DR Training - Module 2 - Big Brothers Big Sisters of Peel York

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Search Institute’s working definition of Developmental Relationships identifies three primary outcomes for youth, which include:(Required)

Their identity, their agency, and their care for community

Their identity, the support system, and their education

Their peer relationships, their education, and their care for community

Correct! Through Developmental Relationships, young people can discover who they are, gain abilities to shape their own lives, and learn how to engage with and contribute to the world around them.

Not quite. Remember, through Developmental Relationships, young people can discover who they are, gain abilities to shape their own lives, and learn how to engage with and contribute to the world around them. With that in mind, try again.

Game On! Mentor Brad has learned the Game On! Mentees names and listens to them when they share about their day. What can Brad do to be even more intentional in his practice to display Express Care?(Required)

a. Brad can ask the Mentees questions to get to know them better.

b. Brad can create a positive environment that is welcoming, inclusive, and safe.

c. Brad can encourage the participants to engage in the activities and discussions, and participate in the activities too.

d. Both A and B.

e. All of the above.

Correct! All of the above demonstrate ways Brad can Express Care with his Mentees.

This is a good start, but there’s more Brad can do. Try this one again.

In-School Mentor Cam and his Mentee, Nathan, love playing basketball together. Nathan makes the school team, but is suspended from play after showing up late to practices. What can Cam do to be more intentional in his display of Challenge Growth while practicing empathy and equity?(Required)

a. Cam can hold Nathan accountable and ask about barriers that may be affecting his attendance.

b. Cam can tell Nathan to quit the team because they don’t value him.

c. Cam can encourage Nathan by affirming his potential while acknowledging external challenges that may impact his participation.

d. Cam can simply listen without asking questions.

e. Both A and C.

Correct! Cam is Challenging Growth in a way that’s empathetic and rooted in understanding, these are the hallmarks of trauma-informed mentoring.

Not quite. Try this one again.

During a Go Girls! session, several Mentees disclose that they’re being called names related to their appearance and culture. What is the most trauma-informed and anti-oppressive way for Mentors Tori and Seham to Provide Support?(Required)

a. Tell the Mentees to call their classmates names in return.

b. Acknowledge their concerns, then continue with the program.

c. Pause the session to acknowledge their experiences and work with the group to co-create a “Circle of Support,” helping Mentees identify trusted adults they can turn to for help.

d. Assume this is normal conflict and let the Mentees handle it.

Correct! Tori and Seham can Provide Support by creating a safe space for Mentees to share their experiences without judgement, and help connect them to individuals who can help.

Not quite. Try this one again.

Big Sister Maya notices her Mentee, Asha, never offers suggestions about the activities they could do together. What is the best strength-based way that Maya could demonstrate Share Power with her Mentee?(Required)

a. Maya can create a brave and welcoming space by inviting Asha to share ideas in ways that feel comfortable for her, acknowledging and valuing her interests, cultural background, and past experiences.

b. Maya can ask Asha to choose between two activities, so Asha has some say but within a limited range.

c. Maya can continue planning all the activities herself, assuming Asha is simply shy and prefers Maya to decide.

d. Maya can wait until Asha offers suggestions on her own to encourage her independence.

Correct! This way, Maya can show Asha that she recognizes and values her unique strengths and experiences. It builds trust, and actively works to reduce power imbalances.

Not quite. Try this one again.

Charlie shares with their Mentor, Shelly, that they want to be a chef when they grow up. What is the most intentional way Shelly can demonstrate Expand Possibilities while integrating strength-based practice and equity?(Required)

a. Shelly can tell Charlie that being a chef is a fun dream but suggest a more “realistic” career.

b. Shelly can ask why they want to be a chef and tell Charlie that she always wanted to become a pilot.

c. Shelly can praise Charlie for wanting to become a chef.

d. Shelly can bring Charlie to a local restaurant where they can meet with the chef and get a tour of the kitchen.

Correct! Shelly will help Expand Possibilities for Charlie by connecting them to real-world opportunities and people from their own community.

Not quite. Try this one again.

Which element of the Developmental Relationships Framework is the most important for building strong, supportive mentoring relationships?(Required)

Express Care – because showing the young person you value them builds trust.

Challenge Growth – because encouraging them to stretch helps them reach their potential.

Provide Support – because helping them navigate challenges sets them up for success.

Share Power – because respecting their voice and choices fosters confidence and agency.

Expand Possibilities – because connecting them to new people, places, and ideas broadens their horizons.

All of the above – because each element is essential and they work best when used together.

Correct! The DR Framework’s five elements are designed to complement one another. Using them in combination creates deeper, more equitable, and more impactful mentoring relationships.

That’s a critical element of a Developmental Relationship, but there’s more to it. Try this one again.

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DR Training – Module 2

Training – DR Knowledge Check – Module 2