Measuring Christian Integration in Professional Counseling Practice and the Contributions of Spiritual Formation and Mentoring

This study surveyed counselors who integrate Christian faith to determine the impact of spiritual formation and mentoring relationships on integration satisfaction and activity. A holistic measure of integrative practice is proposed and used. In a convenience sample of 226 counselors who were Christian, a multivariate analysis of variance (MANOVA) found spiritual formation and mentoring relationships significantly contribute to satisfaction ( p < .001, [Formula: see text] = .127) and activity ( p = .001, [Formula: see text] = .041) of integration. A second MANOVA and post hoc tests explore the contribution of spiritual formation and mentoring relationship to 12 integration elements. A T-test found mean satisfaction was significantly higher than activity ( p < .001, d = 0.7) of integration. Counselor development is discussed in light of study findings with specific recommendations including a focus on spiritual formation.

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 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.

Pilgrims’ Progress: Faculty and University Factors in Graduate Student Integration of Faith and Profession

Graduate students’ perspectives on integration of faith and profession were investigated using item response to identify underlying constructs. Students (N = 595) from various professions and four universities were sampled. Three factors were supported as separate and important constructs for students. The first two factors were drawn from Sorenson's research on attachment theory, faculty as bulwark of the faith versus fellow sojourner and faculty as emotionally transparent versus emotionally distant. A new domain of integration, environmental factors such as class Scripture reading, was supported as a unique factor. An examination of diversity variables gave preliminary evidence that females and students of color may see emotional transparency and environmental factors as more important in Christian integration than other students.