Mentoring in the Professional Training of Psychology Students

The article presents the theoretical aspects of studying the phenomenon of mentoring based on the material of modern foreign studies. The article analyzes the specifics of the mentoring phenomenon as a relationship in which the interaction between mentor and ward is the basis for the development of new ideas. The functions and phases of mentoring have been studied. Various factors determining the effectiveness of mentoring in professional training are considered. The phenomenon of mentoring is analyzed in the context of development theory, learning theory and social theory. In the process of theoretical analysis, it was found that as learning theories developed, the role of the mentor changed from a reputable senior expert to a critical dialogue partner, while the mentee is seen as an active, critical and reflective thinker in mentoring relationships. It is revealed that through the support and encouragement system, access to various external resources and opportunities is provided, which allows for a high level of professional training for psychology students. It has been shown that participation in the mentoring program leads to a higher level of satisfaction with university experience and employment after graduation compared to students who did not participate in the program. It has been demonstrated that mentoring provides psychology students with many opportunities in the form of career guidance, professional and personal development.