Title

Re-imagining Integration: Student and Faculty Perspectives on Integration Training at Christian Doctoral Programs

School/Department

Rosemead School of Psychology

Publication Date

5-27-2020

Abstract

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

Keywords

Faith integration; Christian doctoral psychology programs

Publication Title

Journal of Psychology and Theology

DOI of Published Version

10.1177/0091647120924660

Link to Full Text

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