The motivations of mentors: promoting relationships, supporting pupils, engaging with communities

Pengujian konsep psikoterapi unconditional positive regard pada mahasiswa perempuan

“…Rogers menekankan bahwa hanya lewat penerimaan terhadap klien maka klien dapat melakukan kontak dan menyadari penyangkalan (denial) serta distorsi internal dalam dirinya. Meskipun beberapa peneliti menyatakan bahwa empati atau kongruensi merupakan kondisi inti yang paling penting dalam seorang terapis, Wilkins (Sparrow, 2008) (Crisp, 2010), khususnya dalam pendidikan, sepertimentoring terhadap siswa bermasalah, konsep UPR menjadi inti utama dari proses mentoring (Jones, 2009), atau pada Behavior Intervention Support Team (BIST), program intervensi pada sekolah-sekolah yang menekankan pada hubungan yang didasari UPR dari orang tua siswa kepada siswa (Boulden, 2010). dan berdasar hasil penelitian terbukti bahwa terapi client-centered merupakan terapi yang efektif, bahkan lebih efektif dari routine care oleh general practitioners (Patterson & Joseph, 2006).…”

Authentic school partnerships for enabling inclusive education in Hong Kong

“…Systems for the provision of mentoring support have been used effectively in support of learners with SEN in many situations (Cruddas, 2005). Learning mentors acting as critical friends to students with SEN have generally focused upon the provision of social and pastoral support in order to address learner self‐esteem and confidence (Jones et al., 2009). Such a concern for student well‐being forms the basis of a belief that it is essential for students to gain personal confidence and positive self‐regard if they are to become effective learners.…”

“…Inclusion inevitably challenges schools to provide appropriate support for all children and various support models have been implemented internationally to enable inclusion. These have included the use of a Special Education Needs Coordinator in the UK (Cole, 2005); Special Need Officers in Singapore (Chen and Poon, 2008); Learning Support Teachers in Ireland (Griffin and Shevlin 2007); Support Teacher (Learning Difficulties) in Australia (Forlin, 2001); Teaching or Education Assistants in the USA and Europe (Giangreco and Doyle, 2007; Moran and Abbott, 2002); and learning mentors (Cruddas, 2005; Jones, Doveston and Rose, 2009), volunteer mentoring schemes (Rose and Jones, 2007), and resource schools in the UK (Groom and Maunonen‐Eskelinen, 2005). All have gained momentum in recent years as a means of supporting inclusive practices.…”

Educational Paraprofessionals: Underpaid, Undervalued and Now Over Here

“…A recent school workforce census indicates that non-teaching staff with pupil support roles in state-funded schools in England (such as learning mentors, behaviour support workers and teaching assistants i ), numbered 298, 083, with just over 75,000 of these in secondary schools ii (Gov.uk, 2018). Despite this significant presence there are a relatively small number of studies that have examined different aspects of the work of educational paraprofessionals: some focus on specific roles like learning mentors (Bishop and Sanderson, 2017;Bishop, 2011;Jones et al, 2009) and teaching assistants (Mansaray, 2006); others on particular areas of work common to non-teaching support roles such as behaviour (Lee, 2006). Edmond and Price, (2009) note how although the development and diversification of support roles in schools was initially envisaged as making a significant contribution, their differential status has merely reinforced a segmentation of functions between the academic and the pastoral.…”