By Zaynab Ghani
Abstract
This research explores the parallels between tutor-tutee relationships in writing centers and the therapist-client dynamic, focusing on themes of emotional support, confidentiality, and personal growth. While writing centers typically aim to address academic challenges, this study investigates how their practices align with therapeutic concepts, promoting personal and emotional development alongside academic improvement. Drawing on previous research that highlights the importance of trust, rapport-building, and the supportive role of peer tutoring, this study seeks to examine these dynamics within the context of the American University of Sharjah Writing Center. Key questions addressed include how tutors navigate emotional disclosures, balance professional boundaries, and encourage student growth while following institutional policies. Methods included asynchronous interviews with a writing center tutor and an ASC ambassador, alongside survey data. Findings suggest that while tutors primarily focus on academic objectives, they often engage in actions that resemble therapeutic support, such as active listening, emotional validation, and providing personalized guidance. However, the study also highlights challenges, including navigating ethical dilemmas, balancing empathy with professional boundaries, and addressing the stigma associated with seeking help. This study emphasizes the importance of including psychologically aware techniques in writing centers, providing new insights into tutors’ double role in promoting academic and emotional well-being.
Keywords: Writing Centers, Tutor-Tutee Relationship, Emotional Support, Confidentiality, Personal Growth, Therapeutic Practices, Rapport Building, Peer Tutoring
Introduction
During my first writing center appointment, I noticed interesting similarities between the tutor-tutee dynamic and the therapist-client relationship in therapy. Both relationships rely heavily on guidance, trust, and collaboration. This parallel sparked my curiosity about the deeper connections between these roles, particularly in how they support individuals not just academically but also emotionally. My observation raised a compelling question: How do tutors, like therapists, contribute to emotional well-being while addressing their primary purpose of academic support?
As a psychology major, this question deeply resonated with me. After discussing my initial idea with my professor, I realized how well it aligned with my field of study. Writing centers are traditionally viewed as spaces for promoting academic growth, yet my experiences suggested they might also play a vital role in promoting students’ emotional resilience. This research explores the parallels between the tutor-tutee relationship in writing centers and the therapist-client dynamic, focusing on how tutors, like therapists, contribute to both academic success and emotional well-being. By examining the role of emotional support, confidentiality, and personal growth, this study argues that writing centers can benefit from adopting more psychologically informed approaches, emphasizing empathy and non-directive techniques to foster personal growth and confidence in students.
Research Questions
Based on my observations, I propose the following questions:
- How does the tutor-tutee relationship in UAE writing centers parallel the therapist-client dynamic in terms of emotional support, confidentiality, and personal growth?
To expand on this question, these questions will also be briefly explored:
- In what ways, if any, do writing tutors contribute to creating a supportive and open environment for students?
- Can adopting a therapeutic approach in writing tutoring lead to improved student outcomes, both in terms of academic performance and emotional resilience?
Literature Review
The Role of Emotional Support in Tutoring and Therapy
The role of emotional support in both tutoring and therapy is a critical factor in environments centered on guidance and personal growth. Emotional support in this context is defined as the act of offering and receiving care, trust, empathy, and respect from reliable individuals. It plays a significant role in promoting well-being and enhancing effectiveness. Brown (2021) highlights the concept of motivational interviewing—a collaborative approach designed to help individuals identify their own motivations for positive change—as a valuable tool in both writing centers and therapeutic settings. This approach mainly consists of four phases: engaging (building rapport), focusing (clarifying the session’s purpose), evoking (eliciting intrinsic motivations), and planning (developing actionable steps). These phases are effective in providing meaningful communication and self-directed growth. For example, when students or clients express emotional struggles, therapists rely on affirmations and reflective listening to guide the conversation, while writing center tutors use affirmations to stimulate tutees’ problem-solving and independence. Additionally, Driscoll and Wells (2020) note that earlier writing center practices often dismissed student emotions, focusing solely on academic tasks and addressing feelings only as a last resort. However, recent shifts, inspired by Goleman’s (2007) concept of emotional intelligence, emphasize the importance of recognizing and integrating emotions into sessions. Emotional intelligence enables tutors to handle emotion-rich interactions effectively, reflecting a broader acknowledgment of emotional support as essential to both tutoring and therapy. While both sources agree that emotional support enhances the tutor-tutee or therapist-client relationship by building trust and fostering a deeper connection, Brown showcases how structured approaches like motivational interviewing enable individuals to take charge of their personal and academic growth, while Driscoll and Wells reflect a more paradigm shift, advocating for including emotional awareness into tutoring to better address holistic needs of students. Collectively, these perspectives emphasize the importance of emotional support in creating environments where individuals feel valued, understood, and capable of meaningful change.
