Ethics and relational dialectics in mentoring relationships.

Abstract

Training relationships that evolve along the mentoring relationship continuum (MRC) become dynamic, reciprocal, emotionally connected relationships that benefit mentees, mentors, and the profession of psychology. This article examines prominent ethical tensions and obligations in mentoring relationships within professional psychology. The authors frame these ethical issues in terms of relational dialectics theory (RDT), a theory of communication that addresses the tension and struggle between equally desirable relationship goals. We consider each of the 3 salient dialectics proposed by the theory: integration-separation, stability-change, and expression-privacy and offer a training vignette to illustrate each. We highlight the mentorship-relevant ethical quandaries and tensions nested within each relational dialectic and conclude with a discussion of the implications for psychologists in training roles.

Mentoring: The Giving of Blessings

“…He posited that communication and dialogue is about “ the between —and emergent process between interlocutors” (p. 184). According to Baxter and Montgomery (1996), ethical tensions in mentoring relationships can be framed around three foundational relational dialectics in the between : integration-separation, stability-change, and expression-privacy (Johnson et al, 2018). “Relational dialectics examines the tension between two desirable but sometime contradictory values or relational tendencies, particularly in close personal relationships” (Johnson et al, 2018, p. 15).…”

“…“ Integration-separation can be defined as the tension any dyad experiences between the need for emotional/relational connection (togetherness, closeness) and the need for autonomy (independence)” (Johnson et al, 2018, p. 17). Within a mentoring relationship there is a need to feel close and connected with each other, while at the same time maintaining individual identities.…”

“…Expectations in the mentoring relationship may change over time; in the beginning, more structure and predictability may provide more security and direction for the protégé, but as the relationship develops over time, a more of a reciprocal relationship may be desired by both parties. “Another tension nested within the stability-change dialectic is the ubiquitous tension between advocacy, mutuality, and friendship on one hand and the professional obligation to evaluate on the other” (Johnson et al, 2018, p. 19).…”

“…The expression-privacy relational dialectic occurs as the mentoring relationship develops and the mentor and protégé become more involved with developing projects and become more personally involved with each other. The mentor and protégé “will face a recurring dilemma between self-disclosure, privacy, openness-closedness, and revelation-concealment at different times and with different intensities” (Johnson et al, 2018, p. 19). This is the ethical tension that surfaces boundary issues for both the mentor and protégé.…”

“…Humberd and Rouse (2016) suggested, “A mentoring relationship is a unique work relationship through which protégés receive career and psychosocial support from mentors, explicating their progression and development within a particular job, organization or career path” (p. 435). In the Japanese language, the translation of mentor/ onshi is “those who give blessings” (Johnson, Jensen, Sera, & Cimbora, 2018, p. 20). Thus, being a mentor (one who gives blessings) implies much more commitment to an individual than a regular teaching-learning role.…”