Dating former student after graduation
When offering inducements for research participation, marriage and family therapists make reasonable efforts to avoid offering inappropriate or excessive inducements when such inducements are likely to coerce participation. Zur's comments: Like most codes, AAMFT code seems clear that it is unethical for Marriage and Family Therapists to engage in sexual relationships with students and supervisees and that it is also unethical for Marriage and Family Therapists to provide therapy to current students or supervisees.] (2014) Section F Supervision, Training, and Teaching Introduction Counselor supervisors, trainers, and educators aspire to foster meaningful and respectful professional relationships and to maintain appropriate boundaries with supervisees and students in both face-to-face and electronic formats.
They have theoretical and pedagogical foundations for their work; have knowledge of supervision models; and aim to be fair, accurate, and honest in their assessments of counselors, students, and supervisees. Roles and Relationships Between Counselor Educators and Students F.10.a.
Trainees are allowed to fulfill the therapy or analysis requirement with therapists or analysts from outside the institutes in order to avoid the dual roles of clients and students.
As noted below, most professional associations' code of ethics state that therapists-teacher dual roles are unethical.
As a result, multiple roles of teacher-therapist and student-client were very common and often unavoidable in such training institutions and programs.
This seems to have changed in the last couple of decades where more training institutions clearly separated the therapist/analysts role from the instructor/teacher role.
Below is a summary of the relevant sections of the different professional associations' codes of ethics in regard to dual roles and dual relationships, including therapist-teacher and therapist-supervisor sexual multiple relationships and other dual relationships within post graduate programs and educational institutions. Marriage and family therapists are aware of their influential positions with respect to clients, and they avoid exploiting the trust and dependency of such persons.
4.6 Existing Relationship with Students or Supervisees.
Marriage and family therapists are aware of their influential positions with respect to supervisees, and they avoid exploiting the trust and dependency of such persons.
Faculty members discuss with former students potential risks when they consider engaging in social, sexual, or other intimate relationships. Nonacademic Relationships Counselor educators avoid nonacademic relationships with students in which there is a risk of potential harm to the student or which may compromise the training experience or grades assigned.
In addition, counselor educators do not accept any form of professional services, fees, commissions, reimbursement, or remuneration from a site for student or supervisor placement. Counseling Services Counselor educators do not serve as counselors to students currently enrolled in a counseling or related program over whom they have power and authority. Extending Educator– Student Boundaries Counselor educators are aware of the power differential in the relationship between faculty and students.
Therapists, therefore, make every effort to avoid conditions and multiple relationships with clients that could impair professional judgment or increase the risk of exploitation.