Effects of a Peer-Mentoring Program on Speech-Language Pathology Graduate Student Stress

Abstract

Purpose This study sought to examine the effects of a peer-mentoring program on first-year speech-language pathology graduate students' perceived stress levels. Method The researcher randomly assigned 10 first-year speech-language pathology graduate students to a mentee group. Students were then randomly matched with 10 second-year speech-language pathology graduate students in a peer-mentoring program for one semester. The researcher also randomly assigned 10 additional first-year speech-language pathology graduate students to a control group. Data were collected using the Perceived Stress Scale, a demographic survey, a peer-mentoring program tracking form, and an evaluation of the peer-mentoring program. Results This study indicates that first-semester graduate students in speech-language pathology experience moderate levels of perceived stress, and their perceived stress levels increased from the start to the end of the fall semester. In addition, a statistically significant difference was found between the students' perceived stress levels in the control and the mentee group at the end of the semester; the increase in perceived stress was greater among the control group than in the mentee group. This study also found a weak to moderate correlational relationship between participation in a peer-mentoring program and perceived stress levels at the end of the semester. Mentees reported overall positive feedback regarding the program and the effect that the program had on their perceived stress levels. Conclusion Results from this study indicate that peer mentoring may be an effective way to ameliorate perceived stress among first-semester graduate students in speech-language pathology.