STEER
MENTOR
TRAINING
HANDBOOK
1
Contents
1
Introduction to the STEER Team ............................................................................. 4
2
Introduction to mentoring ......................................................................................... 5
3
4
5
2.1
What is a STEER? ............................................................................................ 5
2.2
What is a STEER mentor or buddy?.................................................................. 5
2.3
The mentor role ................................................................................................. 6
2.4
How can a mentor make a difference? .............................................................. 7
2.5
Supporting mentees .......................................................................................... 8
2.6
Helping mentees with decision making .............................................................. 8
2.7
Responsibilities of a mentor .............................................................................. 9
2.8
The mentoring cycle ........................................................................................ 11
2.9
Boundaries, establishing ground rules, and confidentiality .............................. 13
2.9.1
Self Disclosure ......................................................................................... 14
2.9.2
Trust and confidentiality ........................................................................... 14
2.10
Effective communication .............................................................................. 15
2.11
Active Listening ........................................................................................... 16
2.12
Monitoring progress of the mentoring relationship ....................................... 18
Practical mentoring ................................................................................................ 20
3.1
STEER Contracts ............................................................................................ 20
3.2
If you change your mind .................................................................................. 20
3.3
Matching mentors with mentees ...................................................................... 20
3.4
First contact and meeting ................................................................................ 22
3.4.1
Email Contact........................................................................................... 22
3.4.2
First Meeting ............................................................................................ 23
3.5
Continuing the relationship .............................................................................. 25
3.6
Ending the relationship .................................................................................... 26
3.7
Practical support tools ..................................................................................... 27
3.8
Advice for mentoring International students..................................................... 27
3.9
Advice for mentoring students living at home .................................................. 28
3.10
Advice for mentoring disabled students ....................................................... 29
3.11
Critical incidents and student support .......................................................... 29
3.12
Making the most of STEER mentoring ......................................................... 30
Useful contacts ...................................................................................................... 32
4.1
Useful university contacts................................................................................ 32
4.2
External specialist contacts ............................................................................. 33
4.3
Useful reading and references ........................................................................ 33
Appendices............................................................................................................ 34
2
5.1
Appendix 1 - Study skills support and boundaries ........................................... 34
5.2
Appendix 2 - Effective communication............................................................. 36
5.2.1
Active listening skills – key things to remember ........................................ 36
5.2.2
Effective Questioning – key things to remember ...................................... 38
5.2.3
Increasing your awareness of Open and Closed Questions ..................... 40
5.3
Appendix 3 - STEER Peer Support Contract ................................................... 41
5.4
Appendix 4 - STEER Confidentiality Contract.................................................. 42
5.5
Appendix 5 - STEER Peer Support Code of Conduct ...................................... 43
5.6
Appendix 6 - STEER Mentor/Mentee Contract Template ................................ 44
5.7
Appendix 7 - STEER Session Review Form Template .................................... 45
5.8
Appendix 8 - STEER Reflection Log Template ................................................ 46
5.9
Appendix 9 - MENTOR FAQs.......................................................................... 47
3
1 Introduction to the STEER Team
STEER Co-ordinator and administrator
The STEER Co-ordinator and administrator are members of staff responsible for the
running of STEER. This includes: hiring the Interns, ensuring the mentors are disclosure
checked and trained, and dealing with any problems that may arise
STEER Interns
The STEER Interns are students employed (for a small honorarium payment) to assist
with the smooth running of the STEER scheme and are thus available for advice and
support, alongside the STEER Co-ordinator and administrator, for any matter related to
STEER and your participation in the scheme. Core activities interns undertake are
training mentors, matching mentees with mentors and the day-to-day running,
promotion and evaluation of STEER. Their contact details are also listed on the
STEER web site.
Senior Mentors
Senior mentors are experienced STEER mentors who have undertaken the role
previously and are happy to provide support and advice for those new to mentoring.
Their names and contact details are listed on the STEER web site. You should feel
free to contact them for an informal discussion and/or advice.
4
2
Introduction to mentoring
2.1
What is a STEER?
STEER provides transitional support for students during their first year at Stirling,
assisting them with settling into the social, cultural and/or academic life, supporting them
in handling any ‘teething problems’ or issues they may encounter, and enabling them to
integrate into the Stirling community and develop a sense of ‘belonging’.
2.2
What is a STEER mentor or buddy?
A STEER mentor is a friendly face for students to turn to for help and advice at any point
during their first year at Stirling. Mentors will be available to answer questions and, if
unable to help in the first instance, to guide the mentees to the appropriate resource.
They are not expected to be a tutor, social worker, counsellor or financial advisor. They
will be able to access additional support and resources through the STEER website,
senior mentors and the STEER team during their year of mentoring.
For the purposes of this manual we will use the term mentor but this covers the 2
mentoring roles within STEER – mentor and buddy:
Mentors
Mentors are normally from the same discipline as their mentees so they can help with a
wide variety of questions mentees may have.
Buddy
A buddy is a less formal relationship and may have a more social element to it. Buddies
are largely most appropriate for international students who are seeking cultural and
social support to help them integrate into Scottish and the broader UK Society. They do
not provide study skills support and may not be at a higher or even equal level of
academic study, e.g. a 4th year undergraduate student could effectively buddy with an
international postgraduate student.
It is helpful to consider how being a mentor differs from other roles, since in
distinguishing mentoring from other roles it is possible to identify some core
5
characteristics and boundaries. Specific roles that are often mentioned in relation to
mentoring include: Counsellor, Advocate, Friend, Teacher, Advisor
Activity 1
Think about the above roles and consider how they are similar and/or different
from that of a mentor.
2.3 The mentor role
The role of the mentor is to:

take the lead in early discussion/activity

listen

question, to elicit fact

offer other perspectives

identify appropriate resources and sources of guidance and support

clarify

offer support and encouragement

draw on own experiences as appropriate

recognise achievement

confront issues where required

show respect

keep confidence (except in circumstances outlined in the confidentiality contract)
and encourage their mentee to:

clarify their thinking

develop plans

explore new experiences (academic, social and cultural)

put their safety first

reflect on and review their own behaviour (as well as that of others)

challenge themselves (and others) on assumptions

consider other ideas

take responsibility for their own learning

use and participate in STEER effectively
6
2.4 How can a mentor make a difference?
Students coming to University may have lots of worries and anxieties as well as
excitement and anticipation. These problems cannot always be answered by fellow first
years and this is where mentors come into their own, providing welcome support and a
friendly face to help new students ‘find their feet’, make friends more easily, and feel less
isolated.
The following page shows some of the real concerns that incoming 2013/14 students
noted when they signed up for a STEER mentor.
Activity 2: Thinking more about the mentor role
7
7
2.5 Supporting mentees
Supporting a mentee involves helping them to identify key tasks or challenges,
encouraging them to set themselves goals and targets and subsequently assisting them
in monitoring their progress. Mentors need to challenge yet support their mentees by:

empathising (rather than sympathising, which can appear patronising)

testing their mentee’s assumptions, motivations and feelings (ask them for
examples or evidence to illustrate their points)

