Development and implementation of a mentoring program for Veterans Affairs psychology trainees.

Chaison, Angelic D.; Cuellar, Amy K.; Nguyen, Quang X.; Brown, Whitney L.; Teng, Ellen J.

doi:10.1037/tep0000065

Cited by 8 publications

(13 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The excerpts they offered from their interviews really showcase these aspects of mentorship, and they highlighted the need for mentors to be both culturally competent and culturally humble, among other skills and abilities. A new mentoring program at a Veterans Health Administration hospital internship (O’Neil et al, 2015) developed at least partly with the idea in mind that “trainees from underrepresented cultural backgrounds may be particularly inclined to participate in the mentoring program” (p. 115) was described in detail. The authors made a point of separating out the roles of supervisor and mentor, particularly given the fast-paced and limited time of an internship.…”

Section: Literature Reviewmentioning

confidence: 99%

Mentoring in clinical psychology programs: Broadening and deepening.

Mangione¹,

Borden²,

Nadkarni³

et al. 2018

Training and Education in Professional Psychology

View full text Add to dashboard Cite

Mentoring has received much attention in the research and training literature for several years and has been increasingly described as important in the teaching and training enterprise. Questions about the definition of mentoring, where it does and does not take place, its association with different psychology training models, and the growing diversity of graduate students who may have different mentoring needs than previous cohorts, have all been addressed in the literature and inform this study. This exploratory research adds to the understanding of mentoring by gathering data from current more culturally diverse mentees from scientist-practitioner and practitioner-scholar training programs in psychology. A survey was sent to graduate programs, and responses from 290 participants were analyzed both quantitatively and qualitatively. Mentors were highly valued by mentees, even though they defined and described mentors in a variety of ways. There was little to no difference depending on one's training model, and several respondents discussed the needs of culturally diverse students. Mentees often mentioned 2 broad categories as critical to mentoring: pragmatic support, such as help managing graduate school and finding jobs, and emotional support. Overall, aspects of the relationship competency seemed to be the foundation for all mentoring activities for many of the participants.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Mentoring in clinical psychology programs: Broadening and deepening.

Mangione¹,

Borden²,

Nadkarni³

et al. 2018

Training and Education in Professional Psychology

View full text Add to dashboard Cite

show abstract

“…The multicultural and diversity subcommittee mentoring program (MDSP) is a mentoring program in Houston, Texas providing a oneyear mentoring program for pre-doctoral and postdoctoral fellows and a 2 year postdoctoral fellowship in neuropsychology [1]. One of the benefits of this program is the matching of mentors with mentees of the same ethnicity.…”

Section: Multicultural and Diversity Subcommittee Mentoring Program (mentioning

confidence: 99%

“…Mentoring in clinical training programs is as valuable as other core competencies in clinical programs. O'Neil et al [1] described mentoring as being effective across disciplines like medicine, education, business, nursing, and psychology. A mentor is an individual with adequate clinical experience who can help direct the early career of a mentee [1].…”

Section: Introductionmentioning

confidence: 99%

“…O'Neil et al [1] described mentoring as being effective across disciplines like medicine, education, business, nursing, and psychology. A mentor is an individual with adequate clinical experience who can help direct the early career of a mentee [1]. A mentor must possess clinical, assessment, ethical, professional, business, and multicultural skills in order to propel the career of a mentee.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Mentoring Students in Clinical Training: Exploring the Culture-Centred Model and Critical Consciousness Development

Carreon¹

2014

Int J Sch Cog Psychol

View full text Add to dashboard Cite

Clinical doctoral training programs and master's level counselling programs across the nation provide students with theoretical and clinical skills to be able to sit across depressed clients, families in crisis, and couples. However, one of the core competencies clinical programs strive to provide for its students is cultural competence. Mentoring clinical students in cultural competence lays the foundation for their future work as therapists and with individuals and families of diverse ethnic, racial and cultural backgrounds. This manuscript provides a discourse on mentoring students in clinical training utilizing the Culture-Centered Model. The Culture-Centered Model features nontraditional pedagogy mentoring and preparing students to have awareness and a sensitive curiosity to culture. Best practices in clinical program competencies are vital in the field of psychology. The Culture-Centered Model provides the practice of mentoring clinical students that have a direct impact on clients, and the mental health field.

show abstract

“…teachers, supervisors and other members of faculty). In light of calls to broaden and deepen research on mentoring in psychology settings (Clark et al , 2000; Lundgren and Orsillo, 2012; O’Neil et al , 2015), the role of alumni as mentors to peer students has been identified as an area for further investigation (Brown and Sheerin, 2017; Heirdsfield et al , 2008; Preston et al , 2014).…”

mentioning

confidence: 99%

Functions of peer mentoring, satisfaction and the “real” relationship in postgraduate psychology education

Quinlan

Crowe

Deane

et al. 2019

IJMCE

View full text Add to dashboard Cite

Purpose The purpose of this paper is to examine how a peer mentoring relationship may support provisional psychologists engaged in postgraduate education in Australia. The theoretical lens for this study draws from the real relationship framework and significant events literature. Design/methodology/approach Quantitative and qualitative data were obtained via a web survey from a sample of 23 mentors and 41 mentees. Participants had engaged in a one-year peer mentoring program on a volunteer basis. The survey contained measures of functions of mentoring, perceived genuineness and realism in the relationship, and overall satisfaction with peer mentoring. Participants also provided accounts of helpful events, hindering events and open feedback. Findings Perceived satisfaction was significantly correlated with greater genuineness and realism in the relationship. Satisfaction was associated with psychosocial and clinical functions of mentoring for both mentors and mentees, and career functions for mentees only. Qualitative findings indicated that the most helpful events included psychosocial support, mutual understanding and skill development. The most frequent hindering events were logistics/time, lack of structure and mentor technique/activity. Practical implications Peer mentors show great promise for supporting provisional psychologists. Recommendations for higher education providers include providing peer mentors with guidance regarding the importance of psychosocial support, clinical skill development and creating genuine and real relationships. Peer mentor training would also benefit from the inclusion of career development strategies and psychoeducation on transference. Originality/value This study is the first to apply the real relationship framework and significant events analysis to the psychology peer mentoring context.

show abstract

Development and implementation of a mentoring program for Veterans Affairs psychology trainees.

Cited by 8 publications

References 23 publications

Mentoring in clinical psychology programs: Broadening and deepening.

Mentoring in clinical psychology programs: Broadening and deepening.

Mentoring Students in Clinical Training: Exploring the Culture-Centred Model and Critical Consciousness Development

Functions of peer mentoring, satisfaction and the “real” relationship in postgraduate psychology education

Contact Info

Product

Resources

About