Meaningful Mentorship in Psychology with APF’s Early Career Psychologist (ECP) Committee Chairs

January is National Mentoring Month, and at APF, we know that mentorship is essential in shaping the next generation of researchers and psychologists. Supporting students and early career researchers and psychologists to build sustainable and impactful careers is central to APF’s mission. Through our Early Career Psychologist (ECP) Committee, we work directly with early career psychologists to ensure that APF is offering meaningful, relevant support at this critical stage of their careers.

Read on for insights from our ECP Committee Co-Chairs, Drs. Mary E. Dozier and NaYeon (NY) Yang, on the importance of mentorship in psychology, and practical tips for both mentors and mentees as they navigate these impactful (and sometimes complex) relationships.

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Insights from Dr. Mary E. Dozier: Foundations of Effective Mentorship

Mentor-mentee relationships can range from a formal assignment for a weekend retreat to an informal association that lasts a lifetime. In my own career I have been fortunate to have had a multitude of mentors who have fostered my career development; I have also had the privilege of being the mentor to some truly amazing undergraduate and graduate students. Although anyone can give advice, I have found that what makes a mentorship relationship work is one that is supportive of one’s basic psychological needs (autonomy, competence, and relatedness; Ryan & Deci, 2000). Autonomy, through an understanding and supporting of the mentee’s own values and goals; competence through appropriate scaffolding of expectations and milestones; and relatedness through a demonstration of empathy and camaraderie. I find it is helpful – although not necessary – to also have a feeling of affiliation with the mentor or mentee, whether big or small.

What makes a quality mentor?

Quality mentorship in graduate school is an essential piece of fostering growth in psychology (Johnson, 2002). However, not all faculty members make good mentors and not all departments facilitate good mentorship. I always encourage my students applying for graduate school to consider the fit with the potential mentor as the most critical component of the interview. Conversely, the traits that make for a good mentor are also what inherently lead to a power imbalance in the relationship: the increased intimacy can create greater pressure to acquiesce to a mentor’s requests (Johnson, 2002). I strive to manage the possibility for exploitation in my own lab by explicitly discussing the power imbalance with my students and checking in that we are on track for their goals rather than my goals. For example, I make space for regular check-ins that center students’ evolving goals, and invite open conversation if expectations feel misaligned.

Highly effective mentors tend to exhibit the same set of behaviors: support the mentee’s transition from student to colleague, communicate transparently and positively, provide a variety of training and networking opportunities, and promote ethical decision-making (Brown, et al., 2009). Relatedly, mentoring relationships that are facilitated rather than assigned are more effective (Johnson, 2002). This may in part be due to finding the fit between a mentor and mentee. In addition to fit in terms of research interest, it is important for the mentor and mentee to have a shared research style (Forehand, 2008). I often describe the interview process to prospective students as speed dating: both the potential mentor and potential mentee need to evaluate whether the other person would be someone they could happily and productively work closely with for the next 4-6 years. 

Mentors tend to provide two forms of support: instrumental support in the form of opportunities, time, and resources increases productivity; psychosocial support in the form of respect and empathy increases life satisfaction (Forehand, 2008). Although both are critical to the growth of a student and early career faculty, they don’t need to come from the same mentor. Mentors also serve as a model for their students on how to manage work-life balance (Forehand, 2008): I tell my students that I am available to them Monday-Friday, 8am-5pm, but outside of those hours I cannot be expected to be working and that I will also not expect them to be. Ultimately, effective mentorship requires intentionality, transparency, and a shared commitment to supporting students’ long-term development and growth.

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Insights from Dr. NaYeon (NY Yang): Taking Ownership of Your Mentorship Journey

Building on Mary’s reflections on the importance of fit, boundaries, and intentional mentorship, students also play an active role in shaping the mentoring relationships that support them through graduate training. Mentorship is critical across many aspects of graduate school, particularly in psychology. Psychology graduate students constantly juggle between the roles of researcher, clinician, and student. Navigating these layered identities while maintaining both intellectual rigor and personal well-being is no small task. In this context, mentorship functions not only as professional development but also as a mechanism for staying grounded while growing—both as a budding psychologist and as a human being.

