Dating students after graduation
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.
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.
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.
Sometimes, however, the very closeness of the relationship challenges that necessary distance.
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.Still others noted more serious consequences of such relationships, including threats or harassment from a spurned faculty lover, resignation of students from their programs, and strong feelings of isolation and embarrassment.