Key StrategiesTraining for Individual Psychotherapy (KST-IP) is an integrative method for teaching beginning psychotherapists to utilize a multitheoretical approach to treatment. After trainees have learned basic microskills supporting the therapeutic relationship and other common factors, 3 sets of intervention strategies are introduced. Trainees learn practical strategies drawn from cognitive, emotion-focused, and behavioral therapies and are taught to focus on either thoughts, feelings, or actions based on the individual preference of each client. For each of 3 foundational theories, 8 key strategies are divided into exploration and transformation phases. During the exploration phase, psychotherapists are encouraged to (a) focus on 1 dimension (thoughts, feelings, or actions), (b) understand context and function, (c) analyze adaptive value, and (d) discover patterns outside of awareness. During the transformation phase of treatment, psychotherapists can encourage clients to (e) experiment, (f) modify, and (g) generalize new patterns of thinking, feeling, or acting. This phase concludes with (h) assessment of change and impact on other dimensions.

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The purpose of this study was to explore the occurrence of anticipated work–family conflict (AWFC) in young adults and examine the assumption that AWFC and anticipated work and family barriers were interchangeable constructs. Previous research sought to examine AWFC but due to theoretical and measurement factors, an understanding of it remains contradictory and unclear. Clarification is needed for subsequent research on work and family planning. For this purpose, 120 college students between the ages of 18 to 25 completed six different self-report questionnaires measuring AWFC and barriers. Results were examined to establish construct validity and prevalence rates for AWFC. A multi-trait, multi-method matrix revealed construct validity for some, but not all, AWFC and barriers measures. Low to moderate AWFC prevalence rates were reported overall, and Friedman’s analysis of variance revealed that rates varied by different types of measurement instruments. Thus, methodology emerged as a critical factor for continued AWFC research. Additional implications and future directions for AWFC and barriers are discussed.

This paper is a response to requests from Christian psychologists for subject-specific class activities that integrate Christianity and psychology. Although Christian/ psychology integration is highly valued by many as an overarching pedagogical goal, few examples are available of how to achieve such integration in specific class activities. This paper describes an example of a subject-specific, Christian/psychology integration class activity by utilizing the serenity prayer to teach psychology students about stress management. The activity is described for the purpose of justification and replication. Conclusions and future directions are also discussed.

For Christian college students, the journey toward vocation can be hindered by faith-based anxiety. The relationship between students and mentors in Christian higher education offers a unique, optimum space to explore these beliefs. Christians in academia have invaluable personal experience in integrating their faith and career, and have much to teach the next generation in courageously engaging both mind and heart when making vocational choices. Within the professor–student relationship, intentional curiosity and conversation are tools for inquiry and resolution. We have included four common anxieties, with Scripture-based affirmations and challenges to those viewpoints, to model investigating these beliefs with students.