BBSH FR 24-25 School Catalog - Flipbook - Page 42
In these cases, the preexisting relationship must be disclosed in writing to the Class Dean and the School President, and the
Teacher may not be the student’s Small Class Teacher, BIP, Supervisor, or Case Leader. The Teacher and student will be advised
to keep clear and distinct boundaries around their roles within the School and seek supervision as needed.
OTHER TEACHER/STUDENT RELATIONSHIPS
Although not grounds for Teachers’ or AS Year 3 students’ dismissal from the School, other Teacher/student relationships that are
considered inappropriate to the BBSH teaching environment are:
• Meetings with a student and/or his/her family for social purposes only.
• Any other personal relationship in which the teaching and the well-being of the student are not the primary objectives. This
includes all business relationships.
In a teaching and/or therapeutic environment, it is imperative that clear and predictable boundaries are kept for our students.
Relationships of Teachers with students outside the primary teaching or supervision relationship create situations in which the
therapeutic transference can no longer be as clearly identified and constructively used. New situations occur where different
types of transferential and countertransferential reactions occur and the original Teacher/student relationship becomes less clear
and less honest. This is also true of AS 3/Year 1–4 students because AS 3 students are in an internship role with respect to Year 1–
4 students. It is therefore inappropriate for Teachers/AS 3 students to enter into any personal or business relationships with BBSH
Year 1–4 students.
PROTOCOL
If a Teacher or AS Year 3 student begins to feel romantically or sexually attracted to a student, he/she should bring it to his/her
supervision sessions to work on the underlying issues so that they can be dealt with and cleared, and also notify their Class Dean.
It is most important that these feelings are not kept secret from the faculty in order to keep them from being acted out. In this
way the Teacher/AS 3 student can uncover the true nature of the relationship and make more informed decisions about his/her
future with respect to the School.
We ask that you fully consider the very serious implications of Teacher/student relationships on your personal well-being, the
safety of the students, the integrity of the teaching, and the reputation of the School and of the Brennan Healing Science profession.
Note: For further study, please read the article “Working with Sexual Transference” by Virginia Wink Hilton and Pathwork® Lecture #44,
“The Forces of Love, Sex and Eros.”
TEACHER/TEACHER RELATIONSHIPS
Romantic relationships, sexual or nonsexual, are not permitted between Teachers, or between Deans and Teachers, assigned to
the same teaching team. If a Teacher or Dean begins to feel romantically or sexually attracted to another Teacher on his/her
teaching team, the faculty member must notify their Class Dean. Additionally, the Teacher or Dean should deal with the situation
in his/her supervision sessions.
Upon learning of a romantic relationship between team members, the Class Dean, in collaboration with the BBSH President as
appropriate, will assess the implications for the students, School and teaching team. After assessing the situation, one of the faculty
members involved will be reassigned to another teaching team.
POLICY:
SHARING THE BBSH BODY OF WORK
FOR:
BBSH Students (Degree and Diploma Year 1– 4 and AS 1– 3) and Graduates
DATE:
June 15, 1999 (Revised 2/00; 4/03; 2/12)
The purpose of this policy statement is to provide guidelines to help BBSH students, Teachers and graduates speak about BBSH
and Brennan Healing Science in a manner that will be most beneficial to the School, Brennan Work, and to the development of
the individual practices of Brennan Healing Science Practitioners. It is the intention of the School and its principals to create a
program that can be accepted by our society as a bona fide certification of quality and competence in the professional practice
of Brennan Healing Science and thereby to legitimize hands-on healing in our time. Therefore, we have designed specific ways
to share the work to maintain the quality of the work in order to legitimize it.
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