Mentorship in Family Therapy Training Programs: Students’ and New Graduates’ Perspectives

ABSTRACT

Using an online survey, researchers examined strengths and challenges of professional mentoring as viewed by new family therapists. The sample was mostly Caucasian, female, and trained in master’s programs within the United States (U.S.). Mentorships were most often informally arranged, and mentors were most likely clinicians internal to the program. Students in doctoral programs were most likely to be mentored. Mentors and mentees were generally unmatched by gender, but were likely to be matched by ethnic identity and sexual orientation. Several suggestions are made for future research on the quality, types, and roles of mentorship within the profession of family therapy.

KEYWORDS:

• Academic mentorship
• diversity training
• family therapy training
• graduate school training
• systemic supervision
• systemic training