Mentoring in clinical psychology programs: Broadening and deepening.

Mangione, Lorraine; Borden, Kathi A.; Nadkarni, Lavita; Evarts, Katherine; Hyde, Kelsey

doi:10.1037/tep0000167

Cited by 23 publications

(16 citation statements)

References 24 publications

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“…For mentors, such events appear to have consolidated their own confidence in their relational skills and clinical knowledge (Noufou et al , 2014). Last, similar to prior research suggesting mentorship in psychology programs is helpful for mentees’ work-life balance (Mangione et al , 2018), mentees in our study disclosed the helpfulness of their mentor in attending to their personal well-being.…”

Section: Discussionsupporting

confidence: 88%

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

Quinlan

Crowe

Deane

et al. 2019

IJMCE

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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.

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Section: Discussionsupporting

confidence: 88%

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

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“…Because formally assigned dyads have no initial basis for mutual attraction, and no opportunity to assess each other’s potential for success as mentor and mentee, it may come as little surprise that formally assigned dyads report less commitment to the relationship (Haggard et al, 2011). This may help to explain the results of a recent study of psychology graduate students, showing that the majority would prefer to seek out a mentor on their own, versus only 19% who preferred to be formally assigned (Mangione et al, 2018).…”

Section: Obstacles To Mentoring Relationships In Graduate Educationmentioning

confidence: 96%

Creating a mentoring culture in graduate training programs.

Johnson¹,

Long²,

Smith³

et al. 2023

Training and Education in Professional Psychology

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Mentoring relationships can become life and career-altering developmental relationships that are transformative for mentees and the profession. Yet, many psychology training program graduates miss out on the evidence-based benefits of mentorship. In this article, we explore the persistent obstacles to mentoring relationships in graduate education and propose that the key to more and better mentoring resides in a program’s culture, not merely its specific faculty or formal mentoring structures. We offer a blueprint for perpetuating a mentoring culture that includes a communitarian ethos, frequent growth–fostering interactions, and mentoring relationships which are more reciprocal and relational in character. We conclude with several recommendations for training program leaders designed to enhance a relationship-rich training environment.

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“…Faculty mentors can support students and trainees in several ways, many of which are already in place. Because students and trainees have identified two crucial domains of mentorship, pragmatic and emotional (Mangione et al, 2018), we discuss both. We also provide strategies for students and trainees to advocate for their own training needs.…”

Section: Recommendationsmentioning

confidence: 99%

Experiences of student and trainee autism researchers during the COVID‐19 pandemic

et al. 2021

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Circumstances surrounding the COVID-19 pandemic have resulted in significant personal and professional adjustments. Students and trainees, including those in autism research, face unique challenges to accomplishing their training and career goals during this unprecedented time. In this commentary, we, as members of the International Society for Autism Research Student and Trainee Committee, describe our personal experiences, which may or may not align with those of other students and trainees. Our experiences have varied both in terms of the ease (or lack thereof) with which we adapted and the degree to which we were supported in the transition to online research and clinical practice. We faced and continue to adjust to uncertainties about future training and academic positions, for which opportunities have been in decline and have subsequently negatively impacted our mental health. Students and trainees' prospects have been particularly impacted compared to more established researchers and faculty. In addition to the challenges we have faced, however, there have also been unexpected benefits in our training during the pandemic, which we describe here. We have learned new coping strategies which, we believe, have served us well. The overarching goal of this commentary is to describe these experiences and strategies in the hope that they will benefit the autism research community moving forward. Here, we provide a set of recommendations for faculty, especially mentors, to support students and trainees as well as strategies for students and trainees to bolster their selfadvocacy, both of which we see as crucial for our future careers.Lay Summary: The COVID-19 pandemic has affected students and trainees, including those in autism research, in different ways. Here, we describe our personal experiences. These experiences include challenges. For example, it has been difficult to move from in-person to online work. It has also been difficult to keep up with work and training goals. Moreover, working from home has made it hard to connect with our supervisors and mentors. As a result, many of us have felt unsure about how to make the best career choices. Working in clinical services and getting to know and support our patients online has also been challenging. Overall, the pandemic has made us feel more isolated and some of us have struggled to cope with that. On the other hand, our experiences have also included benefits. For example, by working online, we have been able to join meetings all over the world. Also, the pandemic has pushed us to learn new skills. Those include

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Mentoring in clinical psychology programs: Broadening and deepening.

Cited by 23 publications

References 24 publications

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

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

Creating a mentoring culture in graduate training programs.

Experiences of student and trainee autism researchers during the COVID‐19 pandemic

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