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The article discusses the nature of faculty-student dual relationships and provides guidelines for their ethical management. Three general guidelines for faculty in maintaining ethical relationships with students are (a) acknowledging the power and responsibility of the faculty role, (b) developing a frame for evaluating faculty-student relationships, and (c) fostering and maintaining a climate that supports ethical relationships with students. As a profession, psychologists should be discussing this issue more openly, and research on problematic faculty-student relationships and their management is warranted. Awareness of dilemmas concerning dual-role relationships and experience in addressing these dilemmas may provide valuable lessons for the student's future professional interactions with clients, students, and other professionals.

How can professional psychology graduate programs foster gay/lesbian/bisexual (GLB)-affirmative educational practices? In this article, we develop and make recommendations on such practices with respect to (a) institutional climate and support and (b) education about GLB issues. We find that there is a relationship between the institutional climate and the quality of education about GLB issues; it thus behooves programs and their institutions to attend to both aspects of GLB-affirmative strategies. Institutions and programs that actively embrace such strategies will be rewarded with a more stimulating, accepting, and affirming environment for all members of their community. MARYKA BIAGGIO received her PhD in combined professional-scientific psychology from Utah State University. She is a professor and director of research on feminist issues in the School of Professional Psychology at Pacific University. Her scholarly interests are in psychology of women and lesbian, gay, bisexual, and transgender issues (LGBT). SUE ORCHARD received her MS at Eastern Washington University and is completing her PsyD in clinical psychology at Pacific University. Her scholarly interests are in feminist psychotherapy, multicultural counseling, and LGBT issues. JANE LARSON received her MS in clinical psychology from Pacific University. She is now a doctoral candidate in clinical psychology at Pacific University, and her research interests include sexual minority issues. KELLY PETRINO received her BA from the University of Montana. She is currently enrolled in the clinical psychology doctoral program at Pacific University. Her scholarly interests are in adolescent development and LGBT issues. ROBERTA MIHARA received her MS in clinical psychology from Pacific University. She is in the clinical psychology doctoral program at Pacific University. Her research interests are in LGBT issues. WE THANK Gladys L. Croom for her review and suggestions, Kelly Duceny

Hancock's, 2014 article makes a cogent case that (a) the ethical standards of the American Psychological Association (APA) compel mental health providers to act in the best interests of clients and not impose their values or beliefs on clients; (b) research has shown that variations in sexual orientation are just that-variations and not indicators of pathology; and (c) psychology training programs must teach students about the profession's ethical mandates and the importance of basing their work on established science.In 2013, a working group of APA's Board of Educational Affairs (BEA) released a policy statement about restrictions affecting diversity training in graduate education: "[APA] has sought to create, communicate, and apply psychological knowledge for the public's benefit for more than a century. It does this, in part, by establishing a professional code of ethics and standards for professional education and training for practice. These APA documents mandate that education and training programs take reasonable steps to ensure that doctoral-level graduates are prepared to serve a diverse public" (Retrieved February 26, 2014, from http://www.apa.org/pi/lgbt/resources/policy/diversity-preparation .aspx). This APA policy and its more specific assertions (see second to last paragraph of this article) are consistent with the perspective put forth by Hancock (2014).However, the professional and educational underpinnings articulated by Hancock and APA's BEA are not wholeheartedly embraced in the professional psychology community (i.e., not by all psychologists/faculty and not in all accredited programs).Several APA-accredited doctoral programs in religiously based institutions endorse views that clearly condemn what they variously call:• "homosexual practice [which is] inconsistent with God's teaching,"• "homosexual behavior [and] all forms of physical intimacy that give expression to homosexual feelings,"• "homosexual forms of explicit sexual conduct [which are] inconsistent with the teaching of Scripture," or• "homosexual behavior and all other sexual relations outside the bounds of marriage between a man and woman."Further, such programs and/or their home institutions spell out explicit behavior expectations, requiring that• the "marriage covenant [be] between a man and a woman and that individuals remain celibate outside of the bond of marriage," Maryka Biaggio, PhD is an independent higher education consultant and former professor of psychology who directed two APA-accredited doctoral programs in clinical psychology. She served on the American Psychological Association Committee on Accreditation from 1997 to 2003.

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