The ‘Each One Teach One’ Mentoring Programme

 The aim is simply to provide help and support to Black, African, Asian and Caribbean students who are in counselling or psychotherapy training by way of a free mentoring service. The programme is set up to run within the academic year.

The Programme

Find Out More

Promote the programme

Free, short presentation to students

FAQs

Videos of frequently ask questions

Attend the Open Morning

21 Oct in London and 9 Dec in Birmingham

Join the Programme

Join as a mentor or mentee

Inequality of access for black, Asian and minority ethnic [BAME] communities is a well recognised reality for many psychological therapy services and the insensitivity of UK mental health services to ethnic diversity is an enduring problem.

Having more therapists from BAME communities in the therapy profession could go some way to address this inequality, however there is a low percentage of BAME therapists in the profession compared to the general BAME population. One reason is that whilst BAME individuals are starting psychotherapy and counselling training courses they frequently drop out.

Living in a racialised world significantly impacts the identity of BAME people and often trainings are just not flexible enough to meet BME people where they are emotionally or theoretically. This can lead to frustration, disillusionment and then disengagement.

We are addressing this drop out rate through a mentoring program called Each One Teach One. This programme will support and nurture Black, African, Asian and Caribbean trainees to stay in their training and make their contribution to the therapy profession and to the mental health of the UK.

The Each One Teach One programme will match therapy students with qualified and experienced counsellors and psychotherapists of similar heritages.

THE PROGRAMME DETAILS

The mentoring programme is currently taking applications from mentors and mentees for the 2017-18 academic year.

This service is the first of its kind in the UK. If you are an experienced counsellor or psychotherapist of Black, African, Asian or Caribbean heritage we need your knowledge and expertise to ensure this mentoring programme is a continued success. We’re looking for therapists who have successfully navigated their way through the challenging and demanding training process and survived to tell the tale. As part of your role as mentor, you will be responsible for helping the mentee navigate their way through a similar process, ‘Each One Teach One’.

Dates

  • The programme will run for 7 months within the academic year from Jan 2018 to July 2018. Applications are currently being accepted.
  • There will be open days on the 21st October 2017 in London and the 09 December 2017 in Birmingham at which those who are interested in mentoring or being mentored to ask questions and meet others that have been involved in the programme.
  • Mentors will need to go through an induction process. This can be done in a group session on the 16th December or on a one to one basis, face to face or via phone/Skype.
  • On the 15th January those that have made applications will be matched and soon after be introduced to their matches
  • Those coming into the programme after the 15th January will be matched as and when they apply until 15th February 2018 when the programme closes to new applications until next year.

Aims
Our aim is simply to provide help and support to Black, African and Asian students who are still in counselling or psychotherapy training or are on their way to qualification, by way of offering a free mentoring service. A team of four therapists run the programme on a voluntary basis.

At BAATN, we understand the challenges presented to Black, African and Asian people who are training to become therapists, and appreciate how frustrating it can sometimes be when it seems there is little or no support for issues that are important to you. Issues arising from a training course, for example, can be highly emotive to one’s ethical, spiritual or personal belief and value system and as Black, African and Asian people, we understand these issues can be overlooked. This can happen for a number of reasons:

Fear of the unknown for tutors

Tutors unsure of how to process the information displayed or disclosed

Possible collusion (if tutor is also Black or Asian)

Preconceived stereotypes regarding Black, African and Asian people generally

Preconceived stereotypes regarding Black, African and Asian people in education

Matching
The mentoring programme will facilitate trainees by pairing them with an experienced therapist. We will try to match gender, ethnicity and theoretical orientation etc. On your application you can express your preference in this regard. We understand the importance of acknowledging ourselves holistically. We will also look to match you with a mentor who is near your local geographical area.

We will ask you to tell us other areas that are important to you so we can look to offer you the best possible match. Once we have your details, we will access our database of mentors in your area and match the closest mentor to your profile.

Student Membership
To take part, students need to have BAATN student membership.

Sign up for Student Membership

Join the programme

WHAT IS MENTORING?

