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The role of mentoring relationships in counseling programs

Jennifer N. Boswell (University of Houston Victoria, Sugar Land, TX, USA)
Angie D. Wilson (University of North Texas, Denton, TX, USA)
Marcella D. Stark (Texas Christian University, Fort Worth, TX, USA)
Anthony J Onwuegbuzie (Sam Houston State University, Huntsville, TX, USA)

International Journal of Mentoring and Coaching in Education

ISSN: 2046-6854

Article publication date: 7 September 2015




The goals of a mentoring relationship are important to the development of mentees. The purpose of this paper is to focus on the specific needs of students and junior faculty in counseling programs.


The authors used a psychological phenomenological research approach to understand the role and significance of a mentor and the mentoring relationship. In this qualitative research study, pre-tenured faculty, doctoral- and master’s-level students in counselor education programs in the USA were interviewed (n=30), to explore the mentorship needs.


In the study, the authors identified 28 codes that emerged from the participants’ lived experiences, which then were organized into seven meta-codes. The seven meta-codes were: relationship between mentor and mentee; communication style or patterns; preferred gender of mentor; introduction to the relationship; mentee needs; mentee benefits; and experiences as a mentee.


In the paper, the authors sought to explore the mentoring needs of students and junior faculty in counselor education programs and how these needs can begin to be addressed effectively.



Boswell, J.N., Wilson, A.D., Stark, M.D. and Onwuegbuzie, A.J. (2015), "The role of mentoring relationships in counseling programs", International Journal of Mentoring and Coaching in Education, Vol. 4 No. 3, pp. 168-183.



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