I have been fortunate to be supported by multiple mentors throughout my PhD journey and beyond. Their guidance shaped not only my academic development but also how I now approach mentorship with my own graduate and undergraduate mentees who aspire to pursue careers in psychology. One of the most impactful pieces of advice I received early in my doctoral training was this: graduate students should seek multiple mentors. Doing so allows trainees to benefit from diverse expertise and perspectives while expanding their professional networks (Mallik, 2021). This principle has since become central to how I advise my advisees/mentees.

Challenging the “All-in-One Mentor” Assumption

Early-stage graduate students often implicitly expect their advisor to fulfill all of their professional, academic, and emotional needs. While this expectation is understandable, it is neither realistic nor sustainable. I make this explicit in my conversations with mentees as I try to demystify what mentorship can—and cannot—be. I often share that while I am more than happy to support my mentees in various ways, I also encourage them not to put all their eggs in one basket. I emphasize the importance of cultivating multiple mentoring relationships that serve different purposes, including academic, professional, clinical, and well-being-related support (e.g., De Janasz & Sullivan, 2004). 

Identifying What You Need Before Seeking Mentorship

Many incoming graduate students wonder, “How am I supposed to know what kind of mentorship I need?” In many ways, the answer is already within the student. Before seeking out mentors, students may first want to turn inward and reflect on their own goals and needs in graduate school.

●  What are my goals in graduate school?

●  What are my strengths, and where do I have room to grow?

●  What kinds of training do I need?

●  What types of career paths am I interested in pursuing?

These reflections help students take a more intentional and proactive approach to mentorship and the support they seek.

Mapping Your Mentorship: A Practical Next Step

Once students have reflected on their goals and needs, a practical next step is to complete a Mentoring Map (University of Michigan, 2024, p. 24). By completing this map, students are encouraged to consider what kinds of mentorship they already have, what might be missing, and how they can intentionally build a broader network of support. For example, a student may realize they receive strong research mentorship but lack clinical or career-focused guidance, and can then seek mentors to fill those gaps.

Mentors can take many forms—advisors, faculty members, supervisors, peers, and others encountered throughout the PhD journey. When students approach mentorship with curiosity, self-reflection, and intentionality, they are better positioned to navigate graduate school successfully. I hope this perspective encourages graduate students to actively shape the mentorship they need to thrive in their PhD journey.

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Closing Thoughts
Mentorship is a dynamic and deeply personal process, and there is truly no one-size-fits-all approach. Each mentorship relationship is shaped by the unique goals, personalities, and circumstances of both mentor and mentee. As Drs. Dozier and Yang highlight, effective mentorship relationships can take many forms, from individual partnerships to broader networks of support. No matter the form of mentorship taken, it’s important that these relationships foster both professional growth and personal well-being. When mentorship is approached with care and purpose from both the mentor and mentee, it strengthens the future of psychology as a whole.

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References

Brown, R. T., Daly, B. P., & Leong, F. T. L. (2009). Mentoring in research: A developmental approach. Professional Psychology: Research and Practice, 40(3), 306–313. https://doi.org/10.1037/a0011996

Forehand, R. L. (2008). The art and science of mentoring in psychology: A necessary practice to ensure our future. American Psychologist, 63(8), 744-755. https://doi.org/10.1037/0003-066X.63.8.744

Johnson, W. B. (2002). The intentional mentor: Strategies and guidelines for the practice of mentoring. Professional Psychology: Research and Practice, 33(1), 88-96. https://doi.org/10.1037/0735-7028.33.1.88

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://doi.org/10.1037/0003-066X.55.1.68

De Janasz, S. C., & Sullivan, S. E. (2004). Multiple mentoring in academe: Developing the professorial network. Journal of Vocational Behavior, 64(2), 263-283. https://doi.org/10.1016/j.jvb.2002.07.001

Mallik, T. B. (2021, November 14). Graduate students should seek multiple mentors. Inside Higher Ed. https://www.insidehighered.com/advice/2021/11/15/benefits-phds-having-multiple-mentors-opinion

University of Michigan. (2024). Graduate student mentoring guide: A guide for students [PDF]. The Regents of the University of Michigan. https://rackham.umich.edu/downloads/student-mentoring-handbook.pdf

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