Abstract
ABSTRACT The present article examines current literature on mentorship for counselor education and supervision (CES) doctoral students, and how current CES mentoring practices impact doctoral students’ personal and professional growth in alignment with accrediting body standards. Findings from the literature highlight the purpose, benefits, and potential barriers to establishing successful mentorship for CES doctoral students. Conceptual frameworks and departmental initiatives in building and infusing a culture of mentorship are explored. Implications and potential action steps for counselor educators are provided.
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