Purpose – The goals of a mentoring relationship are important to the development of mentees. The purpose of this paper is to focus on the specific needs of students and junior faculty in counseling programs. Design/methodology/approach – The authors used a psychological phenomenological research approach to understand the role and significance of a mentor and the mentoring relationship. In this qualitative research study, pre-tenured faculty, doctoral- and master’s-level students in counselor education programs in the USA were interviewed (n=30), to explore the mentorship needs. Findings – In the study, the authors identified 28 codes that emerged from the participants’ lived experiences, which then were organized into seven meta-codes. The seven meta-codes were: relationship between mentor and mentee; communication style or patterns; preferred gender of mentor; introduction to the relationship; mentee needs; mentee benefits; and experiences as a mentee. Originality/value – In the paper, the authors sought to explore the mentoring needs of students and junior faculty in counselor education programs and how these needs can begin to be addressed effectively.

Play therapy and filial therapy methods have been shown to be effective for a variety of childhood issues. Filial therapy, especially child parent relationship therapy (CPRT), is also effective in reducing parental stress and improving the relationship between parent and child. Parents play an important role in a child's well-being at home and are a vital part of a child's involvement in counseling. In this review, we sought to identify best practices when working with parents during the CPRT process. In this article, we illustrate obstacles some parents may have to ongoing participation in treatment and solutions counselors might use to overcome these obstacles. Although these best practices are helpful for counselors using CPRT, we believe they are also helpful for counselors working with parents in many different settings.

In this editorial, I focus mentoring as professional development. Such professional development can be observed in schools, universities, and companies. At the very least (and I say at most), mentoring can become an important part of professional development programs. Mentoring as professional development, in my experience with having directed such programs, though virtually, across the state of Texas provides a way to ensure that human capacity is built in schools or companies among their employees and that programs are improved (see Mentoring & Tutoring Journal Editor's Overview: Virtual Mentoring, Volume 23, Issue 3 for more information). Our research team (Irby, Tong, & Lara-Alecio) has found via our research that mentoring as professional development in schools can do the following: (a) retain teachers in the programs/schools, (b) improve productivity and performance of the teachers, (c) increase commitment to and comfort with the program, and (d) effectively integrate new teachers into a program. We have also determined that use of mentors can help with inducting teachers into working within a new program. Mentors can be paid mentors by the organizations, or they can be co-teachers or instructional specialists. Usually, these mentors will be ones with experience with the program area and those who can offer support and guidance. In the case of the virtual mentoring as professional development, our research team has found that the mentors build the skills of the teachers who are better able to reflect on their own practice. Also the mentors are not judgmental or critical; rather, they develop relationships that create a trusting environment for instructional improvement. Following are ways that other researchers have found mentors working in developing others professionally. Richmond, Dershimer, Ferreira, Maylone, and Kubitskey, in their article Developing and Sustaining an Educative Mentoring Model of STEM Teacher Professional Development through Collaborative Partnership, presented details of a partnership to provide ongoing support for teachers serving as mentors for individuals preparing for careers in high-poverty schools. This endeavor included educative mentoring professional learning community component, utilized as a professional development (PD) model for these mentors. The authors express that when faculty, mentors, and interns engage deeply in professional learning communities to explore common challenges and experiences, they develop trust, professional friendship, and community. As they develop a positive co-dependence of professional support, the mentee teachers prove their capacity to enact reform-based teaching practices as effective teachers. In her article, Exploring the Dyad: The Relationship Establishment between a Novice Physical Education Teacher and His Mentor, Gordon posits that the attrition of physical education

No abstract

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...

No abstract

No abstract

No abstract