Mentor Handbook Version 1.1 - the University Offices - University of ...

Disability Resource Centre
Mentor Handbook
Version 1.1 October 2011

Index
Disability Resource Centre……………………………………………………….
Mentoring - General Information...………………………………………………
Mentoring - Role and Benefits.. …………………………………………………
Mentoring - Dos and Don’ts……………………………………………………...
Mentor - Qualities…………………..……………………………………………...
Mentoring Techniques - Asking Questions……………………………………..
Ideas for Mentoring……………………………………………………………….
Working with your Student……..…………………………………………………
Documentation for Mentors………………………………………………………
DRC Contacts………………………………………………………………………
Useful Contacts...…………………………………………………………………..
Useful Links and Resources………………………………………………………
3
4
5
6
7
8
9
10
12
13
14
15
Appendices
Appendix 1: Mentor Agreement……………………………………………..
Appendix 2: Student/Mentor Agreement…………...………………………
Appendix 3: Mentoring Session Log…………..……………………………
Appendix 4: Mentor Termly Update……………………………….………..
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17
19
20
2

Disability Resource Centre
The Disability Support Centre (DRC) exists to provide a confidential, professional, and accessible
service to support the needs of disabled students at the University of Cambridge. The DRC supports
students with any disability, medical matter or injury, including those with:
Specific learning difficulties (including dyslexia)
Physical impairments and injuries (including Upper Limb Disorder - also known as RSI)
Sensory impairments
Mental health issues
Chronic Illnesses
Asperger syndrome and autism
Disability Advisers
When a student comes to the DRC for support , they will be assigned a Disability Adviser. The
Disability Advisers are:
Sally Ivens: supports students from Christ’s to Lucy Cavendish Colleges
Margot Chadwick: support students from Magdalene to Wolfson Colleges
Helen Duncan: supports students with a Specific Learning Difficulty (SpLD) from all Colleges
When you are assigned a student you will be informed who their Disability Adviser is. It is important
that you maintain contact with the Adviser so that they know how the Mentoring is progressing. The
Adviser is your first point of contact, should you have any concerns or questions about the student
you are supporting.
Disability Support Co-ordinator
The Disability Advisers work closely with the Disability Support Coordinator, Carrie Roberts, who
sets up Non-Medical Assistance for students.
DRC Website
The NMA section of the DRC website, www.admin.cam.ac.uk/univ/disability/nma/currentnma,
provides essential information for all Non-Medical Assistants (NMAs). This includes key contacts for
the NMA scheme, information on completing and submitting timesheets, payment (including rates of
pay and payment arrangements), confidentiality and discretion and our cancellation policy. There is
additional documentation for Mentors, including an electronic version of this handbook, at
www.admin.cam.ac.uk/univ/disability/nma/currentnma/mentor_handbook.pdf.
There is also a wealth of information about our service on our website, and you may find it helpful to
spend some time looking there to find out about the different ways in which disabled students are
supported at the University: www.admin.cam.ac.uk/univ/disability.
3

Mentoring - General Information
Time Commitment
Attendance at two training sessions per academic year (Compulsory).
Attendance at three Mentor Support Sessions per academic year (Compulsory).
Regular meetings with each Student to whom you are assigned.
Feedback about the Mentoring to each Student’s Disability Adviser, via email,
fortnightly for the first month and monthly thereafter.
Completion of a Mentor Evaluation survey.
During the term, being prepared to be contacted by Students, by phone and
email.
Mentors Will Receive
Payment of £35.00 per hour (subject to tax and National Insurance deductions).
Training in the skills required to be a successful Mentor.
Ongoing support from the DRC.
An opportunity to develop skills in the areas of leadership, communication and
organisation.
A termly ‘Thank You Event’ at the DRC.
Mentoring Duties and Responsibilities
Mentors are required to adhere to the NMA Duties and Responsibilities, available on
the DRC website at www.admin.cam.ac.uk/univ/disability/nma/currentnma/
duties.html. Mentors have additional responsibilities, as outlined in the Mentor
Agreement, available on the DRC website at www.admin.cam.ac.uk/univ/
disability/nma/currentnma/mentor_agreement.pdf, which should be signed and
returned to the Disability Support Co-ordinator.
4

