Search Results

You are looking at 1 - 2 of 2 items for

  • Author: Janaina Lima Fogaca x
  • Refine by Access: All Content x
Clear All Modify Search
Restricted access

Mentoring Philosophy as a Guide to Navigate Challenges From the Lens of Certified Mental Performance Consultant Mentors

Janaina Lima Fogaça and Leilani Madrigal

The purpose of this paper is to show how philosophies and guiding theoretical models have helped develop the mentoring practices of a master’s degree program with students seeking to become Certified Mental Performance Consultants. We present a series of challenges that we have encountered as mentors in this program. These challenges center around the consulting student, coach interactions, situations that have warranted a need for referrals, and mentor burnout. In each challenge, we discuss how our philosophy and models of supervision helped guide our decisions and the lessons learned from these various situations. Ultimately, these challenges and experiences helped us improve the program through changes in our mentorship structure and general logistics. We hope that our lessons, ideas for program improvement, and the rationale of how our mentoring philosophy supported our decision making at the time may be useful to mentors who oversee graduate-level programs.

Restricted access

Walking Multiple Paths of Supervision in American Sport Psychology: A Qualitative Tale of Novice Supervisees’ Development

Janaina Lima Fogaca, Sam J. Zizzi, and Mark B. Andersen

There is limited evidence for what characteristics of supervision delivery facilitate novice supervisees’ development. The aim of this study was to investigate the relationship between supervision-delivery approaches and the perceptions of service-delivery competence development in novice practitioners. The authors interviewed 9 supervisor–supervisee dyads before and after the academic term in which the supervisees had their first applied experiences. Supervisees also completed reflective journal entries regarding their supervisory experiences and development. Data analysis included constant comparative analysis and triangulation of qualitative results with a practitioner-skills inventory. Different approaches to supervision delivery seemed to contribute similarly to novice supervisees’ development. Supervisees developed in more areas when the dyads had consistent meetings, close supervisory relationships, feedback, and frequent opportunities for self-reflection and when supervisors adapted the delivery to the supervisees’ developmental levels. In addition, factors in supervisees’ background, practice, and supervision that contributed to perceptions of service-delivery competence are discussed.