ABSTRACT
Inherent in the nature of higher educational programs is the rich and complex web of relationships among faculty, administrators, students, alumni, supervisors, and many others. Training relationships in higher education are intrinsically multifaceted and by their nature consist of overlapping roles with various expectations, responsibilities, and obligations. Faculty members in graduate counselor education programs are not only in charge of imparting knowledge to and evaluating students, but typically also serve as their advisors, supervisors, and mentors. In carrying out their various roles, faculty members need to establish and maintain strong relationships with both the academic community and those outside of academia. This web of relationships is likely to include other faculty members and graduate students, alumni, prospective students, practicum and internship site coordinators and staff, clinical supervisors, mental health care providers on campus and in the community, local schools, clientele, and/or others. Due to the intensive relational and interpersonal demands involved in this work,
it is important that counselor educators are aware of the potential benefits and risks inherent in multiple roles and relationships so they can conduct themselves in an ethical and effective manner. Given the power differential that exists between professors and students, advisors and advisees, doctoral candidates and master’s students, research mentors and mentees, clinical supervisors and supervisees, and counselors and clients, there is much at stake if boundary issues are mishandled. This chapter explores factors that impact these important relationships. We draw from our own unique perspectives and professional experiences, as well as research, to highlight the challenges that can take place while juggling different types of multiple roles and responsibilities.
