The purpose of this paper is to examine how a peer mentoring relationship may support provisional psychologists engaged in postgraduate education in Australia. The theoretical lens for this study draws from the real relationship framework and significant events literature.,Quantitative and qualitative data were obtained via a web survey from a sample of 23 mentors and 41 mentees. Participants had engaged in a one-year peer mentoring program on a volunteer basis. The survey contained measures of functions of mentoring, perceived genuineness and realism in the relationship, and overall satisfaction with peer mentoring. Participants also provided accounts of helpful events, hindering events and open feedback.,Perceived satisfaction was significantly correlated with greater genuineness and realism in the relationship. Satisfaction was associated with psychosocial and clinical functions of mentoring for both mentors and mentees, and career functions for mentees only. Qualitative findings indicated that the most helpful events included psychosocial support, mutual understanding and skill development. The most frequent hindering events were logistics/time, lack of structure and mentor technique/activity.,Peer mentors show great promise for supporting provisional psychologists. Recommendations for higher education providers include providing peer mentors with guidance regarding the importance of psychosocial support, clinical skill development and creating genuine and real relationships. Peer mentor training would also benefit from the inclusion of career development strategies and psychoeducation on transference.,This study is the first to apply the real relationship framework and significant events analysis to the psychology peer mentoring context.

中文翻译：

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研究生心理教育中同伴指导，满意度和“真实”关系的功能

本文的目的是研究同伴指导关系如何支持在澳大利亚从事研究生教育的临时心理学家。本研究的理论视角来自真实的关系框架和重大事件文献。通过网络调查从23位导师和41位受训者的样本中获得了定量和定性数据。参与者自愿参加了为期一年的同伴指导计划。该调查包含指导功能，关系中感知的真实性和真实性以及对同伴指导的总体满意度的度量。参与者还提供了有益事件，阻碍事件和公开反馈的说明。感知的满意度与关系的真实性和真实性显着相关。满意度与辅导员和受训者的心理社会和临床职能以及仅受训者的职业职能有关。定性研究结果表明，最有用的事件包括社会心理支持，相互理解和技能发展。最常见的阻碍事件是后勤/时间，缺乏结构和导师的技术/活动。同行导师对支持临时心理学家显示出很大的希望。对高等教育提供者的建议包括为同伴导师提供有关心理社会支持，临床技能开发以及建立真实和真实关系的重要性的指导。同伴导师的培训也将受益于职业发展战略和关于迁移的心理教育。