This paper proposes a model designed to encourage and facilitate the formation of mentoring relationships between professors and students in graduate psychology training programs. Previous research indicates approximately one in two graduate students had a mentor, those that did not were unaware of the potential benefits. Professors frequently reported insufficient motivation to mentor. Recently the call was made to provide mentoring to all psychology graduate students because mentoring is associated with personal and professional development. Aspects of mentoring relationships, including stages, benefits, selection criteria and strategies, and functions provided by mentors, have received attention. However, the formation of mentoring relationships received little direct investigation. Perspectives on motivation to initiate mentoring relationships have been offered but the practical process has been overlooked. The model has three major elements. First, graduate psychology training programs must embrace and support mentoring. Educating professors and students concerning the various aspects of mentoring, positive and negative, represents the second major element. Third, it is recommended that programs provide a structured selection process, as demonstrated in Research Vertical Teams (RVTs) system. The model provides professors and students with an opportunity to form mentoring relationships with greater awareness and preparation, enhancing the probability of effective and successful mentoring relationships. Recommendations for evaluating the efficacy of the model are included.
Bigelow, John R. Jr., "Mentor-Protege Relationship Formation in Graduate Psychology Programs: A Comprehensive Literature Review and Proposal" (1998). Faculty Publications - Grad School of Clinical Psychology. 69.