As schools and clinical training programs move into
the second decade of the 21st century and the demographics in the US continues
to change, it becomes more and more imperative for doctoral and master’s
clinical training programs to develop ethical, appropriate, and innovativestrategies to mentor students. The majority of the clinical education and
training programs focus on education, knowledge, and assessment skills.
Mentoring in clinical training programs is as valuable as other core
competencies in clinical programs. O’Neil et al. described mentoring as being
effective across disciplines like medicine, education, business, nursing, and
psychology. A mentor is an individual with adequate clinical experience who can
help direct the early career of a mentee.
A mentor must possess clinical,
assessment, ethical, professional, business, and multicultural skills in order
to propel the career of a mentee. Although strong mentorship relationships are
considered an essential component of professional development and career
preparation, many mentees report not having strong mentorship relationships.
Little research exists on doctoral and master’s mentor programs incorporating
cultural competence. This manuscript will discuss cultural competence, the
culture-centered model (CCM), and sociopolitical development as essential
mentorship tenets in any masters or doctoral clinical psychology program.
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