Assistant Professor Position
The following ad will appear in the December issue of the APA Monitor. Assistant Professor Position--Psychology Department, Iona College: anticipates one opening for a tenure-track position in the School of Arts and Science. A Ph.D. in psychology is required by the time of appointment, September 2001. We seek a candidate with expertise in two broad areas, quantitative/experimental methods and social/organizational/industrial psychology. The candidate should be able to demonstrate excellence in teaching and a commitment to students. A record of research and publications is highly desirable. Courses will be at the graduate and undergraduate level and could be offered on the main campus in New Rochelle or any of the off-campus locations near New York City. Iona College, dedicated to personal teaching in the tradition of the Christian Brothers and American Catholic higher education, is an equal opportunity employer. Applicants should submit a statement of their teaching philosophy, curriculum vitae, and the names of three references by February 1, 2001. Paul Greene, Ph.D. Chair, Psychology Department Iona College 715 North Avenue New Rochelle, NY 10801 [EMAIL PROTECTED] New Rochelle, New York 10801
Student Questions
Hello All, During our discussion on consciousness 2 thought-provoking questions were asked. 1. While dreaming, does the hearing hemisphere light up with activity due to the dream's content. Or does it integrate outside stimuli? 2. It has been contended that there is an ironite composite in the olfactory region of the brain/nose that allows humans and other mammals to detect true north. Said student has found conflicting articles on the research into this phenomenon. Thanks, K Kitty K. Jung, MA Psychology Instructor Truckee Meadows Community College Reno, NV 775.673.7098 [EMAIL PROTECTED] _ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com.
Psych GRE: guess
On Thu, 2 Nov 2000, Marie Helweg-Larsen wrote: > Hi Tipsters > What is the general advice regarding taking the psychology GRE. If you > don't know the answer should you guess or leave it blank? Kalat and Matlin (2000), who were on the committee that writes the GRE psychology test, state that 1/4 of the questions answered incorrectly are subtracted from the score. They conclude that this means that: "The test does not penalize a person for guessing. A student who can eliminate an answer or who thinks one answer is a slightly better guess than the others should fill in an answer". They should know, I guess. Kalat, J., & Matlin, M. (2000). The GRE psychology test: a useful but poorly understood test. Teaching of Psychology, 27, 24-- -Stephen Stephen Black, Ph.D. tel: (819) 822-9600 ext 2470 Department of Psychology fax: (819) 822-9661 Bishop's Universitye-mail: [EMAIL PROTECTED] Lennoxville, QC J1M 1Z7 Canada Department web page at http://www.ubishops.ca/ccc/div/soc/psy Check out TIPS listserv for teachers of psychology at: http://www.frostburg.edu/dept/psyc/southerly/tips/
institutional approval of student research
Greetings -- Have any of you encountered a situation in which empirical research conducted by a student under faculty supervision (or by a faculty person for that matter) has been "censored" by the institution? The research is still in the proposal stage, but we cannot obtain approval to proceed without inclusion of a statement that the results of the research cannot be presented or published without the permission of our college. The research concerns predictors of student retention. The student, an outstandingly promising psychology major who hopes to go on to graduate school, is quite frustrated because if she completes the study she may not be able to present it or publish it in any form without "permission" -- potentially preventing her from being able to demonstrate that she has conducted and presented or published research when she wants to apply to graduate programs. I feel like there are issues of academic freedom and of proper scientific methodology involved here (I was taught -- and teach -- that the scientist has the responsibility to make the results of empirical work publicly available), but also the educational issue of failing to facilitate the academic development of a student. If you have encountered such a situation, I would appreciate hearing about how it was handled or resolved (you can reply to me back channel at [EMAIL PROTECTED] If you haven't encountered anything like this but have any wise advise for proceeding, I'd appreciate that as well. Thanks, Deb Hume
function of myelin
