title: Toward promoting generative cultures of intentional mentoring within academic settings.
abstract: Mentoring promotes ongoing learning of clinical psychologists, regardless of their expertise and experience. Most academic programs, however, do not possess vigorous mentoring cultures in which mentors simultaneously are learners. Academic programs are largely based on "mastery" philosophies that tacitly aim mentoring at less-experienced peers. This orientation can make stigmatizing mentoring opportunities, especially for psychologists from underrepresented populations. Using concepts from experiential learning theory, we articulate interventions to invigorate mentoring cultures and make mentoring less stigmatizing.
authors.affiliation: Yale University School of Medicine, CT, USA.
authors.forename: Allison N
authors.initials: AN
authors.lastname: Ponce
authors.forename: Michelle K
authors.initials: MK
authors.lastname: Williams
authors.forename: George J
authors.initials: GJ
authors.lastname: Allen
mesh_terms: D002983:Clinical Competence / Q000592:standards; D003479:Curriculum / Q000639:trends; D004500:Education, Graduate / Q000639:trends*; D004517:Education, Professional / Q000639:trends*; D005544:Forecasting; D006801:Humans; D008611:Mentors / Q000193:education*; D017145:Models, Educational; D010379:Peer Group; D011287:Prejudice; D011586:Psychology, Clinical / Q000193:education*; D013240:Stereotyping; D014481:United States