Mentoring - Role and Benefits
Mentor Role
The DRC organises Non-Medical Assistance for students of the University of
Cambridge with disabilities. Mentors play an important role in supporting students
during their time studying at University. Some of the ways Mentors can help are as
follows:
Assisting with the transition into University life.
Time management and organisation.
Setting goals and monitoring progress.
Supporting students with life skill concerns.
Signposting students to other services when necessary, e.g. the University
Counselling Service.
Working as a link between the student and their Disability Adviser.
Mentor Benefits
Mentoring can be a satisfying and rewarding experience. Mentoring:
gives you the opportunity to develop skills that are useful to you, both personally
and professionally.
provides an opportunity to share your experience and learning with somebody
new to University life.
helps you to understand yourself and others better.
As a Mentor, you will be fully supported as part of the DRC’s team of NMAs. You
will also receive training and regular group support sessions. Future employers are
impressed by those who have given time to share their experience and learning with
others in support of their development.
5

Mentoring - Dos and Don’ts
Mentors Do
Meet regularly with the student at an agreed place and time.
Share advice and information about your experience as a student.
Facilitate discussion about all aspects of University life.
Ensure that you are up-to-date with current departmental and University
information, so that you are giving out accurate information and advice.
Encourage social interaction and self-sufficiency in the student.
Refer the student to information sources where appropriate.
Encourage the student to address academic queries to the relevant teaching
staff.
Recognise when the student may be in need of further support and act
accordingly.
Monitor progress of the student, providing short email reports on a regular
basis, and send it to the student’s Disability Adviser.
Respond to email queries from the student, as agreed.
Maintain confidentiality where appropriate and seek guidance from the student’s
Disability Adviser about areas of concern.
Mentors Don’t
Try to fill the role of a tutor or lecturer by answering detailed academic
questions regarding the content of subjects.
Make decisions for the student.
Disclose any information about the student without permission from the student.
Help the student with their assessment.
Act as a Counsellor or take on full responsibility for a student’s welfare. It is
possible that the student will develop trust in you and confide in you about
personal issues. If a student appears to need specific assistance, remember
that you are not a trained counsellor, so please refer them to their Disability
Adviser, or the University Counselling Service.
Give out information you are unsure is correct. It’s better to admit to not
knowing. Let the student know that you will find out the answer, or refer them to
someone who will know.
6

Mentor - Qualities
Qualities of a Good Mentor:
Enthusiasm for the role. Students will be guided by your level of interest and if you
seem bored, they’ll lose interest quickly!
An interest in and understanding of the difficulties students can have. Even if
you had a very smooth transition to University, it is important to understand that
everyone’s experience is different.
Good communication skills, particularly in listening to your student, facilitating
discussion and encouraging them to ask questions.
Ability to reflect on your own experiences. Students can be reassured to know
that you’ve been in their situation. It is also important to remember, however, that
there is always more than one way of dealing with things and that what worked for
you may not be the best advice for others. Try to think of different ways of dealing
with issues and offer a range of advice, without being prescriptive, or saying that
it’s the only way.
Reliability and responsiveness. This means turning up to meetings on time and
keeping in touch with your student.
Familiarity with the DRC and the University as a whole. If you don’t know much
about the services offered to students, now is the time to find out! Students will look
to you as a source of information.
Sensitivity to a range of cultures and abilities. You are likely to have students
from a range of backgrounds, so you need to respect differences, and be willing to
accommodate different ways to do things.
Ethical behaviour. As a Mentor, you are a representative of the University and so
must act responsibly and respect the boundaries of the Student/Mentor
relationship.
Patience, persistence and a positive attitude. Not all Student/Mentor
relationships are immediately successful. It takes time to develop a relationship, so
don’t give up if it doesn’t work as well as you had hoped from the beginning.
Good sense of fun! The role of a Mentor is not supposed to be stressful. While
serious issues may come up, for the most part the job will be enjoyable for both you
and your student.
7

Mentoring Techniques - Asking Questions
Type Example Useful for Not useful for
Open Questions
Where more than one–
word answers are
required
What?, how?, why? To get them talking With a talkative person,
when they are talking
and not getting
anywhere
Closed Questions
Where a yes/no is
needed
Would you….?
Have you….?
To gain commitment
To clarify/check
When no information
forthcoming
Hypothetical
Questions
Where a hypothetical
picture is painted for an
answer
How might you set
about…?
Where a situation is
new/strange to them
Where the hypothetical
situation is too far
removed from
experience/reality
Probing Questions
Where more detail is
sought
Tell me more…
What happened
next….?
Exploring particular
events/possibilities
When further detail
avoids issue/causes
pain
Think through
questions
Where the questioner
helps the speaker to
think through to
possible consequences
What will that do?
How would X react?
Getting them to identify
consequences for
themselves
Where their experience
is not sufficient to cope
with it
Reflective Questions
Where the questioner
reflects what the
speaker has just said
So you think…?
So what you’re saying
is….
Presenting back to
them their own words/
thoughts
When they have
drained themselves
Non-Questions Silence, mmmm When encouragement
is needed but they
have not finished
When silence is hurting
and no longer
productive
8