Creating a Supportive Environment in Writing Centers and Therapy
When creating a supportive environment in both therapy and writing centers, it is essential to establish techniques that foster trust and comfort. In writing centers, strategies such as building rapport, adopting a dynamic and non-directive approach during tutorials, and actively listening to tutees are key, as stated by Aldohon (2020). Implementing these strategies from the start ensures that tutees feel comfortable with the session’s dynamics and are more receptive to guidance. It is also worth noting that while two tutors in a Canadian academic writing center shared similar beliefs about their practices, their approaches and techniques during sessions differed significantly (Aldohon, 2020). This variation suggests the personalized nature of tutoring, where individual styles and preferences influence interactions. In therapy, similar strategies like rapport building and diagnostic techniques are central to creating a supportive environment. However, Tandos and Stukas (2009) point out that discussing personal difficulties in therapy may evoke a certain level of distress for clients, often as a result of the therapeutic context itself. This highlights the importance of carefully navigating emotional conversations in both settings, as these discussions can significantly impact the individual’s comfort and overall experience.
Addressing Confidentiality and Stigma in Building Trust
In therapy, maintaining confidentiality is fundamental to the therapist-client relationship. As Lamont-Mills et al. (2018) highlights, therapists are ethically obligated to inform clients about confidentiality and the conditions under which it may be breached, typically during the initial stages of therapy. To ensure mutual understanding, this disclosure is communicated through oral or written means. However, therapists often find that clients do not fully grasp the importance of confidentiality and revisit the concept throughout their sessions to reinforce its significance. Additionally, Lamont-Mills et al. also note that confidentiality is influenced by culture and context, meaning the setting in which the therapist works can shape how client disclosures are handled. In peer tutoring, while discussions on confidentiality are limited in the literature, the focus often shifts to the stigma associated with seeking academic support. As Ciscell et al. (2016) explains, students may hesitate to approach peer tutors due to concerns that tutors, being fellow students, might harbor the same biases as the general student population. This stigma can discourage students from seeking academic support, as they fear being judged or perceived as incapable. Furthermore, Ciscell et al. mentions that some students may avoid peer tutoring altogether because they worry about appearing “stupid” in front of their peers. Instead, they might turn to family, friends, or other less intimidating options for assistance. Both therapy and peer tutoring face the shared challenge of addressing the stigmatization of seeking help, which can prevent individuals from accessing the support they need. While confidentiality builds trust in therapy, educating students about the role and benefits of peer tutoring can help reduce stigma in academic settings, encouraging them to view tutoring as a safe and valuable resource.
Fostering Personal Growth Through Peer Tutoring and Therapy
When examining the commonalities between peer tutoring and therapy, one significant shared benefit is their profound impact on personal growth. Both practices provide structured environments where individuals can develop essential skills, build confidence, and gain a deeper sense of self. In academic contexts, Pasion and Marcelo (2024) highlight the strong positive correlation between students’ perceived benefits from peer tutoring and their academic performance, particularly in the field of mathematics. This correlation emphasizes how peer tutoring not only enhances students’ academic outcomes but also supports their overall development by improving problem-solving abilities, promoting independence, and encouraging collaborative learning. Peer tutoring enables students to become more proactive and self-reliant, which contributes to their academic and personal growth over time. Similarly, therapy fosters personal development by addressing emotional, psychological, and social dimensions of an individual’s life. Therefore, Tompkins (2021) emphasizes how collaborative art-making in therapy creates opportunities for clients to build connections and move toward self-realization. This process provides clients with a model for interacting with others while promoting a sense of security and improved communication skills. Moreover, art therapy helps clients develop a stronger sense of identity, self-esteem, and clarity about their future goals. These therapeutic benefits contribute to a deeper understanding of oneself and the ability to navigate through life’s challenges, which promotes overall well-being and personal growth. Despite these differing contexts, both peer tutoring and therapy share the ability to guide individuals toward self-improvement. Peer tutoring nurtures academic confidence and intellectual autonomy, while therapy provides tools for emotional resilience and identity development. Both settings encourage individuals to overcome challenges, build meaningful connections, and achieve their goals.
