Offspring of rats that were either unmanipulated or handled throughout pregnancy were fostered to unmanipulated females at birth and group-housed at weaning. Behavioral responses to a reaction-to-handling test indicated that prenatally stimulated animals were somewhat less emotional than controls. Also, there was an attenuated plasma corticosterone response to this test in the prenatally handled females. Among females, prenatally manipulated animals were more susceptible to immobilization-produced gastric erosions. In a second experiment, prenatally handled and control rats, reared by unmanipulated females, were housed by groups or individually at weaning. The basic findings of Experiment 1 were confirmed and an interaction between prenatal treatment and housing was observed, the difference between prenatally handled and control animals being most pronounced among the individually housed populations.
Increasing concern about therapist-patient sex has led to a consideration of boundaries in all trust-based relationships, which always include elements of power and dependency. Such relationships include those between teacher and student, especially those involving research or clinical supervision. Teacher-student relationships differ from those between therapist and patient because of the collegiality considered important for the student's development. Yet, both share the objective of fostering independence of the "client." Therefore, teachers need to find a balance of nurturance and separateness in their relationships with their students, so that the students can carry that modeling into their own careers.
Personal and situational risk factors may make teachers or students more prone to cross healthy boundaries. Education about boundary issues, including discussion of case vignettes, may help build awareness and thus help foster more balanced teacher-student relationships.
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