YESP - Resources

Welcome to Session #2

Today we talk about perspective vs perception.

Opening Activity:

Mentoring Plans

Answer the following questions:

A. What is your initial assessment of this student?

B. What initial career advice would you give them?

C. What would be the first step to your intervention plan?

Toronto: Student A is a grade 12 student, he comes to your program and during the intake meeting he tells you that he wants to get a trade and go to work in oil industry as a rough neck. He makes the comment: "That's what my dad was and that's all I will ever be." His attends school about 40% of the time. He failing most of his courses but he has 92% average in math. His teachers say that he has become aggressive in the past and has been suspended three times this term.

Northern Alberta: Student B is a grade 12 student, he comes to your program looking for career advice. You learn that his father is been incarcerated within the past year. His mother works three jobs and he is unable to attend school as much as he would like because of his responsibilities at home. He has two younger siblings, a sister who is in grade 7 and a brother who is in grade 2 who has just learned he has diabetes.

SW Ontario: Student A is a grade 11 student, he says he doesn’t care about school and just wants "to live off social assistance". He refuses to fill out your intake form and jokes about how “work is for suckers.” He appears disengaged, distracted, and often uses inappropriate language. His attendance is below 30%, and he has no credits this semester.

SIBC Kelowna: Student B recently moved out of his house due to ongoing conflict with his father, verbal abuse and he is now couch-surfing. His father has struggled with addiction for years, and his mother moved out of the province six months ago. He often skips school because he doesn't have clean clothes or a place to shower.

Newfoundland: Student A is in grade 11. She frequently falls asleep during workshops and group sessions. She doesn’t participate much and appears disinterested. She says she just wants to work at Tim Hortons and doesn’t see the point of school. Teachers have told you that she’s lazy and lacks ambition.

BC: Student B attends shows up to all your workshops. You discover that she is the primary caregiver for her grandmother, who has mobility issues. She wakes up at 5:30 a.m. to help with medications and housework before coming to school. Her mother left when she was a baby, and her father is not involved.

Nova Scotia: Student A is in grade 12 and he is consistently late for school and sometimes doesn’t show up at all. He is known for making inappropriate jokes and being disruptive in class. He says he’s “probably just going to jail anyway,” so he doesn't see the point in trying. He has a criminal record for minor offenses.

Halifax: Student B attends your group sessions and you learn that he recently lost a close friend to addictions. His uncle, who was a positive male role model, was recently deported. You learn that when he was 15 he was one of the best soccer players in the country for his age.

HBB: Student A says she wants to be a fashion designer but hasn't submitted a single assignment in her art or business class. Teachers say she daydreams and doodles all class and isn’t realistic about her future. She has been in trouble many times for having her phone out.

Volunteer: Student B uses her art and drawings as an emotional outlet. Her older sister was recently diagnosed with a terminal illness, and her parents are consumed with hospital visits. She feels invisible at home and uses art as a way to escape.

Overflow... just in case

Site 12: Student A grade is a 12 student with a 95% average was recently suspended for vaping cannabis in the school parking lot. She seems indifferent about the suspension and makes sarcastic comments like, “It’s not a big deal, everyone vapes." Teachers express disappointment, calling it a waste of potential. His parents are upset but say, “She’s a smart kid but she is throwing away her future."

Site 13: You learn that Student B feels enormous pressure to maintain her grades and live up to family expectations. His older siblings are in med school and law school. She uses cannabis to manage anxiety and insomnia but is afraid to talk about mental health because his family values “toughness and success.”

---

In each case, Student A illustrates the circumstances—the observable behaviors, challenges, or setbacks that may lead educators or mentors to form assumptions. Student B, however, reveals the reasons—the internal struggles, emotional burdens, or lived experiences that shape their actions and attitudes. This contrast highlights the vital difference between perspective (how a mentor sees a student) and perception (how the student experiences their own reality). Mentors must look beyond surface behaviors to understand the underlying context. Doing so builds trust, avoids mislabeling, and allows for meaningful support that acknowledges both what is seen and what is felt. Without this dual awareness, mentors risk reinforcing barriers rather than breaking them.

---

Viktor Frankl was an Austrian neurologist, psychiatrist, and Holocaust survivor best known for founding logotherapy, a form of existential analysis that emphasizes the human search for meaning. Born in 1905, Frankl survived four Nazi concentration camps, including Auschwitz, where he lost his parents, brother, and pregnant wife. These experiences deeply influenced his understanding of human suffering and resilience.

