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Data about incidental encounters with clients in public settings were provided by 573 college therapists (return rate = 32%), using Flanagan's (1954) critical incident technique. Results indicated that many therapists experience feelings of surprise, uncertainty, and discomfort, as well as concern about possible violation of confidentiality and therapeutic boundaries during such encounters. Implications for future research are discussed in light of these findings.

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It is not uncommon for psychotherapists working with adolescents and young adults to receive requests for information from concerned referral sources who expect collaboration in working with the client. The present exploratory study examined the emotional responses of and attributions made by one type of referral source, university faculty, when they encountered the restrictions of confidentiality upheld by therapists working with students. Referral sources had more negative emotional reactions when less information was disclosed about a referred student. Suggestions are given regarding ways for therapists to maintain a positive relationship with referral sources when required to maintain confidentiality.Not infrequently, psychotherapists report satisfaction working with persons who present with an interesting array of issues and who are young and developmentally amenable to change (Grayson, 1989). Clients in late adolescence and young adulthood match such descriptions, and some therapists develop specialties in working with this age group (Duryee, 1992;Steenbarger, 1990). These psychotherapists may experience complications, however, as a result of an en loco parentis dynamic that frequently manifests itself with these clients (Talley & Rockwell, 1985;Reinhold, 1991). In such cases, institutions and nonparental personnel may assume caretaking responsibility for the child even though there is no legal requirement or justification for doing so.Indeed, even parents of young adults at college may promote en loco parentis interactions by expecting and demanding knowledge of their children's participation in college activities, with this sometimes including their work in psychotherapy (Talley & Rockwell, 1985). Faculty members in a university may collude with this expectation by behaving or serving as surrogate parents, both in what they demand for their students and in their need to be informed about the student's activities. This phenomenon may be particularly true when students have problems that require professional assistance. Faculty may occasion-IAN BIRKY received his PhD in clinical psychology from Oklahoma State University and completed his clinical internship at Yale University. He

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