I thought I'd share a student response with you that gave me a chuckle while recently grading midterms in my Intro Psych class... When responding to a question regarding the function of the various parts of a neuron, one student wrote: "The purpose of the myelin sheath is to keep the neuron from escaping." That was a new one on me! Cheers, Vivian M. Hamilton Instructor of Psychology Portland Community College 12000 SW 49th Avenue Portland, Oregon 97219 (503) 977-4296 FAX (503) 977-4959
RE: Personality test for counselors
Pat Cabe wrote: Pathology, unfortunately, may be an issue. As I understand criteria from national bodies, counselors are supposed to possess the kind of emotional stability that their clients presumably lack. Our experience with masters level counseling applicants (and occasionally students) is that indeed there may be some underlying emotional and/or psychological problems present in some of them. We used to joke in graduate school (based purely on anectdotal observation) that about 50% of the students were there to help others and 50% were there because they needed help. --Rick Rick Grieve, Ph.D. Department of Psychology Austin Peay State University Clarksville, TN 37044 I am here to chew bubblegum and take names. Pat Cabe > I wonder if the NEO-PI-R would work. Several factors would seem > relevant to counseling (Openness, Neuroticism, Extraversion). I am not > sure what the problem was with the MMPI-2, but the NEO-PI-R is also less > pathologically-oriented, which may be a benefit. > > -Luke Dalfiume, Ph.D. > Eureka College > Eureka, IL > > ** Patrick Cabe, Ph.D. Department of Psychology University of North Carolina at Pembroke One University Drive Pembroke, NC 28372-1510 (910) 521-6630 [EMAIL PROTECTED] "Eternal vigilance is the price of liberty." Thomas Jefferson "There is the danger that everyone waits idly for others to act in his stead." Albert Einstein "Majorities simply follow minorities. Gandhi
Psych GRE:omit or guess
Hi Tipsters What is the general advice regarding taking the psychology GRE. If you don't know the answer should you guess or leave it blank? Marie -- Marie Helweg-Larsen, Ph.D. Assistant Professor of Psychology Transylvania University 300 North Broadway Lexington, KY 40508-1797 Office: (859) 281-3656 Web page: http://www.transy.edu/homepages/mhelweglarsen/index2.html
measures of critical thinking
Hi! Does anyone know of a fairly good measure of critical thinking? I would really like one that looks at the stages or development of intellectual and ethical thought (Perry, Bloom's etc.) if possible. I have two and the references to a few others, but I'm not sure of their reliability or validity. Thanks in advance! Deb Dr. Deborah S. Briihl Dept. of Psychology and Counseling Valdosta State University Valdosta, GA 31698 (229) 333-5994 [EMAIL PROTECTED] Well I know these voices must be my soul... Rhyme and Reason - DMB
No Subject
I am interested in reviewing and doing research on the effectiveness of e-learning in college courses. Has anyone done research on this? Is there a good source for this kind of literature? I have our library doing a literature search, but I think there may be a lot of things that are not published in the usual places. Any help would be most appreciated. Michael B. Quanty, Ph.D. Psychology Professor Senior Institutional Researcher Thomas Nelson Community College PO Box 9407 Hampton, VA 23670 Phone: 757.825.3500 Fax: 757.825.3807
RE: Facing an ethical question
>I've been trying to help a student find faces expressing basic >emotions for an experiment. Stephen, I don't have an answer to your ethical question, but I do know that pictures of faces are often available in catalogs of educational materials (e.g., Child's Play) or educational stores. I bought a poster of 16 different faces, labelled with the appropriate emotions (at least in my view), for $2 at a local teacher's store. I hung it in my son's room, but your student could easily take something like this and cut the faces out for research purposes. Marcia Marcia J. McKinley-Pace, J.D., Ph.D. Assistant Professor of Psychology Mount St. Mary's College Emmitsburg, MD 21727 (301) 447-5394 x4282 [EMAIL PROTECTED] or [EMAIL PROTECTED]
Facing an ethical question
I've been trying to help a student find faces expressing basic emotions for an experiment. My search took me to the lab of a famous researcher, one whose name you could probably guess. He had a set of these faces. Anticipating what would happen, I pleaded poverty (i.e. no grant, which is true) in making the request. In reply, I received an attachment with a sample of beautiful full-colour photographs of faces expressing basic emotions, and a request for big bucks to get them. For face pictures, it seemed a tad excessive. However, I suppose he has the right to recoup the costs of development. I'm not sure he has the right to make a profit, though, considering that these materials are intended to advance basic research. That's debatable, I guess. But what struck me was the explicit instruction that the cheque be made out directly to Dr. Famous Researcher himself. Now I don't know for sure, but it wouldn't surprise me if he developed these materials through government grants. It that's the case, shouldn't any money earned through the sale of these materials go back to the grant, not to enrich him personally? -Stephen Stephen Black, Ph.D. tel: (819) 822-9600 ext 2470 Department of Psychology fax: (819) 822-9661 Bishop's Universitye-mail: [EMAIL PROTECTED] Lennoxville, QC J1M 1Z7 Canada Department web page at http://www.ubishops.ca/ccc/div/soc/psy Check out TIPS listserv for teachers of psychology at: http://www.frostburg.edu/dept/psyc/southerly/tips/
