Approach to Mentoring 

I have a developmental model of mentoring in which I offer students more support and structure initially and then they move to greater independence.  Typically students who work with me initially collaborate upon a masters thesis project that is underway or that is beginning when they arrive at UMB.   Although students may contribute questions and help shape the project, I prefer to work closely upon a project that is already conceptualized for a number of reasons.  I find that it helps the student to:

(1) learn about the mechanics of writing a thesis in our program; 

(2) develop a basis in an area of research that will permit the development of a meaningful question that will have an impact upon the field and 

(3) progress more rapidly in their studies so they have more time to dedicate to other side projects and their dissertation.  

After the masters thesis, I encourage and work with students to develop projects that are increasingly independent contributions to the field.  I am a dedicated mentor and am interested in talking with students about their professional development, teaching them how to conceptualize cases clinically, considering together the complexities and joys of research, and teaching them how to learn to develop and communicate their own ideas in the field of psychology.  I encourage students to become involved in at least one side project that interests them each year (and many over the program) so they can continue to grow in their content and methodological expertise.  As students develop, I invite them to lead projects in the lab and to mentor incoming students.  I am lucky to have a wonderful lab of dedicated, bright students and they also support and co-mentor each other and provide additional opportunities for research collaborations.