Key elements of effective mentoring in short-term practicum placements for American Sign Language/English interpreting students

dc.contributor.author	Smith, Denise
dc.date.accessioned	2016-08-23T16:46:45Z
dc.date.available	2016-08-23T16:46:45Z
dc.date.issued	2016
dc.description.abstract	Framed within the field of the psychology of coaching and mentoring, this study looks closely at five professional interpreter and four student experiences with practicum placements for student interpreters preparing to graduate from a diploma program at the Nova Scotia Community College in Dartmouth, Nova Scotia. Results suggest that principles of the psychology of coaching and mentoring apply even in short-term placements, especially when students have had previous placement experience; that students who exhibit greater self-efficacy and an internal locus of control perceive placement experiences more positively, even when faced with challenge and conflict; that interpreters come to the mentoring experience aware of the potential benefits to themselves and to the field and that they would benefit from more opportunities to develop their ability to guide and mentor students.	en_US
dc.format.availability	Full-text	en_US
dc.identifier.uri	https://hdl.handle.net/10587/1770
dc.language.iso	en	en_US
dc.publisher	Mount Saint Vincent Univeristy	en_US
dc.subject	Psychology, coaching, practicum placements	en_US
dc.title	Key elements of effective mentoring in short-term practicum placements for American Sign Language/English interpreting students	en_US
dc.type	Thesis	en_US

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