Dyadic perspectives on advisor-advisee relationships in counseling psychology doctoral programs.

Abstract

The authors present the results from a study investigating advisor-advisee relationships in counseling psychology doctoral training. Participants were 47 advisor-advisee dyads who were currently working together in an advising relationship. The results indicated that advisors and advisees exhibited significant agreement in their assessments of their advisory working alliance, the smoothness of their recent interactions, and the advisee's research competence. Alliance ratings were also associated with several relevant training variables. Neither science nor practice interest similarity between advisor and advisee was related to the quality of the advising relationship. Implications of the advisor-advisee working alliance for doctoral training are discussed, and suggestions for future research are provided.

Mentoring in Academia: Considerations for Diverse Populations

“…If this trend holds true for other disciplines, then it appears critical for all academics to know how mentoring relationships for nontraditional students differ from those relationships with a traditional student, as well as knowing how to mentor nontraditional and traditional students with equal effectiveness. This latter issue is especially important because the extant research (e.g., Atkinson et al, 1994;Pope-Davis et al, 1997;Schlosser et al, 2005) suggests that mentoring experiences are different for those in socially-privileged groups (e.g., Whites, men, Christians, heterosexuals) than those in socially-oppressed groups (e.g., People of Color, women, LGBT persons, religious minorities). Finally, we also know that the presence (or absence) of mentors of color is an important variable in the professional development of psychology doctoral students of color (Pope-Davis et al, 1997).…”

“…The mentoring relationship could be problematic if Asian American students were at a more mature identity status than their mentors, as this disparity might create tension in the relationship and it might be difficult for students to receive useful guidance on their identity development from mentors. Therefore, it is important for mentors to understand themselves as racial/ethnic beings and attend to how their own racial and cultural socialization experiences might play a positive or negative role in developing an effective mentoring relationship with Asian American students (Schlosser, Lyons, Talleyrand, Kim, & Johnson, 2005). Furthermore, several racial/ethnic identity development models have been proposed specifically for Asian American (e.g., Lee, 1989;Kim, 1981;S.…”

“…Hence, this chapter will concentrate on mentoring in academic settings, specifically the student-faculty relationship. Within academia, student-faculty relationships tend to be more formalized, with the most common type being the advisor-advisee relationship in graduate school (Schlosser & Gelso, 2001;Schlosser, Knox, Moskovitz, & Hill, 2003;Schlosser, Talleyrand, Lyons, Kim, & Johnson, 2005). Research has shown that students almost always have an advisor (Schlosser & Gelso, 2001), but only 50 to 66 percent report having a mentor (Atkinson, Casas, & Neville, 1994;Clark, Harden, & Johnson, 2000;Cronan-Hillix, Davidson, Cronan-Hillix, & Gensheimer, 1986;Hollingsworth & Fassinger, 2002;Johnson, Koch, Fallow, & Huwe, 2000).…”

Male Psychology Doctoral Students: The Influence of GRC on Training

“…For example, there has been some recent scholarship regarding the ways in which multicultural factors impact studentfaculty relationships in doctoral training (Schlosser & Foley, 2008). Furthermore, the advisory relationship has been recognized as an integral element of graduate training (Knox, Schlosser, Pruitt, & Hill, 2006;Schlosser & Gelso 2001Schlosser, Knox, Moskovitz, & Hill, 2003) and has been found to be related to a number of positive training outcomes (Schlosser & Gelso, 2001Schlosser & Kahn, 2007). However, psychologists have not attended to the call made by some of these researchers (e.g.,…”

“…Furthermore, these advisors described positive advisory relationships are being composed of (a) a lack of conflict or power negotiation, ( and by extension, their perceptions of the relationship (Schlosser & Kahn, 2007).…”