| The literature on nonsexual boundary crossings in academic relationships has produced mixed results (Bowman, Hatley & Bowman, 1995) and utilized primarily undergraduate (Holmes, Rupert, Ross & Shapera, 1999; Owen & Zwahr-Castro, 2007) or master's level samples (Kolbert et al., 2002). The focus of this study was to enhance the literature base by assessing doctoral level, counseling psychology faculty and student perceptions of nonsexual boundary crossings. In addition, the role of power was assessed utilizing the Approach-Inhibition Theory of Power (Keltner, Gruenfeld & Anderson, 2003) to help explain potential differences. A total of 135 counseling psychology faculty members (n = 62) and students (n = 73) participated in the current study. To assess the role of power, five propositions of the Approach-Inhibition Theory of Power were examined. These included: sensitivity to rewards and punishments, engagement in automatic versus controlled thought processes, and perceptions of inappropriate behaviors. Participants read four vignettes, which assessed supervisor/supervisee, mentor/protégé, advisor/advisee and co-authorship relationships. Each vignette assessed degree of appropriateness, comfort level, and degree to which various behaviors were considered boundary crossings. Finally, participants were asked to provide their definition of nonsexual boundary crossings within the academic relationship in an open-ended question format. The results of the present study did not fully support the Approach-Inhibition Theory of Power with this sample. Mixed results were found with faculty and student perceptions of appropriateness, comfort, and nonsexual boundary crossings, with the most differences noted in degree of comfort. Overall, faculty members and students appeared less clear on how to navigate co-authorship roles. Additionally, most participants defined a nonsexual boundary crossing using a risk management approach, suggesting that boundary crossings should be avoided. However, this definition was not congruent with participant ratings on vignette behaviors, indicating the complexity to understanding nonsexual boundary crossings in academic relationships. |