Ideas for Mentoring
Make use of the mobile phone; most students have them and use them a lot. For
example, at the end of each session, encourage the student to put the next
meeting in their calendar, with an alert for 30 minutes before the meeting and
another for 15 minutes before the meeting. If they have tasks or goals to achieve
before the next meeting, use the calendar and reminder facility on the phone to
plot alerts. This is really helpful for people who are forgetful, or who get lost in
their work. Some phones have software that synchronises emails and diary
entries with a PC or Mac.
Encourage the student to keep useful contacts in their phone, to have to hand
when necessary (eg the University Counselling Service, Linkline and
Samaritans). Please refer to page 14 of this Handbook for some useful contacts.
If the student experiences anxiety or depression, encourage them, when they are
well, to make a list of what helps them. When they are anxious or depressed,
they can access the list immediately for support. This is useful when it is difficult
for the student to think or remember what they need to do.
Introduce your student to Mind Maps. Some websites offer guidance for using
Mind Maps in education (for example www.mind-mapping.co.uk/mind-mapsexamples.htm)
and others offer a free 30 day trial of software (for example
www.mindgenius.com/mind-mapping-download.aspx).
Some people find keeping a journal to be useful. Ask the student to list 3 good
things each day.
Break goals down into small achievable steps. Visit www.selfesteem2go.com/
goal-setting-lesson-plans.html for ideas.
Ensure you evaluate your work on a regular basis so that you are both clear
about how things are going. Regularly examine your objectives to determine
whether the student is benefiting from the relationship and if the Mentoring is
meeting the goals you set during your first sessions. You may discover that you
want to revise your goals.
9

Working with your Student
When you have agreed to work with a student, the Disability Support Co-ordinator
will email you the student’s contact details, along with the number of hours/sessions
of Mentoring the student has been assigned. You must not exceed this number,
as the student is only funded for this number. The amount of information you are
given about the student will depend on the level of disclosure the student has
approved. Sometimes students ask us not to pass on their personal information to
anybody. In this case, the student will determine how much they wish to share with
you when the Mentoring begins.
When you receive this information we ask that you contact the student as soon as
possible to make arrangements to meet. In the first instance we ask that you try to
contact the student 3 times, and if you have still not received a reply, please let the
Disability Support Co-ordinator, or student’s Disability Adviser know, so that we can
follow this up.
The type of contact you have is determined by the student. Some students may just
want to ask you a quick question via email; others may like to speak on the phone,
or to meet you for a coffee and a chat. Below are some guidelines for choosing a
suitable meeting place:
Think about cultural differences – a pub might not suit somebody who does not
drink.
Check that there is suitable access – if the coffee shop has steps up or down it
may not be suitable for a wheelchair user.
Consider confidentiality – if it is noisy, or tables are closely placed, it might not be
suitable.
Consider proximity to the student’s room – some students prefer not to bump into
their peers when out with their Mentor.
Your First Session
In the first session with the student, it is a good idea to agree on the boundaries of
your work together. Use the Student/Mentor Agreement, which is on the DRC
website at www.admin.cam.ac.uk/univ/disability/nma/currentnma/
student_mentor_agreement.pdf, to discuss the parameters of the relationship,
and sign the Agreement. The Agreement can be referred back to if either of you feel
that things might not be going as you expected. It can provide you with an
opportunity to restructure the sessions as the work progresses.
10

