed from his parents care.

His neglect was so bad he developed an eating disorder.

The kitchen cupboards and fridge needed to be padlocked.


The following is an account from his ESO mentor. into a visual. So she could be constantly reminded of the positives.


What types of activities did you do with your student

WHAT TYPES OF ACTIVITIES into a visual. So she could be constantly reminded of the positives.DID YOU DO WITH YOUR STUDENT?


We made a book called all about me
We made a book called ALL ABOUT ME into a visual. So she could be constantly reminded of the positives.

With photos, favourite things e.g, food, colour, sport, movies, likes and dislikes etc


Played board games
Played board games into a visual. So she could be constantly reminded of the positives.


Played basketball and football
Played basketball and football. into a visual. So she could be constantly reminded of the positives.

He picked a buddy from his class. A different one each time. During this time he would be observed and I would intervene if needed. Sometimes role playing like taking turns and the right things to say.


Interviewing students
Interviewing Students into a visual. So she could be constantly reminded of the positives.

From class using a questionnaire sheet.


A positive reinforcement poster
A Positive Reinforcement Poster into a visual. So she could be constantly reminded of the positives.

A photo in the centre of the poster with positive words describing himself.

So every time he had a negative thought about himself, we would look at the poster and he would have to say something nice about himself.


Cooking
Cooking into a visual. So she could be constantly reminded of the positives.

Made pizzas, iced biscuits, made sandwiches.

We made a recipe book.


Practiced breathing techniques
Practiced breathing techniques. into a visual. So she could be constantly reminded of the positives.

For when he gets angry sometimes.


  • Social scripts into a visual. So she could be constantly reminded of the positives.

  • Listening to music ( hearing hidden sounds in music )

  • Design and craft projects

  • Kite flying

  • Listening games

  • Visual cue cards


Life skills
Life skills into a visual. So she could be constantly reminded of the positives.

How to read bus and train timetables, how to tie shoelaces, money ,using a mobile phone, brushing teeth, grocery lists etc


Made transition booklet for high school into a visual. So she could be constantly reminded of the positives.

Visited high school with him for transition support.


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