| This study served as an initial investigation into necessary components of successful mentorship
at the doctoral level within Counselor Education and Supervision (CES). This study utilized Q
methodology to explore the perceptions of thirteen doctoral students who identified as having a
CES faculty mentor. Mentorship is a vital component of professional development within the
CES field; for this reason, identifying components of successful mentorship can help counseling
departments in providing specific, comprehensive support. Participants were currently enrolled
CES doctoral students that identified as having a CES faculty mentor, interacted with their
mentor frequently, and were satisfied with their mentorship. Participants engaged with a Q-sort
activity in which they rank ordered statements based on the degree to which they agreed or
disagreed with them. Items explored comprehensive components of mentorship, including
social-emotional, academic, interpersonal, and characteristic components. Factor analyses were
conducted to uncover themes and patterns in perceptions among the thirteen participants. Major
findings suggested that doctoral student mentees consistently valued social-emotional connection
with their mentor. Themes of trust, authenticity, and interpersonal connection were prevalent
among the thirteen participants. Implications for counseling departments, faculty mentors, and
future scholarly pursuits are discussed.
Keywords: Mentorship, counseling, counselor education, doctoral students |