Assignment Prompt & Instructions
Examine the Possibility of Multiple Relationships.
– ## L4Instructions.docx
– ## L4RequiredResources.docx
**## L4Instructions.docx**
**Multiple Relationships**
According to Cottone’s (2005) interpretation of ethical codes for mental health professionals, there is a total prohibition on sexual relationships with current clients. For former clients, the ban on involvement ranges upward from 2 years after ending professional services. There is full agreement that therapist-client sexual relations are inappropriate. Cottone reports on research demonstrating that such relationships, in fact, are damaging to clients. The author emphasizes that there is no justification for sexual relations with current or recent clients. He concludes that therapists should not become sexually involved with former clients, unless they are willing to undergo serious professional scrutiny.
Barrett, Casey, Visser, and Headley (2012) review some of the reports of teachers being disciplined by school districts and/or the courts for inappropriate social behaviors. They discuss the recent focus in the popular media on sexual harassment of students by teachers and intimate relationships between teachers and students.
A more recent concern is the potential for social networking to result in boundary-crossings. The specific concern is intimate teacher-student relationships. For example, in October 2014, the 57-year-old former girls’ soccer coach for a Connecticut high school was arrested and charged with obscenity, risk of injury to a minor, and breach of peace after sending a Snapchat photo of himself masturbating to members of his team (Glasspiegal, 2014). Barrett, et al. (2012) complain of the failure of professional education associations to develop and adopt a code of conduct for teachers. This code should be principle-based, prescriptive, and enforceable– like the codes of other professions. At this point, the restrictions for teachers are limited to such statements as the need to refrain from intentionally embarrassing or disparaging a student. Situations can arise that require a teacher or other professional to make ethical judgments even when there is no code guiding them.
References
Barrett, D. E., Casey, J. E., Visser, R. D., & Headley, K. N. (2012). How do teachers make judgments about ethical and unethical behaviors? Toward the development of a code of conduct for teachers. Teaching and Teacher Education, 28(6), 890-898.
Cottone, R. R. (2005). Detrimental therapist-client relationships—Beyond thinking of “dual” or “multiple” roles: Reflections on the 2001 AAMFT Code of Ethics. American Journal of Family Therapy, 33(1), 1-17.
Glasspiegel, R. (2014, October 16). High school girls’ soccer coach arrested for Snapchatting obscene video to students on team. USA Today Sports.
**Instructions**
For this assignment, imagine you are a tutor hired to help 8-year-old Carl Saunders with his schoolwork. Two years ago, one of Carl's parents died in a car accident, and recently, his academic performance has declined. As a third grader, Carl finds school challenging, and you have been tutoring him at his home three times a week for the past three months. You feel that Carl's need for tutoring has decreased, but his remaining parent, Logan Saunders, wants you to continue. Over time, you have developed a bond with Carl, and you and Logan have become friendly, with a mutual attraction becoming apparent.
This situation may or may not violate any ethical standards, but such attractions are not uncommon. For example, Johansson et al. (2016) suggest that intimacy, attraction, love, and even sexual relationships can occur in various social contexts. According to Gorman (2009), many states have restrictions on sexual relationships with former clients within 1, 2, or up to 5 years after treatment ends, and some extend these restrictions to other healthcare professionals. While psychologists and other professionals are bound by ethical standards and state laws, as a tutor, you are not required to adhere to the APA ethical standards.
As Carl's tutor, analyze the appropriateness of pursuing a potential relationship with Logan. In your analysis, address the following:
Discuss what you believe is the appropriate course of action in your role as a tutor, considering that there are likely no state laws or ethical codes governing your behavior with Logan.
Consider whether you should end your tutoring relationship with Carl before beginning a relationship with Logan, and if so, how long you should wait. Alternatively, explain why you might decide not to pursue a relationship with Logan at all.
Assess whether a romantic relationship between you and Logan could cause harm, taking into account the perspectives of all three parties involved: you, Logan, and Carl.
Conclude with supportive research on the concept of multiple relationships in varying settings.
Reference: Support your analysis with at least three peer-reviewed scholarly journal articles. In addition to these, you may include other appropriate scholarly sources. Credible websites such as .org, .mil, .gov, and .edu are acceptable, however, cannot serve as primary sources to support this assignment.
Length: 5-7 pages, not including title and reference pages
Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA 7th edition standards.
