My mentoring philosophy evolved from my studies of and work with emerging adults. In these first years of adulthood, students are beginning to take steps toward independence. As a developmentalist, I believe that they enter adulthood oriented to tackle the fundamental developmental task of the age period: to gain self-sufficiency and recenter themselves in the adult world. Interacting in any capacity with an emerging adult, it is my responsibility to recognize their goals, anticipate their needs, offer support and guidance, and embrace the complexity of their lives. Successful mentorship is a relationship and I offer, as a foundation, respect for the universal, yet unique circumstances of their lives.
Key to my mentoring philosophy is my belief that emerging adults remain in need of authoritative guidance. The road to adulthood is steep and packed with social as well as personal expectations for educational, financial, relationship, and occupational goals. During this same time, there is a considerable need for skills and resources necessary for and valuable in attaining these goals. There is great variability in the skills and resources that emerging adults bring with them from their youth, and there are a great many more skills that one learns only in adulthood. Thus, mentoring must take a variety of forms, including modeling professional behaviors, sharing past experiences and lessons learned, teaching specific skills, imparting information, and promoting confidence.
In sum, the goal of mentoring emerging adults is to help them invest their energies in growth-promoting behaviors and experiences. Success comes for them when they launch themselves into adulthood, make commitments to meaningful life pathways, and reap the benefits of their journeys.
Selected reflections from students I have had the opportunity to mentor:
“I hope that I have adequately expressed how much I have learned and grown in these past two years, and much of that is owed to your mentorship and guidance. From ‘scientific writing’ to graduate school advice and heart-to-hearts, you were an indelible part of this journey. And, beyond that, it’s really been a pleasure.”
former Research Assistant, Simmons Longitudinal Study
current Ph.D. candidate, Loyola University, Clinical Psychology
“I appreciate all the guidance and support you’ve given me over the past year. I learned so much and truly value the experience I had working with you.”
former Research Assistant, Simmons Longitudinal Study
current M.S. candidate, Northeastern University, Psychiatric Nursing
“During my ten months as your research assistant, I have grown enormously both as a scientist and as a person, and I feel that I can attribute that growth to your mentorship. You have molded me into a person prepared for the rigors of doctoral study and I am grateful for the time and energy you devoted to my guidance. Perhaps your most important lessons were not only in statistics or developmental theory, but also in the complex arts of conflict- and time-management.”
former Research Assistant, Simmons Longitudinal Study
current Ph.D. candidate, University of South Florida, Clinical Psychology
“Thank you for…challenging me and getting me ready to start thinking and not just doing; for teaching me SPSS and statistics; for making me a better coworker and manager; for investing so much time and energy in me; for teaching me how to conduct myself professionally; and for treating me like a colleague…”
former Research Assistant, Simmons Longitudinal Study
current Sc.D. candidate, Johns Hopkins University, School of Public Health
