Introduction
This information guide is
intended for a psychiatrist who is interested in taking up
mentoring or coaching. The information can be used as a guide only
and is not a substitute for professional advice. If you need
further advice and support, please contact the Psychiatrists’
Support Service or one of the organisations listed at the end of
this information guide.
Definitions
Many people find a mentor or a
coach helpful, but it is not always clear how to access one or what
is likely to be provided. The terms may be used in an overlapping
way to indicate an arrangement of support and encouragement for
personal development, usually with a professional focus but with an
awareness of ‘work/home (work is part of life!) balance’. These
activities, while usually comprising one-to-one personal and
confidential discussions, are not therapy or treatment, but
similarly depend for success on the participants’ willingness to
engage.
Mentoring
Mentoring at any stage of a
psychiatrist’s career is encouraged by the Royal College of
Psychiatrists, especially for new consultants, as it can be very
helpful at times of transition to a new role. Informal mentoring is
frequent, but the value of more formal access to mentoring is now
recognised.
Mentor and mentee
The mentor is usually more
experienced and qualified than the ‘mentee’. He or she is often a
senior person in the organisation, who can pass on knowledge and
experience and provide or recommend opportunities which the mentee
may not have considered so that they may develop skills and
competencies to progress along a successful career path. The mentor
may also provide contacts that the mentee would not normally
access.
Mentors should ideally have training and the opportunity for
ongoing support and peer supervision, but should be independent of
managerial structures if they are from within the same organisation
as the mentee. Generally, it is a voluntary role, but professional
time should be allowed for it.
Meetings are usually one-to-one,
and while at first it is helpful if there are regular set times,
later meetings may take place as and when the mentee needs some
advice, guidance or support. The agenda is set by the mentee, with
the mentor providing support, guidance and sometimes challenge to
help forward professional development.
The mentoring relationship lasts
for varying lengths of time, but for newly appointed consultants a
typical time period may be up to 2 years with meetings at least
monthly. There is some agreed structure to the meetings, which may
include an agenda and brief notes with possible interim contact if
needed. The mentoring relationship moves from an ‘initial phase’ to
the ‘working phase’ and on to the ‘dissolving phase’. Mentor and
mentee may eventually establish a more equal lasting
friendship.
Access to mentoring
- A personal approach from a
potential mentee to a recommended mentor, or known senior
colleague, often works well.
- Some mental health trusts have
in-house mentoring schemes for consultants, or know how to access
mentors, so a clinical or medical director should be able to
help.
- Some deaneries have well-developed
schemes.
- Some College Divisions are
developing mentoring schemes, with lists of volunteer mentors. This
may be of particular usefulness if the potential mentee cannot find
a mentor within their own organisation or would prefer not to. For
those in the sub-specialties, approaching the faculty Honorary
Secretary is advised.
Coaching
Coaching is typically provided on a
professional and paid-for basis with a written, signed contract
specifying how the coaching relationship will operate and providing
boundaries.
Coaching is usually for a
contracted number of sessions over a period of time and can often
take the form of telephone discussions. Coaches should have a
relevant qualification in coaching, which will have provided
training in technique. They may or may not have special knowledge
of the professional area of the client, such as medicine or
psychiatry.
The aim of coaching is to support
people through change, promote a balanced life, accelerate personal
development and enable people to realise their potential. The
agenda is focused on achieving specific, immediate goals.
Coaching is confidential and uses a
range of skills, including listening, questioning, relating
learning to the client’s experience and challenging to promote
personal development, balance and effectiveness. As well as
improving quality of life this can increase productivity and job
satisfaction.
The client is encouraged to expand
their awareness and understanding of situations they face, explore
options and shift their behaviour in ways that produce positive
results. They identify areas of their life they want to work on,
increase their awareness of relevant factors, work to develop
options and make and carry through plans for action.
Access to coaching
Coaches can be found through a
number of different sources, some of which are identified below. It
is advisable to ask others about their own experiences and to look
at the websites to see what might suit your individual
needs.
The College Education and
Training Centre currently provides an introductory course
(at two levels) on coaching.
Education and Training Centre
Royal College of Psychiatrists
6th floor, Standon House, 21 Mansell St.
London E1 8AA
Fax: 020 7481 4842
Email: cetc@rcpsych.ac.uk
Psychiatrist
Coaches:
Medical Coaches
Generic
organisations
Further reading
There have been a number of
relevant articles on mentoring and coaching published in BMJ
Careers Focus. These can be accessed from the online
archive.
Of particular relevance are
Chambers (2005) and Houghton (2005).
References
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