ensuring that their mentee retains overall responsibility for their learning/progress
Some mentees may identify themselves with a specific ethnicity, sexual orientation,
disability etc., which is highly significant for them. It is important to be aware that some
mentees may have encountered, and may still be dealing with, prejudice and
discrimination.
Mentors need to be aware of the characteristics and behaviours needed to demonstrate
respect for their mentee’s values, beliefs and cultural background. In particular this
means:
o
Do not make any assumptions
o
Show genuine interest
o
Rely on your mentee to inform you (ask them)
o
Recognise that a mentee’s view is only one view of their cultural background
o
Avoid stereotypes
2.6 Helping mentees with decision making
Rational decision making, based on evidence, is an achievable goal for all mentees,
however a number of factors may make this a difficult process, most commonly bias
from personal involvement. This is where a non-judgemental mentor can be helpful in
assisting mentees to recognise their personal involvement and its impact on their
decision-making.
Helping mentees to develop good practice in decision-making will involve:
8
o
supporting them in identifying, and focusing on, the core basic roots of their
problem
o
undertaking a full appraisal of the possible solutions with them
o
advising them on the need to make a decision
o
reviewing implementation of their decisions with them
Decision making abilities help mentees to take ownership of their decisions, and
contribute to the development of their self-confidence. This will be important as they
start to make decisions about their future. A mentor who believes in their mentee’s
ability to make important decisions can be empowering, fostering their independence
rather than leading to dependency.
2.7
Responsibilities of a mentor
The STEER Peer Support Contract sets out the main responsibilities of mentors. As
every mentee is different there are many things mentors may help mentees with such
as:

Help new students settle into their courses and residences (if appropriate)

Help new students to build a good relationship with other members of the
University, including both staff and students

Help new students to find their way about geographically, socially, culturally,
academically, administratively and technically

Offer appropriate help and guidance

Adhere to the confidentiality contract and peer mentoring code of conduct at all
times (see Appendix 4 and Appendix 5)

Provide and receive constructive feedback

Help mentees practically in managing their time and workload

Keep brief confidential notes of what is discussed (including meeting dates, times
and locations) to help them remember important information and agreed actions
(see APPENDIX 7 for a template of a session review form that you may find
helpful – you may adapt this form to suit your own needs)

Seek help and advice, if necessary, from other mentors and the STEER team
(within or outwith their own School or Division)
Mentors may not:

Do the mentee’s work for them
9

Express personal opinions or actively direct a student to take a certain decision
or choice. If any personal opinions are given, then they should be very clearly
identified as such (to prevent them being misinterpreted as facts)

Report to staff or the STEER team on anything discussed EXCEPT in certain
exceptional circumstances, specified in the STEER contract

Take advantage of their mentee in any way
Mentors are expected to meet/communicate with their mentees fairly regularly, at least
initially. Whether these meetings are weekly or set up on an as-and-when basis is up to
the participants themselves and may depend upon the type and extent of support
provided. Some mentoring may take place largely through email, while others meet
face-to-face according to mentee needs/requirements and/or wishes.
Some mentees may benefit from a weekly or fortnightly meeting/communication to
provide reassurance, while others may be happy to arrange meetings/communications
only when they have specific issues they wish to discuss. Above all, a mentor should be
discreet and not divulge any information given to them by the mentee except in
circumstances such as those outlined in the confidentiality contract.
As a general rule consider the following:
o
Always seek clarification if your mentee asks questions that seem unclear.
o
If your mentee seems confused by the array of choices available, help them to
prioritise by discussing the various options with them (and using approaches
discussed in later sections).
o
Support and guide your mentee without taking over control or offering ‘answers’.
o
Check that the information you offer is up-to-date.
o
Don’t be afraid to say “I don’t know the answer” to questions that may need more
research. This may be a task that you and your mentee can pursue together.
o
It’s useful to base some advice on your own experience, but try to encourage your
mentee to check alternative sources of information as well.
o
Help your mentee to connect with tutors and other professionals who may be able to
offer more detailed or specialist information.
o
Help your mentee to access additional information and advice by signposting them to
recognised web sites, journals, university publications and/or staff and/or
Divisions/Schools or units or external agencies where appropriate.
10
o
If you are communicating by email, write clearly and keep it brief where possible.
Longer emails tend to indicate a more engaged dialogue (but remember the potential
for misunderstandings within this communication format).
o
Follow up on all tasks that you promise to do.
2.8 The mentoring cycle
The mentoring cycle, page 12, can provide a useful construct for the mentoring process,
illustrating that it should be seen as a continuous review process from initial exploration
to decision taking, including a feedback loop closing the circle. You may find you finish
one cycle and find you have to start another.
It’s worth noting some of the main potential crisis points for students in their first year,
and therefore times your mentee may need your help, are likely to be:










First few days – ‘settling in’
The start of academic study after Freshers’ week etc.
First assignment completion and submission (usually 4 to 6 weeks into their course,
bur variable by discipline)
First assignment marks and feedback
First ‘practice’/work-based placement
Mid-semester break (revisiting home and their previous ‘comfort zone’)
First examination
Christmas break (extended visits home, the prospect of returning to grades)
First semester grades
Selection of second semester modules
11
Revise & Explore: Let’s talk about
•
•
your experiences
be positive and a good listener
to improve their confidence and
develop their trust
let them talk through their
experiences and needs
Create & Apply: How will you apply
•
•
Explore & Understand: What do
them?
The mentee should be initiating
action to meet their needs by now,
albeit with advice and support from
their mentor
Finally, return to stage 1 to review
how the mentee’s needs are being
met and repeat the cycle with
remaining, or new needs identified.
MENTORING
CYCLE
Understand & Create: What lessons
can be learnt?
•
•
You should have established a good
understanding of your mentee, and
the issues they are facing, by now
Focus on empowering your mentee
so that they are able to take action
for themselves to address the lessons
they have learnt, enabling them to
take a more active role
12
you think & feel about this?
ask your mentee to reflect on
their experiences and how it is
affecting them
• try to play an active role here in
helping the mentee to
consolidate and recognise their
achievements
•
2.9 Boundaries, establishing ground rules, and confidentiality
It is important to consider the need to establish boundaries, in relation to what is and is
not appropriate within the STEER programme.
Activity 3: Responding to certain situations
Activity 4: Clarifying Boundaries
You may find it helpful to draft a contract with your mentee, agreeing some very simple
ground rules to which you both agree to adhere. This can act as a protection for both of
you and can help you to set the boundaries, with which you both feel comfortable.
APPENDIX 6 contains a template contract that you may find useful, feel free to adapt as
necessary.
Ground rules are likely to cover (among other things):
o
Method of contact – Email is recommended but there may be sometimes it may
be appropriate to exchange telephone numbers in case of emergency. It is not
recommended to give out your home address
o
Confidentiality – after all, if you cannot say something in a STEER session,
without feeling concerned that others will find out about it, then where can you
say it? There may be times when others have to be informed about situations,
however, and this needs to be clear to all participants from the start.
o
Timekeeping for meetings – good timekeeping works both ways. If problems
arise, do you know how to contact each other?
o
Acceptable behaviour – what do you consider to be appropriate behaviour within
STEER? What do you consider to be unacceptable? (you may want to clarify
issues such as swearing, discrimination, bad mouthing others etc.)
o
Boundaries for the STEER relationship – these are required to protect all
participants and to clarify what are reasonable and unreasonable expectations.
o
It’s also worth considering whether or not you want to accept your mentee as a
friend on social media.
13
2.9.1
Self Disclosure
In some cases you may consider that it would be helpful to ‘open up’ about your own
personal experiences (self-disclosure). This may help to strengthen the support you can
provide by demonstrating mutual trust and possibly illustrating how you can empathise
with their situation. Your mentee may be more likely to see you as someone who is
approachable and, in return, may be encouraged to share more about themselves. The
skill is in deciding what, and how much, to reveal. Generally, good practice is to reveal
only as much as is relevant and helpful.
2.9.2
Trust and confidentiality
The STEER Confidentiality Contract outlines the key points to note. Generally, the
STEER team will not ask for details of your conversations. They may be interested,
however, in hearing broadly about the types of issues being discussed (e.g. study skills,
welfare issues, balancing study and part-time work, life as a mature, international or
commuter student etc.). Such information may help them to identify if there are patterns
emerging that suggest any useful action that might be taken by Divisions/Schools, or the
University more generally, to improve its support for students in their first year.
There may be very rare circumstances when you become concerned for the wellbeing or
safety of your mentee (or others) as a result of your engagements with them. If this
arises you may feel the need to break your mentee’s confidence. Be careful not to get
into a situation where you have promised to keep everything confidential. If your
mentee does disclose information that concerns you, or behaves in a way that causes
you to worry about their safety or the safety of yourself or others, you should
immediately discuss your concerns with a member of the STEER team or a member of
Divisional/School staff.
If you are ever in doubt, ask yourself whether your action (including inaction):

places the other person at risk?