RE: Personality test for counselors
-Original Message- From: jim clark [mailto:[EMAIL PROTECTED]] Sent: Wednesday, November 01, 2000 8:12 PM To: TIPS Subject: Re: Personality test for counselors With regards to the question that prompted this thread, it would seem that whatever measure is chosen, one should try not to have too sensitive an instrument or you will be rejecting lots of potential graduate students. Best wishes Jim Since Jim has referred back to the original post, let me take this opportunity to jump in and say that such a test is not going to be used to screen applicants to the program, or to keep those with psychological disorders from counseling, only to try to foresee meltdowns in counseling placements. Now that Halloween is behind us, I certainly don't want to be responsible for scaring anyone either. I hope most people realize that this thread took a course far removed from the intention of the original poster. Although many of these topics may be of general interest, I did want to clarify the purpose for which I am seeking a test. Also, remember that the fact that we did NOT want to screen for pathology using this test was one reason that the MMPI was not found to be useful for the prediction in question. Also, although it is not responsive to my original question, I seem compelled to address the question of whether screening graduate school students for mental pathology is discriminatory and hypocritical for a profession which helps people overcome such problems. Are we discriminating unfairly against people who could make great counselor's despite a psychological disorder? That depends on if the disorder impairs therapeutic judgment and I would say that many of them would. Some say such experiences could improve empathy and give unique knowledge about certain conditions. Also experience in counseling is useful for a counselor. I think it is important to distinguish between receiving counseling and having a mental dysfunction that could impair therapeutic judgment. Counseling can be used for many purposes, like clarifying issues and re-thinking challenges in your life. If a person has overcome mental disorders to succeed in their job, that is great but it won't show up as current pathology. If someone is suffering from current pathology, how is it serving them or their potential clients to allow them to practice (and practicum will be involved in a competent graduate program)? Concerns about countertransference pale in comparison to concerns about interpreting someone else's concerns through the lens of my own paranoia or depression or other pathology. Rick Dr. Richard L. Froman Psychology Department John Brown University Siloam Springs, AR 72761 e-mail: [EMAIL PROTECTED] http://www.jbu.edu/sbs/psych/froman.htm
Re: God, Tomlin, Szasz, and schizophrenia
I have some other hypotheses to put forth in the Szasz/Tomlin controversy: 1. It was a case of two people independently stating a not very novel idea. There are many cases in the scientific literature, as I'm sure you all know, of simultaneous discovery even of much more complex concepts 2. It was a case of "cryptomnesia" (e.g. Brown & Murphy, 1989), or unintentional plagiarism 3. Tomlin knew it was from Szasz, but comics are not required to cite references (can you imagine what comedy routines would be like if they did?!! >:))! Esther At 09:26 AM 11/2/00 -0500, Stephen Black wrote: > > > Jim Guinee wrote: > > > > > I don't have a relevant comment, but it made me think of the latest > > > > quote in my signature block. > > > > > > > > "Why is it when we talk to God we're praying, > > > >but when he talks to us we're schizophrenic?" > > > > -Lily Tomlin > >Mike Scoles commented: > > > > > I believe it was Szasz, not Tomlin! > >Jim Guinee replied > > > According to the "21st Century Dictionary of Quotations," edited by the > > Princeton Language Institute, it's Tomlin. But, I'm aware that quotes are > > commonly attributed to the wrong person. > >And a voice said to me: "Take down the Oxford Dictionary of >Modern Quotations from your shelf". I obeyed. It said: > >"If you talk to