**## L4RequiredResources.docx**
**Required Resources**
·
[**Multiple Relationships and Professional Boundaries**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=psyh&AN=2024-04177-007&site=eds-live&scope=site&custid=natuniv)
Knapp, S. J., & Fingerhut, R. (2024). Multiple relationships and professional boundaries. In
_Practical ethics for psychologists: A positive approach., 4th ed._ (pp. 105–130). American Psychological Association.
**This article provides a broad and contemporary overview of multiple relationships and professional boundaries, which is directly relevant to the assignment. It offers insights into the ethical considerations that are crucial when managing dual relationships, even if the role in question is not a psychologist but a tutor. The focus on practical ethics will help in understanding and analysis of roles in the decision-making process.**
·
[**Avoiding Boundary Violations: Recommendations for Managing Attraction to and From Clients in Response to the Healthcare Providers Service Organization's 2019 Report**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edsgao&AN=edsgcl.689824364&site=eds-live&scope=site&custid=natuniv)
Jacob, C. J., Byrd, R., Donald, E. J., Milner, R. J., & Flowers, T. (2022, January 1). Avoiding boundary violations: Recommendations for managing attraction to and from clients in response to the Healthcare Providers Service Organization’s 2019 Report.
_Journal of Mental Health Counseling, 44_(1), 6.
**This article specifically addresses managing attraction and avoiding boundary violations, which is central to the assignment’s scenario. It will provide students with practical recommendations and considerations for managing situations where personal and professional boundaries might blur.**
·
[**On the ambiguity of teaching-relationship ethics in pedagogical tutoring work**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eric&AN=EJ1202061&site=eds-live&scope=site&custid=natuniv)
Tsabar, B. (2019). On the ambiguity of teaching-relationship ethics in pedagogical tutoring work.
_Ethics and Education, 14_(1), 84–101.
**This article focuses on the ethics of teaching relationships in the context of tutoring, directly addressing the challenges and ethical ambiguities that can arise. It will provide a specific focus on the role of a tutor, which will be relevant for understanding the nuances of that role and how these ethical considerations can apply to the weekly assignment scenario.**
·
[**Ethical conduct in nurse education: Creating safe staff–student boundaries**](https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0260691711000591%3Fvia%253Dihub)
Cleary, M., Horsfall, J., Jackson, D., & Hunt, G. E. (2012). Ethical conduct in nurse education: Creating safe staff–student boundaries.
_Nurse Education Today, 32_(3), 320–324.
**Although this article is from 2012, it is still relevant and is helpful for addressing the last part of the weekly assignment, which focuses on researching multiple relationships in varying settings. This article focuses on ethical conduct within nurse education, specifically addressing the importance of creating and maintaining safe boundaries between staff and students. While the context is within nurse education, the principles of establishing and upholding professional boundaries are broadly applicable and relevant to the topic of multiple relationships in educational settings.**
·
[**Navigating Peer-to-Peer Multiple Relationships in Professional Psychology Programs**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edsovi&AN=edsovi.01269228.201208000.00001&site=eds-live&scope=site&custid=natuniv)
Tirpak, D. M., & Lee, S. S. (2012). Navigating peer-to-peer multiple relationships in professional psychology programs.
_Training and Education in Professional Psychology, 6_(3), 135–141.
**This article focuses on navigating peer-to-peer multiple relationships within professional psychology programs, which involves dealing with ethical complexities like those in the assignment scenario. While the primary focus is on relationships between peers in a professional training context, the principles discussed about managing multiple relationships and maintaining professional boundaries can be relevant to the broader discussion of ethics in educational and tutoring settings.**
·
[**Individual risk factors for physician boundary violations: the role of attachment style, childhood trauma and maladaptive beliefs**](https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0163834315001395%3Fvia%253Dihub)
MacDonald, K., Sciolla, A. F., Folsom, D., Bazzo, D., Searles, C., Moutier, C., Thomas, M. L., Borton, K., & Norcross, B. (2015). Individual risk factors for physician boundary violations: the role of attachment style, childhood trauma and maladaptive beliefs.
_General Hospital Psychiatry, 37_(5), 489–496.
