Successful psychotherapy with rural fundamentalist Christians requires psychologists to understand the clients' culture and worldview. They often rely heavily on religious authorities, interpret Scriptures literally, adhere to strict moral codes of behavior, and believe that they should evangelize those around them. Common therapeutic challenges include: spiritualizing problems, relational conflicts related to gender role expectations, addiction problems, and the religious agendas of family and clergy. We recommend that psychotherapists evaluate their own attitudes, collaborate with community gatekeepers, sensitively address clients' rigid beliefs, address religious differences, and take a holistic approach to treatment. A case example illustrates this approach.

Student perspectives on the transmission of integration in integrative programs were examined through a qualitative study. Participants in the study were 595 graduate and undergraduate students (305 women and 247 men) drawn from four Evangelical Christian institutions of higher education. Participants provided written data in response to three open-ended questions, inquiring about the exemplary and helpful aspects of their educational experiences with respect to integration. Post-hoc content analyses informed by grounded theory analytic processes were used to analyze the data, resulting in two overarching themes: Facilitating Integration, and Concepts of Integration, which respectively address how students learn integration, and how students conceptualize integration. The implications for the conceptualization of integration and for the pedagogy of facilitating integration are explored. 15 that this learning occurs "through relational attachments with mentors who model that integration for students personally" (p. 363).The current study built on Sorensen's work on the influence of professors on the learning of integration. In his work, "integration," or more accurately, integration learning, was operationalized as "how exemplary and helpful the professor was for the student's own integrative pilgrimage" (Sorensen, 1997, p. 8). These two characteristics, exemplary and helpful, were derived from student focus groups on how they evaluated faculty. The open-ended survey questions in the current study built on Sorensen's work in two ways. First, by leaving the questions open-ended rather than focusing on faculty, the questions allowed the researchers to discover whether students found factors other than the personal characteristics of the professors helpful to the learning of integration. Secondly, the questions helped to flesh out what students found "exemplary" and "helpful," both in the professors, and in other influences on learning integration. METHOD ParticipantsParticipants in the study were 595 graduate and undergraduate students drawn from four Evangelical . Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 16Native American, and 15%, Other. The majority of students, 88%, were full-time graduate students and 95% were on-campus as opposed to distance-learning students. Totals do not add to 100% due to some non-response to items. Disciplines represented include Law (37.5%), Counseling and Psychology (25.5%), Communication (4.7%), Theology (2.4%), Business (18%), and Education (18%). Religious affiliation of the students was varied with the highest number identifying as some type of Baptist (25.5%), followed by those that indicated they were non-denominational (22.2%), Evangelical (8.6%), Catholic (6.6%), Presbyterian (5.7%), Methodist (4.4%), Assembly of God (4.2%), and Pentecostal (4%). The remaining identities listed varied with less than 10 per group. There were only two people who indicated a religion other than Christian: one Hindu and one Mormon. Media...

Of 332 female college students who responded to a survey, 51% indicated that they had experienced an unwanted sexual incident. Twenty percent of the incidents occurred in childhood and 72% in adolescence or young adulthood. The stories fell into several categories: 15% were rated as sexual assault by a stranger, 11% as date rape, 13% as incest, and 55% as “lost voice.” Extent of the sexual involvement ranged from mild (7%), to kissing (14%), petting (45%), and intercourse (20%). The majority of situations involved a boyfriend, friend, or family member. Subjects also assessed their parents’ attitudes on gender roles. Those subjects who reported unwanted sexual experiences rated their fathers’ and mothers’ views of women as significantly more traditional than subjects who had not reported such experiences. These data suggest that parents’ attitudes about gender roles may be related to vulnerability and lead to unwanted sexual experiences.

Termination of therapy is as important as the initial phase -Gerald Corey Some people believe that therapy never ceases, that clients continue their dialogues with us for the rest of their lives.-^Jeffrey KottlerTermination is meant to solidify the transition from clients' reliance on therapists to bring change in their life to a reliance on internalized strengths and insights that maintain the progress realized in therapy. Although the termination stage is an important part of the therapeutic process and some researchers have focused attention on teimination in mote recent yeais (e.g., Joyce, Piper, Ogiodniczuk, & Klein, 2006), teimination has received relatively little attention in the mental health literature. The topic of teimination has traditionally been the "ditty little secret" of counseling and psychotheiapy, and novice theiapists are often left to figure out the piocess on theii own accoid (Schlesinger, 2005). Foi these veiy reasons, it is important that teimination be addressed in this book, not only by highlighting this undeistudied stage of tieatment but also by biinging attention to an even fuithei undeistudied topic: the role of spiiituality in teimination. Thus, the puipose of this chapter is to piovide a strategy foi addressing spiiituality during teimination. Common spiiitual issues that are often encountered by theiapists duiing teimination are also highlighted. Before discussing how spirituality can be integrated into this stage of the therapeutic process, we piovide a conceptual framewoik foi undeistanding teimination.

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