Re-imagining Integration: Student and Faculty Perspectives on Integration Training at Christian Doctoral Programs
Several explicitly Christian doctoral psychology programs exist in the United States, providing training in the integration of psychology and Christianity. The purpose of this study was to conduct a program evaluation of student and faculty perspectives on the Christian integration training in six e...
| Authors: | ; ; ; ; ; ; ; ; ; ; |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Sage Publishing
2021
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| In: |
Journal of psychology and theology
Year: 2021, Volume: 49, Issue: 1, Pages: 67-84 |
| Standardized Subjects / Keyword chains: | B
Doctoral studies
/ Psychology
/ Integration
/ Faith
|
| RelBib Classification: | CF Christianity and Science ZD Psychology |
| Further subjects: | B
Postmodernism
B Training B Christianity B faith integration |
| Online Access: |
Volltext (Resolving-System) |
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| 520 | |a Several explicitly Christian doctoral psychology programs exist in the United States, providing training in the integration of psychology and Christianity. The purpose of this study was to conduct a program evaluation of student and faculty perspectives on the Christian integration training in six explicitly Christian doctoral psychology programs. A total of 299 students and 51 faculty completed the Daily Spiritual Experiences Scale and a questionnaire consisting of quantitative and qualitative questions about various aspects of their program’s Christian-integrative training. Quantitative analysis revealed that faculty tend to perceive their program’s Christian-integrative training as more positive and effective than do students. Qualitative grounded-theory analysis revealed that students desire more contextual, relational, and applied learning to be incorporated into their Christian-integrative training. Training and research implications are discussed, such as moving integration toward a postmodern frame that includes increased emphasis on clinical application, diversity, and contextual learning. | ||
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