Sexual attractions and boundary crossings among sport psychology graduate students and professionals

References

• American Psychological Association. (2017). Ethical principles of psychologists and code of conduct (2002, amended effective June 1, 2010, and January 1, 2017). https://www.apa.org/ethics/code/
   Google Scholar
• Andersen, M. B. (1994). Ethical considerations in the supervision of applied sport psychology graduate students. Journal of Applied Sport Psychology, 6(2), 152–167. https://doi.org/10.1080/10413209408406291
   Google Scholar
• Aoyagi, M. W., Portenga, S. T., Poczwardowski, A., Cohen, A. B., & Statler, T. (2012). Reflections and directions: The profession of sport psychology past, present, and future. Professional Psychology: Research and Practice, 43(1), 32. https://doi.org/10.1037/a0025676
   Web of Science ®Google Scholar
• Association for Applied Sport Psychology (2011). Ethic code: AASP ethical principles and standards. https://appliedsportpsych.org/about/ethics/ethics-code/
   Google Scholar
• Barnett, J. E., Lazarus, A. A., Vasquez, M. J. T., Moorehead-Slaughter, O., & Johnson, W. B. (2007). Boundary issues and multiple relationships: Fantasy and reality. Professional Psychology: Research and Practice, 38(4), 401–410. https://doi.org/10.1037/0735-7028.38.4.401
   Web of Science ®Google Scholar
• Bernard, J. M., & Goodyear, R. K. (2019). Fundamentals of clinical supervision. Pearson.
   Google Scholar
• Biaggo, M., Paget, T. L., & Chenoweth, M. S. (1997). A model for ethical management of faculty–student dual relationships. Professional Psychology: Research and Practice, 28(2), 184–189. https://doi.org/10.1037/0735-7028.28.2.184
   Web of Science ®Google Scholar
• Burkard, A. W., Knox, S., Hess, S. A., & Schultz, J. (2009). Lesbian, gay, and bisexual supervisees’ experiences of LGB-affirmative and nonaffirmative supervision. Journal of Counseling Psychology, 56(1), 176. https://doi.org/10.1037/0022-0167.56.1.176
   Web of Science ®Google Scholar
• Caldwell, L. W. (2002). Sexual relationships between supervisors and supervisees during psychology graduate training. Doctoral dissertation, The Wright Institute. Available from ProQuest Dissertations & Theses Global. https://libproxy.library.unt.edu/login?url=https://www-proquest-com.libproxy.library.unt.edu/dissertations-theses/sexual-relationships-between-supervisors/docview/305538219/se-2?accountid=7113
   Google Scholar
• Clark, R. A., Harden, S. L., & Johnson, W. B. (2000). Mentor relationships in clinical psychology doctoral training: Results of a national survey. Teaching of Psychology, 27(4), 262–268. https://doi.org/10.1207/S15328023TOP2704_04
   Web of Science ®Google Scholar
• Ei, S., & Bowen, A. (2002). College students’ perceptions of student instructor relationships. Ethics & Behavior, 12(2), 177–191. https://doi.org/10.1207/S15327019EB1202_5
   Web of Science ®Google Scholar
• Etzel, E. F., Watson, J. C., & Zizzi, S. (2004). A web-based survey of AAASP members’ ethical beliefs and behaviors in the new millennium. Journal of Applied Sport Psychology, 16(3), 236–250. https://doi.org/10.1080/10413200490485595
   Web of Science ®Google Scholar
• Fries-Britt, S., & Snider, J. (2015). Mentoring outside the line: The importance of authenticity, transparency, and vulnerability in effective mentoring relationships. New Directions for Higher Education, 2015(171), 3–11. https://doi.org/10.1002/he.20137
   Google Scholar
• Gottlieb, M. C., Robinson, K., & Younggren, J. N. (2007). Multiple relations in supervision: Guidance for administrators, supervisors, and students. Professional Psychology: Research and Practice, 38(3), 241–247. https://doi.org/10.1037/0735-7028.38.3.241
   Web of Science ®Google Scholar
• Gray, L. A., Ladany, N., Walker, J. A., & Ancis, J. R. (2001). Psychotherapy trainees’ experience of counterproductive events in supervision. Journal of Counseling Psychology, 48(4), 371–383. https://doi.org/10.1037/0022-0167.48.4.371