**This article examines the individual risk factors, such as attachment style, childhood trauma, and maladaptive beliefs, that contribute to boundary violations among physicians. While the primary focus is on physicians, the discussion on boundary violations and the underlying psychological factors that contribute to them can provide valuable insights into why such violations might occur, providing a deeper perspective on this topic of multiple relationships.**
**## L4RequiredResources.docx**
**Required Resources**
·
[**Multiple Relationships and Professional Boundaries**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=psyh&AN=2024-04177-007&site=eds-live&scope=site&custid=natuniv)
Knapp, S. J., & Fingerhut, R. (2024). Multiple relationships and professional boundaries. In
_Practical ethics for psychologists: A positive approach., 4th ed._ (pp. 105–130). American Psychological Association.
**This article provides a broad and contemporary overview of multiple relationships and professional boundaries, which is directly relevant to the assignment. It offers insights into the ethical considerations that are crucial when managing dual relationships, even if the role in question is not a psychologist but a tutor. The focus on practical ethics will help in understanding and analysis of roles in the decision-making process.**
·
[**Avoiding Boundary Violations: Recommendations for Managing Attraction to and From Clients in Response to the Healthcare Providers Service Organization's 2019 Report**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edsgao&AN=edsgcl.689824364&site=eds-live&scope=site&custid=natuniv)
Jacob, C. J., Byrd, R., Donald, E. J., Milner, R. J., & Flowers, T. (2022, January 1). Avoiding boundary violations: Recommendations for managing attraction to and from clients in response to the Healthcare Providers Service Organization’s 2019 Report.
_Journal of Mental Health Counseling, 44_(1), 6.
**This article specifically addresses managing attraction and avoiding boundary violations, which is central to the assignment’s scenario. It will provide students with practical recommendations and considerations for managing situations where personal and professional boundaries might blur.**
·
[**On the ambiguity of teaching-relationship ethics in pedagogical tutoring work**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eric&AN=EJ1202061&site=eds-live&scope=site&custid=natuniv)
Tsabar, B. (2019). On the ambiguity of teaching-relationship ethics in pedagogical tutoring work.
_Ethics and Education, 14_(1), 84–101.
**This article focuses on the ethics of teaching relationships in the context of tutoring, directly addressing the challenges and ethical ambiguities that can arise. It will provide a specific focus on the role of a tutor, which will be relevant for understanding the nuances of that role and how these ethical considerations can apply to the weekly assignment scenario.**
·
[**Ethical conduct in nurse education: Creating safe staff–student boundaries**](https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0260691711000591%3Fvia%253Dihub)
Cleary, M., Horsfall, J., Jackson, D., & Hunt, G. E. (2012). Ethical conduct in nurse education: Creating safe staff–student boundaries.
_Nurse Education Today, 32_(3), 320–324.
**Although this article is from 2012, it is still relevant and is helpful for addressing the last part of the weekly assignment, which focuses on researching multiple relationships in varying settings. This article focuses on ethical conduct within nurse education, specifically addressing the importance of creating and maintaining safe boundaries between staff and students. While the context is within nurse education, the principles of establishing and upholding professional boundaries are broadly applicable and relevant to the topic of multiple relationships in educational settings.**
·
[**Navigating Peer-to-Peer Multiple Relationships in Professional Psychology Programs**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edsovi&AN=edsovi.01269228.201208000.00001&site=eds-live&scope=site&custid=natuniv)
Tirpak, D. M., & Lee, S. S. (2012). Navigating peer-to-peer multiple relationships in professional psychology programs.
_Training and Education in Professional Psychology, 6_(3), 135–141.
**This article focuses on navigating peer-to-peer multiple relationships within professional psychology programs, which involves dealing with ethical complexities like those in the assignment scenario. While the primary focus is on relationships between peers in a professional training context, the principles discussed about managing multiple relationships and maintaining professional boundaries can be relevant to the broader discussion of ethics in educational and tutoring settings.**
·
[**Individual risk factors for physician boundary violations: the role of attachment style, childhood trauma and maladaptive beliefs**](https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0163834315001395%3Fvia%253Dihub)
MacDonald, K., Sciolla, A. F., Folsom, D., Bazzo, D., Searles, C., Moutier, C., Thomas, M. L., Borton, K., & Norcross, B. (2015). Individual risk factors for physician boundary violations: the role of attachment style, childhood trauma and maladaptive beliefs.
_General Hospital Psychiatry, 37_(5), 489–496.
