The Ethics of Dual Relationships in Higher Education

Blevins‐Knabe, Belinda

doi:10.1207/s15327019eb0203_2

Cited by 52 publications

(59 citation statements)

References 13 publications

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“…For example, Blevins-Knabe (1992) described the mentoring effect and how it relates to professors who participated in multiple relationships while they were students and subsequently participated in multiple relationships with their own students. Blevins-Knabe (1992) noted the potential harm of this phenomenon for the profession, especially if early mentoring relationships are characterized by poor boundaries between professor and student.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…Although boundary issues initially were studied as they pertained to counselor-client dual relationships, they often occur in a variety of other settings, such as college counseling centers (Dallesasse, 2010;Malley et al, 1992, as cited in Pearson & Piazza, 1997), ministerial relationships between clergy and parishioners (Haug, 1999), and higher education (Barnett, 2008;Biaggio et al, 1997;Blevins-Knabe, 1992;Bowman & Hatley, 1995;Holmes et al, 2000;Kolbert et al, 2002;Oberlander & Barnett, 2005;Schwab & Neukrug, 1994;Sullivan & Ogloff, 1998;Welfare & Sackett, 2011) where power differentials between two parties exist. Although dual relationships in therapeutic relationships were acknowledged, the ethics surrounding faculty-student relationships were widely neglected in the literature and ethics codes (Blevins-Knabe, 1992).…”

Section: Multiple Relationships In Counselor Educationmentioning

confidence: 99%

“…One resource that did exist was the American Psychological Association's (APA) written set of guidelines for higher education; these guidelines stated psychologists should avoid conflicting dual relationships with students that could impair objectivity, lead to exploitation, and inevitably harm the student (APA, 1990, as cited in Blevins-Knabe, 1992). Yet, even with the acknowledgment of the potential harm of dual relationships between faculty and students, the APA did not include ethical guidelines for sexual relationships between these populations (Blevins-Knabe, 1992;Keith-Spiegel & Koocher, 1985).…”

Section: Multiple Relationships In Counselor Educationmentioning

confidence: 99%

“…Eventually, state licensure boards and professional ethics committees included standards within their codes and bylaws that addressed participation in dual relationships with clients Herlihy & Corey, 2006;Lazarus & Zur, 2002). Researchers in counseling related disciplines (e.g., social work, marriage and family therapy, psychology, and psychiatry) recognized the scope of the problem presented by dual relationships, and ethical frameworks and procedures were developed for practitioners to use when faced with dual relationships (Biaggio, Paget, & Chenoweth, 1997;Blevins-Knabe, 1992; Lazarus & Zur, 2002).…”

Section: Introductionmentioning

confidence: 99%

“…Within the higher education realm, numerous researchers have analyzed multiple relationships and nonprofessional interactions in counselor education faculty-student relationships and doctoral-master's student relationships, focusing on supervision, advising, friendships, mentoring, monetary interactions, and romantic or sexual relationships (Barnett, 2008;Biaggio et al, 1997;Blevins-Knabe, 1992;Bowman & Hatley, 1995;Holmes et al, 2000;Kolbert et al, 2002;Oberlander & Barnett, 2005;Remley & Herlihy, 2001;Scarborough, Bernard, & Morse, 2006). Other types of "in-between" multiple relationships between counselor educators and students include the following: professors who lead an experiential group counseling experience as part of a group course and training for the profession; demonstrations in a theories and techniques class that involve students as clients; and when a student discusses personal issues with a faculty member.…”

Section: Introductionmentioning

confidence: 99%

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Counselor Education Doctoral Students' Experiences With Multiple Roles and Relationships

