Advising Boundaries

Boundaries differentiate in from out. Boundary management may be a helpful way to conceptualize structuring the advising relationship. Boundary mismanagement is also a way to think about possible sources of advisor error. Boundaries involve (but are not limited to) role, self-disclosure, time, timing, information, and group composition. Some examples of errors: not reaching out to first year students; allowing or encouraging self-disclosure without the student being made aware of how this information may be used; a student not inviting someone to an A & P conference because they may have critical feedback.

Define issues of task, roles and boundaries with an advisee in an early session. Failing to do this clearly, explicitly leaves things open to likely misunderstandings that may be inconvenient, painful and/or destructive. It is especially important that the student is aware of the advisor’s function as evaluator and that whatever a student shares may be part of this evaluation. An advising relationship should always be constructed in an atmosphere of respect and discretion and the data of the experience carefully evaluated for its range of appropriate relevance. Advising is not a confidential and/or therapeutic relationship; the identification of those issues that belong in personal therapy rather than in advising and/or supervision may be an important dimension of an advisor’s role. When students are aware of this ahead of time they are in a position of informed choice, allowing the development of trust and safety while setting expectations for realistic as well as critical feedback.

Updated 5/8/08