places someone else at risk?

places you at risk?
If the answer to any of these questions is ‘yes’ then the action is almost certainly
inappropriate.
14
Broadly speaking you should:

share with the STEER team any concerns you may have about anything that has
been disclosed to you

be very careful that you don’t break confidentiality

be aware of your own needs and limits about what you disclose to the other person
On the other hand, you should not:

promise to keep a secret;

reveal personal information about the other person;

disclose confidential information without the other person’s consent.
2.10 Effective communication
APPENDIX 2 provides a useful introduction to effective communication skills and their
role in STEER.
In oral communication with a mentee, personality becomes part of the message and can
add additional interest and appeal to the conversation. Effective communication takes
place through tones in your voice, facial expressions and body movements as well as
through words face-to-face. Non-verbal communication affects the message you send.
It also offers you immediate feedback from your listener.
Key elements of effective communication are:

be clear on the purpose of your communication

relate to the person or group with whom you are communicating

say what you want to say clearly in an organised way

confirm that your listener(s) has/have understood

encourage responses – listen and respond to them carefully

be aware of your non-verbal messages and recognise those of others
15
A vital part of effective communication within STEER involves giving and receiving
feedback. It is always helpful to ask mentees for their own views first before providing
your feedback so that you can address specific areas where your views diverge.
When giving feedback it is important to:
o
be genuine
o
criticise only the action and not the person
o
employ the ‘I’ rule – talk about your own feelings and observations e.g. “I felt
frustrated when I didn’t get an opportunity to contribute to the discussion” etc. This is
because, during feedback we are expressing only our subjective opinion and
observations about a concrete situation or process and this should be made clear.
o
Avoid generalisation, interpretation and inference e.g. “Peter is always ready to help
others”, “It’s clear that you enjoy playing a leading role”, etc. Remember that
feedback provides our own observations and feelings about a certain situation.
When we generalise and interpret we start making assumptions on behalf of another
person. This can feel like an intrusion to the recipient of the feedback
o
End on a positive and encouraging note.
The most important rule for recipients of feedback is to listen. When we receive criticism
or other information that is not particularly welcome we automatically want to defend
ourselves, justify our actions or argue against it. It is important to remember that
feedback gives us the opportunity to find out how others feel about particular actions (be
they our own or those of other people). By listening to feedback we can contemplate
whether the received information is useful and how or whether we want to take any
action in response to it.
2.11 Active Listening
Activity 5: Active Listening
A crucial skill for mentors is the ability to engage in active listening (see APPENDIX 2)
Active listening shows that you take your mentee, and their problems, seriously even if
you do not necessarily agree with what they say. It will also help to build rapport.
The aim of the Activity 5 is to demonstrate how difficult it can be to listen actively and to
provide the opportunity to practice the skills of rephrasing.
16
Common problems encountered by the speaker are:
o
Not structuring their thoughts before speaking
o
Expressing indecisive or ambiguous thoughts
o
Providing too much information at one time
o
Not listening to what has been said previously and therefore ignoring the context
of the communication
o
Not taking the argument forward e.g. repeating what has previously been said
rather than raising a new point/argument
Common problems encountered by the listener are:
o
Working on preparing their response rather than listening, so unable to repeat
entirely what has been said as they forget what has been said or do not grasp
the speaker’s main focus or intent
o
Listens to details without understanding the overall thought process expressed
o
Completes the speaker’s thoughts, repeating more than was actually said or
interrupts the speaker
Communication will be successful if the sent information reaches its intended recipient
without large losses of information. To achieve this, the following suggestions may help:
Speakers should:
o
Present material clearly and understandably
o
Be concise, brief and succinct
o
Structure material clearly
o
Present in an interesting manner
o
Use non-verbal contact with listeners – make eye contact and notice ay nonverbal signs e.g. yawning
o
Encourage questions
Listeners should:
o
Listen actively – attentively.
o
Not begin drawing their own conclusions or interrupt until the speaker has
finished.
o
Look for interesting aspects of what is being said.
o
Ask specific questions.
17
More on Active Listening can be found at http://www.skillsyouneed.com/ips/activelistening.html.
2.12 Monitoring progress of the mentoring relationship
The STEER team will ask for feedback from mentees to ensure that they are receiving
the support they require and will elicit feedback from mentors to identify any additional
support or advice they may require to undertake their role.
The mentoring cycle discussed in SECTION 2.8 can provide a useful framework for
review of progress within STEER by mentors and their mentees (see page 19)
18
Revise & Explore: Let’s talk about your
•
•
•
•
•
experiences
Does the mentee feel comfortable with you?
Are you listening effectively to your mentee?
Is the mentee happy around you, smiling etc.?
Have you understood the needs of your
mentee?
Can you plan the steps to start helping them?
Create & Apply: How will you apply them?
•
•
•
•
Explore & Understand: What do you think &
Is the mentee trying to meet their own needs?
How is the mentee addressing the needs they
identified at the start of the process?
Are the results positive?
What improvements would you propose to
enhance the relationship you have developed?
Reviewing Your
Mentoring
feel about this?
•
•
•
Understand & Create: What lessons can be learnt?
•
•
•
•
Is there a good understanding between you and your
mentee?
How is the mentee taking more responsibility in the
mentoring relationship?
Is the mentee taking a proactive role?
What was the best and worst moment in the STEER
relationship, and why?
o What, if anything, did you learn from this?
19
Are you discussing and reflecting with the
mentee about their needs?
Does the mentee explain their situation so
you know what they need?
Are you taking an active role in supporting
your mentee in progressing to the next
step?
3 Practical mentoring
3.1 STEER Contracts
If you agree to take on the role of mentor you will be asked to sign a STEER contract
(see APPENDIX 3), which will commit you to abiding by the STEER code of conduct
(APPENDIX 5). You will also sign a confidentiality contract (see APPENDIX 4). These
forms re-emphasise the importance of your role within STEER. Please read them
carefully and if you have any questions or concerns, please ask your trainer - you will be
given an opportunity to discuss these contracts at the initial training session (which is
compulsory for all mentors).
3.2 If you change your mind
If you decide for any reason not to take part in STEER any longer, please remember to
let the STEER team know and if you feel able to, please discuss this with your mentee
during a meeting or a phone call. Your mentee will be expected to follow the same
procedure if they decide to withdraw from STEER. Obviously your own studies and free
time are just as important as those of your mentee. You should always make sure that
your own studies are in no way compromised by your STEER activities.
This will require you to manage your time effectively. If, at any time, you feel that you
have too many commitments and pressures on your available time you should discuss
this with the STEER team, who will be able to help by reducing your STEER
commitment.
3.3 Matching mentors with mentees
Once initial training and Disclosure Scotland checks have been completed, along with
relevant paperwork for the STEER role, mentors will be ready to support mentees
as/when they register. Normally mentors are allocated two mentees as standard (there
may be occasions where we think a mentee would be suited to a mentor who already
has their full allocation. We would email the mentor to see if they would be happy to
accept an additional mentee).As incoming students register with STEER (as part of their
first year’s registration) they will be matched up with mentors, using details from their
20
application form. They will receive the names of their mentors only initially and will be
asked to contact the STEER team if they do not hear from them.
When mentees are allocated their mentor they will also be asked to advise the STEER
team if they have changed their mind and no longer require support, to avoid
unnecessary effort and concern on the part of their mentor, who may otherwise obtain
no response to their communication(s). These procedures provide a useful safety net to
minimise the chances of miscommunication.
Where applicable, mentors may be assigned a partner to provide an appropriate
disciplinary or expertise spread to suit the mentee. In some cases students may only be
assigned buddies or mentors, or may be allocated one of each according to the support
needs they have identified and the matches that are available.
21
3.4
First contact and meeting
Activity 6 – Thinking back to your first day at University
The first few weeks of the semester can often be the most difficult time for new students,
and a friendly email could make a real difference. If you are able to meet them shortly
after they arrive you may be ideally positioned to allay many of their initial fears and help
them to settle in more quickly. In some cases, where you are available, initial contact
can be initiated prior to mentees arriving on campus. This can help mentees to plan
their arrival on campus and enable them to arrange to meet up with you.
3.4.1
Email Contact
When mentors are matched with a mentee they will be sent an email from the STEER
team detailing the name and contact email for the mentee, their discipline, whether they
asked for academic or social support, and any concerns they noted on the application
form. The mentee will be sent an email with the mentors name and told that the mentor
will be in touch. It is expected that mentors get in touch with their mentee as soon as
possible preferably within 24 hours.
Remember that first impressions count -your initial email should demonstrate your
interest in your mentee. Email is a permanent, lasting record of communications and not
necessarily confidential. There are some helpful rules for email at
http://www.albion.com/netiquette/corerules.html
You should think through drafting your first email very carefully:

