Dual relationships in the family therapy field are currently under debate. Within this debate extreme viewpoints and opinions, on what is the best way to navigate dual relationships, are being voiced. These views range from avoiding non-sexual dual relationships at all costs to glorifying the possibilities of such a relationship. To obtain a snap shot of faculty and student experiences a web survey was sent to fifteen masters and ten doctoral COAMFTE-accredited programs. Participants were 76 students and 30 faculty members, a total of 106 respondents. The web survey revealed that the majority of respondents had positive and successful dual relationships. Faculty and students indicated several strategies to keep relationships positive and to prevent unsuccessful dual relationships. These strategies included: boundaries, respect, communication, and awareness. Additionally, the web survey revealed that students and faculty did have training on dual relationships but the majority was limited to a general exposure in an ethics class. Furthermore, the faculty and students seemed to reflect diverse opinions on how to handle dual relationships, which is also present in the MFT field. The participants' perception of how dual relationships are viewed in the MFT field ranged from avoiding dual relationships to extolling the benefits of being in a dual relationship. To further explore how to create a successful dual relationship between faculty and students, in-depth telephone interviews with a sub-sample from the web survey were conducted. Five dyads, consisting of faculty and their respective students, were used. These interviews explored contextual issues related to positive non-sexual relationships between faculty and student dyads. An overarching theme revealed in the interviews was the amount of activity present for both students and faculty to create the successful dual relationships. Additionally, two major themes emerged, characteristics of success and strategies for success. Characteristics which seemed to facilitate the relationship were: student characteristics, faculty characteristics, nurturance, trust, awareness, being a person, decreased hierarchy/equality, and mutual respect. Strategies revealed in these relationships included: checking, open communication, viable boundaries, navigating boundaries, assessing risk, decreasing hierarchy, and advice. Also, implications for family therapy programs are presented, as are implications for future research. / Ph. D.

This study was designed to determine the diverse practices of group counseling instructors in the delivery of the required experiential group. A small group experience (experiential group) is required of all counseling students in accredited institutions. The accreditation body for counseling programs is the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). The experiential group has been considered to be a valuable and integral part of counselor training. However, the group has been controversial because of ethical issues involving dual relationships and the right to privacy. The purpose of this study was to determine how group counseling instructors deliver the experiential group, compare current practices to recommended practices in the literature, and recommend changes based on disparities that may exist. The difference between this study and previous surveys of group counseling instructors is that the sample in this study involves CACREP institutions exclusively and the focus is on CACREP standards rather than the standards of the Association for Specialists in Group Work. The results of the study showed that approximately one third of the instructors surveyed indicated that they also serve as leaders of the experiential group. Many of these instructors who serve as group leaders also indicated that they use the group for gatekeeping. Instructors in this study also indicated that understanding group process was the most important goal of the required experiential group. Personal growth was not ranked highly as a goal of the experiential group.

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本研究旨在探討中等學校輔導教師在校園中同時擔任個案的任課教師和諮商員的雙重關係經驗，以訪談法蒐集資料，經由立意取樣邀請四名任教國中、高中且面臨師生諮商雙重關係的新手和資深輔導教師參與研究訪談，呈現其工作樣貌，並輔以生態系統觀點探討面對雙重關係一事的考量。 　四名輔導教師皆曾聽過師生諮商雙重關係一詞且理解其意涵，但在何時聽聞以及考量原因等則印象不一。受訪教師認為雙重關係的優點包含提供學生觀察老師的機會、較易建立關係，可看到學生不同面向的表現並滿足教師本身對親近感的需求，此外亦可連結資源改善學生環境並推廣輔導工作；而其困擾多為內在感受，如擔心個人身為教師的價值觀介入或需要不時思考此議題的煩惱，至於其他負面影響則因皆可處理而未感困擾。 在師生諮商雙重關係的經驗中，受訪者因學校制度而進入雙重關係，並提及同事期待輔導教師協助個案輔導所給予的壓力，然而受訪者也利用自身教師角色連結校內資源提供學生協助。在外圍系統的決策考量上，因受訪老師選擇接受校園中輔導教師同時授課和個案輔導的限制且忘記當初的矛盾，故無法探究各老師的思考過程。在鉅視系統層面，受訪教師認同自身教師角色，皆有責任崇高或需要更主動付出的自我期待屬之。 　　整體而言，受訪教師接受師生諮商雙重關係的存在，然則不受限制而在此情況下依各自期許盡力而為是其主要因應方式。 / / / To explore the teacher-student dual relationships of middle school counselors, four study participants facing dual-relationships in junior and senior high schools including novice and veteran teachers were interviewed through purposive sampling. The results show their work appearances, assist with the discussion of the consideration facing dual relationships in eco-systems perspective. 　　The four participants all have heard the teacher-student dual relationships and understand its meaning, but have different impressions of when they heard, and the reasons of consideration. Interviewed teachers think the advantages of dual relationships include providing students the opportunity to observe the teachers, being able to build relationships easier, understanding students’ different performance, and meeting the teachers’ own needs of the close feelings, they also can link resources in order to improve the students’ environment, and promote counseling works. However, the distresses are their inner feelings, such as teachers worry about the personal values involving, or the need for thinking of this topic from time to time. Otherwise, they aren’t troubled with the solvable negative effects. 　　From the interviewees’ experiences, their duel relationship with students resulted from the system of school environment. They were under the pressure of student individual counseling from their colleagues’ expectations. However, they were able to provide more resources in the school under their role as a teacher. In terms of the decision making of exosystem, how the interviewees processed their conflicts of duel relationship is hard to explore since they have already accepted the reality of teaching and counseling in the same time as guidance counselor (guidance teacher), and forgot about their first thought. When we look at the macrosystem, interviewees’ identified their roles as teachers, and considered it as a high responsibility career, and expected themselves devoted to their career more. 　　Generally speaking, the interviewees accept the teacher-student dual relationships. Their way to deal with this inner conflict is trying their best according to their own expectation without other limitation.

This study examined the experience of 140 students in a counselor training program that required students to participate in 10 sessions of individual counseling during their training program in order to increase their self-awareness. Students had the option of fulfilling the requirement through being counseled either by more advanced students within the training program or by mental health professionals outside the program. Results indicated that students in both settings reported a significant increase in their self-awareness. Students who fulfilled the requirement in a setting outside of the counseling program clinics reported a significantly higher increase in self-awareness than those who fulfilled the requirement within the counseling program clinics. Students' reports of increased self-awareness did not vary by their stages of progress through the program. Participants reported significant ethical concerns regarding confidentiality and dual relationships that reportedly reduced the beneficial impact of the counseling experience. Students who fulfilled the counseling requirement within the counseling program clinics experienced significantly greater ethical concerns than did those who fulfilled the requirement outside the program clinics. As with effect on self-awareness, stage in the program was not related to impact of ethical concerns on the required counseling experience. The overwhelming majority (91.4%) of participants supported requiring counselors in training to experience their own personal counseling. The majority of the students (58%) recommended that either a counseling program clinic or somewhere outside the program would be equally acceptable settings for future students to obtain the counseling. Of the remaining students, nearly equal numbers recommended a counseling program clinic (18%) as recommended an outside setting (24%). Potential benefits and costs to requiring individual counseling for counselors in training were examined. Advantages and disadvantages to providing the counseling within program clinics were discussed, as were various options for providing the counseling.