Flourishing in Graduate School: Exploring the Relationship Between Peer Mentorship and Individual Flourishing
Faculty Advisor Name
Julia Bonham, Heidi Hull
Department
Department of Health Professions
Description
Many graduate students experience high levels of fear and stress contributing to burnout, reduced satisfaction, and compromised well-being (Crace, 2017; Tuma, 2021). The literature suggests that peer mentorship on a graduate-level positively impacts developmental outcomes across various domains (Lorenzetti et al., 2019). In occupational therapy programs specifically, evidence suggests that peer mentorship relationships support acclimation, student success, and self-confidence while simultaneously reducing stress (Gallagher and Hamed, 2022). Furthermore, Master of Occupational Therapy students lack mentoring relationships intentionally designed to support individual flourishing. Mentoring is defined as a helping relationship between two individuals that share similar experiences whether personal or professional (Nuis, 2023). The relationship can be cultivated informally or through a formal process, and the purpose is to have an experienced guide or partner to pursue and fulfill goals alongside of to support individual or mutual flourishing (Nuis, 2023). Flourishing is defined as the individualistic synchronization of work and life into harmony in order to support authentic excellence (Crace, 2017). The synchronization of work and life into harmony refers to the ability to balance life responsibilities in a way that is adaptive to consistent life change due to extrinsic and intrinsic factors. KAWA is the occupational therapy theory developed by Michael Iwama that guides this research. The KAWA theory is a metaphor for life that is represented by a river. A strong, deep, unimpeded river flow represents the optimal state of well-being and fosters human flourishing (Yun, 2023). The river flow can be hindered by both intrinsic and extrinsic factors such as physical and social contexts (Torimaki) represented by the river bends, personal attributes and resources (Ryboku) represented by driftwood, undesirable life factors and circumstances (Iwa) represented by rocks, and the spaces between life obstructions representing hope (Sukima) (Iwama, 2006). Kelly Crace is the leading researcher surrounding the concepts of flourishing and authentic excellence. As Crace defines it, “Excellence is defined by your authenticity, your values, what matters to you and holding stress well in the process” (Crace, 2017). Authentic excellence is success as it is defined by what is meaningful to the individual, and how this can positively impact mentoring relationships (Crace, 2017). The utilization of authentic excellence to cultivate meaningful mentoring relationships and promote flourishing is an innovative and novel approach that has not yet been explored in occupational therapy graduate students. This qualitative study aims to support an evidence-based graduate-level peer mentorship program in the occupational therapy program at James Madison University.
Flourishing in Graduate School: Exploring the Relationship Between Peer Mentorship and Individual Flourishing
Many graduate students experience high levels of fear and stress contributing to burnout, reduced satisfaction, and compromised well-being (Crace, 2017; Tuma, 2021). The literature suggests that peer mentorship on a graduate-level positively impacts developmental outcomes across various domains (Lorenzetti et al., 2019). In occupational therapy programs specifically, evidence suggests that peer mentorship relationships support acclimation, student success, and self-confidence while simultaneously reducing stress (Gallagher and Hamed, 2022). Furthermore, Master of Occupational Therapy students lack mentoring relationships intentionally designed to support individual flourishing. Mentoring is defined as a helping relationship between two individuals that share similar experiences whether personal or professional (Nuis, 2023). The relationship can be cultivated informally or through a formal process, and the purpose is to have an experienced guide or partner to pursue and fulfill goals alongside of to support individual or mutual flourishing (Nuis, 2023). Flourishing is defined as the individualistic synchronization of work and life into harmony in order to support authentic excellence (Crace, 2017). The synchronization of work and life into harmony refers to the ability to balance life responsibilities in a way that is adaptive to consistent life change due to extrinsic and intrinsic factors. KAWA is the occupational therapy theory developed by Michael Iwama that guides this research. The KAWA theory is a metaphor for life that is represented by a river. A strong, deep, unimpeded river flow represents the optimal state of well-being and fosters human flourishing (Yun, 2023). The river flow can be hindered by both intrinsic and extrinsic factors such as physical and social contexts (Torimaki) represented by the river bends, personal attributes and resources (Ryboku) represented by driftwood, undesirable life factors and circumstances (Iwa) represented by rocks, and the spaces between life obstructions representing hope (Sukima) (Iwama, 2006). Kelly Crace is the leading researcher surrounding the concepts of flourishing and authentic excellence. As Crace defines it, “Excellence is defined by your authenticity, your values, what matters to you and holding stress well in the process” (Crace, 2017). Authentic excellence is success as it is defined by what is meaningful to the individual, and how this can positively impact mentoring relationships (Crace, 2017). The utilization of authentic excellence to cultivate meaningful mentoring relationships and promote flourishing is an innovative and novel approach that has not yet been explored in occupational therapy graduate students. This qualitative study aims to support an evidence-based graduate-level peer mentorship program in the occupational therapy program at James Madison University.
