Relational mentorship for doctoral psychology interns: A formal preceptor model.

Abstract

The importance of mentorship in psychology training has received increased attention because of the purported positive outcomes associated with effective mentoring. However, mentorship can be a difficult construct to operationalize, and measuring the quality of mentorship and associated outcomes can be challenging. A specific type of mentorship, relational mentoring, has been proposed to be particularly useful in psychology training, not only to help trainees succeed in their careers but also to enhance their professional identity, resilience, and overall quality of life. This article describes a formal mentorship program in an American Psychological Association (APA)-accredited doctoral psychology internship at a Department of Veterans Affairs (VA) health care system in the south-central United States, wherein staff psychologist preceptors formed a mentoring relationship with interns rather than a supervisory one. Widely ranging intended positive outcomes have been observed. Data collected as part of this program evaluation and development revealed both the strengths and weaknesses of this mentorship model and demonstrated that many mentorship dyads in this program had relational mentorship characteristics. Implications for both mentors and mentees, as well as the program and host facility, are discussed. Public Significance StatementThis article is the first, to our knowledge, to report on the use and adaption of measurement scales to assess the effectiveness of a Department of Veterans Affairs (VA) doctoral internship's formal mentoring program. Feedback was obtained both from mentors and mentees, and the results provide data on elements of a successful formal mentorship program, as well as areas for growth and development.

Creating a mentoring culture in graduate training programs.

“…Finally, consider creative approaches to affording trainees deliberate advocates with no role in trainee evaluation. Andrews and Cook (2020) recently summarized an innovative preceptor program in which interns are paired with a staff psychologist who offers role modeling and creation of a safe relational space for self-reflection and support in the context of a rigorous training program. Many of these preceptor relationships evolve into helpful mentoring connections.…”

I lost my mentor, now what? The experiences of counseling psychology women doctoral students who lost their mentor: Training and program implications.

“…Relational mentoring emphasizes a reciprocal and complementary mentorship relationship that focuses on facilitating career success, resilience, professional identity, self-reflection, and work-life balance and integration whereby the mentor and mentee both receive and contribute assistance to one another in a bidirectional way, rather than traditional topdown hierarchical models (Ragins, 2011). A basic tenet of relational mentoring is that the mentor and mentee both take turns leading and following, acting both as teacher and learner and over time, both parties feel safe to be more vulnerable and that both the mentor and mentee receive benefits from the relationship, rather than solely the mentee (Andrews & Cook, 2021;Canter et al, 2012;Johnson et al, 2014;Ragins, 2011). In their study on relational mentoring relationships between preceptors and doctoral psychology interns, Andrews and Cook (2021) found that doctoral psychology interns were well-supported and developed professionally through the relational mentorship they received.…”

“…A basic tenet of relational mentoring is that the mentor and mentee both take turns leading and following, acting both as teacher and learner and over time, both parties feel safe to be more vulnerable and that both the mentor and mentee receive benefits from the relationship, rather than solely the mentee (Andrews & Cook, 2021;Canter et al, 2012;Johnson et al, 2014;Ragins, 2011). In their study on relational mentoring relationships between preceptors and doctoral psychology interns, Andrews and Cook (2021) found that doctoral psychology interns were well-supported and developed professionally through the relational mentorship they received.…”

“…The role of mentorship is critical to the effective development of graduate students and doctoral-level psychology trainees. Despite the difficulty in defining, operationalizing, and assessing the quality of mentor relationships, mentorship remains an important yet understudied area of inquiry (Andrews & Cook, 2021). Mentorship is of paramount importance for the success of psychology trainees across all specializations in the United States, yet is often underutilized (Johnson, 2002; Johnson et al, 2000).…”

“…Mentorship is of paramount importance for the success of psychology trainees across all specializations in the United States, yet is often underutilized (Johnson, 2002; Johnson et al, 2000). This is especially the case for doctoral students in health service provider programs in the United States who are tasked with juggling coursework, graduate assistantships, research, clinical training, clinical supervision, conference presentations, comprehensive examinations, dissertation research projects, and predoctoral internship (Andrews & Cook, 2021; Eby et al, 2008; Farr, 2021; Forehand, 2008; Johnson, 2014).…”