Development and Evaluation of a Peer Mentoring Program for University Counselling Students

Thesis Abstract

The mental health and well-being of university counselling students are increasingly recognized as critical to ensuring effective support services for the broader student population; however, many counselling students face challenges such as emotional exhaustion, professional identity development issues, and limited peer support networks, which can impede their academic performance and professional growth. This study aims to develop, implement, and evaluate a peer mentoring program tailored specifically for university counselling students to enhance their academic success, emotional resilience, and professional preparedness. The primary objectives are to design an evidence-based peer mentoring framework grounded in social learning theory and the theory of planned behavior, implement this program among counselling students, and assess its impact on mentee self-efficacy, satisfaction, and perceived competence, as well as mentor leadership skills and professional development. Employing a mixed-methods research design, the study combines quantitative surveys and qualitative focus groups for comprehensive data collection. The population comprises all second- and third-year counselling students enrolled at a major metropolitan university, totaling approximately 250 students. A stratified random sampling technique is used to select 100 participants—50 mentors and 50 mentees—ensuring gender and academic year representation. Quantitative data are collected via validated questionnaires measuring variables such as self-efficacy (using the General Self-Efficacy Scale), mentoring satisfaction, and professional identity, with pre- and post-intervention assessments conducted over one academic year. Qualitative data are gathered through semi-structured focus group discussions with a subset of 20 mentees and mentors to explore experiential insights. Data validity and reliability are ensured through pilot testing, expert review, and Cronbach’s alpha analysis, with quantitative data analyzed using paired t-tests, ANCOVA, and multiple regression analysis to determine the program's effectiveness and predictors of outcomes. Thematic analysis is employed to interpret qualitative data, providing contextual understanding of participants’ experiences. Expected findings suggest that participation in the peer mentoring program will significantly improve mentees’ self-efficacy, satisfaction with their academic and professional development, and sense of belonging within the counselling community, while mentors are anticipated to demonstrate enhanced leadership capabilities and professional confidence. These outcomes are hypothesized to be mediated by increased social support and shared experiential learning, consistent with the social learning theory. The study also aims to identify key factors influencing the success of peer mentoring within the context of university counselling training. The contribution to knowledge lies in providing a rigorously developed, empirically tested peer mentoring model tailored for counselling students, filling a gap in the existing literature concerning mentorship interventions in mental health training programs. Practical implications include guidelines for implementing sustainable peer mentoring schemes within university settings to foster professional growth and emotional well-being among counselling students. In conclusion, the study will demonstrate that a structured peer mentoring program can serve as an effective intervention to support counselling students’ academic and emotional needs, thereby improving their readiness for professional practice. Recommendations will include integrating peer mentoring into counselling curricula, training programs for mentors, and establishing institutional support systems to sustain such initiatives. Suggestions for further research include longitudinal studies to examine long-term impacts on professional competency and mental health outcomes, and comparative studies across different university contexts and disciplines. Overall, this research endeavors to advance both theoretical understanding and practical applications of peer mentorship in higher education mental health training.