Mentor Relationships in Clinical Psychology Doctoral Training: Results of a National Survey

By Richard A. Clark, Sherry L. Harden, G. Fox, Brad Johnson. 2000

283 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

What do Doctoral Students Value in their Ideal Mentor? (2008, background): “Much of the research has examined actual mentoring functions in same- and cross-gender mentor-protégé relationships (Allen and Eby 2004; Clark et al. 2000; Noe 1988).”
A Framework for Conceptualizing Competence to Mentor (2003, background): “Frequently mentioned abilities and traits include patience, an ability to read and understand others emotionally, genuine interest in protégés, sense of humor, intelligence, knowledge or mastery in one’s field, empathy, approachability, supportiveness, and dedication (Allen & Poteet, 1999; Clark et ”
The intentional mentor: Strategies and guidelines for the practice of mentoring. (2002, background): “Research clearly indicates that not all psychologists are well suited to the mentor role (Clark et al., 2000; Cronan-Hillix et al., 1986).”
Toward a Conceptual Model of Mentoring Research: Integration with Self-Regulated Learning (2013, unknown): “But psychosocial functions are hypothesized to be important for protégés ’ career development (Clark et al. 2000).”
Doctoral Advising or Mentoring? Effects on Student Outcomes (2012, background): “Students in research psychology programs were more likely to have a mentor than students in applied programs (Clark et al., 2000).”