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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.

Similarly, the below quotes from different codes of ethics show that the dual role of supervisor and therapists/analysts is also frowned upon by most codes of ethics.

Below is a summary of the relevant sections of the different professional associations' codes of ethics in regard to dual roles and dual relationships, including therapist-teacher and therapist-supervisor sexual multiple relationships and other dual relationships within post graduate programs and educational institutions. Marriage and family therapists are aware of their influential positions with respect to clients, and they avoid exploiting the trust and dependency of such persons.

When the risk of impairment or exploitation exists due to conditions or multiple roles, therapists take appropriate precautions. Marriage and family therapists do not provide therapy to current students or supervisees.

4.3 Sexual Intimacy with Students or Supervisees Marriage and family therapists do not engage in sexual intimacy with students or supervisees during the evaluative or training relationship between the therapist and student or supervisee.

As noted below, most professional associations' code of ethics state that therapists-teacher dual roles are unethical.

Counselor educators discuss with students the rationale for such interactions, the potential benefits and drawbacks, and the anticipated consequences for the student.

Educators clarify the specific nature and limitations of the additional role(s) they will have with the student prior to engaging in a nonprofessional relationship.

Supervisors, therefore, make every effort to avoid conditions and multiple relationships with supervisees that could impair professional judgment or increase the risk of exploitation.

Examples of such relationships include, but are not limited to, business or close personal relationships with supervisees or the supervisee’s immediate family.

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