How are you going to introduce yourself?

What will say about yourself?

What are you going to say about STEER and your support role?

What questions are you going to ask them?

What suggestions or advice will you include?

What will the next step be after your first email?
You will be familiar with using email, but may not have received any formal training on
writing emails. Some hints and tips for writing emails can be found at
http://www.inboxdetox.com/blog/10-ways-write-professional-email-advice-collegestudents-neltje-maynez.
22
After this initial contact, mentors should continue to be contactable by their mentee. In
some circumstances, mentors will have a duty to respond immediately but, in most
cases, it is anticipated they will respond in their own time, albeit within certain limits that
they have agreed with their mentee. Mentors should discuss with their mentees how
and when they may be contacted as a means of establishing appropriate boundaries
and reasonable expectations within STEER.
3.4.2
First Meeting
If you decide to meet up face-to-face with your mentee your first meeting should take
place in a public area on campus, for example in one of the campus cafés or the
Students’ Union. All of your meetings MUST be held in public places. It would not be
appropriate for you to meet your mentee in halls or at home, or any other venue in which
you or they are not comfortable and/or in which you would be alone with each other.
This is for the safety of everyone concerned.
There are no fixed rules about what you should discuss during this meeting and a lot
may depend on when you meet and whether your mentee has had a chance to
experience University life, study or Scottish society yet.
If you have more than one mentee, think carefully about whether you will meet them all
individually initially so that they can get to know you and feel comfortable with you,
before being introduced to your other mentees, or whether there are some general
issues that it would be helpful to address to all your mentees at the same time. Group
meetings may be helpful later for your mentees to share experiences with each other
and meet up with others who are currently going through the same things. With group
meetings it is particularly important to establish ground rules that encompass mentees
retaining confidentiality for anything that is disclosed at mentoring meetings by you or
other mentees.
Remember that, at least initially, when you first meet up with your mentee(s) you may
find yourself doing most of the talking. Try to encourage mentees to talk and join in
conversations.
Things you may find it helpful to cover during your first meeting include:

Introductions:
23

o
Who are you – what should your mentee call you?
o
Who are they – what would they like to be called?
Getting to know one another:
o
What are you both studying?
o
What are your interests and hobbies?
o
Where is ‘home’?

Checking how things are going so far for your mentee.

What do you both hope to get from your involvement in STEER?
o
What do they understand about peer support?
o
Why have they asked for STEER?
o
How do you think you might be able to help them?

What rules/guidelines/boundaries do you need to agree?

Arrangements for your next meeting or contact.

End on a positive note – looking forward to working together etc.
Some good advice is to try not to overload them with lots of useful information or advice
in the first meeting as this can be overwhelming and counterproductive. Resist the
temptation to give too much advice or to assume what worked for you will also work for
your mentee.
Broadly, any student arriving at the University will have to:
o
Get acquainted with other students and members of staff (remembering names,
titles and functions)
o
Get orientated around the University campus (especially the layout of Cottrell!)
and the local Stirling area
o
Understand what is required by their academic Division/School, university
administration and accommodation provider.
You might find it helpful to map out some broad areas that you think are important to
cover with your mentee to ensure that they are not left adrift. The following provides a
starting point for this:
24
3.5 Continuing the relationship
Much of what happens in STEER is a natural process of conversation and being
approachable. What makes STEER different is that these conversations usually have a
focus and are part of a process that is intended to support the development of the
mentee over a period of time.
Here are some guidelines for building a successful mentoring relationship in addition to
the guidelines outlined earlier:

If you are unable to reach your mentee or they do not seem to respond to
messages, or they are failing to turn up for arranged meetings, you should
contact the STEER team for assistance. There may be many reasons for this. It
does not necessarily mean that they do not want a mentor.

As with any personal or professional relationship, you should treat your mentee
with consideration and respect and you can expect the same from them. You
should find that you have some things in common with your mentee, but you may
need to be sensitive to any differences as well. Diversity in age, background and
experience can be very positive aspects of the STEER relationship, and
whatever your differences, you will find some common ground in the shared
“student experience”.

You may need to take the lead on maintaining contact (at least initially). Make
sure that you establish a schedule for meeting regularly, and try to have some
phone or email contact in-between meetings. At least initially, do not let more
than a week go by without some form of contact.

If your mentee seems unsure initially about what they want from the meetings, try
not to be discouraged. Focus on getting to know each other and building trust.
Use your skills in effective communication to ask probing questions that will help
your mentee to reflect on their experiences at Stirling University so far.

