M-2 Mission Statement
Match-Two Mentoring Outreach (M-2) seeks to drastically reduce the prevalent recidivism rate among parolees released from prisons, jails, and juvenile detention centers. Normally, with no mentoring services provided, about 80% of parolees commit further crimes and are returned to prison. Of the prisoners receiving M-2 mentoring services for 12 months or more, only 30% reoffend and are returned to prison. This reduction in parolee criminal offenses is reflected in a similar reduction in community criminal victimization, thus providing a major benefit in our cities and towns. M-2 actively recruits mentors within the community. While a potential mentor may be as young as 21, it has been found that most effective mentors come from the older, retired community component. Older people tend to have a richer spread of life skills to offer in mentoring prisoners (whose life skills have obviously failed in the past). All needed training is provided to the mentor by M-2. The mentor is then matched (one-on-one) with a prisoner who has requested M-2 mentoring services. Male mentors are matched with male mentees, and female mentors are matched with female mentees. The prisoner must have at least nine remaining months of incarceration before release. The mentor visits an adult prisoner at least once per month, along with routine correspondence by mail. A juvenile prisoner is visited at least twice per month. After the prisoner is released on parole, the mentor renders followup services for the parolee for as long as three years, facilitating the parolee's successful reentry into society. M-2 directs all recruiting, screening, training, and followup processes, and provides ongoing supervision of the mentoring activities and the matching process. M-2 promotes community awareness of the program through presentations at churches, civic meetings, and other interested group functions, as well as networking with law enforcement agencies and parole officers. Within the prisons, jails, and juvenile detention facilities, M-2 coordinates activities with the institutional Chaplain, thus providing a networked connection between the prison and the community, an innovative factor which is normally missing from the structure of criminal justice.
According to statistics developed by the California Department of Corrections, 70% of M-2 mentees do not return to prison. The impact on the region served is a reduction of crimes commited by exconvicts, and the equivalent reduction in community criminal victimization. Fully as socially impacting has been the utilization of older retired citizens as mentors, providing them with clear validation for their long life experience, as well as providing our mentees with an experienced guiding hand.
Founders & Directors of M-2 / Match-Two Mentoring Outreach - Texas
Marian Harrist - Nash, Texas
Ted Glines - New Boston, Texas
WHAT IS A MENTOR?
by Ted L Glines
The notion of mentoring is ancient. The original Mentor was described by Homer as the "wise and trusted counselor" whom Odysseus left in charge of his household during his travels. Athena, in the guise of Mentor, became the guardian and teacher of Odysseus' son Telemachus.
In modern times, the concept of mentoring has found application in virtually every forum of learning. In academics, mentor is often used synonymously with faculty adviser. A fundamental difference between mentoring and advising is more than advising; mentoring is a personal, as well as, professional relationship. An adviser might or might not be a mentor, depending on the quality of the relationship. A mentoring relationship develops over an extended period, during which an offender's needs and the nature of the relationship tend to change. A mentor will try to be aware of these changes and vary the degree and type of attention, help, advice, information, and encouragement that he or she provides.
Broadly defined, a mentor is someone who takes a special interest in helping another person develop into a successful person. Some offenders, particularly those living in maximum security institutions, find it difficult to develop a close relationship with their "friend from the streets."
In the realm of M2 mentoring, we might say that a good mentor seeks to help an offender optimize an institutional/parole experience, to assist the offender's socialization into free society, and to help the offender find suitable employment. These obligations can extend well beyond prison and parole.
The Council of Graduate Schools (1995) cites Morris Zelditch's useful summary of a mentor's multiple roles: "Mentors are advisors, people with life experience willing to share their knowledge; supporters, people who give emotional and moral encouragement; tutors, people who give specific feedback on one's performance; sponsors, sources of information about and aid in obtaining opportunities; models, of identity, of the kind of person one should be to be an academic."
In general, an effective mentoring relationship is characterized by mutual respect, trust, understanding, and empathy. Good mentors are able to share life experiences and wisdom, as well as technical expertise. They are good listeners, good observers, and good problem-solvers. They make an effort to know, accept, and respect the goals and interests of the offender. In the end, they establish an environment in which the offender's accomplishment is limited only by the extent of his or her talent.
The Mentoring Relationship
The nature of a mentoring relationship varies with the level and activities of both offender and mentor. In general, however, each relationship must be based on a common goal: to advance the educational and personal growth of the offender. You, as mentor, can also benefit enormously.
There is no single formula for good mentoring; mentoring styles and activities are as varied as human relationships. Different offenders will require different amounts and kinds of attention, advice, information, and encouragement. Some offenders will feel comfortable approaching their mentors; others will be shy, intimidated, or reluctant to seek help. A good mentor is approachable and available.
