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Adapting Mentorship for Teacher Well-being and Career Resilience
Development��
Ben Kutsyuruba, Queen’s University�Keith Walker, University of Saskatchewan
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Session Objectives • Overall Content: To briefly describe the Adaptive
Mentorship Model and explore its relevant for enhancing and sustaining professional and personal resilience amongst early career teachers;
• Process Aims: To interact with colleagues in a
fashion that promotes initial exchange, learning and practice with specific tools and strategies that will enhance early career teachers’ resilience as an outcome of adapting mentorship to beginning teacher needs.
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Mentoring
• Adynamicandtwo-wayrela1onshipthatinvolvescri1calreflec1onandfullpar1cipa1onbybothmentorandmentee/protégé
• Aprocessofsharingexperiencesandexper1sethatmayhelpwiththepersonal,academic,orprofessionaldevelopmentofamentee;mayprovidecareer,psychosocialoreduca1onalguidance
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TheMentor-MenteeRela.onship
• Atrus1ngandmeaningfulassocia1onbetweentwoindividualswithdifferinglevelsofexperienceandknowledgeinpar1cularcontexts
• Thementor’sroledoesnotdependonposi1onalauthorityandpower
• Thementorfacilitatesthelearningofanotherandcreatesasafecontextforgrowth
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TASK
COMPETENCE
A1
A2A3
A4
D1
D2D3
D4
HIGH
HIGH
HIGH
LOW
LOW
LOW
THECONTEXT
MENTOR’SADAPTIVERESPONSE
PROTÉGÉ’SDEVELOPMENTAL
LEVEL
CONFIDENCE
SUPPORT
ADAPTIVEMENTORSHIP
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1.PROTÉGÉDEVELOPMENTALLEVELFORATASK/SKILL-SET
(TWOCONTINUA:COMPETENCE&CONFIDENCE)
D3
D2
D4
D1
HICOMPETENCELO
LOCONFIDENCEHI
CONFIDENCE:alongacon.nuumofinnerpsychological,emo.onalfeelingsofself-assurance,certainty,self-efficacy,self-esteem,comfort
COMPETENCE:alongacon.nuumofability,skill,technicalexper.se,accurateperformance,mechanicalcapability
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D3
D2
D4
D1
HIGH COMPETENCE LOW
LO C O N F I D E N C E HI
PROTÉGÉ DEVELOPMENTAL LEVEL: 4 TYPICAL POSITIONS ACROSS THE TWO CONTINUA
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PROVIDEANACTUALEXAMPLEFROMYOUROWNLIFE-EXPERIENCEFORSOMEONEAT
EACHOFTHEFOUR“D”LEVELS:
D1D2D3D4
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D3
• HICOMPET.• LOCONFID.------------------------------“TENTATIVELEADER”“NERVOUSEXPERT”
D2
• LOCOMPET.• LOCONFID.--------------------------------“DISCOURAGEDAMATEUR”“DISHEARTENEDROOKIE”
D4
• HICOMPET.• HICONFID.------------------------------“SKILLEDPRACTITIONER”“ABLEEMPLOYEE”
D1
• LOCOMPET.• HICONFID.-----------------------------“EAGERNOVICE”“IDEALISTICNEOPHYTE”
HIGH COMPETENCE LOW
LO C O N F I D E N C E HI
PROTÉGÉ DEVELOPMENTAL LEVEL
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2.MENTOR’SADAPTIVERESPONSEFORPROTÉGÉ’STASK/SKILL-SET
(TWOCONTINUA:TASK&SUPPORT)
A3
A2
A4
A1
LOTASKHI
HISUPPORTLO
SUPPORT:alongacon.nuumofpsychologicalemo.onalencouragement,praise,reinforcement,andaffirma.onregardingprotégé’sfeelingsabouthis/herperformance.
