This program is for members of the American Art Therapy Association. Click here to join the Association and learn about additional benefits available to members.

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Welcome
The challenges of the global economic and employment environment call for ongoing assessment of skills, career goals, and directions. Successful art therapists require extensive knowledge, skills, and attitudes to survive and thrive in their careers. The American Art Therapy Association is expanding its professional development service offerings, including a new Mentor Program. The Mentor Program will specifically target student members and new professionals who are entering the field of art therapy. The talents, experience and wisdom of the American Art Therapy Association’s seasoned Credentialed Professional, Professional, and Retired Professional members will provide the cadre of mentors to ensure that the next generation of art therapists has the support needed for success.

A Guide for Successful Mentorship Programs
Please review the information below about the program including the process, responsibilities and the stages of developing a Mentor – Mentee relationship.

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Here’s how the Process Works:

To join the program email the Association staff at mentor@arttherapy.org. In the email please specify if you want to be a Mentor or Mentee.  Mentees must be enrolled in a graduate level art therapy degree program, and be an Student Member of the Association, or be a recent graduate and a New Professional Member of the Association.

You will receive an acknowledgement email from the Association team, and a short questionnaire to outline your goals and objectives for the mentorship relationship. This information is to be returned to the Association.

Upon receipt of your completed questionnaire, the Association staff will create a match for you based on your goals, objectives and geographic location, and will introduce the Mentor and Mentee to each other. The introduction will encourage the Mentor and Mentee to schedule an “exploration meeting” either in person or via telephone. While we will try to make matches within the same geographic area, this may not be possible. In these cases the Mentor Program can be fulfilled ‘virtually’ through telephone and emails.

The Association staff will follow-up with the Mentor and Mentee one month after the introduction has been made to ensure that the relationship has been initiated.

If after that initial follow-up communication, you need additional assistance simply contact us at mentor@arttherapy.org.

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What is a Mentor?
The word “mentor” originated from the book The Odyssey. The character Odysseus had a close friend named Mentor who counseled his son when Odysseus left for the Trojan War. Today, Mentor programs are typically offered in concert with professional development programs. Typically, a mentoring relationship is developed between someone who is new to the profession and a more experienced person in the field. Student members of the American Art Therapy Association are qualified to be Mentees in the Mentor Program. Mentoring relationships can also involve someone who has been in the field for awhile, but is changing career paths and is looking for guidance and support, as well as any art therapist wanting support and direction.

What is the role of a Mentor?
Mentors can serve in a variety of roles. Since the Mentee has chosen to find a mentor, this person is most likely looking for a role model, a leader to look up to who has the experience and skills that he/she wants to emulate. Mentors can draw upon their own career development with the Mentee, including aspirations, goals, experiences, and the particular knowledge, skills, and attitudes they have found necessary to succeed in the field of art therapy. The Mentor can also assist the Mentee in assessing his/her strengths and weaknesses and in determining which competencies need to be developed. It is important to note that a Mentor/Mentee relationship does not and can not replace that of a Supervisor/Supervisee relationship, which is specifically geared toward the development of clinical skills needed for professional competency and registration. The Mentor should advise the Mentee to obtain ATR supervision when and where appropriate.

A Mentor can provide the Mentee with guidance for establishing a professional network. The Mentor can acquaint the Mentee with valuable relationships and activities which can be established through the local Chapter and/or the national Association. The Mentor can also provide moral support and suggest various ways that the Mentee can become more involved in the profession.

What are the characteristics of a potential Mentor?
Mentors should be Credentialed Professionals, Professionals and Retired Professional members who have a breadth of experience in the field. An essential characteristic is the motivation to serve as Mentor. Although the time commitment for mentorship will vary, Mentors must be willing to invest the necessary time and energy to make the relationship successful. Mentors should have the skills to assist others in a positive, constructive way. This includes excellent communication skills, especially the ability to be an active listener and to provide feedback in an effective manner. Mentors should also have an active network of professional contacts.

What are the characteristics of a potential Mentee?
Mentees should demonstrate the dedication to working independently and actively on developing their careers in art therapy. In addition, they should be open to feedback and advice. Mentees should also exhibit the commitment to advancing themselves within the profession and be willing to devote the time and effort required to be successful. They should have established professional development goals and an action plan for reaching their objectives.

Time Commitment
Each relationship will have unique attributes including the amount of time that both the Mentor and the Mentee can devote to the program. As a general rule, a monthly check-in communication either in person or over the telephone is recommended, with more frequent email communications, as needed and agreed upon.

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Stages of Developing a Mentoring Relationship:
Though the sequence and pace may vary, there are several stages which mentoring relationships typically go through including:

Stage 1: Exploration
An assessment of the relationship is completed including:

• Learning more about each other.
• Confirming there is a match between the Mentee’s goals for the relationship and the Mentor’s ability to fulfill the role.
• Establishing a comfort level with each other.
• Confirming that the personal and/or professional interests and goals for the relationship are in alignment.

Stage 2: Negotiation
Being clear about the parameters of the relationship is vital in order for the mentoring relationship to work. This includes:

• Agreeing upon what each party wants from the relationship.
• Learning what is important to both parties.
• Establishing expectations.
• Ensuring there is agreement on the parameters of the relationship.

Once the relationship is in full swing, one tip for success is for the Mentor and Mentee to reevaluate their commitment to continue the relationship on a regular basis, preferably during your monthly check-in communication. 

Stage 3: Affirmation
Investment in the relationship begins in this phase. While you continue to define and redefine the relationship, you confirm the ability to uphold the responsibilities that have been agreed upon.

Stage 4: Termination
This stage is reached when, by mutual consent, the relationship is complete for a variety of reasons. The Mentee may have reached his/her goals and objectives and the relationship parameters have been fulfilled. Or, the relationship may be discontinued based on the inability of either party to uphold the original parameters of the relationship. It should be noted that some participants will agree to continue the relationship in either the original Mentor/Mentee structure or as an evolving relationship, including friendship and/or as colleagues. There is no set time commitment for mentorship relationships, since they are defined by the Mentor and Mentee based on individual goals and objectives. It should be noted though, that it would be an ethical violation and a conflict of interest for the Mentor, who is a volunteer role model, to evolve into a paid Supervisor. Mentors must refer Mentees to other appropriate art therapy supervisors.

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If you are interested in participating as a Mentor or Mentee, please contact us via email at mentor@arttherapy.org.

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