Mentoring has increased in popularity and perceived impact over the past few decades—across academic and professional contexts, however less is known about the benefits within the discipline of psychology (Canter, Kessler, Odar, Aylward & Roberts, 2011; Jackson et al., 2015). Mentoring is defined as ‘a form of professional socialization whereby a more experienced individual acts as a guide, role model, teacher, and patron of a less experienced protégé…to further develop and refine the protégé’s skills, abilities, and understanding” (pp.45; Moore & Amey, 1988), and typically focusses on earlier career professionals—from a developmental approach and based on the mentor-mentee relationship (Chaney, 2014). Mentoring can provide vast positive outcomes for both mentees (e..g,, retention and recruitment; development of career and professional identity) and mentors (e.g., increased knowledge and support, encouragement, recognition; prevention of burnout, a sense of ‘giving back’; Allen, Lentz & Day, 2006; Eby, Allen, Evans, Ng, & Dubois, 2008; Jackson et al., 2015; Nick et al., 2012; Ragins & Scandura, 1999; Shiry, 2006). Thus, mentoring warrants further development and evaluation within the psychology profession in Australia as a means to enhance professional membership, development and identity—across general and endorsed psychology areas and may have particular benefits for smaller sub-specialties (e.g., health psychology) to support needed workforce development and maintenance
