APAGS Position Statement on the Need for Consistent Mentoring in Doctoral Training

Mentoring refers “to an inherently positive and engaged personal relationship in which protégés learn professional skills from a more seasoned person” (Johnson, 2006). It is a critically important aspect of doctoral training, distinct from advising, and pivotal for transforming trainees into competent and successful psychologists (Johnson, 2007). At minimum, APAGS believes that quality, transformative mentoring comprise: encouragement, affirmation, constructive feedback, information about matters important to the discipline of psychology, appropriate self-disclosure, academic and professional counseling, protection from relational/political issues that may have a detrimental effect on the mentee’s success, and increasing collegiality as the mentee develops into a professional (Johnson, 2008). APAGS is concerned that quality and availability of mentorship vary widely across programs and relationships, leaving negative implications for the field, individual competencies, and ultimately the public interest. Mentoring relationships are not “one size fits all;” they must be developmental and adapted to each mentee as personal and professional needs dictate.

APAGS believes that the highest quality graduate training programs provide students with the necessary training needed to navigate the profession; however, certain areas are traditionally not discussed in the classroom, such as close guidance on networking, navigating the post-graduation working world, acquiring publishing and business-of-practice skills, and other areas necessary for the successful passage of a graduate student to early career psychologist. These areas are befit for the mentoring relationship. Whereas advising relationships generally serve an administrative function, APAGS recognizes that students may not necessarily have a relationship that meets the aforementioned qualities of mentoring with their advisor. As such, APAGS believes that training programs must, at minimum, ensure sufficient academic mentoring opportunities with faculty members for every enrolled student. Doctoral students must have the ability to receive ample time with their mentors to accomplish mutually agreed upon and periodically reviewed goals. APAGS encourages programs to develop mentoring opportunities that are engaging as well as feasible. Innovative examples include but are not limited to “speed-mentoring” events, panels, mentoring groups, and paired mentor matches.

APAGS believes that quality mentoring is key to continue building a better future for psychology by positively impacting graduate students’ leadership trajectories, and furthermore, that a culture of mentoring begins with peer relationships. APAGS strives to demonstrate concrete examples of cutting-edge mentorship to enhance the training of graduate students in doctoral psychology programs nationwide. APAGS will continue to play a direct role in mentoring by identifying, supporting, and advancing diverse graduate students to serve in leadership roles within APA and related organizations. APAGS will play indirect roles in mentoring by encouraging various mentoring initiatives and exchanges. Further, APAGS will collect and communicate best practices in mentoring for its website and blog.