Prevalence of Mentoring on Clinical Versus Experimental Doctoral Programs: Survey Findings, Implications, and Recommendations (original) (raw)
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Mentor relationships play an important role in the development and promotion of professional identity among psychologists, yet empirical study of mentor-protégé relationships in psychology graduate education is nearly nonexistent. In this study, we provide a contemporary picture of mentor relationships in clinical psychology doctoral programs. We mailed a survey instrument regarding mentor relationships to 1,000 recent doctorates in clinical psychology; nearly 800 responded. Two thirds of respondents reported having a faculty mentor during graduate school. More PhDs reported having a mentor than PsyDs, as did graduates of university-based departments of psychology compared to graduates of schools of professional psychology. Men and women were equally likely to be mentored and to be satisfied with mentor relationships. Ninety-one percent of mentored graduates evaluated the mentor relationship positively, and mentored graduates were significantly more satisfied with their doctoral pro...
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Mentoring is important in developing succ,sssful professionals in a variety of fields. The mentor offers the protege a source of knowledge and support, which, in turn, gives the mentor satisfaction. To find a mentor, a person usually decides on a field of interest, and once this is accomplished, the individual searches for someone with similar interests and values. Mentors can employ several techniques to aid their proteges. These include modeling, feedback, contingency management, instructing, questioning, cognitive structuring, and task structuring. For students in graduate psychology programs, all of these tools can help the student learn both research procedures and therapeutic techniques. However, mentors must be aware of the potential harm of a dual relationship when he or she also serves as a student's teacher or supervisor. If the mentor can keep the roles separate, then the mentoring relationship can continue. This problem of duality can be especially difficult for females and minority students in a field dominated by white males. Still, mentoring remains a useful and valuable relationship for helping graduate psychology students become independent professionals. Contains 11 references. (RJM)
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Supervision has recently been recognized as a core competency for clinical psychologists. This recognition of supervision as a distinct competency has evolved in the context of an overall focus on competency-based education and training in health service psychology, and has recently gained momentum. Few clinical psychology doctoral programs offer formal training experiences in providing supervision. A pilot peer mentorship program (PMP) where graduate students were trained in the knowledge and practice of supervision was developed. The focus of the PMP was to develop basic supervision skills in advanced clinical psychology graduate students, as well as to train junior doctoral students in fundamental clinical and practical skills. Advanced doctoral students were matched to junior doctoral students to gain experience in and increase knowledge base in best practices of supervision skills. The 9-month program consisted of monthly mentorship meetings and three training sessions. The res...
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The main question explored in this study is whether a woman's choice to do research during her career as a clinical psychologist is associated with having had a research mentor. A sample of 616 women, all members of the American Psychological Association holding a Ph.D. in Clinical Psychology, completed a survey about their experience with a research mentor. The data show that research mentoring is positively related to a woman in clinical psychology doing research and whether she, in turn, becomes a research mentor for others. The responses of the participants suggest that a model of mentoring that involves relevant training and practical experience in research may increase the likelihood that female clinical psychologists will choose to do research as part of their careers.
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Psychologists are frequently called on to mentor students, trainees, and early faculty in various aspects associated with research. Little formal training is provided to mentors on how to effectively and successfully mentor trainees at the various developmental levels of the training process. The authors apply a developmental focus to the mentoring relationship. The literature on research mentoring is reviewed, including a review of mentorship with women and ethnic minorities. The multiple roles and functions of mentorship for clinical researchers and research scientists also are explored. Finally, the authors provide a list of the top 6 skills and behaviors that enable successful mentoring.
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This study investigated the extent to which doctoral advisors provided mentoring to their students and if mentor support influenced doctoral student outcomes. Survey results from 477 respondents, across disciplines at two universities, indicated that most students believed mentoring was important and over half of them received mentoring support from their advisor.
Facilitating a Mentoring Programme for Doctoral Students: Insights from Evidence-Based Practice
International Journal of Doctoral Studies, 2020
Aim/Purpose: One approach to helping doctoral students deal with the many challenges they face is the provision of a structured mentoring programme to complement the more traditional doctoral curriculum and supervisor relationship. This paper reports a mentoring programme containing such activities as individual consultations and peer-mentoring workshops, introduced at one of the non-public universities in Poland and discusses the development of a model of support. In developing the model, two evaluation studies were conducted seeking to discover how participants perceived the mentoring programme, what needs the mentoring programme addressed, and what benefits it provided for doctoral students. Background: With reference to a new paradigm proposed by Kram and Higgins, mentoring emerges in the context of many developmental networks, where the more junior mentors and peer-mentors together discover new roles involved in doctoral education. Methodology: Case study methodology is utilize...