Mentoring and Networking for Helping Professionals

Abstract

timidating and exhibitionistic as in the Rahway Program.Another caution would be whether the children might admire and, as a result, model the life-style of the prisoners. This possible danger should be considered by anyone attempting to replicate this program and should possibly be the focus of an additional study.Attempts at intervention should come earlier than teenage years. Children are developmentally ready in elementary school to adopt prosocial attitudes and behaviors given the correct experience. Firsthand understanding of possible consequences is superior to threats and lectures, and the opportunity for the children to debrief their experience in the jail is most important. This is accomplished better as a one-to-one than in a group.We believe the results of the Lawrence County experience are encouraging enough that other programs could be designed for early intervention that focuses on the assumptions of support rather than punishment, real life rather than abstract learning experiences for children, and the belief that the "teachable moment" for prosocial attitudes arrives earlier than one's teenage years.

Teaching people with disabilities to recruit help to attain personal goals.

“…The researchers also reviewed the social skills literature (e.g., Curran & Monti, 1982; Kelly, 1982), mentoring (e.g., Phillips-Jones, 1982; Rawlins & Rawlins, 1984), and popular literature (e.g., Carnegie, 1936) to identify help-recruiting skills. Several persons with physical disabilities were interviewed to collect information about specific verbal statements that might be used to request help in meeting personal goals.…”

First-Year Library Mentorship Opportunities

“…While the aim of both informal and formal mentoring is to facilitate a supportive learning environment for the protégé that benefits the mentee, mentor, institution, and profession, there are examples in the literature of possible issues that can arise from the mentor-protégé relationship (Bolton, 1980;Brooks & Haring-Hidore, 1987;Goldstein, 2003;Johnson, 2002;Kram, 1983;Rawlins & Rawlins, 1983;Shapiro, Haseltine, & Rowe, 1978). Goldstein (2003) provides a comprehensive summary of these difficulties, which include excessive time commitments by both parties, unrealistic expectations placed on one party by the other, unfair manipulation of one party by the other, or overdependence of one party on the other.…”

Women in Social Work Education: Progress or Promise?

“…Research has documented the value of a career helper-mentor for advancement in professional development (Rawlins & Rawlins, 1983). Success often depends not only on knowledge and hard work but also on who one knows and one's ability to obtain advocacy and support within the established system.…”