My mentor sounded no longer a researcher but a person who share similar experiences crossing borders. The mentees showed high-metacognition in realizing what was going on in the sessions. In other words, the mentees attend the sessions as mentees but at the same time, they were observing the sessions objectively as professional advisors.
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To this extent, the mentoring sessions were taken as an opportunity for knowledge and skill transfer which is considered as one of the features of career support in mentoring. Drawing a PL and sharing it in the first session was a process of helping mentees establish a clearer self-image, connect insights, bridge the past, present, and future, and create new perspectives about their professional and personal lives.
In general, the process was full of emotions such as hesitation, enjoyment, satisfaction, fear, and tears. Sharing life stories also created a foundation for a trust relationship between the mentor and the mentee. In this regard, the results of this study coincided the claims which Atkinson made about the benefits of sharing a life story.
The uniqueness of this study was to focus on drawing a picture of life prior to the first session and using the picture when sharing a life story. A variety of awareness seemed to occur while drawing, after drawing, and when sharing their PLs. The PL activity seemed to provide an opportunity for the mentees to prepare their life stories ahead of time by leaving their options open.
Rather than describing in a written format which requires more logical thinking, drawing symbols and images to show values and meanings of their lives provided more freedom for translating what the symbols mean when other people see it. In this sense, the picture itself is not a life story yet. It becomes a life story when the story of the picture was being told. In this regard, the PLs provided the storytellers with the freedom to decide on the extent to which they wanted to co-construct the story with the listener by observing the levels of comfort and trust they have with the listener.
Therefore, it is assumed that drawing a PL was effective in terms of preparing a rough storyline while leaving some open space for the mentees. Usually, it takes a while to reflect on the previous sessions in a dialogue. However, the PLs helped the mentees jump back to the moment in a few seconds. The PL activity was not only effective in prompting reflection on the past sessions, but also in considering a new future.
Most of the mentees had a better sense of how to continue their life journey and how to complete the pictures. In every case, a powerful moment was created whenever the PLs were used in the sessions. In this study, it was also the quality of relationship which influenced the outcome of the mentoring process.
Without establishing a mutually trusting relationship, it would have been extremely difficult for both parties to collaborate successfully. It is considered that the strong trust relationships observed in this study were built upon the following three factors.
First, the mentor disclosed herself by completing the same tasks which the mentees had to complete sharing her PL and journals. Third, the mentor was an experienced advisor who specializes in conducting dialogue through building trustful relationships and mentees were professionals in promoting their self-reflection. Therefore, the collaboration between the mentor and mentees could occur in a natural flow.
Despite the positive effects the PL activity carries, we need to be aware of the risks of self-disclosure. Some people could be intimidated, embarrassed, and feel uncomfortable about telling their life stories to others. Seen in this light, it would have been easier and comfortable for the mentees in this study to draw and share their PLs if the mentor had drawn and shared her PL before asking mentees to do the task.
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Also, as the number of participants of this study was limited to five and as they were all female advisors, the findings of this study could only be applied to the data collected in this study and cannot be generalized or directly applied to other contexts. This study investigated the effects of drawing and sharing a picture of life in the first session of a six-month mentoring program for experienced advisors.
Positive effects were observed from the data collected from the journals and questionnaire which indicated that the PL activity helped the participants to develop a clearer s elf-image, deeper insights while connecting their identities and values with their past experiences related to their professional and personal lives.
Sharing a PL usually triggered emotions; however, challenging self-disclosures resulted in establishing stronger relationships between the mentor and the mentees. Moreover, referring to the PLs in subsequent sessions was effective in terms of facilitating the recalling of memories and immediately promoting reflection on the first session. The same applies to experienced educators when it comes to their PD. Although this study focuses on the field of ALL, it might have a potential to be applied to teacher mentoring programs which provide not only pedagogical techniques to mentees but also psychological support based on a trust relationship.
She is developing and implementing advisor education programs for novice and experienced advisors. Atkinson, R. The life story interview. Holstein Eds.
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Teaching and researching autonomy 2nd ed. Harlow, UK: Longman Pearson. Roles and relationships. Voller Eds. London, UK: Longman. Brockbank, A. Facilitating reflective learning through mentoring and coaching. London, UK: Kogan Page. Brown, K.
Mentoring and the retention of newly qualified language teachers. Cambridge Journal of Education, 31 , Buck, J. The H-T-P technique, a qualitative and quantitative scoring method. Journal of Clinical Psychology Monograph Supplement , 5, Clandinin, D. Engaging in narrative inquiry. Connelly, F. Stories of experience and narrative inquiry. Educational Researcher, 19 4 , 2— Delaney, Y. Foreign Language Annals, 45 ,— Eby, L. Definition and evolution of mentoring. Eby Eds. Malden, UK: Blackwell.
Gardner, D. Establishing self access: From theory to practice. Cambridge: Cambridge University Press. Goodenough, F. Measurement of intelligence by drawings. Opportunities to practice are included to help you master the skill taught in each section.
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These lessons should be completed before moving on to more advanced lessons in later volumes. Product Details. Average Review. Write a Review. Related Searches. Daily, the client will attempt the task in simple broken-down parts and results will be recorded. View Product.
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It is almost a family ritual to gather around a hot, delicious smelling pot of freshly made soup with bowls Signed under the pen name DELO, this is a collection of black and white drawings However, it turned out that the PL served as a powerful awareness raising activity which had positive effects on the following sessions. The data collected from the journals and questionnaire were coded and the following four main categories were chosen as shown in Table 2.
While telling their stories by using the PLs, many mentees realized something on the spot which they had not noticed when they drew the picture. While I was drawing, I could connect my past, present, and my future more easily. I discovered me through this process. Drawing pictures, I was thinking as I drew what do I want to represent here. Because I did it and it was easy for me to talk. The first session turned out to be emotional in most cases as the mentees faced their past and current struggles.
Therefore, emotions such as hesitation, tears, enjoyment, confidence, regrets, and fear were observed. This is where I cried. I felt accepted. I am me and this is my story. It also turned out that having the mentor sharing her PL and life story established equality in relationships and helped the mentees feel safe to disclose about themselves.
That made me feel I could also tell my honest feelings and emotions. My mentor sounded no longer a researcher but a person who share similar experiences crossing borders. The mentees showed high-metacognition in realizing what was going on in the sessions. In other words, the mentees attend the sessions as mentees but at the same time, they were observing the sessions objectively as professional advisors. To this extent, the mentoring sessions were taken as an opportunity for knowledge and skill transfer which is considered as one of the features of career support in mentoring.
Drawing a PL and sharing it in the first session was a process of helping mentees establish a clearer self-image, connect insights, bridge the past, present, and future, and create new perspectives about their professional and personal lives.