Working with your Student continued
If the student wants to change Mentors
Please don’t take this personally. It is possible that the student just wants to try
working with somebody different, or maybe somebody else might be more skilled in
working with their specific needs. Let either the student’s Disability Adviser, or the
Disability Support Co-ordinator know, so that we can find another Mentor for the
student.
If a student comes to you with a serious personal problem
You should always refer the student to the appropriate form of support, either their
personal tutor, the University Counselling Service, or the DRC, where staff are more
likely to be equipped to deal with serious issues than you are.
If a student shares personal information with you, you must respect that this
information is confidential. However, in the event that a student is at risk of harm
to self or others, you should inform the DRC immediately, to get the student the
help they need. The DRC is open Monday to Thursday 9am-5pm and Friday 9am-
4pm. Outside these hours, please contact the Duty Tutor, via the Porter’s Lodge, at
the student’s College.
University Counselling Service
We have a good relationship with the University Counselling Service, who recognise
the essential work that Mentors do. They provide free individual and group
counselling, and a comprehensive workshop programme. The University
Counselling Service’s Mental Health Adviser, Juliet Bristow (jb732@cam.ac.uk or
01223 (7)68566), can be contacted by you or your student for support.
If you ever have any doubts, or need advice about what to do, then please
contact the DRC and we will point you in the right direction. You will find a list of
DRC contacts on page 13 of this Handbook.
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Working with your Student continued
Reporting and feedback
Each time you meet with your student, please complete the Mentoring Session Log,
which can be downloaded and printed from our website at
www.admin.cam.ac.uk/univ/disability/nma/currentnma/mentor_log.pdf, and
submit it to the Disability Support Co-ordinator.
In the first month, we also ask that you email the student’s Disability Adviser with a
brief update of how things are going each time you see the student. After the first
month we ask that you do this on a monthly basis. This will help us monitor the
service and ensure that both you and the student are receiving the support you
need. Your report does not need to be long or take you too much time, but please
include the following:
Date of the meeting.
Duration of the meeting.
Main issue(s) discussed or activity undertaken.
Any matters for our attention (for example, do you need more resources or
assistance?; is there anything you think we should know?; are there recurring
themes or problems that need to be dealt with?)
Since you will have undertaken to maintain the student’s confidentiality, these logs
should be a general overview of what was discussed, rather than going into a lot of
detail.
Documentation for Mentors
For your information, the appendices of this Handbook contain copies of the
following documentation for Mentors:
Mentor Agreement (Appendix 1)
Student/Mentor Agreement (Appendix 2)
Mentoring Session Log (Appendix 3)
Mentor Termly Update (Please only complete this form if you have been asked
to do so by the Disability Support Co-ordinator) (Appendix 4)
To access a form, please download and print it from the DRC website at
www.admin.cam.ac.uk/univ/disability/nma/currentnma/mentors.html, and
submit it to the Disability Support Co-ordinator.
Please do not photocopy the appendices or write in this Handbook, as the
documentation in the appendices is for information only.
12

DRC Contacts
Disability Resource Centre
Keynes House
Trumpington Street
Cambridge
CB2 1QA
Telephone: 01223 (3)32301
Fax: 01223 (7)66863
Email: disability@admin.cam.ac.uk
Website: http://www.admin.cam.ac.uk/univ/disability
The DRC is open Monday to Thursday 9am-5pm and Friday 9am-4pm.
John Harding Head of Centre 01223 (7)64083 jah214@admin.cam.ac.uk
Tori McKee Office Manager 01223 (7)60903 tm429@admin.cam.ac.uk
Jennie Hastie Administrator 01223 (3)32301 jh681@admin.cam.ac.uk
Sonya Kirk Administrator 01223 (3)32 301 sk598@admin.cam.ac.uk
Charlotte Yates SpLD Administrator 01223 (3)32337 cry20@admin.cam.ac.uk
Margot Chadwick Disability Adviser 01223 (7)64084 mf260@cam.ac.uk
Sally Ivens Disability Adviser 01223 (7)64084 safi12@cam.ac.uk
Helen Duncan (SpLD) Disability Adviser 01223 (7)46489 hd286@admin.cam.ac.uk
Kirsty Wayland
Carrie Roberts
Joanna Hastwell
Disability Development
Consultant
Disability Support
Co-ordinator
Asperger Syndrome
Project Officer
01223 (7)66903 kw226@cam.ac.uk
01223 (7)66775 cr410@admin.cam.ac.uk
01223 (7)46508 jlh89@admin.cam.ac.uk
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Useful Contacts
University Counselling Service
2-3 Bene't Place
Lensfield Road
Cambridge CB2 1EL
Telephone: 01223 (3)32865
Fax: 01223 (7)66863
Email: reception@counselling.cam.ac.uk
Website: http://www.counselling.cam.ac.uk/
Mental Health Adviser
University Counselling Service
Juliet Bristow
2-3 Bene't Place
Lensfield Road
Cambridge CB2 1EL
Telephone: 01223 (7)68566
Email: jb732@cam.ac.uk
Website: http://www.counselling.cam.ac.uk/
Linkline
21 Jesus Lane
Cambridge CB5 8BQ
Telephone: 01223 367575/01223 744444
Website: http://www.linkline.org.uk/home.html
Samaritans
4 Emmanuel Road
Cambridge CB1 1JW
Telephone: 01223 768566
Website: http://www.samaritans.org/
14

