Dual Relationships in Academia: Dilemmas for Social Work Educators

Congress, Elaine P.

doi:10.1080/10437797.1996.10778464

Cited by 23 publications

(26 citation statements)

References 17 publications

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“…Relational role confiicts A second area of conflict came in the complicating demands of negotiating different types of relationships with students. This is simflar to Congress' (1996) discussion of dual relationships and. in particular, her description of the dual role of friend or, as the instructor's journal describes it, as "peer": I asked myself.…”

Section: Instructor Experiences Of Role Conflictsmentioning

confidence: 61%

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Role Conflicts of BSW Students and Instructors in Experiential Learning: Lessons From a Case Study

Vanderwoerd¹,

Muthengi²,

Muilenburg³

2004

Journal of Baccalaureate Social Work

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Experiential learning is an important component of social work education. However, experiential learning contexts often place both students and instructors into multiple, confiicting roles. This paper uses a case study methodology to explore role conflicts experienced by BSW students and an instructor involved in a community change effort on behalf of minority residents in a rural Midwest town. This case suggests that, despite some risks, role confiicts in experiential learning make a positive contribution to social work education. Rather than avoiding or minimizing role confiicts. educators should incorporate these confiicts intentionally but cautiously into the learning experience. An ongoing challenge in social work education is to provide learning contexts in which students can practice new skills and apply theory and knowledge in genuine social settings (Frumpkin & Lloyd. 1995: Rocha. 2000). Social work education has long had a history of developing curricula that balance the mastery of theoretical knowledge with experiential skill {Goldstein. 2001: Lucas. 2000; Papell & Skolnik. 1992). One of the specific challenges in achieving this balance is negotiating and managing the role conflicts experienced by both students and instructors. We define role conflict as the pressures that one experiences from the incompatible expectations attached to different roles a person is filling simultaneously (Coverman, 1989, p. 968: Siegal! & Cummings. 1995, p. 31). In experiential learning contexts, both students and instructors may experience role conflicts when the learning experience thrusts them into roles with expectations that are incompatible with their primary educational roles. If experiential learning is to continue to be useful and feasible, attention must be given to the nature of these role conflicts, how they are experienced, and how

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Section: Instructor Experiences Of Role Conflictsmentioning

confidence: 61%

“…More recently. Congress' research has focused on dual relationships in social work education and has brought to light the ethical dilemmas faced by social work instructors as they relate to their students in four ways: as a sexual partner, as a friend, as a therapist, and as an employer (Congress. 1996(Congress.…”

Section: Literature Reviewmentioning

confidence: 99%

Role Conflicts of BSW Students and Instructors in Experiential Learning: Lessons From a Case Study

Vanderwoerd¹,

Muthengi²,

Muilenburg³

2004

Journal of Baccalaureate Social Work

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“…Professors representing a variety of academic disciplines, such as higher education studies, psychology, social work, and seminary or theological training, have expressed concern regarding faculty-student sexual relationships (Ashby & Hepokoski, 2002;Congress, 1996Congress, , 2001Glaser & Thorpe, 1986;Zakrzewski, 2006). Although psychologists, teacher educators, and social workers maintain professional codes of ethics that advise professionals to avoid sexual relationships with students because of the risk of exploitation, professionals in each of these fields have expressed concerns related to consensual faculty-student sexual relationships (Barnett-Queen, 2000;Congress, 1996Congress, , 2001Lamb, Catanzaro, & Moorman, 2004). Regarding contemporary theological education, Ashby and Hepokoski (2002) stated that because seminary professors are expected to offer spiritual and personal guidance, they are likely to cross traditional faculty-student boundaries.…”

Section: Prevalence and Consequences Of Faculty-student Sexual Relatimentioning

confidence: 99%

Consensual Faculty—Student Sexual Relationships in Counselor Education: Recommendations for Counselor Educators' Decision Making

Kress

Dixon

2007

Couns Edu & Supervision

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The authors explore the issue of consensual sexual relationships between counselor educators and students. The American Counseling Association's (2005) ACA Code of Ethics is consulted, and the complex issues associated with these relationships are discussed. A case example is provided that generates suggestions to guide counselor educators' decision making related to consensual sexual relationships with students.

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“…Should faculty change grades or class policies when presented with a compelling student request (Anderson, 2001;Markie, 1994)? Can the dual relationships of mentor/instructor or employer/supervisor/instructor be free of boundary challenges (Congress, 1996)? Are consensual sexual relationships with students necessarily ill advised (Cahn, 1986;Stamler & Stone, 1998)?…”

Section: Content and Resources For Teaching Circlesmentioning

confidence: 99%

Talking About Teaching

Strom-Gottfried

Dunlap

2004

Journal of Teaching in Social Work

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Although teaching is a primary function of social work educators, most instructors receive little training in teaching methods and, once engaged in teaching, have few opportunities to hone their craft and engage in dialogue about their classroom experiences. Teaching Circles are an example of ongoing curricula designed to improve classroom performance, foster support for excellent teaching and, ultimately, improve student satisfaction. This paper describes the rationale, structure, content, incentives, evaluation, and merit of Teaching Circles.

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Dual Relationships in Academia: Dilemmas for Social Work Educators

Cited by 23 publications

References 17 publications

Role Conflicts of BSW Students and Instructors in Experiential Learning: Lessons From a Case Study

Role Conflicts of BSW Students and Instructors in Experiential Learning: Lessons From a Case Study

Consensual Faculty—Student Sexual Relationships in Counselor Education: Recommendations for Counselor Educators' Decision Making

Talking About Teaching

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