God, you are praying; if God talks to you, you >have schizophrenia. If the dead talk to you, you are a >spiritualist; if God talks to you, you are a schizophrenic." > >_The Second Sin (1973), "Schizophrenia", Thomas Szasz > >My theory: Tomlin ripped Szasz off and made it her own. In some >circles we call this plagiarism. > >-Stephen > > >Stephen Black, Ph.D. tel: (819) 822-9600 ext 2470 >Department of Psychology fax: (819) 822-9661 >Bishop's Universitye-mail: [EMAIL PROTECTED] >Lennoxville, QC >J1M 1Z7 >Canada Department web page at http://www.ubishops.ca/ccc/div/soc/psy >Check out TIPS listserv for teachers of psychology at: >http://www.frostburg.edu/dept/psyc/southerly/tips/ > > > Esther Yoder Strahan, Ph.D. Assistant Professor of Psychology Heidelberg College 310 East Market Street Tiffin, OH 44883-2462 (419) 448-2238 fax (419) 448-2236
God, Tomlin, Szasz, schizophrenia, and Strahan
On Thu, 2 Nov 2000, Esther Yoder Strahan wrote: > I have some other hypotheses to put forth in the Szasz/Tomlin controversy: > 3. Tomlin knew it was from Szasz, but comics are not required to > cite references (can you imagine what comedy routines would be like if they > did?!! >:))! More scholarly? Now why couldn't she have said: "as the psychiatrist Thomas Szasz once said...". It works for me. (Of course, my post assumed that the transmission was from Szasz->Tomlin. What if it was Szasz who ripped off Tomlin? We need the date of the Tomlin pronouncement.) -Stephen Stephen Black, Ph.D. tel: (819) 822-9600 ext 2470 Department of Psychology fax: (819) 822-9661 Bishop's Universitye-mail: [EMAIL PROTECTED] Lennoxville, QC J1M 1Z7 Canada Department web page at http://www.ubishops.ca/ccc/div/soc/psy Check out TIPS listserv for teachers of psychology at: http://www.frostburg.edu/dept/psyc/southerly/tips/
Re: Two questions about Likert scales
On the issue of comparing two groups on their responses to a Likert scale, I came across the same issue in some of my summer research. In the military Blacks and women rate the equal opportunity climate worse than Whites and men. Is this because it is worse for them or do the items mean different things to them? I used item response theory to examine their survey, and it may be helpful in answering this question. Stephen Truhon Dept. of Social Sciences Winston-Salem State University Winston-Salem, NC 27110
Re: Psycho-politics:Bush/Skinner
At 8:56 AM -0500 11/2/00, John W. Kulig wrote: >Paul Brandon wrote: >> >Btw,was Skinner a democrat,a republican or a behaviorist? >> >> A radical behaviorist. >> If he was a member of any organized political party (as opposed to >> Democrats ;-) I'm not aware of it. > >That sounds reasonable. Interestingly, you can find things to please the >left and the right in his writings . In his 1986 American Psychologist >article "What is wrong with daily life in the western world?" (page 568-574) >he claims "Five cultural practices have eroded the contingencies of >reinforcement under which the human species evolved by promoting the pleasing >effects of the consequences of behavior at the expense of the strengthening >effects. These practices are (a) alientating workers from the consequences of >their work ..". That's leftist lingo, and socialists say the same thing >(socialists - contrary to stereotype, do not claim all workers should earn he >same, rather that what they earn should be _more_ closely tied work). >Further, his dabbling in utopian vision (Walden II, for instance) is a >leftist idea. The left claims mankind is perfectable, and government can play >a role perfecting people. The kibbutz and the kolholtz (russian collective) >were all founded around this key idea. But see Skinner's philosphy of science (William Baum, 1994 is a good source). He was a Machian pragmatist who believed that there is no absolute truth (as opposed to a Platonic realist). That people are capable of improvement, and that government (or anyone else in a position to manage contingencies) an effect that improvement, yes. Perfection -- no. Walden II was written as a draft for discussion -- the start of a process. >On the other hand, in his 1986 article, the second cultural practice he >criticizes is "(b) helping those who could help themselves .." Welfare, >obviously, is like giving a rat a food pellet for doing nothing. >I like to think he was a leftist (perhaps a borderline Marxist) who >avoided kee-jerk ideology in favor of discovering those practices that >actually work to improve the collective. A leftist in some senses maybe; a Marxist not. While he would (I suspect -- I never asked him) that there is something inherently behavioral about the labor theory of value, the basic socialist creed "From each according to their ability, to each according to their need" is a direct contradiction of the principle of reinforcement. People don't work that way. I once pointed this out to Paul Meehl when he accused Skinner of Communism. * PAUL K. BRANDON [EMAIL PROTECTED] * * Psychology Dept Minnesota State University, Mankato * * 23 Armstrong Hall, Mankato, MN 56001 ph 507-389-6217 * *http://www.mankato.msus.edu/dept/psych/welcome.html*
