Mentor Leadership Training Course

 

Self-Check Role Play #3

bullet  What To Do

Now you will have one more chance to practice being a mentor in a role play:

  • Read the message from the adolescent or young adult.
  • Respond as you would if you were the mentor.
  • Remember to use the positive communication skills. Use the LAF, don't CRY strategy.
  • Once you have responded, check your answer yourself to see if you remember to LAF (not CRY)

bullet  Self-Check Role Play

Nick is 20 years old. He lives at home with his parents and his older sister. He wrote this message to his mentor:

protege "My birthday's coming up in a few weeks. I'll be 21!!!! My parents told me I could have a party for all my friends. It's going to be so cool."

Pretend you are Nick's mentor. What would you write back to Nick?

  1. Enter your "message" in the box below.


    2. Message:

  2. Re-read your message and make changes (as necessary).
  3. Check to see if you remembered to use the LAF (don't CRY) strategy.
  • Did you listen and show Nick that you cared about him? Find the sentences in your answer. For example, did you say something like "Congratulations Nick!" or "Nick, that's awesome that you are turning 21!"?
  • Did you ask questions to find out more? Find the sentences in your answer. For example, did you say something like "Tell me all about your plans for the party" or "Who are you planning to invite to your party?"
  • Did you focus on Nick and his message?

continue   If you used the LAF (don't CRY) strategy in your answer, congratulations. You have mastered the LAF strategy. You have learned to use positive communication skills. Now you are ready to learn collaborative problem solving and goal setting skills. Click here to go on to the next lesson.

review If you had difficulty using the LAF (don't CRY) strategy, review the lesson again before you do the next role play. Click here to go back and review the lesson again.

Designed and maintained by:

The AAC Mentor Project Team
Penn State University
Last updated October, 2002.
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National Institute on Disability and Rehabilitation Research This research is supported by Grant #H133G8004 from The National Institute on Disability and Rehabilitation Research (NIDRR). The opinions expressed here do not necessarily reflect those of the National Institute on Disability and Rehabilitation Research and no official endorsement should be inferred.