Be spontaneous now and then. Beyond your planned meetings call or email “out
of the blue” to say hello, check their progress, or to offer some words of
encouragement. This can be especially effective around crisis points as outlined
in Section 2.8

Enjoy STEER! Know that your efforts will have a positive impact on your
mentees’ experience and progress, as well as on your own development.
25
You may decide to help your mentees by facilitating social events, such as trips to the
MacRobert, visiting local tourist attractions, going out for a meal etc. Remember that
you are not required to attend these social events (your role is to facilitate them). The
STEER team will be happy to work with you to help organise such events and they can
help advertise such social events through the STEER website or Facebook page. Such
events can enable mentees to meet up with others in a similar position to themselves
and help them to network with others. The Students’ Union will also organise events
from which your mentee(s) may benefit e.g. International Student Freshers’ events.
3.6
Ending the relationship
Your mentee will be aware that the STEER partnership is intended to be a form of
support that continues throughout their first year. Sometimes a mentoring partnership
reaches a natural end before semester 1 finishes, and that is fine. Some of you may
decide to continue to meet after Semester 2, and some will possibly become friends and
remain in touch all the way through university. Even if you mutually decide to finish
mentoring you should always leave the door open for your mentee to return for
advice/support, in case their circumstances change or something unexpected arises.
You can always pass them on the STEER team if you are no longer able to help them.
Be aware that any continuation of the mentor partnership beyond the end of the second
semester would need to be by mutual agreement with your mentee and should be the
result of you reviewing together the progress of your interactions and deciding whether
you are both able (and willing) to continue meeting.
If you are intending to continue support meetings beyond Semester 2, it is important that
you let the STEER team know. If this is to be within STEER you will need to complete
another contract (as these are annual).
Try to avoid letting the relationship just “fizzle out”, by bringing it to a satisfactory
conclusion for both of you. If there are any problems or issues arising at any stage
during the year, please contact the STEER team as soon as possible so that a solution
can be found. Please do not just give up; there is always someone with whom you can
have an informal and confidential chat.
26
You should talk openly with your mentees about ending the relationship. Doing so
several weeks in advance can be a good form of preparation. Key points to address are:
o
Recognition of the ending stage of the relationship
o
Open dialogue several weeks prior to the ending of the relationship
o
Ensuring that the mentee is confident and has access to other support if needed
o
Encouraging the mentee to discuss their feelings about the ending of the
relationship
o
Evaluating the relationship from both your and your mentee’s perspectives
o
Planning a final meeting/event that helps to celebrate the relationship
o
Look back and review the things that you will remember about your mentee and
the relationship
o
Work with the mentee to produce a summary of their achievements
o
Discuss with them how these achievements will help them as they progress with
their studies/time in Scotland etc.
o
Consider explaining how supporting them has helped you
o
Identify the opportunity for your mentees to remain in STEER as a mentor in their
next academic year.
3.7
Practical support tools
The STEER website (www.steer.stir.ac.uk) will contain a number of tools and training or
support/guidance materials to assist you with mentoring. You may also find that the
Student Learning Services’ Succeed site (accessible by all Stirling students) contains
useful information for mentees needing help with study skills.
3.8
Advice for mentoring International students
Every individual coming to study at Stirling University will have their own particular
issues and problems to overcome and, to some extent, all students moving away from
home may suffer from a lack of support, whether from family or friends, particularly
during those first few difficult weeks. However, international students can feel
particularly alienated as not only are they living in unfamiliar surroundings; they may also
have to cope with a change in culture and, of course, a foreign language.
27
Having someone from the same culture who can speak the same language and perhaps
help with interpretation until the new student finds their feet can be invaluable. Perhaps
if you’re an international student you can remember what it was like to first arrive at
Stirling University and draw upon those feelings and subsequent experiences to guide
and help those who are in that position now.
Alternatively, as a home student, you may be able to assist an international student by
mutually sharing your cultures/languages and providing support to mentees as they
begin to participate socially and learn to manage their lives locally.
You may be able to
help them to identify opportunities for travelling further afield away from the campus to
explore Scotland and the broader UK. You should be particularly concerned about their
safety at all times in case their lack of cultural and/or social awareness places them in a
potentially vulnerable position.
4.2
Advice for mentoring mature students
All students’ circumstances can vary considerably, and mature students may have very
different needs and issues compared to school-leavers. Mature students often have to
juggle the demands of home life, with a partner and/or children clamouring for their time
and attention, and in addition, may also be working either full- or part-time to provide
financial support.
A mature mentor who has been through the experience themselves can be a great
support emotionally, as well as providing practical help and support, if only to show that,
yes, it can be done!
3.9
Advice for mentoring students living at home
Younger students living at home can face different problems, not least a feeling of
isolation, particularly when class-mates who live in the student residences are making
friendships and forming bonds that exclude those who live off campus. Distance and
travelling time can reduce opportunities for these students to establish friendships.
STEER may help these students to mix with others in the same situation, enabling them
to make friends and establish relationships that will ensure any feeling of exclusion is
minimised.
28
3.10 Advice for mentoring disabled students
For some disabled students, living on campus may be their first time away from home
without their support network of friends and family at hand. Not only do disabled
mentees face the same problems as all new students, but they additionally have to cope
with day-to-day problems of getting around an unfamiliar campus, coping with unfamiliar
support structures and facing potentially challenging situations that present barriers due
to their disability (irrespective of the form this may take).
Some disabled students may prefer to have a mentor from their discipline, but some
mentees may prefer to have a mentor who is also disabled, who can provide more
advice and support to aid their settling into campus life on a more practical basis. In all
cases you should encourage them to disclose their disability to the University (if they
have not done so already) as this opens up their access to a number of avenues of
support and guidance.
3.11 Critical incidents and student support
Although we all hope that no problems will arise we do appreciate that, from time-totime, mentors will encounter difficult situations with their mentees, and we anticipate
that our training will help them to deal effectively with these. However, please do not
think that all issues or problems have to be solved by you; there is always someone
who can help you if you are experiencing any difficulties that you cannot cope with
alone.
All mentors should be aware of what support for students is available at
divisional/school level and on a university-wide basis, so that they can encourage their
mentees to access this where appropriate. Section 4 contains a list of useful contacts
but if you are in any doubt, then you should contact either the STEER team, one of the
senior mentors or your school/divisional STEER contact accordingly for advice at the
earliest opportunity.
It is important to recognise that, in some cases, a mentee may need more support than
can be provided within STEER. If this occurs, mentees should be put in touch with
professionals able to provide the more comprehensive, and possibly specialist support,
that they need. This does not mean that the mentor should no longer see their mentee.
29
Indeed it may be helpful for them to continue to provide a listening ear and a friendly
face, at least for a while (so that they do not appear to have been ‘passed on’ and
forgotten about). It is important in these circumstances to establish clear boundaries
on the time and focus of meetings, ensuring that they complement other support and
do not contradict messages being given elsewhere.
Sometimes mentors will come across an issue that they are unable to deal with
effectively themselves. In these circumstances it is advisable to refer the mentee on to
someone who is more qualified and/or experienced in dealing with those kinds of
issues. For example, where a mentee is displaying unusual behaviour, or seems
unusually down or unhappy, it may be that they are depressed and need to be referred
for medical help. Mentors may wish to refer the mentee on to the counselling service
or directly to a GP. It will depend on the individual circumstances and, of course, the
wishes and feelings of the mentee concerned. Should you be unsure of a course of
action then you should contact the STEER team (steer@stir.ac.uk) or divisional/school
contact for an informal discussion, in which the mentees anonymity will be retained.
Divisional/School contacts are listed on the STEER web site and provide a useful point
of referral for complex discipline-specific issues.
3.12 Making the most of STEER mentoring
Mentors should aim to make the most of their experience with STEER since this is a twoway relationship that can provide numerous opportunities for self-reflection and
rehearsal/development of useful skills among both mentors and mentees. Whilst
participation in STEER as a mentor may be a useful addition to your CV, you may find it
helpful to reflect on what you are actually doing. This will enable you to discuss this activity
with others and highlight its particular value (e.g. in job applications, interviews etc.).
Reflection logs (see Appendix 9 for an example of a template) may help you to record
your experiences and reflections. You could choose to adapt an existing version or
develop your own. It isn’t necessary to document everything that happens, but you may
want to keep a record of particularly productive or interesting developments.
Remember that even critical incidents and skills development can be overlooked with the
passage of time. Documenting this information during your participation in STEER will
30
ensure that experiences are fresh in your mind. These notes can also provide a useful
record if you need to seek help, from other mentors or the STEER team with anything
that arises during mentoring.
You will receive a University certificate in recognition of your mentoring activities, and it
is hoped to include STEER within the HEAR (Higher Education Achievement Record),
which is an extended transcript due to come into use shortly.
You may wish to consider how else you could gain recognition for this activity. For
example, you could undertake mentoring as a credit-bearing placement on an
undergraduate module such as Active Learning in the Community (PDM9AL), which is
offered by the University’s Career Development Centre, or link participation with
engagement in the Students’ Union Student Leadership Programme (SLP).
If you are aged 16-25 years, you could use the hours volunteered through STEER to
apply for a Millennium Volunteers Award
(http://youngcitizens.volunteernow.co.uk/millennium-volunteers).
If you want to undertake other volunteering, the Stirling Volunteer Centre web site may
prove useful to you: http://www.volunteerstirling.org.uk/.
31
4 Useful contacts
4.1 Useful university contacts
STEER co-ordinator: based within Student Support Services and can be contacted by
email on steer@stir.ac.uk
STEER Interns & Senior Mentors: Contact details for the STEER interns can be
found on the STEER website http://www.steer.stir.ac.uk/STEERInterns.php; senior
mentors details can be found at http://www.steer.stir.ac.uk/CurrentSeniorMentors.php
Student Learning Services is a university-wide service that provides guidance and
support on all aspects of effective and efficient learning. The Service offers on-to-one
tutorials, runs free workshops, offers credit-bearing modules in learning strategies and
has a Succeed site that is freely available to all students registered at Stirling. Further
information can be found at www.sls.stir.ac.uk.
Counselling and Wellbeing Service http://www.student-support.stir.ac.uk/counselling/
where you can find everything from how to make an appointment, to what you can
expect at your appointment, to whom the counsellors are, what they look like, and the
issues with which the counsellors are experienced in providing help. The telephone
number is 01786 467080.
Disability Service: http://www.student-support.stir.ac.uk/advice/disability/index.php
Offer a service which is welcoming and supportive of the needs of all student and their
website shows to make an appointment how we they can support you and your
development. Their telephone number is 01786 466612
Student Money Advice: http://www.studentsupport.stir.ac.uk/advice/finance/index.php Committed to making a difference, the
Student Money Team offers a confidential student money advice service to guide you
through your time at the University of Stirling. The telephone number is 01786 467080.
Chaplaincy caters for many religions and its doors are always open to anyone who
needs some support or help. More information can be found online at
http://www.chaplaincy.stir.ac.uk/main.htm or you can contact Joan Montgomery on
01786 467164.
32
Sports, whether for educational or recreational purposes, look online at
http://www.sports.stir.ac.uk/
Career planning information or even just a general chat about options
http://www.careers.stir.ac.uk/ or telephone 01786 467070.
Office of the Academic Registrar is responsible for the academic administration of
the University in accordance with the policy, procedures and regulations approved by
the Academic Council. Further information can be found at
http://www.aro.stir.ac.uk/aro-home.php
Students in the Highlands and Islands can find information at http://www.studentsupport.stir.ac.uk/advice/highland-westernisles/index.php, or can contact Sheila
McAulay, telephone 01463 255655 or 01463 255611 (direct dial), email
s.m.mcaulay@stir.ac.uk
4.2 External specialist contacts
British Association for Counselling and Psychotherapy: www.bacp.co.uk/
Supporting Student Mental Health and Well-being: www.ssmh.ac.uk
4.3 Useful reading and references
Mental Health Guidelines:http://www.quality.stir.ac.uk/documents/Guildelines2008.pdf
Helping Distressed Students http://www.studentsupport.stir.ac.uk/documents/HelpingDistressedStudents.pdf. Hard copies are available
by contacting the Counselling and Wellbeing Service.
What People in Distress Find Useful: http://www.studentsupport.stir.ac.uk/documents/distress.pdf
33
5 Appendices
5.1 Appendix 1 - Study skills support and boundaries
The mentoring role can include supporting and encouraging your mentee with their
academic work. If this becomes an aspect of your STEER partnership, it is important to
be clear about the potential for plagiarism, intended or otherwise, that exists in this
situation, and to discuss this with your mentee. It is wise to stick to the following ground
rules for study skills support:

