Abstract
Mentoring relationships provide mutual inspiration that enlivens the practice of social work for students as well as mentors. This paper demonstrates the signifi cance of mentoring relationships for student group workers and teachers. Personal narratives of both students and teachers illuminate the need for groupwork mentors in social work education. Identifying as a groupwork mentor aids in the professional's ongoing refl ection of their own practice, refreshing the mentor's commitment to the advancement of the fi eld and enhancing his/her satisfaction with the work. Schools of Social Work must formalize this relationship by integrating mentoring into the curriculum.
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