TPC-Journal-V6-Issue2

The Professional Counselor /Volume 6, Issue 2 117 Figure 1. Strategies Used by Male Counselor Educators to Build Student Relationships. Note : General Interactions = strategies used in everyday interactions; Student Meetings = strategies used when having to meet with students individually; Interventions = strategies used when complications arise. Due to the extensiveness of collected data, we were unable to report all findings related to the uniqueness of the sample. Respondents reported rich qualitative narratives and variations in their attitudes and practices. The variations are not fully represented in this report. The use of a one-time open-ended questionnaire precluded use of qualitative interviews that would reveal further depth of themes. Additionally, minority groups, such as specific ethnicities and those who identified as gay and bisexual, appeared to have a distinct voice in this survey. However, due to low representation, data analysis was limited in representing their experiences. We attempted to rectify this limitation by voicing those narratives in the qualitative analysis. Implications The purpose of this research was to reveal attitudes and practices of male counselor educators, allowing the reader an understanding of how the experience of being male influences the daily choices of male counselor educators. Implications of this research study include better understanding of the experiences of counselor educators that lead to enhanced job satisfaction for males, best General Interactions •Not meeting off-campus •Not socializing with students outside of classroom •Interact in groups, when others are present •Travel independently •Limit alcohol intake when with students •Avoid walking students to parking lots alone •Avoid one-on-one after-class meetings •Avoid jokes, conversations or language that is used with friends, but not with students •Use syllabus and student handbook to clarify grading and class interactions •Refer to family/significant others in class •Avoid being overtly interested in students’ relationship issues •No physical contact •Set limits with student requests •Never accept gifts •Avoid sharing too much personal information Student Meetings •Only meet on campus •Window in door •Door open or cracked •Structure with agenda •Display picture of significant other •Make referral when personal issues arise •Meet in classroom or conference room •No private meetings •Ensure others are around •Do not engage in therapy •Meet during day •Be aware of length of meeting •If closed door, ask if student is comfortable Interventions •Focus on personal life of faculty member having balance •Consult with colleagues regarding student relationships •Increase self-awareness of interactions •Critical self-talk; remind self of boundaries •Be honest and transparent in all interactions •Address issues as soon as they arise •Discuss power differential with students •Document interactions •Notify department chair of any student interaction issues •Send meeting summation letters to students •Have another faculty member present in student interactions