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Table 3 The key characteristics of Indigenous Australian mentoring publications 1983 – 2012

From: The quantity, quality and characteristics of Aboriginal and Torres Strait Islander Australian mentoring literature: a systematic review

Author/publication Year/publication type

Type of program

Program location

Target population

No. of participants

Program aim

Mentoring strategies

Publication classification/Quality of study design

Outcomes

Dawes & Dawes, 2005 Journal Article

Mentoring program for young Aboriginal and Torres Strait Islander offenders

Detention Centre

Young Aboriginal and Torres Strait Islander men

48

Successful transition of students back into their family and wider communities

Mentors trained, including cultural awareness

Program description

Positive relationships

  

Far North Queensland

      
      

Volunteer mentors

  
      

Mentee choice of mentors

  
     

Reduce reoffending behaviour and establish links to further education and employment pathways

  
     

Matched on interests

  
     

One-on-one weekly

  
     

Role-modelling

  
     

Listening

  
     

Relationship building activities e.g. chess, fishing

  
     

Literacy, numeracy; vocationally-oriented curriculum (building and construction, art, horticulture, hospitality)

  
     

Links to, and support of Education Queensland

  
     

Funding Education Queensland and Cleveland Education & Training Centre

  

Burgess & Dyer, 2009 Journal Article

Workplace Mentoring Program

University of Newcastle NSW

Indigenous Australian university trainees

13

Assist Indigenous job seekers enter the mainstream workforce

12 month Indigenous paid traineeship: combination of study, hands-on-learning and formal and peer mentoring

Original Research

University Certificates.

Descriptive

12/20 completions: 8/20 completions with university employment; 4/20 completions with external university employment

Strong

Trained mentors (cultural awareness)

One-on-one mentoring

Mentors matched to gender and ethnicity

Voluntary participation

Flexible to the needs of mentees

Partnerships with local Indigenous communities and community organisations

Volunteer external mentors

Psychological, role-modelling, counselling, acceptance/confirmation, friendship, career development

Funding the University of Newcastle

Paase & Adams, 2011 Journal Article

Indigenous peer mentoring program

Chronic disease prevention

Indigenous people living in the inner suburbs of west Melbourne

Not reported

Developing a mentoring model to improve the health of Indigenous people

Consultation with Local Indigenous people

Program Description

Smoking cessation

Skill acquisition

Melbourne

Voluntary participation (mentees)

Increased expression of identity

Built on existing strengths

Tailored to local needs and culture

Reduction in cultural isolation

Local knowledge linked with existing services and programs

Partnerships with organisations

Group mentoring

Indigenous program team, peer mentors and peers locally employed

Formal & informal mentoring

Volunteer mentors

Trained peer mentors (as mentors and skill development); ongoing support

Matched cultural/socio-economic background and/or interests

Tribal Warriors, 2011 Journal Article

Post-release mentoring program for young Aboriginal offenders

Redfern Community

Aboriginal young people (7-25 years) recently released from correctional centres

50 participants

Encourage education, self-respect and independence (post-release) for young Aboriginal offenders

Mentors walk with mentees through many aspects of life e.g. appointments etc.

Program Description

Developed a mentoring certificate course.Decreased re-offending including decrease of 80% in men charged with robbery

Redfern, NSW

One-on-one mentoring

Elder leadership

Elder and police collaboration

Police-mentee and police-community liaison

Improved relationships between police and the Aboriginal community

Paid mentors

Mentors trained, including cultural awareness

Training, employment and education opportunities e.g. Certified maritime training

Health and wellbeing training including family violence, substance abuse, fitness

Cultural participation

Funded by Department of Community Services; Department of Families, Housing, Community Services and Indigenous Affairs; Centrelink; Department of Education, Employment and Workplace Relations

Nasir, 2008 Conference Paper

Mentoring program for Indigenous apprentices

Group training organisation – public sector Not reported

Indigenous apprentices

10 Indigenous apprentices, 4 field officers, 2 group training organisation managers, 3 host employer supervisors and 1 trainer

To improve the recruitment, retention and completion of apprenticeships by Indigenous Australians

Mentors recruited into the organisation

Original research

Critiqued for being ineffective

Descriptive

Untrained, unsupported mentors

Weak

Appointed mentors

Mentors have dual roles in the organisation

One-on-one mentoring

Funding local training organisation

MacCallum, Beltman & Palmer, 2005 Conference Paper

National Indigenous Mentoring Pilots Project

Secondary Schools; detention centres; residential schools 53 sites across Australia

Indigenous high school students

53 sites 483 mentees 332 mentors

To trial mentoring approaches to improve literacy, numeracy, attendance and participation of high school students.