   Web of Science ®Google Scholar
• Gu, L., McCarthy Veach, P., Eubanks, S., LeRoy, B. S., & Callanan, N. (2011). Boundary issues and multiple relationships in genetic counseling supervision: Supervisor, non‐supervisor, and student perspectives. Journal of Genetic Counseling, 20(1), 35–48. https://doi.org/10.1007/s10897-010-9318-9
   PubMed Web of Science ®Google Scholar
• Gutheil, T. G., & Gabbard, G. O. (1993). The concept of boundaries in clinical practice: Theoretical and risk-management dimensions. The American Journal of Psychiatry, 150(2), 188–196. https://doi.org/10.1176/ajp.150.2.188
   PubMed Web of Science ®Google Scholar
• Hardy, E. A. (2011). Clinical and counseling psychology graduate student and postdoctorate supervisees’ perceptions and experiences of boundary crossings and boundary violations in the supervisory relationship ( Order No. 3454654). Doctoral Dissertation. Fielding Graduate University. ProQuest Dissertations & Theses Global. (871097201). https://www-proquest-com.libproxy.library.unt.edu/dissertations-theses/clinical-counseling-psychology-graduate-student/docview/871097201/se-2?accountid=7113
   Google Scholar
• Heru, A. M., Strong, D., Price, M., & Recupero, P. R. (2006). Self-disclosure in psychotherapy supervisors: Gender differences. American Journal of Psychotherapy, 60(4), 323–334. https://doi.org/10.1176/appi.psychotherapy.2006.60.4.323
   PubMedGoogle Scholar
• Higdon, A. (2001). The effects of supervisor self-disclosure on perceptions of supervisor effectiveness. Dissertation abstracts International: Section B.Sciences and Engineering, 61(8–B), 4457.
   Google Scholar
• Keith-Spiegel, P. C., Whitley, B. E., Balogh, D. W., Perkins, D. V., & Wittig, A. F. (2002). The ethics of teaching: A casebook (2nd). Kitchener. Lawrence Erlbaum Associates. https://doi.org/10.4324/9781410606655
   Google Scholar
• Kitchener, K. S. (1988). Dual role relationships: What makes them so problematic? Journal of Counseling and Development: JCD, 67(4), 217. http://dx.doi.org/10.1002/j.1556-6676.1988.tb02586.x
   Web of Science ®Google Scholar
• Knox, S., Edwards, L. M., Hess, S. A., & Hill, C. E. (2011). Supervisor self-disclosure: Supervisees’ experiences and perspectives. Psychotherapy, 48(4), 336. https://doi.org/10.1037/a0022067
   PubMed Web of Science ®Google Scholar
• Koenig, T. L., & Spano, R. N. (2004). Sex, supervision, and boundary violations: Pressing challenges and possible solutions. The Clinical Supervisor, 22(1), 3–19. https://doi.org/10.1300/J001v22n01_02
   Google Scholar
• Kozlowski, J. M., Pruitt, N. T., DeWalt, T. A., & Knox, S. (2014). Can boundary crossings in clinical supervision be beneficial? Counseling Psychology Quarterly, 27(2), 109–126. https://doi.org/10.1080/09515070.2013.870123
   Google Scholar
• Kram, K. E. (1988). Mentoring at work: Developmental relationships in organizational life. University Press of America.
   Google Scholar
• Ladany, N., & Lehrman-waterman, D. E. (1999). The content and frequency of supervisor Self-Disclosures and Their Relationship to Supervisor Style and the Supervisory Working Alliance. Counselor Education and Supervision, 38(3), 143–160. https://doi.org/10.1002/j.1556-6978.1999.tb00567.x
   Google Scholar
• Lamb, D. H., & Catanzaro, S. J. (1998). Sexual and nonsexual boundary violations involving psychologists, clients, supervisees, and students: Implications for professional practice. Professional Psychology: Research and Practice, 29(5), 498. https://doi.org/10.1037/0735-7028.29.5.498
   Web of Science ®Google Scholar
• Lamb, D. H., Catanzaro, S. J., & Moorman, A. S. (2003). Psychologists reflect on their sexual relationships with clients, supervisees, and students: Occurrence, impact, rationales and collegial intervention. Professional Psychology: Research and Practice, 34(1), 102–107. https://doi.org/10.1037/0735-7028.34.1.102
   Web of Science ®Google Scholar
• Markie, P. J. (1994). A professor’s duties: Ethical issues in college teaching. Rowman & Littfield.