Looking for summer teaching gig
TIPSters-- Apologies if this is a misuse of the list, but since I see people post job openings I figure advertising my availability isn't too out of line. I'm a graduate student, ABD (though I haven't filled out paperwork for a Master's) and am looking to teach a psychology course this summer in the greater Boston area. I've been a teaching fellow for Social, Developmental, Personality and Stats, and have taught Personality on my own. I've gotten excellent ratings from students and the professors I've worked with. I'm hitting that final stretch of grad school and am really needing a shot of what I love--teaching--to remind myself of why I'm doing this! I'd prefer a night course, since I do have a day job, but I can be flexible. I'd be open to teach any of the above courses, or Intro. My CV is available on request, and so am I, for interviews. Please, if you have an opening or know of one, drop me a line. Thanks! Robin *** Robin Pearce "The wit of a graduate student is like champagne. Boston University Canadian champagne." [EMAIL PROTECTED] --Robertson Davies ***
God, Tomlin, Szasz, and schizophrenia
> > Jim Guinee wrote: > > > I don't have a relevant comment, but it made me think of the latest > > > quote in my signature block. > > > > > > "Why is it when we talk to God we're praying, > > >but when he talks to us we're schizophrenic?" > > > -Lily Tomlin Mike Scoles commented: > > > I believe it was Szasz, not Tomlin! Jim Guinee replied > According to the "21st Century Dictionary of Quotations," edited by the > Princeton Language Institute, it's Tomlin. But, I'm aware that quotes are > commonly attributed to the wrong person. And a voice said to me: "Take down the Oxford Dictionary of Modern Quotations from your shelf". I obeyed. It said: "If you talk to God, you are praying; if God talks to you, you have schizophrenia. If the dead talk to you, you are a spiritualist; if God talks to you, you are a schizophrenic." _The Second Sin (1973), "Schizophrenia", Thomas Szasz My theory: Tomlin ripped Szasz off and made it her own. In some circles we call this plagiarism. -Stephen Stephen Black, Ph.D. tel: (819) 822-9600 ext 2470 Department of Psychology fax: (819) 822-9661 Bishop's Universitye-mail: [EMAIL PROTECTED] Lennoxville, QC J1M 1Z7 Canada Department web page at http://www.ubishops.ca/ccc/div/soc/psy Check out TIPS listserv for teachers of psychology at: http://www.frostburg.edu/dept/psyc/southerly/tips/
Re: Psycho-politics:Bush/Skinner
Paul Brandon wrote: > > >Btw,was Skinner a democrat,a republican or a behaviorist? > > A radical behaviorist. > If he was a member of any organized political party (as opposed to > Democrats ;-) I'm not aware of it. That sounds reasonable. Interestingly, you can find things to please the left and the right in his writings . In his 1986 American Psychologist article "What is wrong with daily life in the western world?" (page 568-574) he claims "Five cultural practices have eroded the contingencies of reinforcement under which the human species evolved by promoting the pleasing effects of the consequences of behavior at the expense of the strengthening effects. These practices are (a) alientating workers from the consequences of their work ..". That's leftist lingo, and socialists say the same thing (socialists - contrary to stereotype, do not claim all workers should earn he same, rather that what they earn should be _more_ closely tied work). Further, his dabbling in utopian vision (Walden II, for instance) is a leftist idea. The left claims mankind is perfectable, and government can play a role perfecting people. The kibbutz and the kolholtz (russian collective) were all founded around this key idea. On the other hand, in his 1986 article, the second cultural practice he criticizes is "(b) helping those who could help themselves .." Welfare, obviously, is like giving a rat a food pellet for doing nothing. I like to think he was a leftist (perhaps a borderline Marxist) who avoided kee-jerk ideology in favor of discovering those practices that actually work to improve the collective. -- --- John W. Kulig[EMAIL PROTECTED] Department of Psychology http://oz.plymouth.edu/~kulig Plymouth State College tel: (603) 535-2468 Plymouth NH USA 03264fax: (603) 535-2412 --- "What a man often sees he does not wonder at, although he knows not why it happens; if something occurs which he has not seen before, he thinks it is a marvel" - Cicero.
