Psychology Mentor-Protege Relationships

Paper Summary:

This paper examines the dynamics of the supervisor/supervisee relationship in psychology graduate students' internship experiences. Particular attention is given to how often bad internship experiences occur, why they occur, and what the role of the internship supervisor is in creating these bad experiences. In addition, the paper includes a careful examination of abuses of power in the supervisor/supervisee relationship and why they occur. Subsections of the paper deal with the discrepancies between what students know and what they are supposed to know when they enter their internships,and how their internship supervisor plays a role in this. Also explored are ways to remedy the imbalance of power in supervisor/supervisee relationships that often leads to problems in the internship experience. In addition, this paper looks at the history of mentoring, and what characteristics comprise a successful supervisor/supervisee pairing.

The History of Mentoring
Review of the Scholarly Literature
Ethical Issues in Mentoring
Access
Implications for the Psychology Profession
Mentoring in Psychology Internships

From the Paper:

"One of the most important and most demanding parts of the psychology doctoral student's educational experience is the mandatory internship. In this internship, often lasting a year or more beyond the completion of regular coursework, a doctoral student is expected to put all of what he or she has learned in the classroom into real world practice. It is a testing ground and a proving ground for those wishing to become practicing psychologists. It is during the internship that doctoral students get to find out first-hand just how well they have mastered certain techniques, as well as learning what things are much different in the textbooks than they are in actual practice. It is a challenging, yet rewarding time that makes a student ready to begin practice on his or her own."

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