From advising to mentoring: Toward proactive mentoring in health service psychology doctoral training programs

Cory L. Cobb, Byron L. Zamboanga, Dong Xie, Seth J. Schwartz, Alan Meca, Gardiner L. Sanders

Research output: Contribution to journalArticle

4 Scopus citations

Abstract

Mentoring during graduate training confers a multitude of benefits. However, despite these benefits, health service psychology programs (e.g., counseling and clinical psychology) could benefit from additional attention to mentoring and associated outcomes. Although the field of health service psychology has examined advising during graduate training, we argue that mentoring is often distinct from advising and encourage a deliberate switch from the traditional role of faculty advisor to a more proactive role of faculty mentor. We highlight the limited prevalence of mentoring in health service psychology doctoral programs and provide a discussion of conceptual differences in the roles and functions of an advisor and a mentor. We also note the plethora of benefits associated with mentoring relationships and discuss how these relationships are formed. Finally, we offer several recommendations to assist health service subfields of psychology in being more proactive. We hope that the field will recognize the value of mentoring during graduate training.

Original languageEnglish (US)
Pages (from-to)38-45
Number of pages8
JournalTraining and Education in Professional Psychology
Volume12
Issue number1
DOIs
StatePublished - Feb 1 2018
Externally publishedYes

Keywords

  • Advising
  • Clinical
  • Counseling
  • Health service psychology
  • Mentoring

ASJC Scopus subject areas

  • Education
  • Psychology(all)

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