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Mentoring [microform] : Utilizing This Relationship in the Graduate Education of Psychology Students and Possible Concerns / Kristina J. Spray
Bib ID 5577935
Format BookBook, MicroformMicroform, OnlineOnline
Author
Spray, Kristina J
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1994 
17 p. 
Summary

Mentoring is important in developing successful professionals in a variety of fields. The mentor offers the protege a source of knowledge and support, which, in turn, gives the mentor satisfaction. To find a mentor, a person usually decides on a field of interest, and once this is accomplished, the individual searches for someone with similar interests and values. Mentors can employ several techniques to aid their proteges. These include modeling, feedback, contingency management, instructing, questioning, cognitive structuring, and task structuring. For students in graduate psychology programs, all of these tools can help the student learn both research procedures and therapeutic techniques. However, mentors must be aware of the potential harm of a dual relationship when he or she also serves as a student's teacher or supervisor. If the mentor can keep the roles separate, then the mentoring relationship can continue. This problem of duality can be especially difficult for females and minority students in a field dominated by white males. Still, mentoring remains a useful and valuable relationship for helping graduate psychology students become independent professionals. Contains 11 references. (RJM)

Notes

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Graduate Students.  |  Graduate Study.  |  Higher Education.  |  Interpersonal Relationship.  |  Mentors.  |  Modeling (Psychology)  |  Professional Development.  |  Professional Training.  |  Psychology.  |  Role Models.  |  Significant Others.  |  Supervisors.  |  Teacher Student Relationship.  |  Advisers
Form/genre Reports, Evaluative.
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