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Marriage and family therapists who are in a supervisory role are aware of their influential positions with respect to students and supervisees, and they avoid exploiting the trust and dependency of such persons.
Therapists, therefore, make every effort to avoid conditions and multiple relationships that could impair professional objectivity or increase the risk of exploitation.
As a result, multiple roles of teacher-therapist and student-client were very common and often unavoidable in such training institutions and programs.
This seems to have changed in the last couple of decades where more training institutions clearly separated the therapist/analysts role from the instructor/teacher role.
Faculty members discuss with former students potential risks when they consider engaging in social, sexual, or other intimate relationships. Nonacademic Relationships Counselor educators avoid nonacademic relationships with students in which there is a risk of potential harm to the student or which may compromise the training experience or grades assigned.
As noted below, most professional associations' code of ethics state that therapists-teacher dual roles are unethical.
If they believe that a nonprofessional relationship with a student may be potentially beneficial to the student, they take precautions similar to those taken by counselors when working with clients.