Mentor Leadership Training Course

 

Self-Check Role Play #4

bullet  What To Do

Now you will have another chance to role play being a mentor. Remember to ask questions to encourage your partner to use DO IT!

Now you will have the chance to practice being a mentor in another role play:

  • Read the message from the adolescent or young adult.
  • Respond to the message as you would if you were the mentor.
  • Remember to ask questions to encourage your partner to use the DO IT! strategy to solve problems and set goals.
  • Once you have responded, check your answer yourself to see if you remembered to use the DO IT! strategy.

bullet  Self-Check Role Play

Angie is 24 years old. She is attending college. She lives in the dorm and has several personal case attendants who help her with activities of daily living. She sent this message to her mentor:

protege "I'm having a lot of trouble with one of my attendants. What should I do?"

Angie's mentor sent back this message:

protege "Angie, sorry to hear that you are having trouble. Can you fill me in on some details? What's the problem?"

Angie replied:

protege "Well there are a number of problems. She is often late for work and that means I'm late for class. A couple of times she didn't show up for work at all. Other than that she's great. I like her. She makes me laugh."

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

  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 ask questions to encourage Angie to use the DO IT! strategy to solve this problem.
  • Did you ask specific questions to encourage Angie to outline lots of ways to solve the problem and to identify the consequences of each plan? Find the sentences in your message that do this.
  • For example, you could write "Angie, it's great that you enjoy your attendant so much, but it is a problem that she comes late or doesn't show up. Can you think of some different ways to solve this problem? Try to think of lots of different ways. Then think about what will happen if you follow each plan. Let's try to figure out the best plan to solve this problem!"
  • Did you remember NOT to tell Angie what to do and solve the problem for her?

continue  If you asked questions to encourage your partner to use the DO IT! strategy to solve problems and set goals, congratulations. You have mastered the DO IT! strategy. You have learned to encourage your partner to use appropriate problem solving and goal setting skills. Now you are ready to learn strategies to access disability-related information and resources. Click here to go on to the next lesson.

review If you had difficulty asking questions to encourage your partner to use the DO IT! strategy, review the lesson again before you go on to the next lesson. 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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Helping adolescents and young adults who use AAC overcome challenges and meet their goals at home, at school, at work, and in the community!

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.