The intentional mentor: Strategies and guidelines for the practice of mentoring.

Abstract

How can faculty in professional psychology programs become more intentional and effective mentors? Many psychology graduate students are never mentored, and very few psychologists have ever received training in the practice of mentoring. This article briefly summarizes the nature of mentoring, the prevalence of mentoring in psychology, primary obstacles to mentoring, and some ethical concerns unique to mentoring. The article provides several strategies to enhance mentoring and guidelines for the profession, departments of psychology, and individual psychologists who serve as mentors. This article is designed to help readers take a more deliberate approach to the practice of mentoring.

A taxonomy of the characteristics of student peer mentors in higher education: findings from a literature review

“…The available research does not clearly demonstrate how much a mentor's academic achievement affects the ability to carry out mentor functions. Nonetheless, 9.26% of the reviewed articles cited academic achievement, or 'expertise in the field,' as important in establishing mentor credibility (Johnson, 2002;McLean, 2004;Mee-Lee & Bush, 2003;Ragins & Cotton, 1999;Schmidt et al, 2004). Therefore, it is reasonable to assume that student peer mentors should have achieved a level of academic success that gives them credibility in the eyes of the students they will be mentoring.…”

“…A mentor's ability to consider how mentoring activities will fit into a schedule presupposes Johnson's (2002) and Tindall's (1995) assertion that successful mentors recognize limits to the time and resources they can allocate to mentoring. Highlighting the importance of ability to commit time, a number of the reviewed articles specify that mentors and mentees often use lack of time to explain problematic outcomes of mentoring relationships (Ehrich et al, 2004;McDougall & Beattie, 1997;McLean, 2004;Noe, 1988).…”

“…Tindall (1995) supports this view, stating that a mentor's diversity of experience and background is essential to establishing a successful mentoring relationship. Johnson (2002) also notes that excellent mentors must typically be more experienced than their mentees.…”

“…Other researchers, too, point to the importance of selecting mentors who possess life experience (Gibb, 1999;Johnson, 2002), maturity (Lawson, 1989) or practical wisdom (Awayaa et al, 2003). Tindall (1995) supports this view, stating that a mentor's diversity of experience and background is essential to establishing a successful mentoring relationship.…”

“…Peer mentoring, in which qualified students provide guidance and support to vulnerable students to enable them to navigate through their education (Kram, 1983), is regarded as an effective intervention to ensure these outcomes (Freedman, 1993;Johnson, 2002;Kram, 1983;McLean, 2004;Pagan & EdwardsWilson, 2002;Topping, 1996). Given this potential, many universities and colleges have implemented some form of peer mentoring, peer helping, or tutoring program as part of their student support services (Jacobi, 1991;Johnson, 2002;Tinto, 1998).…”