**This article examines the individual risk factors, such as attachment style, childhood trauma, and maladaptive beliefs, that contribute to boundary violations among physicians. While the primary focus is on physicians, the discussion on boundary violations and the underlying psychological factors that contribute to them can provide valuable insights into why such violations might occur, providing a deeper perspective on this topic of multiple relationships.**
**## L4Instructions.docx**
**Multiple Relationships**
According to Cottone’s (2005) interpretation of ethical codes for mental health professionals, there is a total prohibition on sexual relationships with current clients. For former clients, the ban on involvement ranges upward from 2 years after ending professional services. There is full agreement that therapist-client sexual relations are inappropriate. Cottone reports on research demonstrating that such relationships, in fact, are damaging to clients. The author emphasizes that there is no justification for sexual relations with current or recent clients. He concludes that therapists should not become sexually involved with former clients, unless they are willing to undergo serious professional scrutiny.
Barrett, Casey, Visser, and Headley (2012) review some of the reports of teachers being disciplined by school districts and/or the courts for inappropriate social behaviors. They discuss the recent focus in the popular media on sexual harassment of students by teachers and intimate relationships between teachers and students.
A more recent concern is the potential for social networking to result in boundary-crossings. The specific concern is intimate teacher-student relationships. For example, in October 2014, the 57-year-old former girls’ soccer coach for a Connecticut high school was arrested and charged with obscenity, risk of injury to a minor, and breach of peace after sending a Snapchat photo of himself masturbating to members of his team (Glasspiegal, 2014). Barrett, et al. (2012) complain of the failure of professional education associations to develop and adopt a code of conduct for teachers. This code should be principle-based, prescriptive, and enforceable– like the codes of other professions. At this point, the restrictions for teachers are limited to such statements as the need to refrain from intentionally embarrassing or disparaging a student. Situations can arise that require a teacher or other professional to make ethical judgments even when there is no code guiding them.
References
Barrett, D. E., Casey, J. E., Visser, R. D., & Headley, K. N. (2012). How do teachers make judgments about ethical and unethical behaviors? Toward the development of a code of conduct for teachers. Teaching and Teacher Education, 28(6), 890-898.
Cottone, R. R. (2005). Detrimental therapist-client relationships—Beyond thinking of “dual” or “multiple” roles: Reflections on the 2001 AAMFT Code of Ethics. American Journal of Family Therapy, 33(1), 1-17.
Glasspiegel, R. (2014, October 16). High school girls’ soccer coach arrested for Snapchatting obscene video to students on team. USA Today Sports.
**Instructions**
For this assignment, imagine you are a tutor hired to help 8-year-old Carl Saunders with his schoolwork. Two years ago, one of Carl's parents died in a car accident, and recently, his academic performance has declined. As a third grader, Carl finds school challenging, and you have been tutoring him at his home three times a week for the past three months. You feel that Carl's need for tutoring has decreased, but his remaining parent, Logan Saunders, wants you to continue. Over time, you have developed a bond with Carl, and you and Logan have become friendly, with a mutual attraction becoming apparent.
This situation may or may not violate any ethical standards, but such attractions are not uncommon. For example, Johansson et al. (2016) suggest that intimacy, attraction, love, and even sexual relationships can occur in various social contexts. According to Gorman (2009), many states have restrictions on sexual relationships with former clients within 1, 2, or up to 5 years after treatment ends, and some extend these restrictions to other healthcare professionals. While psychologists and other professionals are bound by ethical standards and state laws, as a tutor, you are not required to adhere to the APA ethical standards.
As Carl's tutor, analyze the appropriateness of pursuing a potential relationship with Logan. In your analysis, address the following:
Discuss what you believe is the appropriate course of action in your role as a tutor, considering that there are likely no state laws or ethical codes governing your behavior with Logan.
Consider whether you should end your tutoring relationship with Carl before beginning a relationship with Logan, and if so, how long you should wait. Alternatively, explain why you might decide not to pursue a relationship with Logan at all.
Assess whether a romantic relationship between you and Logan could cause harm, taking into account the perspectives of all three parties involved: you, Logan, and Carl.
Conclude with supportive research on the concept of multiple relationships in varying settings.
Reference: Support your analysis with at least three peer-reviewed scholarly journal articles. In addition to these, you may include other appropriate scholarly sources. Credible websites such as .org, .mil, .gov, and .edu are acceptable, however, cannot serve as primary sources to support this assignment.
Length: 5-7 pages, not including title and reference pages
Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA 7th edition standards.