Methods
This study combines quantitative and qualitative methodologies to explore the tutor-tutee relationship in UAE writing centers, drawing parallels to the therapist-client dynamic in terms of emotional support, confidentiality, and personal growth. Data collection focused on an online questionnaire conducted in November 2024, during the first semester of the 2024–2025 academic year (see Appendix A for the full questionnaire). To ensure reliability by reaching the appropriate audience, the questionnaire link was distributed to writing center tutors through WhatsApp. Over three weeks, 16 responses were collected, representing a moderate response rate from a total of 23 tutors. The survey included a mix of question types—open-ended and Likert scale—to gather comprehensive insights for detailed analysis.
In addition to the survey, two asynchronous interviews were conducted to provide supplementary insights into the tutor-tutee dynamics —one student being a writing center tutor and the other an Academic Support Centre peer ambassador, both enrolled at the American University of Sharjah. All participants volunteered to take part in the study. This sample size was considered sufficient to achieve the research objectives.
Findings and Discussion
In this section of the paper, I will analyze and compare preferences for the tutor-tutee relationship to the therapist-client dynamic using survey and interview data. The discussion will be based on the 16 survey results and the findings from the two interviews. It should be noted that, for the Likert scale, 1 indicates the lowest level (Not at all /Never /Not important /Very uncomfortable) and 5 indicates the highest level (Always /A great deal /Completely /Extremely important /Very comfortable).
Emotional Support
A critical aspect of the tutor-tutee relationship is maintaining a balance between providing emotional support and addressing academic objectives. While writing centers are primarily academic spaces, tutors frequently go through situations that require balancing empathy with academic guidance.
Figure 1
Bar graph displaying tutors perceptions of their role to help tutees build confidence
The results, as shown in the graph, indicate that the majority of tutors strongly agreed with this statement. Notably, none of the tutors selected lower ratings, suggesting a unanimous belief among participants that building confidence is a key aspect of their role. This highlights the importance that tutors place on providing emotional support alongside academic guidance. This aligns with Goleman’s (2007) concept of emotional intelligence, which highlights the importance of recognizing and integrating emotions to create a more effective and supportive learning environment.
In regards to the interviews conducted, the writing center tutor described how rapport-building typically begins the session, creating a safe space for tutees to share their thoughts or feelings, as reiterated by Aldohon (2020). Interestingly, the tutor observed that tutees often redirect the session toward their academic agenda, highlighting their focus on achieving tangible outcomes. The tutor also emphasized maintaining an organic rhythm during sessions and, when needed, gently steering the conversation back to academic goals in a way that respects the tutee’s time (see Appendix E for details). For instance, they might say, “I’m so glad you felt comfortable sharing, but I want to ensure we make the most of your time—what would you like to focus on today?” This approach blends empathy with productivity, which mirrors therapeutic practices where trust-building lays the foundations for progress.
Similarly, the peer ambassador at the Academic Support Center pointed out the role of empathy in addressing emotional needs while focusing on academics. They described how acknowledging a student’s stress is followed by actionable advice, such as organizing study schedules or managing assignments (see Appendix F for more details). This dual approach both reduces emotional burdens and provides students with practical strategies for success, reinforcing trust in the relationship. Like the therapeutic practice of connecting emotional well-being to solutions, this method validates emotions while driving outcomes, which further illustrates the parallels between tutoring and therapy. While emotional support is critical for building trust, the matter of confidentiality further complicates the tutor–tutee dynamic.
