Evolutionary theory, behavioral genetics, and leadership development

Abstract Mentoring has long been believed to be an effective means of developing students' clinical, research, and teaching skills to become competent professionals. The American Speech-Language-Hearing Association (ASHA) has developed two online mentoring programs, Student to Empowered Professional (S.T.E.P. 1:1) and Mentoring Academic Research Careers (MARC), to aid in the development of students. This paper provides a review of the literature on mentoring and compares and contrasts mentoring/mentors with clinical supervision/preceptors. Characteristics of effective mentors and mentees are offered. Additionally, the benefits of clinical mentoring such as, teambuilding in the workplace, retention of new staff, leadership development, and improved job satisfaction are discussed.

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Behavioral Genetics: Concepts for Research and Practice in Language Development and Disorders

Journal of Speech Language and Hearing Research ◽

10.1044/jshr.3805.1126 ◽

1995 ◽

Vol 38 (5) ◽

pp. 1126-1142 ◽

Cited By ~ 14

Author(s):

Jeffrey W. Gilger

Keyword(s):

Language Development ◽

Behavioral Genetics ◽

State Of The Art ◽

Genetic Research ◽

Great Promise ◽

Behavioral Genetic ◽

Fine Grained ◽

Future Goals ◽

Current State ◽

Research Designs

This paper is an introduction to behavioral genetics for researchers and practioners in language development and disorders. The specific aims are to illustrate some essential concepts and to show how behavioral genetic research can be applied to the language sciences. Past genetic research on language-related traits has tended to focus on simple etiology (i.e., the heritability or familiality of language skills). The current state of the art, however, suggests that great promise lies in addressing more complex questions through behavioral genetic paradigms. In terms of future goals it is suggested that: (a) more behavioral genetic work of all types should be done—including replications and expansions of preliminary studies already in print; (b) work should focus on fine-grained, theory-based phenotypes with research designs that can address complex questions in language development; and (c) work in this area should utilize a variety of samples and methods (e.g., twin and family samples, heritability and segregation analyses, linkage and association tests, etc.).

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