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Can we experience them comfortably and still maintain appropriate student-teacher boundaries? Is there a necessary limit to the personal, social, or even sexual interaction that may be experienced between student and teacher without compromising one’s professional responsibilities?
Does it make a difference if the professional aspects of the relationship take place in the classroom, a laboratory, a clinical setting, or if they are of an administrative nature?
Teacher-student relationships differ from those between therapist and patient because of the collegiality considered important for the student’s development.
Such relationships include those between teacher and student, especially those involving research or clinical supervision.
Over 95 percent of all the respondents considered such relationships to be ethically inappropriate, coercive or exploitive, or potentially harmful to the working relationship.
In a study of 235 male faculty members from all departments of “a prestigious research-oriented university,” Fitzgerald et al.10 found that 26 percent reported sexual involvement with women students.
When those feelings do occur, what do we do with them?On one hand, some felt that any mutually consenting activity is acceptable.Others felt that even consensual relationships are, at the least, unwise, as they confuse boundaries, threaten objectivity, and because there is no way to predict a “successful” relationship.Does it make a difference whether it is the student or teacher who initiates an increasingly close relationship?How should one handle social or sexual overtures made by a student?
In a healthy mentoring relationship, the student is encouraged and expected to be candid in responding to the teacher’s ideas, methods, or words.