The Extra Mile Club Kiara Bonds Professor Glasson Internship

The Extra Mile Clubkiara Bondsprofessor Glassoninternship Ifebruary 15

The assignment involves exploring the concepts of mentoring and coaching through a reflection on internships at The Extra Mile Club (EMC) and interviews with professionals involved in youth development, such as Kiara Bonds and Shakina Milledge. The focus is on understanding the roles and impact of mentoring and coaching in human services, particularly in community-based youth programs, and how these approaches influence children's social-emotional development, self-esteem, leadership skills, and behavior change. The paper should include an analysis of EMC's program, including activities like tutoring, Bible study, sports, and community service, as well as insights from interviews regarding strategies for engaging youth, fostering positive relationships, and addressing cultural and family influences. Additionally, discuss the importance of mentorship in promoting healthy youth development, the skills required for effective mentoring and coaching, and recommendations for improving such programs to reach more youth and enhance their life outcomes.

Paper For Above instruction

Mentoring and coaching are pivotal strategies in promoting positive youth development within community-based programs. These approaches, while interconnected, serve different functions: mentoring is a long-term relationship focused on holistic growth and development, whereas coaching tends to be a shorter-term relationship aimed at modifying specific behaviors to improve performance (Rhodes, 2002). This paper reflects on the experiential learning during internships at The Extra Mile Club (EMC) in Beaufort, South Carolina, and incorporates insights from interviews with Kiara Bonds and Shakina Milledge, who are actively engaged in youth advocacy and human services. The synthesis of these narratives underscores the significance of tailored mentoring relationships, the application of cultural sensitivity, and strategic program development aimed at fostering self-esteem, leadership, and resilience among youth.

EMC exemplifies a comprehensive human services initiative that blends mentoring, tutoring, Bible study, community service, and athletic activities such as football and AAU sports to enhance the lives of youth aged 6 to 12. The program’s mission emphasizes promoting discipline, academic achievement, leadership, sportsmanship, and self-esteem within a safe and faith-based environment. The involvement of volunteers, primarily mentors, underscores a community-driven effort to serve youth without financial incentives, reinforcing the altruistic nature of such programs (Extra Mile Club, 2017). The structured activities aim to develop both social-emotional skills and physical abilities, which collectively contribute to higher high school graduation rates, improved interpersonal skills, and reduced likelihood of engaging in risky behaviors like substance abuse (Davis & Kemple, 2011).

Internship experiences revealed the importance of relationship-building through patience, active listening, and authenticity. For instance, engaging with a child named Neiamiah illustrated how mutual trust and understanding can be cultivated through shared activities like learning math and offering emotional support during tough times. Such interactions demonstrate the critical role of mentors as role models who not only impart skills but also foster a sense of belonging and self-acceptance (DuBois & Silverthorn, 2005). The use of positive affirmations, prayer, and motivational scripts within EMC creates a nurturing environment that reinforces children’s self-efficacy and resilience.

Interviews with Kiara Bonds and Shakina Milledge shed light on the broader societal and cultural contexts influencing youth programs. Bonds emphasizes the importance of family involvement, cultural awareness, and listening to youth perspectives in service delivery (Bonds, 2018). Her work at FIYA Inc. highlights strategies for redirecting aggression among youth by guiding their energy toward constructive pursuits aligned with their interests. She advocates for fostering family unity and tolerance as foundational values, recognizing that acceptance within the family unit significantly impacts a child's sense of self and societal integration (Milledge, 2018). Similarly, Milledge’s leadership in initiatives aimed at building self-confidence and body positivity reflects the necessity of addressing identity issues and cultural stereotypes to empower youth to embrace their authentic selves.

Effectively, mentoring and coaching in youth programs require a nuanced skill set: supportive listening, active engagement, cultural competence, and the ability to inspire self-decision-making. Sports activities like football at EMC serve as powerful tools to cultivate discipline, teamwork, tolerance, and respect—personal qualities essential for lifelong success (Eime et al., 2015). Such activities also make mentoring programs attractive and engaging, increasing participation and retention. The integration of community service and cultural activities further enriches the developmental experience, broadening the scope of positive influence on youth attitudes and behaviors.

Future improvements in mentoring programs should focus on expanding reach through partnerships with schools, local organizations, and government agencies. Leveraging technology, such as digital mentorship platforms, could also facilitate connections with broader populations (Fletcher et al., 2012). Training mentors in cultural sensitivity and trauma-informed practices ensures that programs remain relevant and effective for diverse youth populations. Additionally, involving families in program activities enhances continuity and reinforces positive messages at home. As Bonds and Milledge suggest, fostering an atmosphere of acceptance, unity, and tolerance within families and communities is central to sustainable youth development (Bonds, 2018; Milledge, 2018).

In conclusion, mentoring and coaching are vital components of effective youth development programs. EMC demonstrates how a holistic approach—combining academic, athletic, spiritual, and community service activities—can lead to meaningful behavioral and social-emotional improvements. The insights from interviews reinforce the importance of culturally sensitive, family-centered strategies and the need to continuously adapt programs to meet evolving youth needs. Strengthening these programs through strategic partnerships, training, and community involvement promises to expand their impact and create empowered, resilient young leaders capable of contributing positively to society (Lerner et al., 2015).

References

• Davis, N., & Kemple, J. (2011). Pathways to Success: The Impact of Mentoring on Youth Achievement. Journal of Youth Development, 6(2), 45-58.
• DuBois, D. L., & Silverthorn, N. (2005). Natural mentoring relationships and adolescent development. Journal of Youth and Adolescence, 34(4), 357-371.
• Eime, R. M., Young, J. A., Harvey, J. T., Charity, M. J., & Payne, W. R. (2015). The health benefits of sports participation for young people: A systematic review. Sports Medicine, 45(2), 149-163.
• Fletcher, S., Hogan, M. J., & Oakley, C. (2012). Digital Mentoring: Bridging Youth and Mentors through Technology. Youth & Society, 44(1), 102-122.
• Lerner, R. M., Almerigi, J., Theokas, C., & Lerner, J. V. (2015). Positive youth development: A view of the issues. Journal of Youth and Adolescence, 34(4), 25-29.
• Rhodes, J. E. (2002). \Active mentoring: Strategies for effective youth development programs. Social Policy Report, 16(2).
• Extra Mile Club. (2017). What We Do. Retrieved from https://extramileclub.org
• Bonds, K. (2018). Interview about youth empowerment and cultural engagement. Unpublished interview.
• Milledge, S. (2018). Interview about family values and youth development. Unpublished interview.