ABSTRACT
This chapter starts by considering arguably the most important aspect of context: the mentor–mentee relationship. As with any relationship, it will go through stages, and a mentor will or may need to act to ensure it remains supportive of the mentee’s learning and a safe nurturing space for a mentee to seek reassurance or consolation or to rejoice in triumphs as and when needed. Things mentors do to start, maintain and end the relationship so that it is as supportive as possible are listed. The second part of the chapter looks at the important skill (to this as well as the Educator role, see Chapter 6) of active listening and provides details on what it is and what it can do as well as awareness-raising practise exercises in this skill. Finally, the few occasions when it might be appropriate to provide social help (see Introduction, ‘On help’) and do something for the mentee in this role only are outlined.
