Multiple Relationships Between Graduate Assistants and Students: Ethical and Practical Considerations

Abstract

Most, if not all, psychologists have served as teaching or research assistants during graduate school, been instructed by teaching assistants, or both. As both faculty and students themselves, graduate assistants are faced with several dilemmas for which they typically have little preparation or guidance. These issues are explored in the context of the existing literature on multiple relationships in academic settings. Recommendations are made for graduate assistants, their faculty supervisors or mentors, and administrators to proactively address and confront these challenges in a manner consistent with the profession of psychology's ethics code and to minimize the potential for harm to those we are entrusted to teach.In many academic settings, graduate teaching and research assistants are an integral part of the learning process. The ethical ramifications of the multiple roles and relationships encountered by many graduate assistants deserve closer investigation, and these issues are certainly relevant for all academic fields. However, this is a central issue for those in the mental health field because students are being trained to become professional researchers, teachers, supervisors, and psychotherapists involved in intimate, power-based relationships with the potential for exploitation. Lessons learned during one's graduate school experiences about the appropriate maintenance of boundaries and how to ethically manage multiple roles and relationships will likely have a significant impact on one's future conduct as a

Counselor Education Doctoral Students' Experiences With Multiple Roles and Relationships

“…Alternatively, some roles are required, such as doctoral students completing a semester as a teaching assistant for a pedagogical class, or serving as university supervisor to a master's level practicum or internship student (Scarborough, Bernard, & Morse, 2006). Furthermore, some doctoral students are hired as departmental graduate and/or research assistants, and are in a unique position as they employed by the university and thus work for the institution, faculty, and current and prospective students (Dallesasse, 2010;Oberlander & Barnett, 2005). Considering the numerous studies examining multiple relationships in conjunction with the myriad of ethical decision-making models and frameworks available in the literature, it is curious that boundary violations resulting from multiple relationships between counselor educators and students and supervisors and students continue to be reported to ethics and legal boards (ACA Ethics Committee Reports Summary, 2011;Lazurus & Zur, 2002).…”

“…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).…”

“…Oberlander and Barnett (2005) examined the ethical concerns arising from multiple relationships between graduate assistants and students. The authors reported that graduate teaching assistants and graduate research assistants receive almost no supervision and training regarding their assignments, and that many participate in unethical behaviors (Oberlander & Barnett, 2005).…”

“…According to Oberlander and Barnett (2005), the multiple roles and relationships of graduate assistants can often conflict, which presents ethical dilemmas for the student. Graduate assistants can have similar responsibilities to faculty members who participate in multiple roles and relationships.…”

“…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.…”