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This essay explores the recent history of pastoral psychology by examining the transition from Carl Rogers's client-centered therapy as a dominating force to the emergence of Howard Clinebell's growth counseling. The theory and application of each approach is explored, including an analysis of how the cultural milieu of World War II and the shift to neofreudian thought influenced both Rogers and Clinebell. Finally, this essay demonstrates how Clinebell modified Rogers's client-centered therapy by combining confrontation with unconditional positive regard.Keywords Carl Rogers . Client-centered therapy . Howard Clinebell . Growth counseling . History of pastoral psychology As the field of pastoral psychology progresses, it is crucial that we periodically revisit the rich foundations upon which this discipline is constructed. To begin understanding the recent history of pastoral psychology, this essay examines the formative influences of Carl Rogers and Howard Clinebell. We will examine the transition from Rogers's client-centered therapy as a dominating force to the emergence of Clinebell's growth counseling, and consider the historical events which facilitated this development. This essay begins by recounting some of the significant influences in pastoral psychology between 1940-1960, the period in which these theories began to develop. Based upon that history, the next section presents brief biographies and the foundational theories of first Rogers and then Clinebell. Such theories are then compared and contrasted, to finish with Clinebell's own analysis of how growth counseling revised Rogers's client-centered therapy. Throughout this examination, the cultural and historical impacts will help to evidence how pastoral psychology endeavors to meet the contemporary needs of God's people.

Service-learning is an approach to experiential learning that is relatively unexplored among graduate students. The authors of this study sought to understand the process and effects of service-learning among 76 graduate counseling students enrolled in an “Introduction to Community Counseling” course over three semesters, 40 of whom engaged in service-learning. Analyzing students’ reflection papers, projects, and blog entries via a grounded-theory approach, the study generated a model of how service-learning impacted these students’ learning and sense of counselor identity. Students went through a process of development: They began with personal engagement, became overwhelmed, readjusted their expectations, and then reconstructed their individual counselor identities.