Mentoring can be an enriching relationship for both parties, where one more experienced person (Mentor) shares their knowledge, skills, information, insights and life experience with another less experienced person (Mentee), in order to create growth through personal and professional development, problem solving and discussion of issues to reach the specific goals of the Mentee using constructive feedback. However, the success of this relationship depends on the communication, commitment and participation of both the Mentor and the Mentee in a confidential space.

The Mentor’s Role
The roles of a Mentor can vary depending on the needs of the Mentee. The roles that successful Mentors use are as follows:

Teacher/Advisor Role – to share knowledge, the wisdom behind mistakes and explain in detail what is expected from the Mentee. This role requires the Mentor to develop realistic career goals with the Mentee and make an action plan of areas to develop.

Problem Solver Role – referring the Mentee to resources, answering questions in an open respectful way and offering other options and opportunties where available. By creating new opportunities with a minimum of risks the Mentee should not be able to fail, so not affecting their self esteem in a detrimental way. Be guided by your Mentee to know when these opportunities will be helpful, or a hinderance.

Motivator Role – giving encouragement, positive feedback and support to the Mentee during challenging times and during specific tasks to generate inner drive and act as a morale booster to the Mentee’s self esteem. Being reliable and consistent is vital to Mentees, so Mentors should be clear from the start about their availability to the Mentee, to ensure clear boundaries and to reduce misunderstandings. A Mentee who has this open door policy is more likely to ask questions, seek guidance and feel supported.

Coach Role – By giving clear, positive and constructive feedback to the Mentee enabling them to work to overcome difficulties and change behaviour if necessary. In order to do this effectively you need to ask three specific questions;

1. Does the Mentee have the capacity to do the task/job?

2. Is coaching likely to upgrade the Mentee’s skills?

3. Is there sufficient time to coach?

If you know how to provide feedback then the role of the coach is much easier to perform. However, there are four factors that need to be considered before giving feedback. They are:

1. Make sure that the feedback is frequent and useful to the Mentee to give a clear understanding of the progress made so far.

2. Give quality feedback.

3. Make the feedback specific- how, when and why.

4. Give direct feedback on what you have observed.

To give constructive feedback ensure that;

1. You describe the behaviour that you have observed

2. Do not use labels

3. Do not exaggerate

4. Do not be judgemental

5. Phrase the issue as a statement, not a question

Guide Role – Set 5 realistic goals;

1. Be specific as to what the Mentee wishes to achieve, but remain flexible incase of change.

2. Make goals that can be time- framed and limited in number.

3. Ensure that meetings are results orientated, concentrating on the results obtained not the activity it takes to get there.

4. Make the goals realistic and relevant.

5. Make the goals achievable.

Successful Mentors have the following characteristics;

Supportive- supporting the needs of the Mentee through adversity and challenge.

Ability to be Patient – commitment of the Mentor to spend time with the Mentee performing mentoring responisbilities.

Respected- Giving the Mentee a positive role model by showing real life examples of values and ethics in professional pratice. Learning by example is the most effective tool a Mentor has, allowing the Mentee to observe how the Mentor handles situations and interact with others. For this reason it is vital that all Mentors strive for high professional standards of professionalism, solid work ethics and a positive attitude.

The Mentee’s Role?
Mentees can be anyone who wants to achieve their goals beyond their current position, using the opportunities provided by the Mentor. Mentees are bright and motivated individuals who can vary in age, gender and work or training experience.

Mentees are:

Learners who wish to learn new skills, insights and abilities.

Decision Makers who take charge of their own education.

Initiators who are willing to explore and challange new initiatives.

Risk Takers in exposing themselves to a Mentor to challenge adversity and learn new ways of knowing and understanding.

Goal Setters who set their own goals and take steps to succeed.

In order to make the Mentee and Mentor relationship successful, look for clues to how the Mentee is feeling;

– Give appropriate eye contact in a respectful way.

– Make the Mentee feel comfortable to ensure trust is built.

– Use hand or facial gestures to show enthusiasm and smile often to show reassurance.

– Use open body language leaning forward to show interest.

– Be power aware in spaces so ensuring that desks and chairs are not acting as barriers between you.

– Ensure personal space is maintained between the Mentor and Mentee.

– Allow time for the Mentee to process information and solve their own problems before seeking help.

– Make the relationship fun!