**## L4RequiredResources.docx**
**Required Resources**
·
[**Multiple Relationships and Professional Boundaries**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=psyh&AN=2024-04177-007&site=eds-live&scope=site&custid=natuniv)
Knapp, S. J., & Fingerhut, R. (2024). Multiple relationships and professional boundaries. In
_Practical ethics for psychologists: A positive approach., 4th ed._ (pp. 105–130). American Psychological Association.
**This article provides a broad and contemporary overview of multiple relationships and professional boundaries, which is directly relevant to the assignment. It offers insights into the ethical considerations that are crucial when managing dual relationships, even if the role in question is not a psychologist but a tutor. The focus on practical ethics will help in understanding and analysis of roles in the decision-making process.**
·
[**Avoiding Boundary Violations: Recommendations for Managing Attraction to and From Clients in Response to the Healthcare Providers Service Organization's 2019 Report**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edsgao&AN=edsgcl.689824364&site=eds-live&scope=site&custid=natuniv)
Jacob, C. J., Byrd, R., Donald, E. J., Milner, R. J., & Flowers, T. (2022, January 1). Avoiding boundary violations: Recommendations for managing attraction to and from clients in response to the Healthcare Providers Service Organization’s 2019 Report.
_Journal of Mental Health Counseling, 44_(1), 6.
**This article specifically addresses managing attraction and avoiding boundary violations, which is central to the assignment’s scenario. It will provide students with practical recommendations and considerations for managing situations where personal and professional boundaries might blur.**
·
[**On the ambiguity of teaching-relationship ethics in pedagogical tutoring work**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eric&AN=EJ1202061&site=eds-live&scope=site&custid=natuniv)
Tsabar, B. (2019). On the ambiguity of teaching-relationship ethics in pedagogical tutoring work.
_Ethics and Education, 14_(1), 84–101.
**This article focuses on the ethics of teaching relationships in the context of tutoring, directly addressing the challenges and ethical ambiguities that can arise. It will provide a specific focus on the role of a tutor, which will be relevant for understanding the nuances of that role and how these ethical considerations can apply to the weekly assignment scenario.**
·
[**Ethical conduct in nurse education: Creating safe staff–student boundaries**](https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0260691711000591%3Fvia%253Dihub)
Cleary, M., Horsfall, J., Jackson, D., & Hunt, G. E. (2012). Ethical conduct in nurse education: Creating safe staff–student boundaries.
_Nurse Education Today, 32_(3), 320–324.
**Although this article is from 2012, it is still relevant and is helpful for addressing the last part of the weekly assignment, which focuses on researching multiple relationships in varying settings. This article focuses on ethical conduct within nurse education, specifically addressing the importance of creating and maintaining safe boundaries between staff and students. While the context is within nurse education, the principles of establishing and upholding professional boundaries are broadly applicable and relevant to the topic of multiple relationships in educational settings.**
·
[**Navigating Peer-to-Peer Multiple Relationships in Professional Psychology Programs**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edsovi&AN=edsovi.01269228.201208000.00001&site=eds-live&scope=site&custid=natuniv)
Tirpak, D. M., & Lee, S. S. (2012). Navigating peer-to-peer multiple relationships in professional psychology programs.
_Training and Education in Professional Psychology, 6_(3), 135–141.
**This article focuses on navigating peer-to-peer multiple relationships within professional psychology programs, which involves dealing with ethical complexities like those in the assignment scenario. While the primary focus is on relationships between peers in a professional training context, the principles discussed about managing multiple relationships and maintaining professional boundaries can be relevant to the broader discussion of ethics in educational and tutoring settings.**
·
[**Individual risk factors for physician boundary violations: the role of attachment style, childhood trauma and maladaptive beliefs**](https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0163834315001395%3Fvia%253Dihub)
MacDonald, K., Sciolla, A. F., Folsom, D., Bazzo, D., Searles, C., Moutier, C., Thomas, M. L., Borton, K., & Norcross, B. (2015). Individual risk factors for physician boundary violations: the role of attachment style, childhood trauma and maladaptive beliefs.
_General Hospital Psychiatry, 37_(5), 489–496.