TASK:alongacon.nuumoftelling,direc.ng,guiding,prescribing,instruc.ng,showing,ordemonstra.ng,re:protégé’sprocedural,technical,mechanicalperformanceoftheskill
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A3
A2
A4
A1
LOW TASK HIGH
HI
S U P P O R T LO P
MENTOR ADAPTIVE RESPONSE: 4 TYPICAL ADAPTATIONS ACROSS THE TWO CONTINUA
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PROVIDEANACTUALEXAMPLEFROMYOUROWNLIFE-EXPERIENCEOFSOMEONEUSING
EACHOFTHEFOUR“A”RESPONSES:
A1A2A3A4
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A3
• LOTASK• HISUPPORT----------------------------------
“FRIENDLYPEER”“SUPPORTIVECOLLEAGUE”
A2
• HITASK• HISUPPORT------------------------------------------
“DIRECTIVECOACH”“ENCOURAGING
SUPERVISOR”
A4
• LOTASK• LOSUPPORT
-------------------------------
“DELEGATOR”“OCCASIONALOBSERVER”
A1• HITASK• LOSUPPORT-----------------------------------“PRESCRIPTIVEDIRECTOR”“TELL-ER”
MENTORSHIP STYLE
HISUPPORTLO
LOWTASKHI
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D1
• LO COMPETENCE
• HI CONFIDENCE
• “EAGER
NOVICE”
• “IDEALISTIC
NEOPHYTE”
A1
• HI TASK
• LO SUPPORT
• “PRESCRIPTIVE
DIRECTOR”
• “TELL-ER”
MATCH A1 WITH D1
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D2
• LO COMPETENCE
• LO CONFIDENCE
• “DISCOURAGED
AMATEUR”
• “DISHEARTENED
ROOKIE”
A2
• HI TASK
• HI SUPPORT
• “DIRECTIVE COACH”
• “ENCOURAGING
SUPERVISOR”
MATCH D2 WITH A2
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MATCH D3 WITH A3
D3
• HI COMPETENCE
• LO CONFIDENCE
• “TENTATIVE
LEADER”
• “NERVOUS
EXPERT”
A3
• LO TASK
• HI SUPPORT
• “FRIENDLY PEER”
• “SUPPORTIVE
COLLEAGUE”
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MATCH D4 WITH A4
D4
• HI COMPETENCE
• HI CONFIDENCE
• “SKILLED
PRACTITIONER”
• “PROFICIENT
EMPLOYEE”
A4
• LO TASK
• LO SUPPORT
• “DELEGATOR”
• “OCCASIONAL
OBSERVER”
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HOWISTHEADAPTIVEMENTORSHIPMODELAPPLIED?
1. DETERMINETHE“D-LEVEL”OFTHEPROTÉGÉ;BUT…HOW?• Observe;• Conference;• Ask!
2. SYNCHRONIZETHEMENTOR’S“ADAPTIVERESPONSE”TOMATCHTHISD-LEVEL.
3. MONITORTHISIMPLEMENTATIONACTION.4. CONTINUEAPPLYINGTHEMODEL.
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DISCUSSSIMILARITIESAND/ORDIFFERENCESBETWEENQUADRANTPLACEMENTS
1. AZerindividuallyselec1ngtheprotégé“D”quadrants,discussyourchoices.Comments?__________________________________________________________________________
2. AZerindividuallyselec1ngthementor“A”quadrants,discussyourchoices.Comments?__________________________________________________________________________
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1.WHATWOULDMENTORSHIPIN“A1”and“A2”
LOOKLIKE?• BOTHrequireHIGHTASK(tomeetprotégéLOW
COMPETENCEinboth)• A2requiresMORESUPPORTthandoesA1(tomeetD2LOW
CONFIDENCE)• ULTIMATEGOAL:Assistprotégétoreachmaximum
poten1altoaccomplishprofessionalgoal(s)• HIGHTASKis:direc.ng,telling,showing,demonstra.ng,
modeling,direc.ng,even…“pushing/pulling”• ForA2,ENSUREplentyofGENUINEencouragement,
support, reinforcement,praise,backing,andbuildingprotégé self-assurance,confidence,andesteem
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2.WHATWOULDMENTORSHIPIN“A3”
LOOKLIKE?