THE SUPPORT TEAM

The four therapists below are volunteering their time to support the mentoring programme and support matched mentors and mentees through the programme.

Sheila Hicks Balgobin MBACP, IFPA, BFVEA – EOTO Programme administrator

Sheila is a Jungian and psychodynamic psychotherapist, Reiki teacher, qualified aromatherapist and
an advanced flower essence practitioner. She promotes therapeutic healing through the use of Reiki, aromatherapy and flower essences. Central to Sheila’s premise is her unique understanding and belief in the power of the body’s own healing mechanisms and the natural healing power harnessed within flowers. Sheila’s clients are supported to recognise and face emotional issues underlying physical and mental distress through her use of the three mediums, with Sheila directing a sensitive exploration to remove blocks and promote healing. Sheila specialises in addictions, bereavement, cross-cultural work and spirituality.

Kris Black – EOTO Coordinator 

Kris Black is a UKCP Registered Integrative Arts Psychotherapist, MBACP Counsellor and Psychotherapist and a Supervisor in Training. Kris is currently completing a Master’s in Child and Adolescent Psychotherapy and is on the leadership group of BAATN. Kris has a small but growing private supervision and psychotherapy practice and is the founder of Radical Dialogues—a group work and awareness programme combining art and psychotherapy to address and heal trauma caused by discrimination, violence and abuse.

Kris has worked within London for 17 years as a therapist with children using an integrative and multi-cultural framework, as many of her clients were seen as being at risk of school exclusion, or from economic or cultural backgrounds for whom therapy was not thought of as being accessible. Her work has included family interventions and working with single parents.

Kris has also worked within the charity sector for over 30 years as a counsellor and a trainer on diverse issues such as hate crime, HIV, domestic violence, sexual abuse, sexuality, identity, fertility and health issues. Kris believes the personal is political, and has contributed to many radical Black, women’s, and LGBTQ groups and campaigns at a grassroots level and upwards for most of her working life. Having studied law, she has worked within grassroots, national and international campaigns that have changed or ended discriminatory legislation, attitudes and practices.

Kris believes psychotherapy and counselling can save lives as well as changing negative belief systems and therefore should be affordable and accessible to all—not just those with economic power. Kris was born into a working-class, mixed-racial heritage family living in north London’s council housing estates in the 60s. She got involved with feminism and political activism when she was 18. Kris still describes herself as a feminist and does not think politics, activism or campaigning to end inequality in society are counter-intuitive to being a professional psychotherapist or counsellor.

Fiona Beckford – EOTO Coordinator

Fiona is a Humanistic Counsellor drawing on the TA approach and is also CBT trained. She’s operated within her own private practice for the past fifteen years and for the past six years has supported both staff and students though a full range of issues as the Counsellor at Luton Sixth Form College. Fiona also provides a therapeutic service to her local GP surgery and is a member of the CERT team, an emergency response team based at Luton Airport made up of Ministers, Rabbi’s, Reverend’s and Counsellors. She is very interested in developing people and writes training programmes which she delivers to organisations and charities.

Eugene EllisEugene Ellis – EOTO Coordinator

Eugene Ellis is an Integrative Arts Psychotherapist and the founder of The Black and Asian Therapists Network (BAATN). He has worked for many years as a child, adult and family therapist and currently works for Family Futures (an organisation that works with adopted and fostered children and their families) as well as working in private practice. Eugene has a special interest in facilitating a dialogue around race and culture in organisations and psychotherapy trainings.

 

Vedia Maharaj – EOTO Coordinator
Bio to come

Ayan Ali – EOTO Coordinator
Bio to come

Chamari Leelasena – EOTO Coordinator
BACP Registered & Accredited Psychotherapist/ Clinical Supervisor/ Mentor. Core approach is Person centred with Psychodynamic and CBT approaches incorporated. Also qualified in providing EMDR (Eye Movements Desensitisation Reprocessing) therapy.

 

 

Yetunde Ade-Serrano – EOTO Coordinator
Bio to come

“I was having a crisis of confidence with my written work and a challenging experience with peers. My mentor supported me by demonstrating compassion and understanding, which helped me regain confidence and overcome the slump.”

Mentee

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