Abstract
Mentor relationships have become a topic of increasing interest in graduate education. No previous study has addressed mentoring from the vantage point of Directors of Training. Training Directors (N = 115) from American Psychological Association (APA) accredited clinical psychology doctoral programs returned surveys (59% response rate) regarding the importance and frequency of mentor relationships in their programs. Respondents were asked to rate various mentor functions, methods of rewarding faculty mentoring behavior and level of agreement that mentoring should be an accreditation criteria. Overall, Training Directors estimate that 82% of doctoral students are mentored and mentoring is considered extremely important for student development. The full survey results are presented and implications for psychology graduate education discussed. PhD and PsyD program differences are also highlighted.
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