One-on-one mentoring

Original Research Descriptive Strong

Mentees: Increased self-confidence and self-esteem; school attendance; retention; and participation in classroom tasks

Trained volunteer mentors

1 hour per week

Exposure to employment pathways, community work and further education

To raise students’ expectations of success and the expectations of their parents and teachers

Enhanced valuing of school and connections between school and work

Awards Celebrations

Life skills

Role-modelling

Identity building

Increased ability to solve personal and social problems

Motivational speakers

Social activities- fishing, gardening, dance, art, sport, camps

Development of leadership and life skills

Reconciliatory approach

Improved relationships with, and between peers, teachers and family members

Vocational educational experiences

Recognition of Indigeneity

Improved literacy and numeracy

Respectful relationships

Mentor humour

Mentors: improved knowledge of Indigenous culture and youth issues; development of strong relationships with students; enhanced personal development and self-esteem.

Involvement of families and communities

Genealogy program

Networking for employment

Funding Department of Education, Science & Training

School and Community: enhanced links between school and community; increased involved of families in school; awareness of, and access to local Indigenous role-models; development of inter-school relationships; positive contact between Indigenous and non-Indigenous families.

Stacey, 2004 Report

Panyappi Indigenous youth mentoring service

Indigenous Youth Mentoring Program South Australia

Indigenous youth ‘at-risk’ at of being a victim of crime or engaging in offending behaviour.

30 Urban (inner city) Indigenous youth 10-17 years

To intervene in pathways of offending behaviour

Works from a development perspective

Original Research

Marked change in offending behaviour

Family-inclusive approach

Descriptive

To decrease each young participant’s contact with the juvenile justice system and/or agencies associated with this system.

Attitude shift

Accredited trained paid mentors including cultural awareness

Strong

Decreased frequency of offending

Mentor support and supervision

Increased self-belief, and personal and cultural identity

To promote self-discovery and self-determination by young people participating in the program their family and wider community

Formal longer-term mentoring

Referrals but voluntary

participation

Reduced stress

Cultural fit

Decreased contact with the juvenile justice system

Developing a positive, caring and non-

judgemental relationship

Reduced formal cautions, court orders, family conferences and convictions

One-on-one intensive support – 15-20 hrs/wk

Building networks of support around the individual – schools, youth health, welfare

Services enabled to work better with young people and their families

Support of external agencies

Group strategies

Mentoring beyond the trouble period

Role-modelling

Accompanying mentees to appointments

Access to education, training and recreation

Genealogy program

Mentoring timeframe 2-17 months

Art program

Encouraging relationships with family, parents and community

Enabling opportunities to experience success

Tutoring

Life skills

Providing a safe environment

Funding Attorney Generals Department

Brereton &Taufatofua, 2010 Report

Indigenous Australian Mentoring Programs in employment

Workplaces Australia-wide

Indigenous Australians

Not relevant

Overview of Indigenous mentoring programs across Australia aimed at increasing participation in employment

Tailored to individual needs

Review Descriptive

Only ‘expected’ outcomes reported

Flexibility of the workplace

Resources, training and support for the mentor and mentee

Cultural awareness training for Indigenous and non-Indigenous mentors

Acknowledging difference

Incorporating and valuing local knowledge

Experiential learning

Formal evaluation for program improvement

Role-modelling

Links to support resources and services

Appropriate empathy and listening skills

Accountability and reliability of mentors and mentees

Developing rapport and building trust

Setting and reaching goals for the mentee

Bridging closure to the relationship

Funding not relevant

Australian Indigenous Mentoring Experience, 2009 Report

Youth Mentoring into Education

Australian secondary schools

Indigenous secondary school students Years 9-12

4 universities; 13 staff; 325 mentees; 500 mentors; 30 high schools

Increase Year 10 & 12 progression rates

One-on-one mentoring

Case Report

Increases across progressions for Years 9-10 (88% AIME compared to 81% National); Years 10-11 (81% AIME compared to 59% National); Years 11-12 (92% AIME compared to 63% National)

Descriptive

Increase Year 12 to university progression

Voluntary participation

East Coast of Australia

Voluntary mentors

Work with 6000 Indigenous secondary school students by 2020

1 hour/wk for17 week intensive program

Learning Centres

Community & University Engagement

Increases Year 12 completion (73% AIME compared 60% National)

Role-models

Shared social activities

Increases Year 12 to university (38% AIME compared to 1.25% National)

Funding partners (Universities), philanthropic organisations, in-kind support, fund-raising

Linking in mentees family and community

Australian Indigenous Mentoring Experience, 2010 Report

Youth Mentoring into Education

Australian secondary schools East Coast of Australia

Indigenous secondary school students Years 9-12

7 universities; 388 mentees

Increase Year 10 & 12 progression rates

One-on-one mentoring

Case Report Descriptive

Increases across progressions for Years 9-10 (88% AIME compared to 91.5% National); Years 10-11 (87% AIME compared to 74% National); Years 11-12 (86% AIME compared to

Increase Year 12 to university progression

Work with 6000 Indigenous secondary school students by 2020

 

Voluntary participation

Voluntary mentors

1 hour/wk for17 week

intensive program

Learning Centres

66.7% National) Increases Year 12 completion (100% AIME compared 71.8% National)

