Dating teacher after graduation responding to on line dating

Earlier versions of this paper were presented at Loyola College, Baltimore, Maryland, in August 1992 and at the annual meeting of the Society for Sex Therapy and Research, San Juan, Puerto Rico, in March 1993.

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In a healthy mentoring relationship, the student is encouraged and expected to be candid in responding to the teacher’s ideas, methods, or words.

Part of a mentor’s role is to acquaint the student, not only with the specialized field that is shared, but also with the other leaders in the field and with the ways of professional and academic life.

Studies have come from two rather separate bodies of literature.

Some research has emerged from a growing concern about sexual exploitation of clients by professionals, primarily in the mental health professions,2,11,12 but also in such fields as medicine, law, and religion.3,6,7,15 More recently, extensions of the literature on sexual harassment in the academic setting have addressed the issue as well.10,16 Glaser and Thorpe11 received survey responses from 44 percent (464) of the female members of the Clinical Psychology Division of the American Psychological Association.

Of these, 31 percent reported receiving advances from psychology educators either prior to or during a working relationship, and 17 percent reported intimate sexual contact (defined as intercourse or direct genital stimulation) with at least one psychology educator during graduate training.

Of those, 33 percent considered it a hindrance to the working relationship in retrospect, while 19 percent did so at the time of the relationship.

There were mixed feelings about this practice, however, and some writings encouraged the practice of “bundling” — the requirement that a cloak separate the mentor and student during periods of repose.

Teacher-student sexual relationships were considered exploitive by many, and this concern may have contributed to the strong feelings about homosexual behavior, even between adults, that persist to this day.13 Since those times, little concern has been expressed about boundary limitations in mentoring relationships, except for a tacit acceptance of the “casting couch” phenomenon that is assumed to persist in widespread fashion, especially when women are dependent upon men for mentoring and advancement14 (p. However, a number of authors have questioned the appropriateness of sexual interaction in teacher-student relationships even when they are consensual.

Teacher-student relationships differ from those between therapist and patient because of the collegiality considered important for the student’s development.

Such relationships include those between teacher and student, especially those involving research or clinical supervision.

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.

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