If you decide to recommend some reading on a particular topic, limit the number
of books or articles you suggest to one or two. Your mentee must be responsible
for their own research and reading.

If your mentee asks you to look at any work they have written, think carefully
before agreeing and limit yourself to commenting on general aspects such as
structure, style or referencing. It can be helpful to mention other sources of
support for this (see below).

It is not advisable for you to give feedback on the content of your mentee’s work.
Limit yourself to general discussion about the topic.

Never be tempted to write, correct or re-draft any part of your mentee’s work.

It can be reassuring for a new student to briefly look at a “typical” student essay
and your mentee may ask you to show them some of your written work. You do
not have to do this if you prefer not to, but if you are comfortable to do this you
should keep within the following guidelines:

When choosing an essay to show to your mentee, make sure it is not the
same title that s/he is about to write. Select an essay on a different topic and
explain why you are doing this.

Be clear about the purpose of sharing your essay. It might be to give an
example of a clear structure, referencing, or simply to show what a 2,000
word essay looks like (or an essay of a particular grade).

Never just hand over an essay and let your mentee browse through it.

Always have a focus for discussion, or ask your mentee which aspect they
are interested in looking at.
34

It is never a good idea to let your mentee take an essay away for a closer
look – it is then out of your control, and any resulting plagiarism could put you
both in a difficult position.
Be clear that it is easy to plagiarise accidentally, and best therefore to avoid any
situation where a mentee might “pick up” a phrase or sentence that is not their own
work. Plagiarism is a subject that often causes confusion. Student Learning Services
can be a good resource when looking for clear guidelines on what constitutes plagiarism,
and advice about correct referencing practice.
resources
helpful
the
e.g.
You may also find other university
University’s
plagiarism
policy
(http://www.plagiarism.stir.ac.uk/), course handbook statements on plagiarism and the
University’s
student
guide
on
plagiarism
(‘the
little
book
of
plagiarism’
http://www.quality.stir.ac.uk/documents/BookofPlagiarism.pdf)
It can be useful to be “up-front” with your mentee about the boundaries of your role in
study mentoring. No matter how comfortable you may feel discussing study techniques
with your mentee, always bear in mind that your role is limited. It is important to
emphasise to your mentee that confidence in academic research and writing develops
over time and with practice – and that looking too closely at someone else’s work, or
relying too heavily on someone else’s advice, can interfere with this process.
If you find that study/academic matters become a persistent issue that your mentee
seeks help with, consider whether you may want to point them towards more formal
sources of support, such as tutors or the Student Learning Service. Remember that it is
in your mentee’s best interests for them to receive the most appropriate support as early
as possible, so don’t feel you are letting them down if you suggest they make use of
formal academic support services. If you have questions or concerns about any aspect
of study skills support, do raise these with the STEER team.
35
5.2 Appendix 2 - Effective communication
5.2.1
Active listening skills – key things to remember
There is a difference between hearing and listening, listening is:

Being attentive and showing it (eye contact, responsive gestures etc)

Listening to how as well as what

Absorbing and interpreting non-verbal messages (body language)