**This article examines the individual risk factors, such as attachment style, childhood trauma, and maladaptive beliefs, that contribute to boundary violations among physicians. While the primary focus is on physicians, the discussion on boundary violations and the underlying psychological factors that contribute to them can provide valuable insights into why such violations might occur, providing a deeper perspective on this topic of multiple relationships.**
**## L4Instructions.docx**
**Multiple Relationships**
According to Cottone’s (2005) interpretation of ethical codes for mental health professionals, there is a total prohibition on sexual relationships with current clients. For former clients, the ban on involvement ranges upward from 2 years after ending professional services. There is full agreement that therapist-client sexual relations are inappropriate. Cottone reports on research demonstrating that such relationships, in fact, are damaging to clients. The author emphasizes that there is no justification for sexual relations with current or recent clients. He concludes that therapists should not become sexually involved with former clients, unless they are willing to undergo serious professional scrutiny.
Barrett, Casey, Visser, and Headley (2012) review some of the reports of teachers being disciplined by school districts and/or the courts for inappropriate social behaviors. They discuss the recent focus in the popular media on sexual harassment of students by teachers and intimate relationships between teachers and students.
A more recent concern is the potential for social networking to result in boundary-crossings. The specific concern is intimate teacher-student relationships. For example, in October 2014, the 57-year-old former girls’ soccer coach for a Connecticut high school was arrested and charged with obscenity, risk of injury to a minor, and breach of peace after sending a Snapchat photo of himself masturbating to members of his team (Glasspiegal, 2014). Barrett, et al. (2012) complain of the failure of professional education associations to develop and adopt a code of conduct for teachers. This code should be principle-based, prescriptive, and enforceable– like the codes of other professions. At this point, the restrictions for teachers are limited to such statements as the need to refrain from intentionally embarrassing or disparaging a student. Situations can arise that require a teacher or other professional to make ethical judgments even when there is no code guiding them.
References
Barrett, D. E., Casey, J. E., Visser, R. D., & Headley, K. N. (2012). How do teachers make judgments about ethical and unethical behaviors? Toward the development of a code of conduct for teachers. Teaching and Teacher Education, 28(6), 890-898.
Cottone, R. R. (2005). Detrimental therapist-client relationships—Beyond thinking of “dual” or “multiple” roles: Reflections on the 2001 AAMFT Code of Ethics. American Journal of Family Therapy, 33(1), 1-17.
Glasspiegel, R. (2014, October 16). High school girls’ soccer coach arrested for Snapchatting obscene video to students on team. USA Today Sports.
**Instructions**
For this assignment, imagine you are a tutor hired to help 8-year-old Carl Saunders with his schoolwork. Two years ago, one of Carl's parents died in a car accident, and recently, his academic performance has declined. As a third grader, Carl finds school challenging, and you have been tutoring him at his home three times a week for the past three months. You feel that Carl's need for tutoring has decreased, but his remaining parent, Logan Saunders, wants you to continue. Over time, you have developed a bond with Carl, and you and Logan have become friendly, with a mutual attraction becoming apparent.
This situation may or may not violate any ethical standards, but such attractions are not uncommon. For example, Johansson et al. (2016) suggest that intimacy, attraction, love, and even sexual relationships can occur in various social contexts. According to Gorman (2009), many states have restrictions on sexual relationships with former clients within 1, 2, or up to 5 years after treatment ends, and some extend these restrictions to other healthcare professionals. While psychologists and other professionals are bound by ethical standards and state laws, as a tutor, you are not required to adhere to the APA ethical standards.
As Carl's tutor, analyze the appropriateness of pursuing a potential relationship with Logan. In your analysis, address the following:
Discuss what you believe is the appropriate course of action in your role as a tutor, considering that there are likely no state laws or ethical codes governing your behavior with Logan.
Consider whether you should end your tutoring relationship with Carl before beginning a relationship with Logan, and if so, how long you should wait. Alternatively, explain why you might decide not to pursue a relationship with Logan at all.
Assess whether a romantic relationship between you and Logan could cause harm, taking into account the perspectives of all three parties involved: you, Logan, and Carl.
Conclude with supportive research on the concept of multiple relationships in varying settings.
Reference: Support your analysis with at least three peer-reviewed scholarly journal articles. In addition to these, you may include other appropriate scholarly sources. Credible websites such as .org, .mil, .gov, and .edu are acceptable, however, cannot serve as primary sources to support this assignment.
Length: 5-7 pages, not including title and reference pages
Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA 7th edition standards.