Often offenders will not know what questions to ask, what information they need, or what their options are (especially when applying to future parole issues). A good mentor can lessen such confusion by getting to know offenders and being familiar with the kinds of suggestions and information that can be useful.
In long-term relationships, friendships form naturally; offenders can gradually become friends and associates. At the same time, strive as a mentor to be aware of the distinction between friendship and favoritism. You might need to remind an offender--and yourself--that you need a degree of objectivity in giving fair assistance and special help. If you are unsure whether a relationship is "too personal," you are probably not alone. Consult with an M2 Director, your own mentor, or others you trust. You might have to increase the mentor/offender distance.
Offenders, for their part, need to understand the professional pressures and time constraints faced by their mentors and not view them as merely a means--or impediment--to their goal. For many volunteers, mentoring is not their primary responsibility; in fact, time spent with offenders can be time taken from their own necessities of living. Offenders are obliged to recognize the multiple demands on a mentor's time.
At the same time, effective mentoring need not always require large amounts of time. An experienced, perceptive mentor can provide great help in just a few minutes by making the right suggestion or asking the right question. This section seeks to describe the mentoring relationship by listing several aspects of good mentoring practice.
Careful listening.
A good mentor is a good listener. Hear exactly what the offender is trying to tell you without first interpreting or judging. Pay attention to the "subtext" and undertones of the offender's words, including tone, attitude, and body language. When you think you have understood a point, it might be helpful to repeat it to the offender and ask whether you have understood correctly. Through careful listening, you convey your empathy for the offender and your understanding of a offender's challenges. When an offender feels this empathy, the way is open for clear communication and more effective mentoring.
Keeping in touch.
The amount of attention that a mentor gives will vary widely. An offender who is doing well might require only "check-ins" or brief meetings. Another offender might have continuing difficulties and require more time and effort; one or two offenderss might occupy most of an adviser's mentoring time. Try through regular contact to keep your offenders on the "radar screen" to anticipate problems before they become serious. Don't assume that the only offenders who need help are those who ask for it. Even an offender who is doing well could need an occasional, serious conversation. One way to increase your awareness of important student issues and develop rapport is to work with other mentors and affiliate organizations. This will also increase your accessibility to offenders.
Population-Diversity Issues.
Every mentor is challenged to adapt to the growing sex, ethnic, and cultural diversity of both prison and societal populations.
Minority Issues.
Blacks, Hispanics, and American Indians as a group make up about 23% of the US population. Many minority group offenders are deterred from careers by inadequate preparation, a scarcity of role models, low expectations on the part of others, and unfamiliarity with the culture and idioms of society. Mentors can often be effective through a style that not only welcomes, nurtures, and encourages questions, but also challenges offenders to develop critical thinking, self-discipline, and good work/study habits. Expectations for minority-group offenders in society have traditionally been too low, and this can have an adverse effect on achievement. A clear statement that you expect the same high performance from all people might prove helpful. Be aware of minority support groups in your community and of appropriate role models.
Cultural Issues.
You could find yourself advising offenders of different cultural backgrounds (including those with disabilities) who have different communication and learning styles. Such offenders might hail from discrete rural or urban cultures in the United States or from abroad. If you are not familiar with a particular culture, it is of great importance to demonstrate your willingness to communicate with and to understand each offender as a unique individual. Are you baffled by an offender's behavior? Remember that a cultural difference could be the reason. Don't hesitate to ask colleagues and the offenders themselves for help. Examine yourself for cultural biases or stereotypical thinking.
Sexual Harassment.
If you mentor an offender of the opposite sex, extra sensitivity is required to avoid the appearance of sexual harassment. Inappropriate closeness between mentors and offender/mentees will produce personal, ethical, and legal consequences not only for the persons involved but also for the programs or institutions of which they are part. For this very reason, M2 does not sponsor cross-gender mentor/mentee relationships.
Be guided by common sense and a knowledge of your own circumstances. Make an effort to forestall misunderstandings by practicing clear communication. If you do have a close friendship with an offender, special restrictions or self-imposed behavior changes might be called for.
Disability Issues.
As a mentor, you might be unsure how to help an offender with a disability. Persons with disabilities can function at the same level as other persons, but they might need assistance to do so. You can play a pivotal role in finding that assistance, assuring offenderss that they are entitled to the assistance, and confirming they are able to secure assistance. Another very important role of the mentor is in making colleagues comfortable with offenders who have disabilities.
Remember that the offender who lives with the disability is the expert and that you can ask this expert for help.