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Dual relationships between professors and students in the educational scenario involve many risks at the ethical level. The APA (1990b), outlines several ethical problems resulting due to the occurrence of dual relationships in education. These problems include, “conflicts of interest, impaired objectivity, impaired professional judgment and increased risk of exploitation” (Blevins-Knabe). Blevins-Knabe points that, even though both, the professor as well as the student may be involved in the dual relationship, it is actually the responsibility of the professor to act in a responsible manner and prevent the occurrences of such relationships, since the professor must display morality, ethics and high values in all situations, and serve as a role model to all those who are influenced by him/her, in some way or the other.
The results from a dual relationship in the domain of education pose ethical risks not only to the two parties concerned but also to all the others students of the class or school who may be deprived of the advantages the professor may provide to the student involved in the relationship. The involved student is more likely to be exploited in such cases; however, the professor may too want to keep the affair a secret and maybe be exploited by the student. Knabe concludes by clearly stating that it is in the best interest of the professor and the student to stay away from a dual-relationship of any kind to avoid any issues later.
However, Arnold Lazarus, on the other hand, is averse to the fact that there should be rigid rules determining professional relationships. He states that as long as there are basic rules of dignity that are followed, it would not, “hurt to temper rules and regulations with a touch of common sense” and states that he has effectively “crossed many boundaries to good effect”. Lazarus cites the example of Freud and the diverse ways in which he built personal relationships with his clients, the most striking being the analysis of his daughter Anna. He ends the essay by debating that the true therapists will not strictly abide by or adhere to ethical rules laid down, but will “drive defensively” and at the same time “take calculated risks”, in helping the community effectively.
References
Blevins Knabe, 1992, ‘The Ethics of Dual Relationships in higher Education’.
Lazarus A. 1994, ‘How Certain Boundaries and Ethics Diminish Therapeutic Effectiveness’.
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