Increasing concern about therapist-patient sex has led to a consideration of boundaries in all trust-based relationships, which always include elements of power and dependency. Such relationships include those between teacher and student, especially those involving research or clinical supervision. Teacher-student relationships differ from those between therapist and patient because of the collegiality considered important for the student's development. Yet, both share the objective of fostering independence of the "client." Therefore, teachers need to find a balance of nurturance and separateness in their relationships with their students, so that the students can carry that modeling into their own careers.
Download full-text PDF |
Source |
|---|---|
| http://dx.doi.org/10.1080/00926239308404906 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Teacher-student relationship, coping style and sports anxiety among middle school students: a situational study based in Shanghai.
Front Psychol
February 2025
Physical Education College, Shanghai University, Shanghai, China.
Objective: The present research aims to explore the relationship between coping style, teacher-student relationship, and sports anxiety among middle school students.
Methods: A total of 289 Chinese middle school students from three schools in Shanghai participated in the survey.
Results: (1) A negative teacher-student relationship significantly affects sports anxiety, and conversely, sports anxiety significantly impacts the negative teacher-student relationship, demonstrating a strong mutual effect; (2) Both active coping style and negative coping style significantly influence sports anxiety, while sports anxiety also significantly affects active coping style among middle school students.
Conceptual Metaphors About Voice in the Teacher-Student Interaction System During Western Classical Singing Lessons.
J Voice
March 2025
Facultad de Ciencias de la Educación, Universidad San Sebastián, Concepción, Chile.
Objectives: This study explores the use of conceptual metaphors (CM) by teachers during Western classical singing lessons to facilitate communication and improve students' understanding of vocal technique. It examines the role of metaphors in enhancing the interaction between teachers and students within a cognitive linguistics framework.
Study Design: Cross-sectional, interpretative study.
The Bhagavad Gita, Psychological Safety, and the Medical Learning Environment: Hitting the Sweet Spot.
JACC Adv
February 2025
Franciscan Health, Lafayette, Indiana, USA; Krannert Cardiovascular Research Center, Indiana University School of Medicine, Indianapolis, Indiana, USA.
The art of medical education is increasingly emphasized in academic medicine as we have begun to appreciate how much potential there is for improvement from traditional paradigms. The medical learning environment poses unique challenges wherein the transmission of information from teacher to student is critical and yet psychological safety is a core principle required for effective learning. Drawing from the Bhagavad Gita, this piece seeks to highlight how Lord Krishna, the teacher, and Arjuna, the learner, depict the idyllic teacher-student relationship, exemplifying the essence of psychological safety.
View Article and Find Full Text PDFThe impact of teacher feedback on medical students' self-regulated learning: a serial mediation model of teacher-student interaction and sense of school belonging.
BMC Med Educ
February 2025
School of Education, Huazhong University of Science and Technology, 1037 Luoyu Road, Wuhan, 430074, China.
Background: Self-regulated learning is crucial for medical students because of the rigorous and dynamic nature of medical education. Previous studies have demonstrated the positive influence of teacher feedback on students' self-regulated learning, particularly in basic education contexts. However, research exploring the mechanisms through which teacher feedback affects self-regulated learning among medical students in higher education contexts remains limited.
View Article and Find Full Text PDFStochastic weight matrix dynamics during learning and Dyson Brownian motion.
Phys Rev E
January 2025
Swansea University, Department of Physics, Swansea SA2 8PP, United Kingdom.
We demonstrate that the update of weight matrices in learning algorithms can be described in the framework of Dyson Brownian motion, thereby inheriting many features of random matrix theory. We relate the level of stochasticity to the ratio of the learning rate and the minibatch size, providing more robust evidence to a previously conjectured scaling relationship. We discuss universal and nonuniversal features in the resulting Coulomb gas distribution and identify the Wigner surmise and Wigner semicircle explicitly in a teacher-student model and in the (near-)solvable case of the Gaussian restricted Boltzmann machine.
View Article and Find Full Text PDFWant AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!