The psychology of mentoring - BMEGT51STK5024-00

The aim of this course is to provide students with an understanding of the psychological foundations of mentoring, with particular emphasis on the dynamics of helping relationships. The course focuses on the development of emotional intelligence and its practical application in mentor–mentee interactions. A further objective is to deepen students’ self-awareness and enhance their reflective thinking, supporting the development of an authentic mentoring presence. The course encourages continuous self-development and the conscious shaping of both professional and personal growth paths. It also aims to equip students with the ability to establish and maintain supportive, safe, and development-oriented mentoring relationships.

1. The student is familiar with the key psychological concepts and theoretical frameworks of mentoring. They understand the dynamics of helping relationships and the conditions necessary for building trust. They are knowledgeable about the core components of emotional intelligence and their role in the mentoring process. They understand the importance of self-awareness and self-reflection in effective mentoring. They are aware of the boundaries, ethical considerations, and responsibilities associated with the mentor role.

1. The student is able to consciously apply elements of emotional intelligence in mentoring situations. They can reflect on their own functioning, emotions, and reactions within interpersonal contexts. They are able to use active listening, feedback, and questioning techniques effectively. They can create a supportive, accepting, and development-oriented communication environment. They are capable of monitoring and facilitating the mentee’s development.

1. The student demonstrates openness and acceptance toward others’ experiences and perspectives. They are committed to continuous self-awareness and professional development. They value the importance of building trust-based and ethical mentoring relationships. They show empathy and sensitivity toward the needs and emotional states of others. They consciously strive to maintain a supportive and development-oriented presence.

1. The student is able to independently interpret and manage mentoring situations. They take responsibility for their communication and relational functioning. They are aware of their own limits and seek support when necessary. They are capable of making decisions based on ethical considerations in their mentoring role. They actively shape their own development path and take responsibility for its direction.

Classroom lectures and home project assignments.

• Séllei B. (2025): A változás pszichológiája. Scolar Kiadó, Budapest.

The assessment of the learning outcomes defined in point 2 is based on active participation during class sessions as well as on submitted and documented projects.

The course concludes with an exam during the examination period. Admission to the exam is conditional upon the submission of an individual project assignment by the end of the study period.

• project assigments: 50
• active participation: 50

• exam: 60
• project assigment: 40

The project assignment must be submitted by the end of the study period. The course signature is valid for two years.

The project assignment may be submitted until the start of the examination period.

Consulted with the Faculty Student Representative Committee, approved by the Vice Dean for Education, valid from: 04.05.2026.

The contact hours of the course provide a synthesis of current psychological literature, with particular emphasis on competencies relevant to mentoring practice. The course also addresses the dynamic characteristics of the mentor–mentee relationship. Its primary focus is on self-development.