Mentoring, boundaries, and multiple relationships: opportunities and challenges

Barnett, Jeffrey E.

doi:10.1080/13611260701800900

Cited by 52 publications

(67 citation statements)

References 43 publications

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“…Multiple relationships involving mentorship were consistently cited as an important theme connected to doctoral student success in programs and professional development (Barnett, 2008;Bowman & Hatley, 1995, Holmes et al, 1999, Protivnak & Foss, 2009). The literature supports increased education regarding multiple relationships in counselor education, in partnership with teaching viable ethical decision-making models to assist in navigating boundary issues that may arise.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…The failure of counseling programs to provide adequate instruction on identifying and navigating multiple roles and relationships has additional implications for doctoral programs, as counselor education doctoral students represent the new generation of counselor educators. A number of researchers (Barnett, 2008;Kitchener, 1988;Sullivan & Ogloff 1998) have noted the potential for future counselor educators to succumb to the slippery slope phenomenon after participating in multiple relationships while enrolled as doctoral students. 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.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…According to Barnett (2008), boundary crossings become violations when mal-intent is present, the relationship is perceived as negative and unwelcome, the relationship occurs to gratify the mentor's need(s), and when the nature of the relationship is inconsistent with professional standards. Kitchener (1998), a leading opponent of dual relationships, believed all dual relationships, not just sexual and/or romantic relationships, were by nature laden with ethical problems due to the inherent influence of the power differential.…”

Section: Arguments Against Dual Relationshipsmentioning

confidence: 99%

“…When a therapist's actions are harmful to or exploitive of a client, a violation has taken place" (p.10). Boundary crossings become violations when harm is intended by the counselor, the relationship is identified by the client as hurtful and unwarranted, the relationship occurs to gratify the counselor's need(s), and when the nature of the relationship is inconsistent with professional and ethical standards (Barnett, 2008).…”

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: Statement Of the Problemmentioning

confidence: 99%

Section: Arguments Against Dual Relationshipsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%