The use of mentors and mentoring are key components for the ecucation and training of fluency specialists. As of 2004, a new policy was developed such that all Board Recognized Fluency Specialists are eligible to be a mentor. It is assumed that the mentor will possess:

1. A broad knowledge of the nature and treatment of fluency disorders,
2. A broad knowledge of treatment approaches,
3. A broad knowledge base of fluency research,
4. A demonstrated ability to educate,
5. An ability to stimulate and guide professional growth, and
6. A continuing pattern of professional self-development

Mentor/candidate relationship

It is through the mutual effort of the mentor and the candidate that the candidate enhances skills, learns the profession's norms and values, clarifies professional goals, and establishes contacts in the professional community. This occurs in an environment that minimizes negative consequences as the candidate learns. Additional mechanisms that facilitate candidates' professional development include encouragement that motivates them to realize their potential, supportive discussions of their anxiety or uncertainty about attaining specialty recognition, and assistance for perceiving themselves as peers of the mentor when specialty status is achieved.

The mentor need not provide directly all of the observational and guided practice experiences for the candidate, but assist the candidate in locating experiences that meet the candidate's goals in developing specialist skills. The mentor then must maintain communication with the candidate and additional professionals involved in the candidate's guided practice program.

Mentor responsibilities

1. Develop an agreement with the candidate about the nature of the mentoring process.
2. Determine if fees will be charged for fluency mentoring services.
3. Fees must be specified in the program plan that is submitted to the Specialty Board on Fluency Disorders by the candidate and Mentor.
4. Assist the candidate in developing a plan that meets the candidates needs and interests. The plan should be reflective of "Guidelines for Practice in Stuttering", ASHA, 1994, and provide experiences with affective, behavioral and cognitive aspects of assessment and treatment.
5. Assist the candidate in locating educational and guided practice experiences that provide the candidate breadth of experience in the assessment and treatment of children and adults who stutter and their families.
6. Assist the candidate in determining components of the candidate's client portfolios to be developed throughout the guided practice experience.
7. Encourage the candidate to engage in self evaluation and prepare to write an assessment of the learning experience.
8. Assist the candidate in preparing annual reports and determining if the candidate's experience and supporting materials are sufficient for specialty status.
   
   
9. Maintain Board Recognized Fluency Specialist status to continue mentoring candidates.

The Mentor Packet

Mentor resources (sample programs, literature on mentoring - Lewis, K., Harrison, N., & Haring, M. Journal of Fluency Disorders)

“Benefits and Challenges of Mentoring Fluency Specialists”  Powerpoint presented to the ASHA Division 4 Leadership Conference, June 22, 2008.
 

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