Unethical intimacy: A survey of sexual contact and advances between psychology educators and female graduate students.

Glaser, Rainer; Thorpe, Joseph S.

doi:10.1037/0003-066x.41.1.43

Cited by 167 publications

(178 citation statements)

References 7 publications

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“…For any disadvantaged group member, assertive confrontation risks confirming stereotypes that the group is "difficult," "aggressive," or "oversensitive" in intergroup relations; however, for women, these labels not only signify intergroup tension-they also serve as warnings that women are violating gender role prescriptions (Barrett & Swim, 1998;Feagin & Sikes, 1994;Jones et al, 1984;Latting, 1993;Stephan & Stephan, 1985). Women may have concerns that assertive responding will cause disruption (Gutek & Koss, 1993), at the "the cost of the interaction" altogether (Goffman, 1959, p. 39), or even incite perpetrators to further escalate their offending behavior (Coles, 1986;Glaser & Thorpe, 1986;Goffman, 1959;Kowalski, 1996;Lorber, 1975;Loy & Stewart, 1984;Taylor, 1979). Furthermore, research across a variety of domains suggests that women may be less likely than men to be confident, to engage in risk taking, or to feel efficacious (Cohen & Swim, 1995;Jianakoplos & Bernasek, 1994;Johnson & Powell, 1994;Lundeberg, Fox, & Puncochar,1994;Streitmatter, 1997), especially if they have any doubts about their perceptions of ambiguous situations (Barrett & Swim, 1998;Crocker, Major, & Steele, 1998).…”

mentioning

confidence: 93%

Resisting Prejudice Every Day: Exploring Women’s Assertive Responses to Anti-Black Racism, Anti-Semitism, Heterosexism, and Sexism

2007

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Past lab and scenario research on sexism suggests that women are more likely to contemplate than to engage in assertive confrontation of prejudice. The present study was designed to explore how the competing cultural forces of activist norms and gender role prescriptions for women to be passive and accommodating may contribute to women's response strategies. Women were asked to keep diaries of incidents of anti-Black racism, anti-Semitism, heterosexism, and sexism, including why they responded, how they responded, and the consequences of their responses. Participants were about as likely to report they were motivated by activist goals as they were to report being motivated by gender role consistent goals to avoid conflict. Those with gender role-consistent goals were less likely to respond assertively. Participants were more likely to consider assertive responses (for 75% of incidents) than to actually make them (for 40% of incidents). Assertive responders did, however, report better outcomes on a variety of indicators of satisfaction and closure, at the expense of heightened interpersonal conflict. Results are discussed with respect to the personal and social implications of responding to interpersonal prejudice.

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confidence: 93%

Resisting Prejudice Every Day: Exploring Women’s Assertive Responses to Anti-Black Racism, Anti-Semitism, Heterosexism, and Sexism

2007

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“…Faculty-student dual relationships have been discussed in supervision literature (Glaser & Thorpe, 1986;Kolbert et al, 2002;Schwab & Neukrug, 1994;Sullivan & Ogloff, 1998). Student supervisees have limited autonomy to give informed consent in the relationship, as supervision is a required component of counselor education programs (Bowman & Hatley, 1995;Sullivan & Ogloff, 1998).…”

Section: Types Of Multiple Relationships Between Faculty and Studentsmentioning

confidence: 99%

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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“…Sexual behaviors also occur between academic lecturers or clinical supervisors and their students. Glaser and Thorpe (1986) found, for example, that 31% of female psychologist respondents reported having experienced sexual advances by teachers or supervisors during their training. Although Skeen (1981) reported that in the case of academic affairs, "virtually all" of the liaisons were based on respect and friendship, the unequal power distribution between students and teachers suggests an ethical dilemma.…”

Section: The Broader Sociological Contextmentioning

confidence: 94%

An Analysis of Hypnotherapist-Client Sexual Intimacy

Hawkins

1993

International Journal of Clinical and Experimental Hypnosis

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While sexual interaction between psychologists, physicians, and other health therapists of all kinds and their clients is typically condemned by professional bodies as unethical, the controversy regarding the potential for hypnosis to produce compliant behavior in unwilling or nonconsenting subjects suggests that hypnotherapist-client sex may warrant special attention. Because the experiments required to clarify the potential for hypnosis to potentiate nontrivial compliance are themselves unethical and/or inconclusive, experimental methods cannot be adequately used to clarify this issue. Instead, the matter can be addressed by reference to other forms of evidence, such as the responses of therapists and clients to anonymous surveys and the analysis of cases, that have reached the courts. Consideration of this qualitatively deficient evidence suggests that even if the use of hypnotic suggestion can lead to compliance to sexual demands, overt coercion is seldom used in practice. Social psychological and situational factors are particularly salient in understanding therapist-client sex. The question of whether there are special properties of the dynamics of the hypnotic experience, other than specific coercive suggestion and beyond those typically found in other forms of therapy, is considered. Comparisons are drawn with other examples of socially condemned sex, such as teacher-student sex, sexual harassment in the workplace, incest, and extramarital sex.

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Unethical intimacy: A survey of sexual contact and advances between psychology educators and female graduate students.

Abstract: This report is based on a thesis by the first author for the Master of Arts degree.

Cited by 167 publications

References 7 publications

Resisting Prejudice Every Day: Exploring Women’s Assertive Responses to Anti-Black Racism, Anti-Semitism, Heterosexism, and Sexism

Resisting Prejudice Every Day: Exploring Women’s Assertive Responses to Anti-Black Racism, Anti-Semitism, Heterosexism, and Sexism

Counselor Education Doctoral Students' Experiences With Multiple Roles and Relationships

An Analysis of Hypnotherapist-Client Sexual Intimacy

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