Mentoring Programs for Autistic Teenagers

Purpose of Mentoring

• The National Autistic Society, in the U.K., points out that kids on the autism spectrum face challenges in three distinct, related areas: Social communication involves the use of language, including sarcasm and metaphors, and the ability to sustain a two-way conversation; social interaction focuses on understanding the unwritten rules of socialization, including taking turns and interpreting others̵7; behaviors; and social imagination refers to the ability to keep track of multiple scenarios, empathize with other̵7;s points of view and transition from one topic to the next. Mentors assist autistic teenagers in all three areas. A mentor acts as an interpreter, helping the autistic teen make sense of the world around him. She serves as a navigator, showing her mentee how to solve common social dilemmas. Additionally, she models appropriate behaviors as she interacts with students and teachers, and she provides practical advice and suggestions for coping with social situations.

What Makes an Effective Mentor

• An effective mentor is socially competent and an excellent communicator. He serves as a bridge between the autistic teenager and his peers, so he must be comfortable operating in both worlds. Active listening, reflection and the ability to be direct but not patronizing are key skills, according to the National Autistic Society. The mentor must be reliable and honest in order to build and maintain trust. He should also be comfortable and knowledgeable in his areas of responsibility. For example, a mentor at school should know the school̵7;s layout, administrative structure and where to go for help as well as the unwritten culture such as the best quiet study spots and where students gather during breaks.

Mentor Responsibilities

• A mentorship is complex, because it involves both leadership and friendship. The mentor must maintain personal boundaries in order to be an effective leader, yet must be open, honest and friendly. Each mentoring program is slightly different, but the mentor is generally responsible for setting up a meeting schedule and location, deciding which specific issues to work on at each meeting and keeping meetings on track. Depending on the program, the mentor might also be responsible for coordinating with staff members, documenting progress and accompanying the autistic teenager to certain activities.

Student Responsibilities

• The autistic teenager also has responsibilities to her mentor. She should show up for meetings on time and be ready to work. If she needs to change the schedule, it is best to provide a 24-hours notice when possible. She should strive to be honest, to learn the lessons the mentor is attempting to teach and to work hard at putting those lessons into practice.