Mentoring has received much attention in the research and training literature for several years and has been increasingly described as important in the teaching and training enterprise. Questions about the definition of mentoring, where it does and does not take place, its association with different psychology training models, and the growing diversity of graduate students who may have different mentoring needs than previous cohorts, have all been addressed in the literature and inform this study. This exploratory research adds to the understanding of mentoring by gathering data from current more culturally diverse mentees from scientist–practitioner and practitioner–scholar training programs in psychology. A survey was sent to graduate programs, and responses from 290 participants were analyzed both quantitatively and qualitatively. Mentors were highly valued by mentees, even though they defined and described mentors in a variety of ways. There was little to no difference depending on one’s training model, and several respondents discussed the needs of culturally diverse students. Mentees often mentioned 2 broad categories as critical to mentoring: pragmatic support, such as help managing graduate school and finding jobs, and emotional support. Overall, aspects of the relationship competency seemed to be the foundation for all mentoring activities for many of the participants.

中文翻译：

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临床心理学课程指导：扩大和深化。

几年来，指导在研究和培训文献中受到了很多关注，并且越来越被描述为在教学和培训企业中的重要性。关于指导的定义、发生和不发生的地方、它与不同心理学培训模式的关联以及可能具有与以前队列不同的指导需求的研究生日益多样化的问题，都在文献中得到了解决，并告知这项研究。这项探索性研究通过从科学家——从业者和从业者——心理学学者培训项目中收集当前更具文化多样性的受指导者的数据，增加了对指导的理解。向研究生课程发送了一项调查，并对 290 名参与者的回答进行了定量和定性分析。导师受到学员的高度重视，尽管他们以各种方式定义和描述导师。不同的培训模式几乎没有差异，一些受访者讨论了文化多样化学生的需求。学员们经常提到对指导至关重要的两大类：务实的支持，例如帮助管理研究生院和找工作，以及情感支持。总的来说，关系能力的各个方面似乎是许多参与者所有指导活动的基础。学员们经常提到对指导至关重要的两大类：务实的支持，例如帮助管理研究生院和找工作，以及情感支持。总的来说，关系能力的各个方面似乎是许多参与者所有指导活动的基础。学员们经常提到对指导至关重要的两大类：务实的支持，例如帮助管理研究生院和找工作，以及情感支持。总的来说，关系能力的各个方面似乎是许多参与者所有指导活动的基础。