Abstract
Mentoring during graduate training confers a multitude of benefits. However, despite these benefits, health service psychology programs (e.g., counseling and clinical psychology) could benefit from additional attention to mentoring and associated outcomes. Although the field of health service psychology has examined advising during graduate training, we argue that mentoring is often distinct from advising and encourage a deliberate switch from the traditional role of faculty advisor to a more proactive role of faculty mentor. We highlight the limited prevalence of mentoring in health service psychology doctoral programs and provide a discussion of conceptual differences in the roles and functions of an advisor and a mentor. We also note the plethora of benefits associated with mentoring relationships and discuss how these relationships are formed. Finally, we offer several recommendations to assist health service subfields of psychology in being more proactive. We hope that the field will recognize the value of mentoring during graduate training.