• RequiresHIGHSUPPORT(tomeettheprotégé’sLOWCONFIDENCE)andLOWTASK(tomeetHIGHCOMPETENCE)
• WillneedtoCOMMUNICATEmorethanwithA4/D4rela.onships
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3.WHATWOULDMENTORSHIPIN“A4”LOOKLIKE?
• LOWresponseofBOTHTASKandSUPPORT(tomeetprotégé’sHIGHlevelsofCOMPETENCEandCONFIDENCE);
• D4protégéswillwant:self-monitoring,professionalautonomy,andindependentlearning;
• *NOTE:INDIVIDUALSATD4WILLSTILLOCCASIONALLYNEEDSOMECOMMUNICATION,FEEDBACK,CONSULTATION,ORADVICE!
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Language of Living versus Surviving
Mors Kochanski
& Northern
Alberta and Gobi Desert
Lessons
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Enhancing and Sustaining Professional and Personal Resilience �
(Teachers Taking Care of Themselves Through Encouragement of Mentors)
• The term resilience initially came from the field of engineering with regard to the physical strength of material.
• Merriam-Webster’s definition of resilience in the engineering sense is “the capability of a strained body to recover its size and shape after deformation caused especially by compressive stress.”
• Resilience is also defined by Merriam-Webster in the psychological sense as “an ability to recover from or adjust easily to misfortune or change.”
RAND Report (2011, p.2)
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What is Resilience?
State or Trait Perspectives on Complex Construct of Resilience
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Key Attributes Consistent with Resilient Individuals
Connectedness
Social environments
Physical environments
Sense of inner wisdom
Spiritual life that is lived out
Family
5Components
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WellnessSelf-Assessment
• OnewayIknowIamstrugglingis…
• OnewayIknowIamlivingabalancedlifeis…
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Well-being and Resilience Continuum
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What Works for You? 1. As you think about your own well-being and resilience, what fuels your tank, gives you energy. What refreshes and rejuvenates you? 2. Recount a recent story or incident or circumstance where you found yourself running low on energy but found a way to restore or refresh yourself.
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Professional Quality of Life • Compassion Satisfaction: ability for clinicians to derive a
great sense of meaning & purpose from doing their work well. • Secondary Traumatic Stress: the natural, consequent
behaviours and emotions resulting from knowledge about a traumatizing event experienced by a significant other. It is the stress resulting from helping or wanting to help a traumatized or suffering person
• Burnout: state of emotional, mental, and physical exhaustion caused by excessive and prolonged stress. It occurs when you feel overwhelmed and unable to meet constant demands
B. Hudnall Stamm, 2009-2012. Professional Quality of Life: Compassion Satisfaction and Fatigue Version 5 (ProQOL). www.proqol.org.
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Complex Relationships
ProfessionalQualityofLife
CompassionFa1gue
CompassionSa1sfac1on(ProQOLCS)
WorkEnvironment
ClientEnvironment
PersonalEnvironment
Trauma1zedbywork
SecondaryExposure
(ProQOLSTS)
PrimaryExposure
Frustra1onAnger
Exhaus1on DepressedbyWork
Environment(ProQOLBurnout)
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What is �Compassion Fatigue
(CF)? • Compassion fatigue is thought to be a
combination of secondary traumatization and burnout precipitated by the care delivery that brings health-care professionals into contact with the suffering
Szabo, B. (2006). Compassion fatigue and nursing work: Can we accurately capture the consequences of caring work? International Journal of Nursing Practice: 12: 136–142.
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Finding Flow
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Subjective Well-being is Important
Seligman et al.
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AD
APT
ING
TH
E JO
HA
RI W
IND
OW
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Walker & Kutsyuruba, 2016
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"We can be sure that the greatest hope for maintaining equilibrium in the face of any situation rests within ourselves.” Francis J. Braceland
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Self-care Challenge
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Do-ability of Six Daily Self-Care Strategies: An Interview
1. Which of the six “do everyday” practices is the easiest for you?
2. Which of the six “do everyday” resilience building
practices is the most difficult for you? 3. As you look back over the last week, which of the
practices are you already doing quite consistently? 4. What would it take to make ALL SIX Daily Self-
Care strategies integral to your life?
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Notes to Self: My Plan