Achieving ethical mentoring and mentee professional integrity through formal mentor training for practicing psychologists.

Rowe-Johnson, Meaghan

doi:10.1037/tep0000198

Cited by 9 publications

(4 citation statements)

References 21 publications

(79 reference statements)

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“…Although mentors had extensive training in professional psychology, and were provided with resources and a mentoring framework, the frequency by which this theme emerged suggests a need for a structured framework specific to the nuances of mentoring provisional psychologists. This echoes a recent observation by Rowe-Johnson (2018) that “a formalized and evidence-based mentor-training curriculum for practicing professional psychologists is needed” (p. 208).…”

Section: Discussionsupporting

confidence: 71%

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: 71%

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

show abstract

“…It is also quite clear from the research evidence that training psychologists receive little, if any, formal training in how to be an effective mentor (Gruber et al, 2020; NASEM, 2019; Rowe-Johnson, 2018). Too often, training directors erroneously assumed that anyone with a graduate degree can mentor effectively (Johnson et al, 2020) and that any student with an assigned advisor is enjoying a mentoring relationship (Dickinson & Johnson, 2000).…”

Section: Obstacles To Mentoring Relationships In Graduate Educationmentioning

confidence: 99%

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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“…Koharchik et al , 2017). Formal mentoring programs, the focus of the current study, have been found to be an effective tool to support ethical development within the healthcare field, but their effectiveness has not yet been established across disciplines (Rowe-Johnson, 2018). Moreover, prior literature does not address the role of mentoring in ethical development outside of discipline-specific mentoring, nor does it attend to the characteristics of effective mentoring relationships outside of discipline-based mentoring.…”

Section: Mentoring and Ethical Developmentmentioning

confidence: 99%

Exploring the role of faculty and staff mentors in fostering ethical leadership among undergraduate students: “We have to narrow the distance”

Evans

Taylor

McCloud

et al. 2021

IJMCE

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PurposeThe purpose of this interdisciplinary study is to identify the aspects that faculty, student affairs educators and students indicate as salient for effective mentoring relationships that enhance ethical leadership development.Design/methodology/approachThis exploratory qualitative inquiry used the Relational-Ethical-Affective-Dialogic (READ) mentoring model as a framework to examine the experiences of 13 undergraduate mentees and faculty/staff mentors in a formal mentoring program. Each study participant engaged in one semi-structured interview. Researchers coded and analyzed data using the sort and sift, think and shift process identifying power quotes to guide the thematic analysis.FindingsThe data collected in this study revealed insights into the aspects of mentor relationships that both undergraduate mentees and their mentors perceived as contributing to students' ethical leadership development. Salient elements included: (1) relational features of the mentee-mentor dynamic including trust and reciprocity; (2) structural features of the mentoring program including its focus on ethics; and (3) mentoring approaches that were attentive to power and positionality within the mentoring relationship and involved professional judgment about self-disclosure.Originality/valueThis study adds to the literature by exploring effective mentoring for ethical leadership development across disciplines. With colleges and universities serving a vital role in preparing the next generation of leaders for ethical engagement in their democratic and professional roles after graduation, it is imperative to broaden our understanding of how faculty and staff can support students' ethical leadership development.

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Achieving ethical mentoring and mentee professional integrity through formal mentor training for practicing psychologists.

Cited by 9 publications

References 21 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.

Exploring the role of faculty and staff mentors in fostering ethical leadership among undergraduate students: “We have to narrow the distance”

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