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date: 22 September 2020

Abstract and Keywords

In the past two decades, intentional mentoring of trainees has garnered rapidly increasing attention in professional psychology training settings. Effective mentoring portends numerous benefits for trainees. Yet, the psychology profession continues to struggle with differentiating mentorship from other training roles, and it is clear that many advising and supervising relationships do not evolve into mentoring relationships. This chapter distills the literature on mentoring in psychology training environments, including the competencies required for effective mentoring. A mentoring relationship continuum model is offered to clarify that mentoring describes the quality and character of a developmental relationship, not a discrete category of relationship. Next, the author summarizes the virtues of a constellation framework for mentoring, one that encourages trainees to develop a wide consortium of developmental mentors. Finally, several recommendations are directed to professional psychology program leaders.

Keywords: advising, mentoring, training, psychology, professional

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