Dickens

Ebrahim

Herlihy

2016

Couns Edu & Supervision

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DedicationI would like to dedicate this dissertation to a few individuals. First, I want to dedicate this study to the ten women and men who participated in the research. It was an honor and a privilege to hear your stories. I hope I have done them-and you, justice.I would also like to dedicate this body of work to my mother, Patsy Dickens, who always encouraged me to keep learning. Her words inspired me to further my education and pursue my dream of obtaining a doctoral degree.Lastly, I dedicate this dissertation to my dear friend, fellow graduate assistant, and "partner-incrime," Chantrelle Varnado-Johnson. I am lucky to know you, and to have worked along-side you. I will always be grateful for your friendship and wisdom, and awed by your determined spirit. You are an inspiration to me. iv AcknowledgmentsAs the old proverb says, "It takes a village to raise a child." I would now like to thank my "village."I would like to start by thanking my higher power, God, for providing me with strength in times of weakness and renewed faith in times of despair.To my chair, Dr. Herlihy: there are not enough words in the English language to express the gratitude I have for you. You have been more than a dissertation chair and advisor to me.You have been a mentor, a role model, a source of comfort and strength, a motivator, and a believer in my abilities to navigate the doctoral student role and dissertation maze. I would not have completed this journey without your guidance and wisdom. Thank you for believing in me even when I struggled to believe in myself. It is because of your encouragement that this research topic was chosen, and I look forward to the future work we will do together.To my methodologist, Dr. O'Hanlon: thank you for signing up for this journey! Your attention to detail and dedication to the formulation of this study was instrumental to the finished product. Thank you for your kindness and encouragement. Your guidance has made me a better researcher. It has been a pleasure working with you.To Dr. Johnson: I am so glad you came to UNO! Thank you for taking this journey with me, and for your thoughtful feedback and questions. Thank you for your mentorship, especially regarding the experience of being a new counselor educator. I look forward to further mentorship opportunities with you.To Dr. Bitter: Jim, thank you for everything. I still remember you saying, "You need to go to UNO and study with Dr. Barbara Herlihy." Without your encouragement I would not have applied to UNO, and thus not had the opportunity to work with amazing people. You have been, v and will continue to be, one of the most influential mentors, counselors, counselor educators, and people I will ever meet. Your passion for helping others, or as Adler would say "gemeinschaftsgefühl," is inspiring and a quality I hope to emulate with my work. Your mentorship served as the foundation for my development as a counselor and counselor educator, and for this I am grateful. I will always cherish your friendship.To Dr. Paradise: thank you for humor ...

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Section: Statement Of the Problemmentioning

confidence: 99%

Section: Multiple Relationships In Counselor Educationmentioning

confidence: 99%

Section: Multiple Relationships In Counselor Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Counselor Education Doctoral Students' Experiences With Multiple Roles and Relationships

Dickens

Ebrahim

Herlihy

2016

Couns Edu & Supervision

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Ethical Issues Impacting the Profession of Sport Psychology

Watson

Harris

Baillie

2020

Handbook of Sport Psychology

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Faculty and Student Perceptions of Dual Relationships Within Counselor Education: A Qualitative Analysis

Kolbert

Morgan²,

Brendel

2002

Couns Edu & Supervision

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The authors undertook this study to identify how counselor education faculty and students determine the ethical appropriateness of dilemmas portraying dual relationships in friendships. mentoring, monetary interactions. and romantic-sexual relationships. Faculty and student perceptions of scenarios that depict dual relationships between faculty and students were assessed and analyzed using qualitative methods. Results suggest that. unlike most students. faculty trust the ability of counselor educators to maintain objectivity and avoid student exploitation even sometimes while engaged in dual-role relationships. Furthermore. faculty may be unaware of students' concerns regarding the fairness of such relationships and the impact they have on the student body.

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The Ethics of Dual Relationships in Higher Education

Cited by 52 publications

References 13 publications

Counselor Education Doctoral Students' Experiences With Multiple Roles and Relationships

Counselor Education Doctoral Students' Experiences With Multiple Roles and Relationships

Ethical Issues Impacting the Profession of Sport Psychology

Faculty and Student Perceptions of Dual Relationships Within Counselor Education: A Qualitative Analysis

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