Community & University Engagement

Role-models

Shared social activities

Increases Year 12 to university (38% AIME compared to 10% National)

Funding partners (Universities), philanthropic organisations, in-kind support, fund-raising

Australian Indigenous Mentoring Experience, 2011 Report

Youth Mentoring into Education

Australian secondary schools

Indigenous secondary school students Years 9-12

10 universities;30 staff; 566 mentees

Increase Year 10 & 12 progression rates

One-on-one mentoring

Case Report Descriptive

 

Voluntary participation

Increase Year 12 to university progression

Voluntary mentors

East Coast of Australia

Work with 6000 Indigenous secondary school students by 2020

1 hour/wk for17 week intensive program

Learning Centres

Community & University Engagement

Role-models

Shared social activities

Funding partners (Universities), philanthropic organisations, in-kind support, fund-raising

Department of Local Government, 1999 Report

Aboriginal Political Mentoring Program

Local Councils

Local Aboriginal community members

27 participants

Encourage Aboriginal people to run for local elections

Voluntary participation by mentees but selection process

Original Research

Not able to be definitively assessed: Increased political participation - 11/27 ran for election and 2 were elected

Kyogle Area NSW

Intervention Research

Educate the Aboriginal community on the local government process and the importance of Aboriginal input into local government

Strong

Mentors - existing relationships with mentee and Aboriginal community; understanding of Aboriginal culture; vast experience of local government and supervision

Increases across progressions for Years 9-10 (97% AIME compared to 91.5% National); Years 10-11 (92.6% AIME compared to 74% National); Years 11-12 (79%

AIME compared to 66.7% National)

Mutual matching

One-on-one mentoring but multiple mentors

Increases Year 12 completion (87.5% AIME compared 71.8% National)

Supported in political activities and social support

Increases Year 12 to university (35.7% AIME compared to 10% National)

6 months + relationship

Funding Department of Local Government NSW

PASS Australia 2012 Web Page

Mentoring Program for Indigenous students in years 10, 11 and 12

Secondary Schools Queensland

Indigenous secondary school students

525 students in 2011

To improve the lives of Indigenous Youth, through Education, Leadership and Mentoring, by providing them with the tools to become strong community leaders for the future

Group and one-on-one mentoring

Program Description

Program graduations

Voluntary participation (mentees) Paid mentors

Vocational qualification - TAFE Certificates

1 day per week for 2 years

Indigenous and non-Indigenous mentors

Paid employment

Exposure to employment pathways, community work and further education

6-9 Merit points towards School Certificate

Cultural program

Sports program

Career Pathways Program

Leadership

Education to employment transitioning

Industry work experience

Industry, community and school partners

Awards Celebrations

Funding Department of Education, Employment & Workplace Relations

New South Wales Government, 2010 Web Page

Workplace Mentoring Program for Aboriginal people working in the NSW public sector

Public Sector NSW

Aboriginal people working in the NSW public sector

Not relevant

Mentoring guidelines to improve employment, training and career development opportunities for Aboriginal people in the NSW public sector

Modelling desirable behaviours and attitudes

Program Description

Not relevant

One-on-one mentoring

Helping the mentee understand the values of the agency

Actively listening to the mentee

Sharing your own relevant stories and experiences

Helping the mentee to identify their goals

Providing opportunities for learning and reflection

Understanding of cultural obligations

Encouraging the mentee to develop new skills

Offering career advice

Guiding the mentee to achieve objectives

Providing insights into the culture of the agency

Offering constructive feedback; and providing regular encouragement

Funding NSW Government

Show Me The Way Mentoring 2011 Web Page

Online mentoring program for Indigenous students

Schools NSW

Young Indigenous students in school or in school-based traineeships

14 students in 2010

To encourage Indigenous students to stay at school and go on to tertiary education.

Program matched to government policy

Program Description

New program - not reported

    

29 school-based trainees 2011

 

Technology-driven mentoring strategies – online face-to-face mentoring contact; development of career videos

  
     

To self-empower Indigenous students to understand what's involved in developing a career path in conjunction with learning/mentoring partners with real world experience.

   
      

Mentor training including cultural training

  
      

Voluntary participation (mentors/mentees)

  
      

Mentor competency tested

  
      

30 mins/fortnight minimum participation

  
      

Video workshops (careers and trades)

  
      

One-on-one mentoring

  
      

Role-modelling

  
      

Matched mentoring to student needs

  
      

Tailored to Indigenous youth

  
      

Flexibility that meets the needs of individual students

  
      

Minimal in-person face-to-face meeting

  
      

Face-to-face literacy, numeracy and media literacy approaches; and training for students, teachers and corporate learning partners

  
      

Professional program development

  
      

Participation at school and home

  
      

Partnerships students, school, staff and community

  
      

Laptops supplied to students for access and engagement

  
      

Implemented discretely, and in conjunction with existing school programs

  
      

Continuous quality improvement strategies embedded in the program

  
      

Reward system for participation

  
      

Funding – charitable organisation and corporate partners

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