Mentoring

The idea of entering an all girl, therapeutic boarding school can be intimidating to a new student. Many of our young women have not experienced success in their relationships with other girls and resist the idea of attending an all girl school. Through our mentoring approach, the staff and students at SRA have created an environment that promotes healthy relationships built on trust and respect. Our staff members are trained to maintain consistent structure and boundaries guiding the overall well-being of the community and program. Through this structure, staff and students engage in meaningful communication and interaction resulting in positive relationships. In essence, our entire community is actively creating a closeness and bond that is not easily replicated elsewhere. Our students and parents frequently report that the relationships and friendships they made at SRA are the closest they have ever had. This closeness and trust is built through positive interactions, intentional mentoring and consistent feedback.

The mentoring of students is an essential element in creating a positive peer culture. Due to the importance of this role, SRA exercises great care in hiring experienced professionals who possess both personal accountability and a dedication to our community. Their abilities include common sense, good personal boundaries/judgment, effective communication skills, organizational skills, ability to see the big picture, qualities of an effective team member, ability to create agreement, solution oriented problem solving and willingness to be a responsible role model demonstrating accountability. Using these skills and abilities, the staff members work with students in a variety of situations to support them in utilizing effective coping strategies. Whether the situation involves a group, workshop, extracurricular activity, field trip, study hall, meal, room meeting or just walking to class, the staff are there to help each student learn from her experience and create positive results in her life.

As part of the leadership program, students on phases III and IV act as "big sisters" to new students. The responsibilities of a big sister include assisting the new student in understanding the program, meeting other students and familiarizing the new student with the structure and daily schedule. This relationship also serves as a foundation of support, honesty and trust for new students.