Useful Links and Resources
Information Relating to Particular Disabilities
Mental Health Issues
The NHS Choices website has some very good short videos about mental health
issues: www.nhs.uk/video/Pages/medialibrary.aspx?Tag=Mental+health
MIND helps people take control of their mental health and provides good up-todate
information and resources on their website: www.mind.org.uk/
The Students Against Depression website provides information, resources and
real-life student stories: www.studentdepression.org/
Dyslexia
The vision of the British Dyslexia Association is for all dyslexic people to reach
their potential: www.bdadyslexia.org.uk/
Asperger Syndrome
www.aspergerfoundation.org.uk/
www.autism.org.uk/
life-with-aspergers.blogspot.com/search/label/Aspergers
Adult Attention Deficit Disorder (ADD) UK
www.adhd.org.uk/
A good book about ADD is “ADD-friendly ways to organise your life” by Judith
Kohlberg and Kathleen Nadeau (ISBN 1583913580).
General information
Northumberland, Tyne and Wear NHS Foundation Trust have developed an
excellent website for downloading fact sheets on a range of topics :
www.ntw.nhs.uk/pic/selfhelp#
Linkline (for Cambridge University and Anglia Ruskin University) provides a
listening service similar in style to the Samaritans: www.linkline.org.uk/home.html
The Coaching and Mentoring Network has a range of useful information and
resources for Mentors: www.coachingnetwork.org.uk/
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Appendix 1: Mentor Agreement
Name: _____________________________________________________________
The function of a Mentor is to work as part of the Non-Medical Assistance Scheme,
and to provide Mentoring to Students who have been allocated a Mentor as part of
their disabled Student support. Arrangements will vary according to need.
The main duties and responsibilities of a Mentor are to:
Assist and monitor the Student’s transition into University life.
Support assimilation into the social environment at University.
Support the Student in understanding demands placed upon him/her with respect
to coursework, deadlines, processes and procedures.
Monitor situations where mental health conditions could be triggered due to
academic and practical studies.
Assist the Student in making sense of ambiguous and confusing situations.
Support the Student with problem solving, identifying and referring to other key
services within and external to the University.
Act as an advocate for the Student within the University, only with prior
consultation with the Student and the DRC.
Establish and maintain clear role boundaries.
Identify and highlight any deterioration or re-emergence of irregular behaviour
patterns.
Help the Student identify issues causing concern (including course, university life
and personal issues), and propose suggestions for self-monitoring and/or
resolution.
Support the Student in developing strategies which address timetabling issues
and encourage and maintain regular attendance.
Meet at designated times/places with the Student.
Complete relevant administrative tasks and documentation associated with
Mentoring, in particular keeping log notes and giving feedback to DRC.
Maintain and respect confidentiality at all times, and refer to other support
services when necessary.
Maintain awareness of possible risks, and liaise with colleagues where
necessary.
Attend and participate in termly Mentoring development events (3 in total).
Attend 2 training sessions per year.
Regularly review/self-evaluate the effectiveness of support provided.
Undertake other duties, as agreed with the Student and the DRC.
I have read and agree to the above terms and conditions, in particular my
responsibility to:
Attend termly development events.
Attend training events.
Maintain records and give feedback as required.
Signed: __________________________________ Date: _____________________
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Appendix 2: Student/Mentor Agreement
The purpose of having a Mentor is to help support you with your transition into
University life in a variety of ways. This might include time management,
organisation and other types of support. Your Mentor will meet you at an agreed
meeting place, at a time that is convenient to both of you, and as frequently as
specified in your Needs Assessment.
Mentoring Sessions
You can decide what you would like to do in your Mentoring sessions and tell your
Mentor how you would like to use the time to provide you with the best support.
Some of the things that you may discuss in your Mentoring sessions are:
How you are managing your timetable and if you are enjoying your course.
What work you have to do for each module.
Assignment/work deadlines and how you will meet them.
How you are feeling about and coping with making contributions in seminars and
with any group work you have to do.
Your relationship with your Tutor and if you are getting the support you need.
How you are finding the social side of University and whether you would like any
support finding information about University events and societies.
How you are settling in to the University and how you are finding your way about
your College and the city.
Whether you feel that there is any other support you need.
How you are managing to access your emails and course information.
How you are managing to access and to find all the resources you need.
Any other issues that are affecting how you are settling into University, or that
affect how you are able to do your University work.
Your Mentor may suggest that you contact other agencies which may be within
the University or external to the University to help you to manage your workload.
Your Mentor may suggest that you do some practical work that will enable you to
learn and develop strategies to help support you to organise and manage your
time and University work.
Your Mentor may not know all the answers to all the questions that you ask, but
will endeavour to help you find the right person to ask for further support or
information.
You may find it helpful to ask your Mentor to record what you are to do before
your next meeting, in the Mentoring Session Log.
Communicating with your Mentor
Agree with your Mentor how you can contact them - this might be by either email
or phone.
Your Mentor will discuss their ‘working hours ‘with you. These are when they are
available to be contacted. Some Mentors work with many Students and others
17

