The Art of Managing Boundaries Jane Halonen Anita Schonberger Jane Halonen Anita Schonberger.

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Transcript of The Art of Managing Boundaries Jane Halonen Anita Schonberger Jane Halonen Anita Schonberger.

  • Slide 1
  • The Art of Managing Boundaries Jane Halonen Anita Schonberger Jane Halonen Anita Schonberger
  • Slide 2
  • Purpose of Presentation Review common threats to healthy boundary practices Identify risks of boundary violations Explore strategies to pre-empt boundary hassles Review common threats to healthy boundary practices Identify risks of boundary violations Explore strategies to pre-empt boundary hassles
  • Slide 3
  • Common Boundary Questions: Why is boundary management an institutional concern? How close should you be with students? Is consensual relationship permissible? Advisable? What if students want more than you are willing to give? Why do faculty pursue students? Why is boundary management an institutional concern? How close should you be with students? Is consensual relationship permissible? Advisable? What if students want more than you are willing to give? Why do faculty pursue students?
  • Slide 4
  • Why Is There Concern? Harassment stats place faculty in unflattering light. ~ 30% undergrad/40% grad females report unwelcome faculty encounters during career ~ Teaching is already beleaguered ~ Exploitive professors make us less trustworthy Boundary mismanagement can lead to complaints and more Harassment stats place faculty in unflattering light. ~ 30% undergrad/40% grad females report unwelcome faculty encounters during career ~ Teaching is already beleaguered ~ Exploitive professors make us less trustworthy Boundary mismanagement can lead to complaints and more
  • Slide 5
  • What about Academic Freedom? Academic freedom does not offset professional responsibility for climate: CBA Article 5. Academic freedom is accompanied by the corresponding responsibility to respect students, staff, and colleagues as individuals; treat them in a collegial manner; and avoid any exploitation of such persons for private advantage. Academic freedom does not offset professional responsibility for climate: CBA Article 5. Academic freedom is accompanied by the corresponding responsibility to respect students, staff, and colleagues as individuals; treat them in a collegial manner; and avoid any exploitation of such persons for private advantage.
  • Slide 6
  • What about Personal Choice? There are some who advocate consensual relationships as acceptable or even desirable: here is bad example I believe the best teaching is done in bed. Im totally serious. Its healthy and appropriate for the student and teacher to have a love relationship whenever possible. ~Allen Ginsburg Cited by Paul Abramson, author of Romance in the Ivory Tower: The Rights and Liberty of Conscience (2007) There are some who advocate consensual relationships as acceptable or even desirable: here is bad example I believe the best teaching is done in bed. Im totally serious. Its healthy and appropriate for the student and teacher to have a love relationship whenever possible. ~Allen Ginsburg Cited by Paul Abramson, author of Romance in the Ivory Tower: The Rights and Liberty of Conscience (2007)
  • Slide 7
  • How close is close enough? Student-centered can be a misnomer. ~ We are known for personalized environment to promote effective learning and caring but ~ Primary care should be about quality of learning for all students ~ Caring can be easily misconstrued General tip: Friendly, but not familiar. Student-centered can be a misnomer. ~ We are known for personalized environment to promote effective learning and caring but ~ Primary care should be about quality of learning for all students ~ Caring can be easily misconstrued General tip: Friendly, but not familiar.
  • Slide 8
  • How familiar is familiar? Rethink unquestioned practices: ~ having student babysit or perform other personal services (e.g., car-washing, grape-picking) ~ singling out one student of a specific group to get special treatment (e.g., hiring for extra duties on unrelated grant) ~ any practice that gives a student unfair information advantage over other students (e.g., seeing others files) ~ parties involving alcohol and selected students, especially the under-aged Rethink unquestioned practices: ~ having student babysit or perform other personal services (e.g., car-washing, grape-picking) ~ singling out one student of a specific group to get special treatment (e.g., hiring for extra duties on unrelated grant) ~ any practice that gives a student unfair information advantage over other students (e.g., seeing others files) ~ parties involving alcohol and selected students, especially the under-aged
  • Slide 9
  • Is Consensuality Permissible? Yes CBA allows consensual relationship at UWF with two stipulations: 1. Notify supervisor. 2. Remove conflict of interest. Includes grading, scholarship support, grad admission decisions, etc. Note: This extends consideration to any students over whom you have power. Yes CBA allows consensual relationship at UWF with two stipulations: 1. Notify supervisor. 2. Remove conflict of interest. Includes grading, scholarship support, grad admission decisions, etc. Note: This extends consideration to any students over whom you have power.