Understanding what is being said

Reflecting back and summarising
Not listening can lead to:

Feeling rejected/poor self-image

Lack of rapport (the essential ingredient that often makes the difference between
a successful partnership and a non-successful one)

Frustration
It is also worth thinking about whether there are any barriers to your being able to listen
well. Barriers can include:

Noise distractions

Waiting to have your say…so you miss the vital point of what they are saying

Interrupting the other person while they are speaking

Never checking what you have heard

Wanting to tell them what to do

Jumping to conclusions

Your own feelings

Thinking about something else while you should be listening

Time constraints

Making judgements about their behaviour
The following can help to reduce the impact of any of the above:

Selecting a suitable location to have a conversation

Keeping reasonably still and relaxed

Facing the speaker

Trying to have a clear mind and to concentrate
36

Allowing enough time

Not interrupting (unless really necessary to correct major misunderstandings)

Being open-minded and not assuming anything

Listening to tone as well as content

Asking questions to clarify problems
There are some techniques you can use when listening which may help to develop the
relationship.
Summarising:
“So, what you have been saying is…”

Can help if your discussion loses direction.

Helps to show you understand what has been said.

Reassures the person that you are listening.

You can the check if your summary was accurate.
Clarifying:
“Can I just check what you mean?”

Others may use terms or words that you are not familiar with or may something
you don’t understand; ask them to explain it.

It will also help the other person focus.

It shows you are listening.
Reflection:
“So you are feeling…”

Shows you have been listening and understand how they feel

Can help to sustain a conversation

Can be used to avoid giving advice or opinions.
Silence:

Don’t try to fill all silences; they give you and your mentee time to think about
what to say next and to find the right words.

If you jump into every pause, it may seem that you are rushing them.
37
5.2.2
Effective Questioning – key things to remember
The types of questions you use during your STEER conversations can have quite a big
impact on the progress of these conversations and on the progress of your relationship
more generally. Below is a summary of the different styles of questions, and an activity
for you to try.

Open Questions
These often begin with ‘how’, ‘what’, ‘why’, ‘tell me about’.
Open questions can be
helpful for building rapport and establishing a relationship. The respondent is in control
of what and how much they say, but is actively encouraged not to give a brief one-word
answer. For example:
“Tell me about how things have been during you first few weeks here”
“What’s it been like so far “

Probing Questions
Useful for when you are trying to gather more detailed information on a particular aspect
of what has already been said. For example:
“What exactly did he say to you?”
“Tell me in detail about the problem”

Leading questions
Often in a STEER conversation these are best avoided. Leading questions can send a
signal to the listener that you are expecting a particular response and can therefore
make it harder for the respondent to feel okay about giving a different response. For
example:
“So things are going ok then?” (mentee may then feel awkward about saying well
actually no!)
“Are you finding adjusting to the academic work difficult?” (implies you are assuming
that they will find it hard)

Multiple questions
We do all have a tendency to use these at times, especially if we are not clear about
what we are asking or think the respondent didn’t understand what we meant, but this
can cause confusion and may make it seem like an interrogation. For example:
38
“What did you do next, did you speak to your personal tutor, did anyone else feel the
same?”
“Why did you sign up for a mentor, did you see it advertised over the summer, have you
done anything like this before…?”

Closed questions
Used well these can help you to check a detail or to help move a conversation along.
However, used unwittingly they can mean that the respondent only gives you the briefest
of information and can make it hard for you to strike up a conversation and to build
rapport.
If you feel that your mentee isn’t giving you a lot of feedback it may be
because the question style you are using isn’t encouraging them to open up.
For
example:
“Are things going okay?” (the most likely response is yes or no and your mentee
may feel uncomfortable admitting that things are not ‘okay’)
Instead you might want to ask “How are things going?”
“Are you finding our meetings helpful?” (again, it is likely that you will receive a
yes or no answer rather than more useful feedback – your mentee may also feel
uncomfortable giving you a negative response to such a question)
It might be more helpful to ask “How do you think our meetings are helping you?”
or “What do you think we could do to improve our meetings and make them more
helpful to you?”
Remember that to be an effective mentor you don’t need to be perfect!
Mentoring is a developmental opportunity for both mentors and mentees.
What is
important is that you are willing to reflect on your communication skills and to build on
these where you can.
39
5.2.3
Increasing your awareness of Open and Closed Questions
What impact do closed questions have on any dialogue between two people?
How might you turn the following closed questions into open ones when conversing
with your mentee(s)?

Have you had a good day?

Are you enjoying your course?

Did your tutor tell you about the assignment?

Shall we talk about that in more depth?

Was it difficult meeting lots of new people when you first arrived at
Stirling?

Do you know who to contact to get information on that?
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5.3 Appendix 3 - STEER Peer Support Contract
Name:
Student Number:
Contact Phone Number:
E-mail Address:
I agree to undertake the role of peer mentor/buddy as fully as possible. I will abide by all of
the guidelines, policies and requirements in the mentor handbook and training.
I agree to complete the Disclosure Scotland procedure, obtaining a basic disclosure and
presenting this to the STEER co-ordinator (or their delegated representative).
I confirm that I have attended the compulsory initial mentor training course and that I have
agreed to, and signed, the STEER peer support and confidentiality contracts with the STEER
co-ordinator. I will complete a similar confidentiality contract with my allocated mentee(s).
I understand that I am expected to be a role model to others and that I will be required to
conform to the University’s Regulations at all times. I am aware that it is my responsibility to
ensure that I have checked and understood these regulations.
I am aware that I will be expected to keep the contents of STEER meetings confidential
except in circumstances where it is felt that the personal safety of another is being put at
risk, or a crime is indicated (please see the confidentiality contract). If this situation
arises I am aware that I must pass on this information to the STEER co-ordinator or
another designated member of the University.
I agree to keep my own and others’ personal safety in mind at all times, minimising risks and
ensuring that meetings take place in a safe and comfortable environment for all concerned.
I will attend all STEER meetings and activities as arranged, unless I make contact in advance
to rearrange the scheduled date and/or time.
If I feel I am no longer able to participate in this process, I agree to discuss this with the
STEER team. I will ensure that the STEER co-ordinator is notified if I decide to withdraw
from the scheme.
I agree to be bound by this agreement and provide support to my allocated mentee(s) until
the end of the 2014/2015 spring semester, unless STEER support is terminated earlier by
mutual agreement with my mentee(s) and the STEER team.
Signed: ……………………. Peer Mentor/Buddy
Date: …….…………..
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5.4 Appendix 4 - STEER Confidentiality Contract
The partnership between Mentor/Buddy and Mentee is based on confidentiality. This
means that anything discussed between them when they are involved with STEER is
private and neither party shall repeat any conversations (or part thereof) to other people.
There are certain exceptions to this (documented below) that are hereby recognised and
agreed.
I, …………………………., agree to be bound by this confidentiality contract, both
during the STEER peer support relationship and also after my role has ended.
I agree that I will:

Keep any information shared between myself and my mentee confidential (unless
there is a risk of harm to the mentee or any other person based on something that
the mentee has said).

Immediately pass on any information that makes me concerned about the personal
safety of either my mentee or another individual, to the STEER team and possibly
others (as discussed with me during initial training).

Report to the STEER team (or another member of staff) any mention by my mentee
that a crime has been or is going to be committed.

Maintain confidentiality about all personal issues discussed with my mentee, both
during the relationship and also once it has terminated, except in the cases above or
if the mentee agrees that I can speak to someone else about an issue or problem. In
the latter case, I shall agree with my mentee who I will speak to and precisely what
information I may disclose.

