SASKATCHEWAN LIFE SKILLS ASSOCIATION

STEP ONE: THE INITIAL CONTACT

STEP TWO: THE FIRST FORMAL MEETING = YES OR NO?

STEP THREE: GETTING STARTED

STEP FOUR: THE INTERN-MENTOR CONTRACT

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STEP ONE: THE INITIAL CONTACT

These questions will determine if the applicant is ready to enter the accreditation process. While the first three are mandatory, the others can help you decide how much of a time commitment the Intern may require.

• Current SLSA membership?
• Request for accreditation submitted to SLSA?
• Written SLSA acceptance received?
• Present/past employment?
• Experience doing group work in general (# of hours)?
• Experience doing Life Skills in particular (# of hours)?
• Formal Life Skills Coach training? Trainers? Where? When?
• Place of residence (geographical considerations)?
• Reason for approaching me to be Mentor?

At this point, you could determine if the applicant has acquired a basic understanding of the Life Skills model. The applicant needs to complete the required 500 hours of coaching during the accreditation process so it would be helpful to have logged about half of the 500 hours before entering the process.

You also need to consider your available time, the geographical locations which could significantly increase expenses, and the reason why you were asked.

If SLSA’s requirements have been met and you both feel comfortable with the rest, make an appointment for your first formal meeting to assess if and how you will work together. Ask the candidate to bring copies of her/his application for internship, a resume, and letters of reference (if available) to your first formal meeting.

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STEP TWO: THE FIRST FORMAL MEETING = YES OR NO?

The purpose of this first formal meeting is to assess if and how you will work together. It is a time to share personal history related to Life Skills, philosophy, values, roles, learning styles, etc. It is a time to make sure both parties share a clear understanding of the meaning on an “Intern-driven process.”

During the first meeting, the applicant will share his/her goals and expectations for the internship; you will share your goals and expectations as Mentor during the accreditation process. Together you will review the requirements of SLSA and the Accreditation Committee regarding the granting of Accreditation Awards:

• completion of the accreditation portfolio to be kept on file with SLSA
• time frame - usually one to two years
• 500 hours Life Skills coaching documented experience with at least two different client groups

The mentoring process will include a selection of the following:

• research paper (8-10 pages typewritten)
• strengths and weaknesses inventory, self-identified
• develop a 12 week Life Skills program
• case history of an anonymous successful participant
• videotapes and audiotapes for self and Mentor’s feedback
• periodic observations of Intern facilitating group
• personal log (Intern’s feelings, thoughts, actions)
• goals for personal and professional development
• paper on ethics and personal responsibility of life skills coaching

The Intern may also choose to engage in further education and training, such as professional development and/or academic training (college or university courses in counselling, social work, etc.)

Part of the mentoring process includes identifying gaps and problem-solving ways to fulfill the requirements, as well as identifying any competencies which have already been completed. Discovering a starting place is covered in STEP THREE.

Finally, if you decide to proceed as Intern and Mentor, you will need to establish an understanding of how you will work together. Establishing such a contract is the focus of STEP FOUR.

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STEP THREE: GETTING STARTED

The purpose of the second formal meeting of Intern and Mentor is to plan the specific steps needed to complete the accreditation process. At the second meeting, plan to:

• review the accreditation process;
• review documentation supplied by the Intern of where and how s/he has completed or partially completed accreditation requirements;
• establish who will be accepted as Field Observer(s) for specific competencies; arrange for future meetings and other methods of communication to supply on-going documentation;
• outline plan for reviewing topics, observing Intern in group and on-going meetings for feedback and discussion;
• inform SLSA regarding formal Intern/Mentor status;
• any other item(s) identified by the Intern and/or Mentor.

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  STEP FOUR: THE INTERN-MENTOR CONTRACT

  You may choose to create a formal written contract with your Intern to ensure mutual understanding and agreement of these key items:

  • TIME: How much time can you reasonably expect to devote to mentoring? How much does your Intern plan to spend on developing her/his accreditation portfolio? When does your Intern expect to complete the process? Are both your expectations realistic?
  • RESPONSIBILITY: Does your Intern understand that this is an Intern-driven process? Do you both agree on the meaning of Intern-driven? Does the Intern agree to reimburse you for expenses incurred to assist him/her?
  • GEOGRAPHY: Are you geographically close enough to meet on a regular basis? Will you have to travel any distance to meet with your Intern or observe your Intern in action? If mentoring at a distance, how do you plan to overcome the obvious problems?
  • OTHER PLAYERS: Are you both clear on who will be Field Observer(s) and for which competencies?
  • EXPECTATIONS: Have you both honestly shared all your hopes, goals, and expectations for the process? Have you discussed them in detail? Are they realistic?
  • GAME PLAN: Have you developed a plan together which ensures all the requirements will be met? Have you discussed any potential problems and have you resolved these issues satisfactorily?
  • REVIEWING GOALS: Scheduling time to review short term goals (both Intern's and Mentor's) at regular intervals will help the Mentor and the Intern evaluate progress and establish new learning goals.
  • WHAT IF?: Have you and your Intern talked about how you will handle any problems which might arise? What if you disagree about the Intern's performance of a demonstrated competency? What if you discover you are uncomfortable working together?

  It’s much easier to deal with these issues if you have discussed the possibilities and plotted a course of action in advance. You can decide for yourself whether you want to write these up as a formal contract. Other options include:

  • a verbal review with each person taking notes for future reference. If you decide on this route, be sure to compare notes for identical meaning.
  • a follow-up letter to the Intern after the meeting where-in you outline your understanding of the decisions agreed upon, and request written confirmation from your intern.

  Whatever method you decide to use, be very sure that your Intern clearly understands the following:

  • that the accreditation process is “Intern-driven” and that it is the responsibility of the Intern to initiate and maintain the process;
  • that all costs incurred by the Mentor are to be covered by the Intern;
  • that the maximum accreditation time frame is usually one to two years;
  • that the Accreditation Committee of SLSA makes the final decision to present an Award of Accreditation, based on the submitted accreditation portfolio.

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