The Components of On-Site Mentoring Contracts: Perceptions of Israeli Mentors and School Counseling Interns

Abstract

This study examined the perceptions of 159 on-site mentor counselors and 172 school counseling interns from four graduate programs in Israel regarding the main components of working contracts during school-based internships. Qualitative analysis led to data clustering into four broad categories: a) rules and procedures; b) the intern's work: objectives, content and boundaries; c) the mentoring relationship; and d) ethical standards of practice. Differences between mentors and interns within each category are discussed as well as the possibility of developing a standardized core contract as a platform from which to negotiate unique customized contracts.

Mentoring.

“…This may occur informally as individuals develop influential relationships with parents, nonparental relatives (e.g., aunts, cousins, older siblings), adult family friends, teachers, coaches, or community leaders (e.g., pastors, rabbis; Spencer, 2007). During the exploration stage mentoring can also be part of an organized educational experience, such as a cooperative education placement, internship, community volunteer experience, or a service learning opportunity (Hezlett, 2005;Lazovsky & Shimoni, 2006;Linnehan, 2001Linnehan, , 2003. Mentoring experiences during the exploration stage can provide protégés with a realistic occupational preview, which in turn may lead to better vocational decisionmaking and ultimately career success.…”