Despite the prominence of clergy in providing human services, and the work-related stressors they experience, clergy health and coping responses have rarely been the focus of psychological research. We report two studies. In the first, we evaluated responses of 398 senior pastors to three open-ended questions regarding personal coping, structural support for their work, and remediation efforts in times of distress. In the second study, Christian mental health professionals and Christian education professionals identified Protestant Christian clergy who exemplify emotional and spiritual health. Twenty-six participated in individual 30-minute interviews. Respondents emphasized the importance of being intentional in maintaining balance in life and developing healthy relationships. They also value a vital spiritual life, emphasizing both their sense of calling into ministry the importance of spiritual disciplines, and an ongoing awareness of God's grace. We suggest ways that Christian mental health professionals can support pastors in preventive and remedial roles.

Increasing attention has been given to psychologist-clergy collaboration in mainstream psychology journals, yet much remains to be considered regarding how these collaborative relationships will benefit the work of pastors and Christian congregations. The purpose of this research was to evaluate clergy perspectives regarding what psychologists can offer to facilitate the ministry of the church. Various methods of assessment were used, including a survey of evangelical pastors, responses to an open-ended question via electronic mail and in person, and a focus group of Christian mental health practitioners. Respondents indicated an interest in the relationship of sin and psychological disorder, interventions particularly related to marriage and family counseling, understanding of diverse personalities in dealing with church conflict, understanding of psychological disorders, and methods of caring for their personal needs as pastors. Recommendations are offered for those interested in collaborating with clergy.

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Spiritual practices have received less attention than psychological change techniques in the contemporary integration of psychology and Christianity, yet a Christian understanding of health has implications for the personal and professional use of spiritual disciplines as mechanisms for growth. We consider the practical nature of the spiritual disciplines in promoting change as well as possibilities and challenges introduced by using spiritual disciplines both outside and inside the consulting office. Used outside the consulting office, spiritual disciplines may affect the professional life of the Christian therapist by deepening his or her knowledge of God, promoting a posture of humble self-awareness, and providing a refuge for the stresses of psychological work. Used inside the consulting office, the spiritual disciplines may prove helpful with some clients, but introduce significant challenges and potential problems that warrant careful consideration.

This article examines a model of formation within higher education that is committed to educationally based spiritual formation, desiring to see students formed as people who love God and neighbor, devoting their lives to redemptive labor in the world. Deeply influenced by the evolving relationship between the department, the institution, and the broader evangelical culture, the Christian Formation and Ministry department of Wheaton College seeks to equip students with the theological and theoretical foundation, the personal maturity of character and faith, and the practical ministry skills necessary to lead and participate in the formational and caring mission of the church in the world. Wheaton College’s unique approach to teaching spiritual formation and soul care in both their undergraduate and graduate programs is examined through a historical context of the department, a liberal arts and learning-centered approach to education that includes biblical foundations, philosophical framework, pedagogy, and teaching curriculum and assessment.