Standards for private organizations

2020 Edition

Mentoring Services (MS) 6: Matching

Matches are made based on mentors’ and mentees’ strengths, needs, preferences, and interests.
2020 Edition

Currently viewing: MENTORING SERVICES (MS)

VIEW THE STANDARDS

Purpose

Individuals participating in Mentoring Services develop supportive, positive relationships that contribute to the achievement of personal, social, and educational growth.
1
All elements or requirements outlined in the standard are evident in practice, as indicated by full implementation of the practices outlined in the Practice Standards.
2
Practices are basically sound but there is room for improvement, as noted in the ratings for the Practice Standards; e.g.,
  • Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality; or
  • Procedures need strengthening; or
  • With few exceptions, procedures are understood by staff and are being used; or
  • For the most part, established timeframes are met; or
  • Proper documentation is the norm and any issues with individual staff members are being addressed through performance evaluations and training; or
  • Active client participation occurs to a considerable extent.
3
Practice requires significant improvement, as noted in the ratings for the Practice Standards. Service quality or program functioning may be compromised; e.g.,
  • Procedures and/or case record documentation need significant strengthening; or
  • Procedures are not well-understood or used appropriately; or
  • Timeframes are often missed; or
  • Several client records are missing important information; or
  • Client participation is inconsistent. 
4
Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the Practice Standards; e.g.,
  • No written procedures, or procedures are clearly inadequate or not being used; or 
  • Documentation is routinely incomplete and/or missing.      
Self-Study EvidenceOn-Site EvidenceOn-Site Activities
  • Matching procedures
  • Informational materials describing the mentoring initiative
  • Interviews may include:
    1. Program director
    2. Relevant personnel
    3. Mentors
    4. Mentees
    5. Parents/legal guardians of mentees, when applicable
  • Review personnel and case files for mentors
  • Review case files for mentees

MS 6.01

The organization considers information learned during screening and assessment when matching mentors with mentees.
Examples: Characteristics that may be relevant to consider when making matches include language spoken, interests, age, gender identity and expression, background, race, ethnicity, culture, religion, sexual identity, sexual orientation, special needs, personality and temperament, strengths, and/or the expressed preferences of the mentor, mentee, and the mentee’s parent or legal guardian. Logistical issues, such as schedule availability and geographic proximity, may also be relevant considerations.

Fundamental Practice

MS 6.02

Mentees, and their parents or legal guardians, as appropriate, provide written, informed consent to the proposed match.

Interpretation

Minor children and youth, and dependent adults, may be limited in the extent to which they can approve of and consent to matches. When the mentee is in the temporary custody of an agency (e.g. a juvenile justice agency), the custodial agency may provide the consent.

MS 6.03

Prior to initiating the mentor-mentee relationship, the organization:
  1. helps mentees, and their parents or legal guardians, as appropriate, to understand the mentor’s role;
  2. engages the mentee’s family and coordinating service providers, as appropriate, in setting goals for the relationship; and
  3. provides mentors with relevant information about their matched mentee.

Interpretation

When the mentee is a child who is a victim of human trafficking, it is important to be aware that the child’s parent or caregiver may be the trafficker or complicit in the trafficking. In such cases, determining appropriate family supports and level of involvement should include the input of the child, as well as child welfare and law enforcement systems.