  • Slide 10
  • CBA Policy on Consensual Relations Consenting romantic and sexual relationships between faculty and student, while not expressly forbidden, are discouraged. The respect and trust accorded a professor by a student, as well as the power exercised by the professor in giving grades, evaluations, advice, or recommendations creates an imbalance of power and may diminish the students actual freedom of choice. Article 6.
  • Slide 11
  • Is Consensuality Advisable? No Fosters perceptions of favoritism. Creates aura of secrecy. Confers special status that may be transient. Places extra burden on learning climate. Expresses lack of understanding of power dynamics and abuses of power. No Fosters perceptions of favoritism. Creates aura of secrecy. Confers special status that may be transient. Places extra burden on learning climate. Expresses lack of understanding of power dynamics and abuses of power.
  • Slide 12
  • Faculty Rationalizations Examples of faculty thinking that can lead to trouble: ~Its okay as long as no one gets hurt. ~Its okay as long as I dont gain personally. ~I can be objective (not like those other professors). ~Everyone else does it. Why shouldnt I? ~Its consensual. Examples of faculty thinking that can lead to trouble: ~Its okay as long as no one gets hurt. ~Its okay as long as I dont gain personally. ~I can be objective (not like those other professors). ~Everyone else does it. Why shouldnt I? ~Its consensual.
  • Slide 13
  • Risk of Ruined Romance Greater harm tends to befall the least powerful after breakup: The Student may redefine relationship as nonconsensual may lose confidence in abilities and flee may have been alienated from supports may fear faculty reprisal could become unhinged Greater harm tends to befall the least powerful after breakup: The Student may redefine relationship as nonconsensual may lose confidence in abilities and flee may have been alienated from supports may fear faculty reprisal could become unhinged
  • Slide 14
  • Risk to Faculty Member Other students view you as partial, opportunistic Colleagues view you as exercising poor judgment University may view you as exercising unprofessional conduct The potential for a Fatal Attraction moment (it may not be a boiled bunny but broken-hearted angry lovers can get even in unpleasant ways) Other students view you as partial, opportunistic Colleagues view you as exercising poor judgment University may view you as exercising unprofessional conduct The potential for a Fatal Attraction moment (it may not be a boiled bunny but broken-hearted angry lovers can get even in unpleasant ways)
  • Slide 15
  • What Can UWF Do to Minimize? Challenge the colleague to think through consequences and risks of actions Evaluate boundary practices in interviews Provide extra support when faculty may be more vulnerable to bad judgment Provide specific training, including rehearsal of typical boundary challenge moments Adhere to fair and fast investigatory practice Document everything Challenge the colleague to think through consequences and risks of actions Evaluate boundary practices in interviews Provide extra support when faculty may be more vulnerable to bad judgment Provide specific training, including rehearsal of typical boundary challenge moments Adhere to fair and fast investigatory practice Document everything
  • Slide 16
  • Why do students seek attention? Faculty are attractive because ~ Local celebrities ~ Students can bask in reflected glory (BIRG) ~ Capturing professor attention reassures students of their special status ~ Other unpleasant personality dynamics (e.g., you remind the student of a parent and why not work out those issues with you?) Faculty are attractive because ~ Local celebrities ~ Students can bask in reflected glory (BIRG) ~ Capturing professor attention reassures students of their special status ~ Other unpleasant personality dynamics (e.g., you remind the student of a parent and why not work out those issues with you?)
  • Slide 17
  • What If Student Persists? Obsessions do happen on campuses--> Case 1: A faculty member gets summoned by dean who received a letter from an unhinged student asking for help in getting their affair to end. The letter also sent to his wife and the president Case 2: A student who decides the faculty member must be her birth mother a