Developing a Supportive/Challenging and Reflective/Competency Education (SCARCE) mentoring model and discussing its relevance to nurse education

Standing, Mooi

doi:10.1080/0968465990060301

Cited by 10 publications

(3 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Cochran-Smith and Paris (1995) argue likewise that mentoring should be based on 'women's ways of collaborating' (p.182). Standing (1999) objects that Athene's appearance in male disguise presents mentoring as a controlling rather than nurturing process (pp.4-5), although paradoxically she appeals to the (male) character of Mentor as the original archetype embodying both aspects. In a similar argument for combining (male) power with (female) nurture, Roberts (1998) uses the image of (female) Athene disguised as (male) Mentor to advocate the ideal of mentorship as 'psychological androgyny' which can provide both instrumental and emotional support for mentees.…”

Section: (2)…but Weakly Conceptualisedmentioning

confidence: 99%

Righting rewritings of the myth of Mentor: A critical perspective on career guidance mentoring

Colley

2001

British Journal of Guidance & Counselling

View full text Add to dashboard Cite

Mentoring is now a favoured policy initiative in a number of countries, including Britain and North America, both as an element of professional development, and in addressing social exclusion. The former is of direct relevance to teacher education. The latter is a key issue affecting teachers today, as they have to liaise with mentors allocated to pupils and students. Yet the concept of mentoring remains confused. This paper reviews the literature, deconstructing its mythical representations and its celebratory bias. It applies, from a feminist perspective, the dialectical materialist method to the inter-relationships between essence and appearance in mentoring. It identifies four distinct historical stages in its development. These reveal that official concepts of mentoring have shifted from dominant groupings reproducing their own power, to subordinate groupings reproducing their own oppression. The conclusion suggests a research agenda for more detailed empirical investigation of mentoring in the field of teacher education.'Rough Guide' 1 (1) A 'Rough Guide' to the history of mentoring from a marxist feminist perspective HELEN COLLEYABSTRACT Mentoring is now a favoured policy initiative in a number of countries, including Britain and North America, both as an element of professional development, and in addressing social exclusion. The former is of direct relevance to teacher education. The latter is a key issue affecting teachers today, as they have to liaise with mentors allocated to pupils and students. Yet the concept of mentoring remains confused. This paper reviews the literature, deconstructing its mythical representations and its celebratory bias. It applies, from a feminist perspective, the dialectical materialist method to the inter-relationships between essence and appearance in mentoring. It identifies four distinct historical stages in its development. These reveal that official concepts of mentoring have shifted from dominant groupings reproducing their own power, to subordinate groupings reproducing their own oppression. The conclusion suggests a research agenda for more detailed empirical investigation of mentoring in the field of teacher education.

show abstract

Section: (2)…but Weakly Conceptualisedmentioning

confidence: 99%

Righting rewritings of the myth of Mentor: A critical perspective on career guidance mentoring

Colley

2001

British Journal of Guidance & Counselling

View full text Add to dashboard Cite

show abstract

“…The support paradox is a cluster of aspects around the interplay between the mentor, the mentee and the mentoring programme itself. In this paradox, the mentee is positioned on the one hand as an object of the mentor's direction, help and instructions, which, according to Standing (1999), resembles the authoritative way of mentoring and emphasises the hierarchical relationship between a mentee and mentor. From this point of view, the studied mentoring programme may have a constraining effect on the mentee in the long run in terms of her development as an active and self-imposed job-seeker.…”

Section: Journal Of Current Cultural Researchmentioning

confidence: 99%

Untitled

2019

Cult. Unbound

View full text Add to dashboard Cite

Sweden is often described as a country where secularization has come comparatively far. At the same time, state and church have remained relatively close, especially before the enactment of the decisions of increased separation of church and state in 2000. Sweden is also a country where the built heritage of the established church enjoys a strong legal protection. When relations between the state and the established church were reformed in 2000, this protection was left in place. This article offers an analysis of the significance ascribed to ecclesiastical heritage in the form of Church of Sweden heritage churches in government policy, focusing on the process leading up to the separation of church and state in year 2000. Using Mircea Eliade's understanding of the sacred and the profane as a starting point for my analysis, I contextualize the significance of heritage churches is in the wider context of a post-Christian, and more specifically post-Lutheran, secularized society. I suggest that the ongoing heritagization of Church of Sweden's church buildings could be seen as a process where they are decontextualized from the denominationally-specific religiosity of the Church of Sweden, but rather than being re-contextualized only as secular heritage, they could be more clearly understood as becoming the sacred places, and objects, of a post-Lutheran civil religion and generalized religiosity, i.e. not simply a disenchantment, but also a re-enchantment. This could be understood as a continuation of traditions of approaching memory, and the sacred, developed in a society characterized by the near hegemony of the established church in the religious sphere, but also in partially counter-clerical movements, such as the Romantic movement.

show abstract

“…A number of researchers suggest that empathy has a role in the prevention of toxicity. Standing (1999) identified mentoring dispositions such 'expressing care and concern' (p.12) as the basis of a nurturing relationship that could guard against toxicity. In a case study of a destructive relationship, Kram (1988) offered an open systems perspective as a potential solution: Kram (1988) linked the transition from conflict to understanding to the development of an empathic stance, identification of concerns and recognition of any psychosocial change.…”

Section: Empathymentioning

confidence: 99%

How an Evolution View of Workplace Mentoring Relationships Helps Avoid Negative Experiences: The Developmental Relationship Mentoring Model in Action

Washington

Cox

2016

Mentoring & Tutoring: Partnership in Learning

View full text Add to dashboard Cite

In this paper, we explore how the use of a specific mentoring model focusing on the evolution of the relationship between mentor and mentee, may influence the incidence of failure. In our research we employed a case study methodology to examine a regional public services mentoring scheme in the UK where a developmental relationship mentoring model had been developed and used to guide practice. Findings indicated toxicity and negative outcomes may be positively influenced by mentor motivation and emotional intelligence, and can be avoided when there is awareness of how relationships develop and evolve. For example, the use of contracting in the early stages can limit the mismatched expectations that provoke disappointment, but equally mentor actions at other stages play key roles in reducing potential failure. Our study has implications for the enhancement of mentor training and scheme coordination as well as contributing to the understanding of negative mentoring relationships.

show abstract

Developing a Supportive/Challenging and Reflective/Competency Education (SCARCE) mentoring model and discussing its relevance to nurse education

Cited by 10 publications

References 4 publications

Righting rewritings of the myth of Mentor: A critical perspective on career guidance mentoring

Righting rewritings of the myth of Mentor: A critical perspective on career guidance mentoring

Untitled

How an Evolution View of Workplace Mentoring Relationships Helps Avoid Negative Experiences: The Developmental Relationship Mentoring Model in Action

Contact Info

Product

Resources

About