Yes. The SAYes approach to mentoring is called Transition Mentoring. It is simple, effective and it can be taught. We developed Transition Mentoring because we were unhappy with the limited impact of behavioural change interventions in general, and of informal mentoring in particular. Our approach is rigorously evidence-based, grounded in the latest findings from the behavioural and brain sciences as well as applied insights from social work, relationship counselling, popular psychology/self-help, parenting, coaching and management.

As a transition mentor, you are trained to manage the relationship through which programme interventions are then delivered. Great relationships, structured and supported, are simply the best way to deliver content that matters. This is as true for a young person in a care home as it is for a young professional in the workplace. Transition Mentoring finds application in education, development, health and business, which is why SAYes Transition Mentorship training is regularly requested by fellow non-profits, community groups, health care providers, private and government schools, as well as corporates interested in in-house mentoring.

Transition Mentorship training helps you develop the knowledge, skills and values useful for your own relationships and for engaging others in building meaningful connection and community, whether at home, in the workplace or in your neighbourhood. Many of our mentors also find that a specialised focus on transition combined with access to the SAYes Individual Transition Plan helps them to plan and effect meaningful and comprehensive change in their own lives.

To mentor on one of the SAYes social change programmes nine hours of pre-programme Transition Mentorship training is required. Training takes place over three evening classes (three hours per class) and is limited to small groups to ensure personalised and professional instruction. In addition SAYes provides on-going mentorship training for mentors throughout the year, including transition appointments, weekly proactive support, mentor meet-up events and supplementary skills workshops.

Yes. The majority of our programmes follow the calendar year and vary in length between seven and nine months. First quarter (Jan, Feb, March) pre-programme activities include an online mentor application, in person interview, training and matching. One-to-one mentoring then takes place weekly from February/March through October/November. Programme graduations are in November.

Application deadlines vary by specific programme but most commonly February 15th is the application deadline for mentoring on a SAYes under 18 programme, and April 15th is the deadline for mentoring on a SAYes over 18 programme. Please check our programme page for current SAYes and SAYes affiliated programme application deadlines.

Yes. SAYes mentors choose the programme and site for their mentoring. For our corporate partners we design programmes suited to their location and team schedules. Mentors are then individually matched using a facilitated matching process, led by the mentee. Matching employs psychometric tools to foreground important match characteristics ultimately helping the mentee choose their mentor. All SAYes matches are same gender.

Yes. SAYes mentors meet with their mentees for at least one hour every week in person (between February/March and October/November). There are periods during the year when mentees might be unavailable to meet face-to-face (e.g., during school holidays). Likewise mentors are sometimes unavailable to meet in person due to work commitments, family holidays, and so on. During these times, meetings may take place remotely (e.g., via the telephone or Internet).

For the Care Programmes face-to-face meetings occur at the children's home and then off-site with the social worker's permission. Adult mentees (over 18 years), and those living outside the homes are given a transport allowance to make their way to an agreed meeting place.

Yes. Groups of SAYes mentors get together to run workgroups with their mentees during the year. Most programmes run five workgroups, each focused on specific domains related to independence and well-being. Workgroups are usually kept small with no more than seven matches in a group and a rotating chair. SAYes provides the workgroup chair with a programme schedule designed to facilitate guided learning in a group participation format. SAYes workgroups introduce evidence-based practices to improve independence and well-being.

SAYes non-profit partners also offer their own content (workshops, camps, outings) to SAYes matches throughout the year. Mentors decide with their mentees which of these activities they might like to attend together.

Mentoring in the SAYes programmes runs from February to October. Once a match has been made, mentors and mentees are required to honour their commitment to the mentoring relationship. SAYes programme support specialists work hard to support each match by keeping in regular contact with the homes, mentees and mentors. Many mentoring relationships extend informally beyond the duration of the SAYes programme, however this is not required. Youth who re-enrol in the programme are always matched with a new mentor the following year.

Mentees and mentors who complete the SAYes programmes attend a graduation day in November.

SAYes requires mentors to be 26 years of age or older, to have an understanding of spoken and written English, access to the Internet, a unique email address, their own mobile phone, and ready access to transport. Mentors must also be willing to undergo a criminal background check and disclose their psychiatric history (a criminal record or history of mental illness does not necessarily exclude applicants).

Mentors check in with SAYes weekly by completing an online form, which takes around two minutes to fill in. Mentors and mentees also complete brief online forms throughout the year for both monitoring (to check on the quality of the mentoring relationship) and evaluation purposes (to note practical and developmental outcomes). All check-ins with SAYes staff are carried out in English. SAYes staff also regularly engage with mentors by telephone and via email.

Mentors use either their own or public transport to visit their mentees weekly.

SAYes requires a criminal record check on all prospective mentors from every country in which they have lived (as adults) for more than three months. The South African background check is conducted at SAYes offices through the NeVeTeC Police clearance system, as well as through submission of a Form 29 to the Director-General (National Child Protection Register). Police clearance from countries other than South Africa must be obtained by the applicant (SAYes will direct you to the appropriate country office and refund your clearance fee upon presentation of a receipt).

SAYes requires that prospective mentors disclose their past five-year psychiatric history, including diagnosed substance use disorders. Please note that mental illness does not necessarily exclude prospective mentors.

SAYes welcomes all applications from people who are well-positioned in terms of time and approach to be effective transition mentors. We comprehensively train and support both the SAYes approach to mentorship (guidance, advocacy, support) and to transition planning (context, options, goals, revised) for mentors in our programme - so we are confident that you can make a positive difference.

That said, in our experience, the most effective mentors are those whose character, experience and education are well-aligned to inspire and inform leaders of social change.

SAYes encourages applications from volunteers who are independent, knowledgeable and experienced (e.g., self-supporting and/or financially stable, educated, accomplished/established in their career/role, with rich life experience and perspective), with great networks in both their career and social life, and a great relationship style (e.g., open-minded, secure, enthusiastic, approachable, caring, self-aware). Mentors prepare young people for independence/autonomy by providing guidance (knowledge and insight), advocacy (networks of introduction and opportunity) and support (care and encouragement).