Clinical Psychology Post-graduate Training Programme Mentoring Programme

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Clinical PsychologyPost-graduate Training
ProgrammeMentoring Programme
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Outline

• What is mentoring
• Why have a mentoring programme
• A brief history
• Current position
• Future plans
• Discussion
• Photos

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Thank you!

• Firstly, a big Thank you for continuing to
  support the mentoring programme through an
  extremely difficult year
• Welcome to our new mentor
• This year we have asked students to also provide
  photographs and brief biographies, which were
  e-mailed to mentors ahead of time.
• There are only six students looking for mentors
  this round, as the class size has reduced from
  ten to eight, (due to earthquake and other
  factors) and two of these eight already have a
  pre-existing mentor relationship

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What is mentoring in Psychology

• A mentor is someone whose funeral you would
  attend
• Kaslow and Mascaro (2007)
• Mentoring is
• A nurturing process
• From person of greater experience
• Guidance, support and encouragement
• stimulates the mentee to develop an individual
  style and personal talents in regard to their
  psychological practice
• Ohio Psychological Association

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Mentoring vs Supervision

• Mentoring involves greater investment in the
  personal and career development of the mentee,
  whereas supervision primarily focuses on the
  development of competence (Johnson, 2007)
• In some of the literature, mentor and supervisor
  roles can be embodied in the same person
  (although the roles are quite distinct)
• Much of the mentoring literature is based on
  early career psychologists, rather than
  psychologists in training
• The Clinical Psychology mentoring programme is
  organised so that supervisor and mentor roles do
  not combine in the same person, for any
  particular student.

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Why have a mentoring programme?

• Research into mentoring in other professions, and
  psychology, points to the benefits for mentees,
  particularly in terms of career motivation and
  career self-efficacy
• Provides a longer term, supportive relationship
  for the developing Clinical Psychologist, that is
  separate and distinct from the inevitably
  evaluative relationship with University staff and
  community supervisors
• Provides an opportunity for community
  Psychologists to support the profession and the
  University, by mentoring new members of the
  profession.

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Why have a mentoring programme?

• A survey of 787 American Clinical Psychology
  graduates found
• 66 had a graduate-school mentor
• Men and women were equally likely to be mentored
• Those who had been mentored rated their mentor
  relationship quite favourably
• 94 of respondents viewed mentoring as extremely
  important in doctoral training
• (Clark et.al. 2000)
• (NB These mentors were faculty-based rather than
  community-based)
• This same study found that clinical students were
  less likely than experimental graduate psychology
  students to be mentored, and accounted for this
  by the diffusion of training inherent in clinical
  programs (i.e. multiple, short-term supervisors,
  so mentoring relationship not able to develop)

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Mentoring and Attachment

• Attachment theory can help us understand
  mentoring relationships, and provide a framework
  for research
• A positive mentoring relationship associated with
  trust, and has positive effects on lives of both
  mentor and mentee, via activation of secure base
  schema
• Noe et al (2002)
• Attachment theory may also offer some insights
  into how best to select a mentoring partner
• Allen et al (2006)

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A brief history

• Search of literature carried out
• Committee formed in Feb 2008 with University and
  Clinical Psychology community representation
• Policies and procedures developed
• Applications from prospective mentors sought
  early 2008
• Opportunity for mentors and students to meet June
  2008
• Mentees left to approach mentor of their choice
• A co-ordinating mentor appointed to assure
  anonymity of any feedback to the University
  training programme
• Ongoing training and support for mentors
• The cycle repeats for classes of 2009, 2010 and
  now 2011

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Current position

• _at_27 approved mentors
• 9 students from 2008 1st year class were matched
  with mentors, 8 students from 2009, and 8
  students from 2010 class
• Feedback from mentors has been very positive
  they are enjoying the role
• The speed-dating session which will occur
  shortly, has been used three times before. Seems
  to work well, although there is a risk of mentors
  not being matched
• Community placement supervisors who are also
  mentors, need to be mindful of dual roles, so
  mentoring is particularly suitable for those in
  private practice, or working part-time
• The University will avoid placing a particular
  student with a community supervisor who is also
  their mentor
• Encourage your colleagues to apply, if you think
  they may be interested
• The first group of mentored students completed
  their clinical training in February 2011

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Evaluation of the Mentoring Programme

• Approved by the Human Ethics Committee
• The 2010 and 2011 intakes have been invited to
  participate and have completed questionnaires
  prior to the commencement of mentoring
• Recent graduands who did not receive mentoring
  have also been invited to participate and
  completed questionnaires as a naturalistic
  control
• At the end of each academic year both students
  and mentors (information sheets and consent forms
  to participate in the study will be sent to
  mentors ahead of time) will be asked to complete
  a Reflection on Mentoring questionnaire.
• Funding currently allows for data collection for
  two years only (i.e., 2010-2011)
• It is hoped to access further funding to continue
  the research at least until the end of clinical
  training for both the 2010 and 2011 intakes.

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• Hypotheses
• Mentored students will have higher career
  motivation and career self-efficacy than
  non-mentored students 
• Among those who are mentored, there will be a
  positive relationship between career motivation
  and career self-efficacy
• There will be a positive relationship between
  career motivation and career self-efficacy and
  satisfaction with the clinical training programme
   
• Mentored students will have higher satisfaction
  with the clinical training programme, than
  non-mentored students.

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Benefits

• As a thankyou for your contribution to our
  students, the University is pleased to offer free
  library membership to approved mentees
• Please contact Anna Leuzzi for further details
  about how to organise this
• Remote access to database unfortunately not
  possible

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Discussion and Questions

• ? Thankyou for your contribution ?

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