Printer Friendly

JOURNAL OF PSYCHOLOGY AND CHRISTIANITY.

Fallow, G. O. & Johnson, W.B. (2000)

Mentor relationships in secular and religious professional psychology programs Vol. 19(4), 363-376

The authors of this article researched the prevalence and nature of mentor-protege relationships in religiously oriented and secular professional psychology programs. Fallow and Johnson note that mentor relationships have been known to have several benefits for both the mentor and the protege involved in the relationship. Yet, they noticed that there is a lack of empirical evidence to support these beliefs. The relative paucity of research revealed that only half of psychology graduates are mentored, and PsyD graduates were less likely to be mentored than PhD graduates.

In this study, Fallow and Johnson surveyed 286 students who graduated from religiously oriented, PsyD graduate programs, specifically Rosemead School of Psychology, Fuller Theological Seminary, and George Fox University. They also surveyed 373 PsyD graduates from secular schools, randomly selected from the APA Research Office. The survey packet each participant received contained a review of the mentoring literature, a definition of mentoring, and a few questions regarding whether they had a mentor, the nature of the mentor relationship, and satisfaction of their doctoral program.

Fallow and Johnson discovered that approximately half of the students in both religious and secular programs were mentored during their studies. Further, the highest traits found in both secular and religious mentors were intelligence and knowledge, and religious mentors received higher ratings on warmth and caring than mentors in secular programs. Additionally, students in religious programs were more likely to socialize with faculty outside the academic setting and consider their mentor a friend, which stirred ethical questions for Fallow and Johnson as they suggested religious programs consider the potential for harm in dual relationships.

The authors also found that mentor relationships were usually initiated by the protege or mutually initiated by the protege and mentor. The highest rated reason for forming the relationship was the mentor's personality; but secular program respondents were drawn to similar professional and research interests with their mentor, while religious respondents were drawn to faculty with similar religious beliefs or commitment.

In regards to negative aspects of mentor relationships, 22% of the respondents felt their mentor was not as available as they would have liked, and 16% had a difficult time terminating the relationship. A small percentage of respondents also endorsed items such as doing things for the mentor they felt uncomfortable doing or feeling their mentor engaged in unethical and/or sexual behavior within the relationship.

Overall, the results displayed that mentor relationships are seen as extremely positive, and most respondents felt mentor relationships were extremely important in the PsyD programs. Further, mentored students were significantly more satisfied with their doctoral program than nonmentored students. Those whom did not have mentors indicated that they felt mentors were not encouraged by the program and that faculty did not have time to mentor.

This study seemed to be well-donein its ability to discuss clearly the differences and similarities between religious and secular programs, which are relevant for all faculty and students considering mentor relationships. Additionally, this article challenges the structure of clinical psychology programs regarding how available mentors are in each school. The authors conclude with a sobering commentary on the impact of mentoring: "When graduate students are not mentored by a faculty member, we hypothesize that they are less likely to develop strong professional identities, and they this may ultimately weaken the health of the profession broadly" (p. 374).

ALSO OF INTEREST

Belzen, J. A. (2001). The introduction of the psychology of religion to the Netherlands: Ambivalent reception, epistemological concerns, and persistent patterns. Journal of the History of the Behavioral Sciences, 37(1), 45-62.

Drodge, E. N. (2000). A cognitive-embodiment approach to emotioning and rationality, illustrated in the story of Job. International Journal for the Psychology of Religion, 10(3), 187-199.

Ellis, A. (2000). Can rational emotiive behavior therapy (REBT) b effectively used with people who have devout beliefs in God and religion? Professional Psychology, 31(1), 29-33.

Foskett, J. (2001). Soul space: The pastoral care of people with major mental health problems. International Review of Psychiatry, 13(2), 101-109.

George, L. K., Larson, D. E., Koenig, H. G., er al. (2000). Spirituality and health: What we know, what we need to know. Journal of Social and Clinical Psychology, 19(1), 102-116.

Greggo, S. P. (2001). Practitioner attitudes regarding managed health care: A survey of Christian Association for Psychological Studies (CAPS) members. Journal of Psychology and Christianity, 20,66-79.

Hall, M. E., &Johnson, E. L. (2001). Theodicy and therapy: Philosophical/theological contributions to the problem of suffering. Journal of Psychology and Christianity, 20,5-17.

Helminiak, D. A. (2001). Treating spiritual issues in secular psychotherapy. Counseling and Values, 45(3), 163-189.

Hill, J. (2000). A rationale for the integration of spirituality into community psychology. Journal of Community Psychology, 28(2), 139-149.

Mansager, E. (2000). Individual psychology and the study of spirituality. Journal of Individual Psychology, 56(3), 371-388.

Picken, W. E. (2000). A whisper of salvation: American psychologists and religion in the popular press. American Psychologist, 55(9), 1022-1024.

Reinert, D. F., & Bloomingdale, J. R. (2000). Spiritual experience, religious orienrarion and self-reported behavior. International Journal for the Psychology of Religion, 10(3), 173-180.

Rose, E. M., Westefeld, J. S., & Ansely, T. N. (2001). Spiritual issues in counseling; Clients' beliefs and preferences. Journal of Counseling Psychology, 48(1), 61-71.

Schimmel, S. (2000). Vices, virtues and sources of human strength in historical perspective. Journal of Social and Clinical Psychology, 19(1), 137-150.

Sloan, R. P., & Bagiella, E. (2001). Religion and health. Health Psychology, 20(3), 228-228.

Tan, S. Y. (2001). Integration and beyond; Principled, professional, and personal. Journal of Psychology and Christianity, 20, 18-28.

Zondag, H. J. (2001). Involved, loyal, alienated and detached: The commitment of pastors Pastoral Psychology, 49(4), 311-323.
COPYRIGHT 2001 Rosemead School of Psychology
No portion of this article can be reproduced without the express written permission from the copyright holder.
Copyright 2001, Gale Group. All rights reserved. Gale Group is a Thomson Corporation Company.

 Reader Opinion

Title:

Comment:



 

Article Details
Printer friendly Cite/link Email Feedback
Title Annotation:mentor relationships
Publication:Journal of Psychology and Theology
Article Type:Statistical Data Included
Geographic Code:1USA
Date:Sep 22, 2001
Words:964
Previous Article:ANOTHER LOOK AT ANOREXIA NERVOSA.
Next Article:Contemporary Psychoanalysis.
Topics:


Related Articles
Cross-gender mentoring relationships critical issues.
Bi-Modal Instructional Practices in Educational Psychology: Mentoring and Traditional Instruction.
STUDIA PSYCHOLOGICA.
PASTORAL PSYCHOLOGY.
Journal of community psychology. (Journal file).
Pastoral psychology. (Journal File).
Mentoring as service-learning for undergraduates.
Mentors, advisers role models, & peer supporters: career development relationships and individuals with disabilities.
Measuring the self-efficacy of mentor teachers.

Terms of use | Copyright © 2014 Farlex, Inc. | Feedback | For webmasters