**## L4RequiredResources.docx**
**Required Resources**
·
[**Multiple Relationships and Professional Boundaries**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=psyh&AN=2024-04177-007&site=eds-live&scope=site&custid=natuniv)
Knapp, S. J., & Fingerhut, R. (2024). Multiple relationships and professional boundaries. In
_Practical ethics for psychologists: A positive approach., 4th ed._ (pp. 105–130). American Psychological Association.
**This article provides a broad and contemporary overview of multiple relationships and professional boundaries, which is directly relevant to the assignment. It offers insights into the ethical considerations that are crucial when managing dual relationships, even if the role in question is not a psychologist but a tutor. The focus on practical ethics will help in understanding and analysis of roles in the decision-making process.**
·
[**Avoiding Boundary Violations: Recommendations for Managing Attraction to and From Clients in Response to the Healthcare Providers Service Organization's 2019 Report**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edsgao&AN=edsgcl.689824364&site=eds-live&scope=site&custid=natuniv)
Jacob, C. J., Byrd, R., Donald, E. J., Milner, R. J., & Flowers, T. (2022, January 1). Avoiding boundary violations: Recommendations for managing attraction to and from clients in response to the Healthcare Providers Service Organization’s 2019 Report.
_Journal of Mental Health Counseling, 44_(1), 6.
**This article specifically addresses managing attraction and avoiding boundary violations, which is central to the assignment’s scenario. It will provide students with practical recommendations and considerations for managing situations where personal and professional boundaries might blur.**
·
[**On the ambiguity of teaching-relationship ethics in pedagogical tutoring work**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eric&AN=EJ1202061&site=eds-live&scope=site&custid=natuniv)
Tsabar, B. (2019). On the ambiguity of teaching-relationship ethics in pedagogical tutoring work.
_Ethics and Education, 14_(1), 84–101.
**This article focuses on the ethics of teaching relationships in the context of tutoring, directly addressing the challenges and ethical ambiguities that can arise. It will provide a specific focus on the role of a tutor, which will be relevant for understanding the nuances of that role and how these ethical considerations can apply to the weekly assignment scenario.**
·
[**Ethical conduct in nurse education: Creating safe staff–student boundaries**](https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0260691711000591%3Fvia%253Dihub)
Cleary, M., Horsfall, J., Jackson, D., & Hunt, G. E. (2012). Ethical conduct in nurse education: Creating safe staff–student boundaries.
_Nurse Education Today, 32_(3), 320–324.
**Although this article is from 2012, it is still relevant and is helpful for addressing the last part of the weekly assignment, which focuses on researching multiple relationships in varying settings. This article focuses on ethical conduct within nurse education, specifically addressing the importance of creating and maintaining safe boundaries between staff and students. While the context is within nurse education, the principles of establishing and upholding professional boundaries are broadly applicable and relevant to the topic of multiple relationships in educational settings.**
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[**Navigating Peer-to-Peer Multiple Relationships in Professional Psychology Programs**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edsovi&AN=edsovi.01269228.201208000.00001&site=eds-live&scope=site&custid=natuniv)
Tirpak, D. M., & Lee, S. S. (2012). Navigating peer-to-peer multiple relationships in professional psychology programs.
_Training and Education in Professional Psychology, 6_(3), 135–141.
**This article focuses on navigating peer-to-peer multiple relationships within professional psychology programs, which involves dealing with ethical complexities like those in the assignment scenario. While the primary focus is on relationships between peers in a professional training context, the principles discussed about managing multiple relationships and maintaining professional boundaries can be relevant to the broader discussion of ethics in educational and tutoring settings.**
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[**Individual risk factors for physician boundary violations: the role of attachment style, childhood trauma and maladaptive beliefs**](https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0163834315001395%3Fvia%253Dihub)
MacDonald, K., Sciolla, A. F., Folsom, D., Bazzo, D., Searles, C., Moutier, C., Thomas, M. L., Borton, K., & Norcross, B. (2015). Individual risk factors for physician boundary violations: the role of attachment style, childhood trauma and maladaptive beliefs.
_General Hospital Psychiatry, 37_(5), 489–496.
**This article examines the individual risk factors, such as attachment style, childhood trauma, and maladaptive beliefs, that contribute to boundary violations among physicians. While the primary focus is on physicians, the discussion on boundary violations and the underlying psychological factors that contribute to them can provide valuable insights into why such violations might occur, providing a deeper perspective on this topic of multiple relationships.**
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