Appendix 2: Student/Mentor Agreement continued
may work externally and are at times unavailable to contact. Please consider
their availability when emailing or phoning.
Email contact will not replace your existing one-to-one meetings, as these are
ongoing throughout the academic year. The use of email is intended as a back-up
for the occasions when sessions do not happen as arranged, or if you need to
contact your Mentor before your next meeting.
Making and Changing Mentoring Sessions
If your Mentor is unable to meet you at the arranged time, they will email or
telephone you and, if possible, suggest alternative arrangements. If your Mentor
has not turned up within 15 minutes of the agreed time, and you have not
received any message, please let the DRC know.
If you are unable to meet your Mentor at the arranged time, please email or
telephone your Mentor, and if possible, suggest an alternative arrangement.
If you cancel a session with less than 24 hours’ notice, your Mentor will be paid
for the session. Regular absences without giving 24 hours’ notice will reduce the
number of sessions available to you (and this may affect future funding).
Your Mentor will wait at the arranged meeting place for 15 minutes in case you
are delayed.
Keeping Records
At the end of the session your Mentor will write a brief description of what has taken
place in the Mentoring Session Log. They will discuss this with you to ensure you
are in agreement about what has taken place.
Confidentiality
Each meeting with your Mentor is confidential and personal issues will not be
recorded. However if your Mentor becomes concerned about your health and safety,
or the health and safety of others, they will inform the DRC. This is because the
University has a duty of care towards all Students. Your Mentor will let you know
they are passing this information to the DRC.
Contacting the DRC
Email: disability@admin.cam.ac.uk (this is checked regularly but you may not
receive an immediate response).
Telephone: 01223 (3)32301.
18

Appendix 2: Student/Mentor Agreement continued
We confirm that we have read and discussed the ‘Duties and Responsibilities of
NMAs, Students and the DRC’ and we have agreed to meet as follows:
Time: ______________________________________________________________
Place: _____________________________________________________________
Frequency: _________________________________________________________
Signed by Student: ______________________________ Date: ________________
Printed: ____________________________________________________________
Signed by Mentor: _______________________________ Date: _______________
Printed: ____________________________________________________________
19

Appendix 3: Mentoring Session Log
Student: _________________________________ Date: _____________________
Session Details
Health & Wellbeing:
Academic & Organisational:
Time Management:
Urgent Issues: please email: disability@admin.cam.ac.uk, marking your email
as URGENT in the subject line.
Agreed Actions
Student:
Mentor:
Signed by Student: ___________________________________________________
Signed by Mentor: ____________________________________________________
Date of Next Meeting: _________________________________________________
20

Appendix 3: Mentoring Session Log continued
The intention of the form is to ensure any additional support needs the Student may
have are picked up and actioned by the DRC. This form is for use at the DRC only,
and no information on it will be passed on to anybody outside the DRC, without
permission from the Student. The only exception to this would be in cases of
concern for the safety of the Student or others in serious or imminent risk. Even in
these circumstances we would normally seek to speak to the Student first before
contacting anyone else. Please contact the Disability Support Co-ordinator if you
have any questions about this policy.
21

Appendix 4: Mentor Termly Update
Name: ___________________________________ Term: ____________________
Please give a brief update of your work as a Mentor this term:
What has been a significant learning point in your work this term?
Please identify any training or support needs you feel you have in relation to your
work as a Mentor:
Are there any other comments or issues you would like to raise?
Signed: _______________________________ Date: ___________________
22