After the war, Frankl wrote, Man’s Search for Meaning (1946), which blends personal narrative with psychological insight. In it, he argues that even in the most inhumane conditions, individuals can endure and find purpose if they have a reason why to live. His central belief was that people can discover meaning through:

• Work or contribution

• Love or relationships

• Facing suffering with dignity and courage

Frankl’s work has influenced psychology, education, spiritual care, and leadership—and remains deeply relevant for mentors and educators supporting others through challenge and transformation.

1. Help Students Discover Their Own Meaning and Purpose

"Those who have a 'why' to live, can bear with almost any 'how.'"

• For Mentors: Encourage students to reflect on what matters to them—not just what others expect. Ask purpose-driven questions like:

  • "What makes you feel alive or proud?"

  • "If you could contribute to something bigger than yourself, what would it be?"

  • "When do you feel most useful or appreciated?"

• Meaning doesn’t have to be grand, it can come from relationships, creativity, helping others, or personal goals.

  
  

2. Recognize That Struggles Can Be a Source of Strength

"In some ways suffering ceases to be suffering at the moment it finds a meaning."

• For Mentors: Validate the student’s challenges, but also guide them to see how those experiences might shape their character, empathy, or direction.

  • For example, a student who’s faced instability may develop resilience or leadership.

  • Avoid minimizing pain and help them reframe it as part of a meaningful story, not the end of it.

    
    

3. See the Student as Who They Can Become

"If we treat people as they are, we make them worse. If we treat them as they ought to be, we help them become what they are capable of becoming."

• For Mentors: Hold a vision for the student’s potential even if they can’t see it yet.

  • Speak to their strengths, not just their struggles.

  • Offer opportunities that stretch their confidence.

  • Be the person who says, “I believe you can,” when others only see barriers.

Resource

“One time I saw a tiny Joshua tree sapling growing not too far from the old tree. I wanted to dig it up and replant it near our house. I told Mom that I would protect it from the wind and water it every day so that it could grow nice and tall and straight. Mom frowned at me. "You'd be destroying what makes it special," she said. "It's the Joshua tree's struggle that gives it its beauty.” ― Jeannette Walls, The Glass Castle

Session #1

---

Senator Chantel Petitclerc

Gaston Jacques

How do we level the playing field?

What best describes your current experience with mentoring equity-deserving youth?

• A) I’m new to mentoring and still learning
• B) I’ve supported youth informally
• C) I have formal mentoring experience
• D) I’ve led or developed mentoring programs

What do you hope to achieve by participating in the Youth Education Supports Program?

• A) Strengthen my ability to support youth
• B) Learn tools and strategies to mentor more effectively
• C) Build stronger relationships, increase engagement
• D) Help youth navigate systemic barriers

In which area do you feel you need the most support or guidance when mentoring youth?

• A) Supporting youth with mental health
• B) Helping youth set and achieve academic or career goals
• C) Managing boundaries and building trust
• D) Addressing systemic barriers and promoting equity

When you hear the word mentor, which of the following best matches your current understanding of what a mentor does?

• A. Teaches skills and delivers content in a structured way
• B. Sets goals and motivates others to meet targets
• C. Offers support & shares life experience to guide someone
• D. Provides direction & oversees progress toward goals

When faced with a complex or unclear problem, which approach do you most naturally take?

• A. Break it into smaller tasks and tackle them one at a time
• B. Wait for more direction or clarity before taking action
• C. Ask others for input & consider multiple perspectives
• D. Rely on past experience to guide your decision quickly.

In your opinion, what is the most important issue affecting young people today?

• A. Mental health and emotional well-being
• B. Lack of direction or purpose
• C. Social media and online pressures
• D. Barriers to education, employment, or opportunity

The First 12 weeks

Team approach

Experts in your own career development.

You are an expert in you.

1. Beyond a strength-based approach to mentoring

2. An structured approach to complex problem solving

3. Tools and strategies

4. Developing vocational maps

September 17th

The story of Seabiscuit, as told in Laura Hillenbrand’s novel, is a powerful testament to the transformative impact of mentoring and recognizing unseen potential. At its heart, the narrative is not just about a racehorse but about a group of unlikely individuals: trainer Tom Smith, jockey Red Pollard, and owner Charles Howard. They saw promise where others saw failure. Seabiscuit was undersized, temperamental, and overlooked, yet with patient guidance, tailored care, and unwavering belief, he was molded into a champion. Each mentor brought empathy, expertise, and resilience to the process, creating an environment where Seabiscuit and the people around him could thrive. The novel highlights how nurturing hidden talent through trust, structure, and support can lead to extraordinary success, even in the most unlikely places.