This article reports on the Boundaries in Practice (BIP) Scale developed to measure knowledge, comfort, ethical decision making, and experience. Few instruments used in studies conducted on professional/?client boundaries have been validated. The BIP demonstrated sound face, content and construct validity, and adequate internal consistency reliability. The BIP Scale provides the first reliable and valid means of investigating multiple boundary domains across health disciplines and teams. The sensitivity and complexity of boundary issues and the serious consequences of breaches highlight the (...) importance of a valid and reliable measure in building empirical knowledge in this field. (shrink)

Professors are increasingly encouraged to adopt multiple role relationships with their students. Regardless of professor intent, these relationships carry risks. Left unexamined is whether student–faculty social multiple relationships impact student in-class behaviors. Provocatively, our exploratory study provides empirical support suggesting that when undergraduate students perceive that their professors engage in the multiple faculty–student relationships of friendships, drinking (alcohol) relationships, and sexual partnerships, students report they are more likely to engage in uncivil behaviors in the professor’s classroom. Accordingly, our study provides (...) a backdrop against which to think more substantively about the professorial role and the boundaries that accompany it. (shrink)

Consensual sexual relationships between faculty and students at universities are a growing issue for administrators. Often times, administrators view these relationships as potential sexual harassment cases given the power disparities that often exist between the parties involved. Therefore, many universities have written policies essentially equating CSRs to sexual harassment. Despite the recent growth of these policies, how faculty compare CSRs and sexual harassment is often overlooked, particularly as it relates to perceived power differentials. The current study examined responses from 166 (...) faculty members to explore these perceptions. Results indicate faculty had varying opinions, depending on previous experience with CSRs and beliefs around power differentials. These findings contribute to previous literature which indicates there is rampant ambiguity and subjectivity when defining and handling CSRs on campus. (shrink)

Student-instructor relationships outside of the classroom have existed for hundreds of years and remain an important topic in the literature. Universities are increasingly concerned with legislating student-instructor relationships. Few empirical investigations of undergraduate student-instructor relationships are reported in the literature, and such relationships are often considered only in the context of sexual harassment or ethics policies. Most of the writings are opinion based or seated in anecdotal evidence, and seldom are students' opinions considered. In this study, 480 undergraduate students attending (...) a medium-sized Western university were surveyed for their opinions about a variety student-instructor relationships. Factor analysis revealed 5 types of student-faculty relationships: sexual, group activities, doing favors, spending time alone with a faculty member, and business relationships. The students' opinions about these relationships varied, with sexual relationships considered inappropriate, whereas group activities were considered very appropriate. These data suggest that university officials who are building policy regarding faculty-student relationships need to consider different types of relationships along with students' developing autonomy. (shrink)