Creating Mentoring Relationships Between Female Faculty and Students in Counselor Education: Guidelines for Potential Mentees and Mentors

Casto, Challon; Caldwell, Charmaine; Salazar, Carmen F.

doi:10.1002/j.1556-6678.2005.tb00351.x

Cited by 50 publications

(29 citation statements)

References 12 publications

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“…Although a number of researchers have examined the usefulness and benefits of mentoring in higher education and, specifically, in counselor education (Arthur, & Russell-Mayhew, 2010;Briggs & Pehrsson, 2008;Buyukgoze-Kavas, Taylor, Neimeyer, & Guneri, 2010;Casto, Caldwell, & Salazar, 2005;Farrell, 2007;Taylor & Neimeyer, 2009;Walker, 2006), few researchers have studied the mentoring relationship and the impact of the mentor's engagement in dual, or multiple roles, through the use of the Mentoring Functions Scale. Thus, the purpose of our study was to examine the relationship between perceived dual roles of the mentor and the impact on the mentoring relationship.…”

Section: Purpose and Rationale Of The Studymentioning

confidence: 99%

The Impact of Dual Roles in Mentoring Relationships: A Mixed Research Study

Boswell¹,

Stark²,

Wilson³

et al. 2017

JCPS

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In the field of counselor education, mentors often are involved in varying roles with mentees, such as being mentor, dissertation chair, and or chair to the mentee. Due to the various roles, both the mentor and mentee need to recognize how each of these roles impacts the development of the mentee and the overall mentoring relationship. The purpose of our study was to examine the relationship between perceived dual roles of the mentor and the impact on the mentoring relationship. We found that counseling students and faculty who had experienced dual roles in their mentoring relationships had high career-related functions than did their counterparts who had not experienced dual mentoring relationships. According to Hodges (2009), "a mentor assists someone through a transition phase in the learning experience, providing advice and support as well as sharing their values and professionalism (p. 32)." Specifically, related to the counseling field, a mentor is defined as "someone with experience and expertise in the counseling field who is willing to share knowledge and offer advice to foster professional development" (American Counseling Association, 2012, p. 68). Mentoring relationships between students and faculty, at the graduate level, can lead to numerous benefits, both professionally and personally, and is a mutually beneficial relationship for both the mentee and mentor. Professionally, mentorship can assist with increasing employment opportunities, the development of professional skills, and overall professional development (Bova, 2000;Lechuga, 2011). Personally, mentorship has been associated with improved motivation, confidence, and self-esteem (Neary, 2000). In conjunction with the benefits previously mentioned for mentees, mentors often feel a sense of fulfillment that comes from sharing their experiences with others (Black & Zullo, 2008). Counselor Education Literature Current Trends in MentoringIn the past 5 to 10 years, researchers have begun to delve into the mentoring needs of specific populations within counselor education because there has been more of a focus on diversity, social justice, and multiculturalism both within the profession and society as a whole.A common undercurrent relates to the lack of connection among students and faculty, universities, and the larger counseling profession (Haizlip, 2012; Haskins et al., 2013). Roach andYoung (2007) recognized that many counselor education programs focus on the maturation of students through counselor education programs but pay little attention to the well-being-THE IMPACT OF DUAL ROLES IN MENTORING 2 personally and professionally-of students as they develop into counseling professionals. This lack of attention can lead to early burnout and impairment of these young professionals. One way to create an atmosphere of wellness and self-care in students is to foster healthy mentoring relationships student-to-student and student-to-faculty. To this end, Boswell, Wilson, Stark, and Onwuegbuzie (2015) encouraged counselor education program f...

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Section: Purpose and Rationale Of The Studymentioning

confidence: 99%

The Impact of Dual Roles in Mentoring Relationships: A Mixed Research Study

Boswell¹,

Stark²,

Wilson³

et al. 2017

JCPS

View full text Add to dashboard Cite

show abstract

“…Packard et al (2004) suggested that women in particular have benefited from mentoring and that female faculty who mentor female doctoral students in counselor education programs can offer experiences to the students that are unique and invaluable to their personal and professional development. Women can offer women a forum to listen, provide feedback, and challenge their female students without the influence of gender bias and in a supportive environment (Casto, Caldwell, & Salazar, 2005;Greene, 2002).…”

Section: Women Mentoring Womenmentioning

confidence: 99%

The Developmental Mentoring Relationship Between Academic Women

Rheineck

Roland

2008

Adultspan Journal

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“…Mentoring relationships offer social work educators a chance to give back to the profession when they nurture novice professionals (Casto, Caldwell, & Salazar, 2005). Allen-Meares (2006) refers to mentoring as a process for her to "transfer the lessons I have learned to the next generation" (p. 19).…”

Section: Background Literature Mentoring Relationshipsmentioning

confidence: 99%

Loss and Grief Experiences of Mentors in Social Work Education

Riebschleger

Cross

2011

Mentoring & Tutoring: Partnership in Learning

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Mentoring is an important process in educating competent professionals. However, little is known about mentors' experiences in social work higher education. Two social work educators reflect on 21 years of mentoring with over 60 social work students. Data are triangulated from the notes of two cross-interviews, separately prepared written descriptions of mentoring experiences, and the professional literature. The mentors identify loss and grief experiences, particularly those that take place during the separation and redefinition phases of the mentoring relationships (Kram, 1983). Especially if future research supports the finding of this study, social work education administrators and faculty need to recognize, acknowledge, and ameliorate potential loss and grief experiences of mentors.

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Creating Mentoring Relationships Between Female Faculty and Students in Counselor Education: Guidelines for Potential Mentees and Mentors

Cited by 50 publications

References 12 publications

The Impact of Dual Roles in Mentoring Relationships: A Mixed Research Study

The Impact of Dual Roles in Mentoring Relationships: A Mixed Research Study

The Developmental Mentoring Relationship Between Academic Women

Loss and Grief Experiences of Mentors in Social Work Education

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