Teacher student dating ethics

There were mixed feelings about this practice, however, and some writings encouraged the practice of “bundling” — the requirement that a cloak separate the mentor and student during periods of repose.

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In a healthy mentoring relationship, the student is encouraged and expected to be candid in responding to the teacher’s ideas, methods, or words.Part of a mentor’s role is to acquaint the student, not only with the specialized field that is shared, but also with the other leaders in the field and with the ways of professional and academic life.Of these, 31 percent reported receiving advances from psychology educators either prior to or during a working relationship, and 17 percent reported intimate sexual contact (defined as intercourse or direct genital stimulation) with at least one psychology educator during graduate training.Of those, 33 percent considered it a hindrance to the working relationship in retrospect, while 19 percent did so at the time of the relationship.A good mentoring relationship can be what is sometimes called a “peak experience” for both mentor and student — a sharing of something unique that no one else may experience in quite the same way.

The student experiences an acceptance of ideas and contributions that may be unequalled in previous life experience.Feelings of admiration and respect may become intense and personal.When those feelings do occur, what do we do with them?Earlier versions of this paper were presented at Loyola College, Baltimore, Maryland, in August 1992 and at the annual meeting of the Society for Sex Therapy and Research, San Juan, Puerto Rico, in March 1993.One of the most satisfying aspects of teaching at the college or university level may be found in the mentoring relationship that faculty members can develop with their students.The teacher maintains certain evaluative responsibilities and the student continues to be dependent on the mentor’s guidance and approval.