   Google Scholar
• Matazzoni, T. A. (2008). The influence of supervisor self-disclosure on the supervisory working alliance in beginning and advanced therapists-in-training (Order No. 3306491). Doctoral Dissertation, Wright Institute. ProQuest Dissertation and Theses Global. https://www.proquest.com/dissertations-theses/influence-supervisor-self-disclosure-on/docview/304443645/se-2?accountid=10598.
   Google Scholar
• Moles, T. A., Petrie, T. A., & Watkins, C. E., Jr. (2016). Sex and sport: Attractions and boundary crossings between sport psychology consultants and their client-athletes. Professional Psychology: Research and Practice, 47(2), 93–101. https://doi.org/10.1037/pro0000052
   Web of Science ®Google Scholar
• Murphy, M. J., & Wright, D. W. (2005). Supervisees’ perspectives of power use in supervision. Journal of Marital and Family Therapy, 31(3), 283–295. https://doi.org/10.1111/j.1752-0606.2005.tb01569.x
   PubMed Web of Science ®Google Scholar
• Oldenburg, C. M. (2005). Students’ perceptions of ethical dilemmas involving professors: Examining the impact of the professor’s gender. College Student Journal, 39(1), 129–141. https://link.gale.com/apps/doc/A131318253/AONE?u=anon~2fecba37&sid=googleScholar&xid=2901fe7b
   Google Scholar
• Owen, P. R., & Zwahr-Castro, J. (2007). Boundary issues in academia: Student perceptions of faculty-student boundary crossings. Ethics & Behavior, 17(2), 117–129. https://doi.org/10.1080/10508420701378065
   Web of Science ®Google Scholar
• Palmateer, T. M., & Petrie, T. A. (2020). Sexual attractions, behaviors, and boundary crossings between sport psychology professionals and their athlete-clients: Prevalence, attitudes, and supervision. Journal of Applied Sport Psychology 33(5), 541–554. https://doi.org/10.1080/10413200.2020.1728422
   Web of Science ®Google Scholar
• Parker-Jenkins, M. (2018). Mind the gap: Developing the roles, expectations and boundaries in the doctoral supervisor–supervisee relationship. Studies in Higher Education, 43(1), 57–71. https://doi.org/10.1080/03075079.2016.1153622
   Web of Science ®Google Scholar
• Phillips, E. S., & Pugh, D. S. (2010). How to get a PhD: A handbook for students and their supervisors (4th ed.). Open University/McGraw-Hill.
   Google Scholar
• Pope, K. S., Levenson, H., & Schover, L. R. (1979). Sexual intimacy in psychological training: Results and implications of a national survey. American Psychologist, 34(8), 682. https://doi.org/10.1037/0003-066X.34.8.682
   PubMed Web of Science ®Google Scholar
• Rodolfa, E., Hall, T., Holms, V., Davena, A., Komatz, D., Antunez, M., & Hall, A. (1994). The management of sexual feelings in therapy. Professional Psychology: Research and Practice, 25(2), 168–172. https://doi.org/10.1037/0735-7028.25.2.168
   Web of Science ®Google Scholar
• Schwartz-Mette, R. A., & Shen-Miller, D. S. (2018). Ships in the rising sea? Changes over time in psychologists’ ethical beliefs and behaviors. Ethics & Behavior, 28(3), 176–198. https://doi.org/10.1080/10508422.2017.1308253
   Web of Science ®Google Scholar
• Watson, J. C., Clement, D., Blom, L. C., & Grindley, E. (2009). Mentoring: Processes and perceptions of sport and exercise psychology graduate students. Journal of Applied Sport Psychology, 21(2), 231–246. https://doi.org/10.1080/10413200902777297
   Web of Science ®Google Scholar
• Wilson, H. M., Davies, J. S., & Weatherhead, S. (2016). Trainee therapists’ experiences of supervision during training: A meta‐synthesis. Clinical Psychology & Psychotherapy, 23(4), 340–351. https://doi.org/10.1002/cpp.1957
   PubMed Web of Science ®Google Scholar
• Zakrzewski, R. F. (2006). A national survey of American Psychological Association student affiliates’ involvement and ethical training in psychology educator-student sexual relationships. Professional Psychology: Research and Practice, 37(6), 724. https://doi.org/10.1037/0735-7028.37.6.724
   Web of Science ®Google Scholar