Relational Mentorship for Doctoral Psychology Interns: A Formal Preceptor Model

The importance of mentorship in psychology training has received increased attention because of the purported positive outcomes associated with effective mentoring. However, mentorship can be a difficult construct to operationalize, and measuring the quality of mentorship and associated outcomes can be challenging. A specific type of mentorship, relational mentoring, has been proposed to be particularly useful in psychology training, not only to help trainees succeed in their careers but also to enhance their professional identity, resilience, and overall quality of life. This article describes a formal mentorship program in an American Psychological Association (APA)-accredited doctoral psychology internship at a Department of Veterans Affairs (VA) health care system in the south-central United States, wherein staff psychologist preceptors formed a mentoring relationship with interns rather than a supervisory one. Widely ranging intended positive outcomes have been observed. Data collected as part of this program evaluation and development revealed both the strengths and weaknesses of this mentorship model and demonstrated that many mentorship dyads in this program had relational mentorship characteristics. Implications for both mentors and mentees, as well as the program and host facility, are discussed.