Ensure that I will be aware and responsive to the personal safety and wellbeing of all
individuals who are involved in the STEER programme.

Understand that if I choose to stand down from the role of mentor/buddy I am still
expected to keep all shared information confidential at all times and must never
discuss the details of any STEER relationship in which I have been involved.

Not refer to my mentee by name with anyone else other than the STEER team, to
protect anonymity and confidentiality about personal circumstances.
Signed: ……………………………Peer Mentor/Buddy
Date: …………………………
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5.5 Appendix 5 - STEER Peer Support Code of Conduct
For mentoring to be productive, there has to be an understanding that there will be
certain boundaries and expectations to which both the mentor and the mentee will
adhere.

Both mentor and mentee are expected to be on time for their meetings.

Meetings should not be cancelled unless absolutely necessary.

If it is ever necessary to postpone a meeting, this information should be
communicated to attendees at the earliest possible opportunity.

Whatever issues have occurred before the meeting, this should be regarded as a
time and place for support. It should provide an opportunity to seek help and
discuss issues in a calm manner.

If there is an issue that anyone feels may put someone in danger, or indicates
that a crime has been or will be carried out, they must communicate this to the
STEER team.

If anyone is unhappy with their experiences of the STEER process they should
communicate this to the STEER team (steer@stir.ac.uk) .

By signing the STEER (confidentiality) contract you are agreeing to accept this
code of conduct.
Please remember that STEER is designed to be a helpful and productive experience. In
order for this to happen, all participants must work constructively together.
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5.6 Appendix 6 - STEER Mentor/Mentee Contract Template
As a Mentor I agree to:

Always be on time for our scheduled meetings.

Use my training and skills to put you at ease.

Complete a session review sheet as soon as the meeting is over.

Never disclose the content of our meetings to anyone unless there may be an
issue of personal safety.

If I know that I am not going to be able to make a scheduled meeting, I will inform
you as soon as possible and arrange another date/time.

Make certain there will be no distractions during our meetings.

Seek the advice of the STEER team if either of us have any concerns.
As a Mentee I agree to:

Always be on time for our scheduled meetings.

Inform my mentor as soon as possible if I am not going to be able to attend our
meeting and then arrange when the next meeting will be.

Make sure that there will be no distractions during our meeting.

Whatever is discussed between my mentor and I stays confidential. There are
times when my mentor will have to share information and this will have been
discussed with me.

Not make requests that may put my mentor in a difficult situation. (e.g. asking
them to meet me in a private location or asking them to contribute to work I am
undertaking as part of my course, or asking them to keep something confidential
which I know should be passed on).
We acknowledge our joint responsibilities to conform to this contract. If there is an issue
that we are unable to resolve, we will seek the assistance of the STEER team.
Signed:…………………………………………………………….Peer Mentor
Signed: ……………………………………………………………Mentee
Date: …………………………………………………………..….
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5.7
Appendix 7 - STEER Session Review Form Template
To be used for individual meetings, to record areas discussed (if appropriate).
Date:
Venue for Meeting:
Duration of Meeting:
What key things did you want to discuss?
What topic areas did you cover in your meeting?
Are there any key issues which need addressing for the next meeting?
What is the date of your next meeting?
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5.8 Appendix 8 - STEER Reflection Log Template
Name:…………………………………….
Date
Issues Discussed
Guidance Offered
Skills Used
Think about your STEER session and which skills you used. This may be useful
when completing your CV or undertaking personal development planning (PDP).
Please remember not to write anything confidential on this form.
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5.9 Appendix 9 - MENTOR FAQs
Q. What is expected of me at first?
A. You will be expected to take the initiative and contact your mentees through their
university email address. You should aim to contact your mentee(s) as soon as
possible. In some cases students may appreciate knowing they have a contact
at the University before they even arrive on campus. No two students are likely
to have the same needs, so you will need to be flexible in your approach.
Q. How many mentees will I have?
A. This will depend on how many mentees and mentors apply for the scheme, but
we envisage small groups of mentees, preferably no more than 4 to 6, allocated
to 2 mentors. You may choose to meet with your mentors individually or
collectively as required at various times.
Q. Will they be from my discipline?
A. Generally we will try and match mentors and mentees either by discipline or
cognate area, to increase the likelihood that mentors will have some relevant
knowledge to support their mentee(s).
Q. Where should we meet?
A. Meetings should be arranged, at all times, for a public place such as a café. One
of our (few) rules is that you should not meet in your or the student’s own room or
in any other private place. This is for your own protection as well as that of your
mentee(s). Any students found, or believed, to be abusing the scheme will be
asked to leave and could face disciplinary action through the University’s
regulations. We take protection of our students seriously.
A. No. Preferably you will maintain a semi-professional friendship, whether or not
you get on with your mentee(s). We ask all participants for an idea of their likes
and dislikes, to help us make successful matches, however it is not always
possible to take these into account. It helps if you have some common ground to
start with, but this is not an essential requirement for support to be successful.
The level of social contact may be greater for buddies who may build closer
relationships but should take care to retain a degree of objectivity.
47
Q. What is Disclosure Scotland?
A. Disclosure Scotland is a service designed to enhance public safety by providing
potential employers and volunteer bodies with criminal history information on individuals
applying for posts. Disclosure Scotland issues certificates – known as “Disclosures” –
which give details of an individual’s criminal convictions or state that they have none.
Q. How does Disclosure work?
A. Volunteer agencies (such as STEER) request a Disclosure from candidates when
they make a provisional offer of a volunteer position. In the case of STEER this can be
undertaken before or after mentor training, however the cost of the disclosure will only
be reimbursed by the University if training is completed and mentoring is undertaken.
The individual volunteer applies to Disclosure Scotland for a Disclosure. In the case of
the Basic Disclosure (as required by STEER), the Disclosure document is sent directly to
the individual only unless specified otherwise.
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Q. What makes and effective mentor?

A mentor needs to be a good communicator. Communication has been
described as 30 % talking and 70% listening, hence the emphasis placed on
listening skills within STEER.

A mentor needs to be aware of non-verbal communication. Understanding and
judgement of a message comes from words (7%), inflection and tone (38%) and
body movement and facial characteristics (55%)

A mentor should be enthusiastic with a positive outlook, motivating and
encouraging their mentee.

A mentor should be emotionally resilient, able to cope with stress, and have the
experience to deal with issues and problems that arise, acting as a role model. It
is useful for mentees to see that their mentor has been through similar
experiences and managed to cope with them!

If providing study skills support, a mentor should be competent and confident
enough with their own academic progress and achievements to be able to advise
mentees e.g. how to manage their time effectively, how to find resources etc.

A good mentor should empathise, and be able to listen without necessarily
advising, instead providing information to enable students to make an informed
choice or decision themselves.

A mentor should help mentees with first year life, but not do everything for them.

A good mentor does not judge the mentee, and should respect their beliefs and
attitudes without necessarily agreeing with them.

Mentors should be aware of the need for confidentiality and know when to break
it and seek advice from the STEER team.

Mentors should have a good idea of where to find information if they don’t know
the answer. No–one is expected to know everything!

A mentor should help the mentee to come up with their own solution, rather than
providing it for them.

A mentor should be punctual and keep promises, always being aware however
that they should not make promises that they can’t keep!

A good mentor should be INTERESTED, but should maintain boundaries
between personal and professional assistance, since this will help them to
manage their relationship with their mentee in the best way possible.
49