Confidentiality
Confidentiality is essential for building confidence in the tutor-tutee relationship; yet, both surveys and interviews provided different findings, highlighting how keeping to this concept might create obstacles and ethically challenging situations. The extent to which tutors can or should promise privacy directly affects the level of openness and trust in the tutor–tutee relationship.
Figure 2
Bar graph depicting the importance of confidentiality in fostering open communication
This graph highlights the significance of confidentiality in fostering open communication within the tutor-tutee relationship. These findings highlight the critical role confidentiality plays in creating a safe environment where tutees feel comfortable sharing their challenges and concerns. By ensuring confidentiality, tutors can build trust and allow tutees to engage more openly and benefit fully from support offered during sessions.
Additionally, Lamont-Mills et al. (2018) highlights how confidentiality is shaped by culture and context, with the specific setting influencing how disclosures are managed. This dynamic is echoed in one of the interviews, where a writing center tutor shared an instance of a tutee becoming vulnerable and disclosing personal struggles during a session. While respecting confidentiality, the tutor was conflicted with whether they were trained to handle such sensitive information. To overcome this, the tutor balanced empathy and professional boundaries by recommending campus counseling services as a resource, framing the suggestion in a way that was optional rather than directive. This approach validated the tutee’s vulnerability and ensured their trust was maintained while acknowledging the tutor’s professional limitations. The tutor also shared ethical dilemmas, such as assisting students with AI-generated content like ChatGPT-written papers. While confidentiality policies within the AUS writing center prevented reporting such cases, the tutor expressed discomfort in helping students with AI-produced work, as it conflicted with academic integrity. This highlights the challenges tutors face in balancing emotional support, ethical considerations, as well as institutional policies.
In contrast, the ASC peer ambassador noted, “I have yet to encounter a situation like this,” suggesting that personal disclosures depend on context, the nature of the peer relationship, and individual students’ comfort levels. These experiences emphasize the complexity of confidentiality in tutoring, where professional boundaries, trust, and cultural context all play a role in shaping the tutor-tutee dynamic. But, beyond trust and confidentiality, tutoring also has the potential to promote meaningful personal growth among students.
Personal Growth
Personal growth within the tutor-tutee dynamic is a key outcome of writing center interactions, as students often experience increased confidence, self-efficacy, and a deeper engagement with their academic and personal development over time.
Figure 3
Bar graph depicting tutors’ assessments of how much the tutor-tutee connection helps a tutee’s development beyond writing skills.
As illustrated by the graph, there is a significant difference in personal growth results between tutor-tutee partnerships in writing centers. The statistics show that the tutor-tutee relationship in writing centers promote a tutor’s development beyond writing skills, including traits like independence and critical thinking.
Pasion and Marcelo (2024) demonstrate how peer tutoring improves academic performance while also fostering personal growth by encouraging problem-solving, independence, and collaborative learning. Similarly, the writing center tutor gave the example of a freshman tutee who made significant personal and academic progress over several sessions. Initially hesitant, the tutee gained confidence as she actively participated in the feedback process and expressed their concerns freely. This transition, driven by the relationship and trust established with the tutor, exemplifies tutors’ dual role in promoting academic success and emotional well-being.
Similarly, the ASC ambassador described an instance in which a student who struggled with time management and study abilities made significant personal progress with tailored assistance. Participating in goal-setting exercises and structured workshops helped the student move from feeling overwhelmed to establishing actionable solutions and a sense of control over their academic duties. The ambassador observed that continuous attendance at workshops encouraged persistence and increased the students’ self-efficacy, which resulted in a more positive academic approach. Taken together, the findings on emotional support, confidentiality, and personal growth provide a broader picture of how tutoring overlaps with but also differs from the therapeutic model.
Overall Perspective
Bringing these findings together, it becomes clear that the tutor–tutee relationship is multifaceted, combining academic and emotional support in ways that occasionally resemble therapy.