RE: how to handle a student situation
"Some expressed surprise that as a clinical person I was unsure
about how to respond and was interested in the advice of others."
This comment from Rod's post made me think it might be useful to
educate/demystify the process for non-clinical colleagues. I suspect that
Rod was either being a bit too modest and didn't want to appear
self-serving. But for the record...
Although the licensing process for psychologists is at least partially
designed to make sure we can practice independently, that is not necessarily
the best option. As many of you can attest, one strategy that is drilled
into psychologists (at least in California if not every state) is "consult,
consult, consult." Certainly, the "more heads are better than one"
philosophy is logically flawed and offers no guarantee of objectivity, in
practice it almost always provide a fresh perspective or at least a
confirmation that one has chosen a prudent course of action.
But beyond the specifics in a given situation, the process of seeking
consultation offers additional advantages. First, no matter how skilled one
is as a clinician, one's emotional process can effectively create a blank
wall against which options do not arise. We're all human and each of us can
probably think of moments when anxiety seized us, if only briefly. ("Uh,
yes, let me introduce to you my best friend of over 20 years...his name
is...um...") Sometimes just knowing that one can "vent" a bit to colleagues
is enought to obviate the need
I was grateful that Rod shared the process with us. It serves to remind me
that I am not all-powerful, that if he can do it, then I can do it yet
again. It may sound strange, but there is still a pervasive tendency to
reinforce that all-powerful healer persona. It's ego gratifying but costs a
lot in the long run. Each time another clinician is "real" and doesn't
pretend omniscience, it frees every other clinician to do the same. And
this must be repeated over and over. At least that's my experience. Perhaps
clinicians with decades more experience have finally become ultimately
secure, but I would question that.
Indeed, I am most concerned about the clnicians who never ask for feedback,
who seem too eager to wrap themselves up in that cloak of invincibility
(last worn by that naked emporer with the creative tailor). Finally, Rod's
willingness to share the process is sound clinical judgment even though, as
he added, he almost immediately thought of some viable alternatives. If
only it were true that the process of becoming a clinical psychologist
magically wiped away all the foibles that make us human, imperfect and
insecure. My favorite quote, given the number of "wounded healers" (oy!) in
psychology Rod actually demonstrated behavior that I and others have been
taught to greatly respect for the courage it requires and the commitment to
a client's welfare it indicates.
For those interested, a book I recommend is Irv Yalom's "Love's
Executioner." He presents the reality of clinical work through case studies
showing all of his warts and wrinkles as well as the bright, beautiful
parts. The book serves to simultaneously demystify the clinical process by
humanizing clinicians, but in so doing, somehow manages to convey that much
more, how powerful the process can be. Beyond all that, the book is
smashingly readable. Whether colleague or student, psychodynamic or
cognitively oriented, I only ever received rave reviews about it. Enjoy.
Cheers!
Christian
Christian Hart, Ph.D.
Assistant Professor of Psychology
Department of Behavioral Studies
Santa Monica College
-Original Message-
From: Roderick D. Hetzel
To: [EMAIL PROTECTED]
Sent: 11/1/00 1:54 PM
Subject: RE: how to handle a student situation
Hi everyone:
Thanks for your advice and suggestions on how to handle the student
situation.
Because many of you have asked me to pass along any responses to my
post, let
me provide a brief summary.
The majority of the non-clinical psychologists who responded stated that
they
usually take these situations to their clinical colleagues and get their
advice. Some expressed surprise that as a clinical person I was unsure
about
how to respond and was interested in the advice of others. Although I
felt a
bit incompetent after reading some of the comments, I was heartened by
the
clinical psychologists who responded.
Most of the clinical psychologists who responded stated that handling
these
kinds of situation with students is difficult for them and produces a
lot of
anxiety, despite all of their training and experience in mental health
treatment. One comment in particular was a good summary of the
responses
from clinical psychologists: "I think one of the hardest adjustments I
had to
teaching was having to use my clinical knowledge with student problems,
and
trying to figure out how to approach them without being inappropriate or
engaging in a dual relationship." That comment certainly summed up my
experience in dealing
