The role of mentoring relationships in counseling programs

Abstract

Purpose – The goals of a mentoring relationship are important to the development of mentees. The purpose of this paper is to focus on the specific needs of students and junior faculty in counseling programs. Design/methodology/approach – The authors used a psychological phenomenological research approach to understand the role and significance of a mentor and the mentoring relationship. In this qualitative research study, pre-tenured faculty, doctoral- and master’s-level students in counselor education programs in the USA were interviewed (n=30), to explore the mentorship needs. Findings – In the study, the authors identified 28 codes that emerged from the participants’ lived experiences, which then were organized into seven meta-codes. The seven meta-codes were: relationship between mentor and mentee; communication style or patterns; preferred gender of mentor; introduction to the relationship; mentee needs; mentee benefits; and experiences as a mentee. Originality/value – In the paper, the authors sought to explore the mentoring needs of students and junior faculty in counselor education programs and how these needs can begin to be addressed effectively.

The Impact of Dual Roles in Mentoring Relationships: A Mixed Research Study

“…Furthermore, mentee and mentorship teams that occur organically versus those teams that are assigned often have more increased psychosocial development (Boswell et al, 2015;Fagenson-Eland, Marks, & Amendola, 1997;Tenebaum, Crosby, & Gliner, 2001). Mentees who have formed a personal connection with their mentors are more likely to discuss non-career-related aspects of their lives and thoughts regarding self-doubt and competence, which leads to a greater focus on the psychosocial development of the mentee (Farrell, 2007).…”

“…The career-related functions of faculty mentorship, especially when THE IMPACT OF DUAL ROLES IN MENTORING 5 working with doctoral-level mentees, center on time management, teaching and research obligations, and identifying significant goals that the mentee wants to achieve in his or her professional career. Faculty and students in counselor education programs receive career-related mentorship for clinical issues, teaching, service, research, and networking (Boswell et al, 2015).…”

“…At the departmental or program level, Hill suggested that counselor education programs help to increase the overall satisfaction, productivity level, and wellness of new faculty through the creation of formal or informal mentoring programs, or assist in developing a university-wide peer mentoring program for all junior faculty. Boswell et al (2015) discovered several commonalities related to mentoring needs within each of three developmental levels (master, doctoral, and pretenured faculty). The master's level participants mentioned specific mentoring qualities such as the mentor being approachable, approaches to mentorship, and mentoring strategies such as providing specific feedback, as representing their most important mentoring needs.…”

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“…support about work-life balance; and understanding and navigating one's role as a student, clinician, or faculty member. Furthermore, mentee and mentorship teams that occur organically versus those teams that are assigned often have more increased psychosocial development (Boswell et al, 2015;Fagenson-Eland, Marks, & Amendola, 1997;Tenebaum, Crosby, & Gliner, 2001). Mentees who have formed a personal connection with their mentors are more likely to discuss non-career-related aspects of their lives and thoughts regarding self-doubt and competence, which leads to a greater focus on the psychosocial development of the mentee (Farrell, 2007).…”

“…One way to create an atmosphere of wellness and self-care in students is to foster healthy mentoring relationships student-to-student and student-to-faculty. To this end, Boswell, Wilson, Stark, and Onwuegbuzie (2015) encouraged counselor education program faculty to create a mentorfriendly environment by encouraging faculty mentorship of students through formal or informal mentoring programs and supporting faculty mentorship of students through mentoring training.…”