Figure 4
Pie chart showing perceived similarities between tutor-tutee and therapist-client relationships
According to the pie chart, most (43.8%) respondents acknowledged some degree of similarity, particularly in aspects such as emotional support, confidentiality, and personal growth. This suggests that while tutors and therapists operate within distinct professional boundaries, there are shared elements in their roles that revolve around building trust, addressing individual needs, and promoting development. However, the differences in purpose and expertise remain evident, as participants did recognize that the academic focus of tutoring sets it apart from the more holistic and emotional scope of therapy.
The responses from the writing center tutor and ASC ambassador illustrate both the parallels and distinctions between tutor-tutee relationships in writing centers and therapist-client interactions. They emphasize the back-to-back nature of sessions, the importance of quickly identifying and addressing concerns, and the emotional demands of providing help in a limited time frame. The response shows the writing center tutor’s appreciation of the significant social and emotional toll that these interactions may have, comparing it to the nature of therapy, especially for introverts who find this level of intense socialization highly demanding. The tutor also observes the one-sided nature of the contact, with the emphasis on providing support rather than a reciprocal exchange, which aligns it with the therapist-client dynamic.
The Academic Support Centre peer ambassador, on the other hand, recognizes some parallels, such as the shared goals of offering guidance and encouraging progress, but distinguishes between the two jobs more clearly. They emphasize their focus on academic support while acknowledging the importance of holistic student well-being. Unlike therapists, tutors do not delve into personal or emotional issues beyond their scope, instead guiding students toward appropriate resources when necessary.
While this distinction is clear, including psychologically aware practices can enhance the support writing centers provide without blurring the boundaries between tutoring and therapy. Practices such as mindfulness exercises can help tutees navigate stress and build self-efficacy, aligning emotional support with academic objectives. By doing so, students can receive the necessary support without compromising either their academic progress or the tutor’s well-being. These results suggest that while writing center tutors are not therapists, implementing selective, psychologically informed practices such as empathy, active listening, or stress-management strategies can improve tutoring interactions. However, clear boundaries must be kept in place to preserve both academic integrity and the well-being of tutors.
Limitations and Implications for Future Research
While this study sheds light on the significance of emotional support, confidentiality, and personal development in writing center dynamics, some limitations should be noted. First, potential biases in interview responses must be addressed. Because participants were aware of the study’s academic environment, their responses could have been impacted by a desire to meet perceived expectations. This may reduce the authenticity and depth of the ideas presented. Additionally, as the primary research was conducted exclusively at the American University of Sharjah, the findings may not be generalizable to other academic settings in the UAE. While the study draws parallels between tutoring and therapy techniques, the interview dynamics were more academic than therapeutic. This distinction means that some aspects of the therapeutic dynamic such as deeper exploration of emotional concerns or the provision of structured psychological support—were missing. As a result, the study’s findings may underestimate the potential impact of including emotionally supportive methods similar to therapy into writing center interactions. These limitations point out the need for further research, a larger range of perspectives, and a more explicit focus on the therapeutic potential of tutoring methods.
Conclusion
This study highlights the multidimensional significance of writing center tutors, who meet both intellectual and emotional needs. While maintaining a clear distinction from therapy, tutors frequently engage in methods that promote tutees’ personal growth, such as developing trust, validating feelings, and providing advice outside of academic tasks. Three themes were particularly central to this dynamic: emotional support, which promotes comfort and confidence in students; confidentiality, which establishes trust and openness; and personal growth, which enables students to develop independence and self-efficacy. Together, these findings demonstrate that tutoring extends way beyond academic correction but also offers students both intellectual and emotional enrichment.
Challenges, including addressing ethical issues and maintaining professional boundaries, point out the complexities of these professions and the importance of instructors staying within their area of competence. At the same time, these challenges highlight potential for writing centers to implement psychologically aware methods that are consistent with their academic aim. As a result, writing centers can continue to evolve as spaces that not only boost writing abilities but also enable students to grow personally and intellectually. Ultimately, this study lays the groundwork for further research into how writing centers might more effectively balance these two goals, thereby enhancing the student experience and expanding the role of tutoring in higher education.
References
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Appendix
Please refer to pages 76 to 85 of the digital issue for all appendices.