Mentor relationships in clinical psychology doctoral training: A national survey of recent graduates

This study assessed the state of faculty-student mentoring within clinical psychology doctoral training. more specifically, the prevalence, nature, and importance of mentor relationships were examined from the perspective of recently graduated clinical psychologists. A survey instrument concerning mentor relationships was mailed to a randomly selected sample of 1,000 members and associates of the American Psychological Association residing in the United States who graduated with a PhD or PsyD in clinical psychology in 1994, 1995, or 1996. A response rate of 79% was achieved. Two thirds of respondents indicated that they had had a faculty mentor during graduate school. PhDs enjoyed an advantage over PsyDs with regard to the likelihood of having been mentored, as did graduates of university-based departments of psychology in comparison both to graduates of university-based schools of professional psychology and to graduates of freestanding schools of professional psychology. Proteges reported that their mentors had carried out a variety of psychosocial and career-enhancing functions on their behalf, and mentored respondents expressed greater satisfaction with their doctoral program than did respondents who had not been mentored. Implications of these findings for psychology training are discussed.