Doctoral Students' Integration of Psychology and Christianity: Perspectives via Attachment Theory and Multidimensional Scaling

Sorenson, Randall Lehmann

doi:10.2307/1387688

Cited by 20 publications

(40 citation statements)

References 41 publications

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“…Students reported a desire for more dialogue, conversation, and the freedom to openly disagree (Qualitative question 2 and 3). Consistent with Sorenson’s (1997) research, students reported positive experiences when faculty demonstrated an ability to be open to new and diverse ideas. They appreciate when a professor is open to new ideas, and many express dismay when there are “right beliefs” one must hold to as a trainee (Qualitative response 2 and 3).…”

Section: Discussionsupporting

confidence: 69%

“…In designing the instrument for this study, we drew from Sorenson’s (1997) and Hall, Ripley, Garzon, and Mangis’s (2009) research showing the importance of attachment to professors, relevant and applicable curriculum, and attachment to learning environments. We began with the assumption that integration is mediated relationally, as Randall Sorensen (1994) articulated so evocatively: “integration of psychology and Christianity is caught, not taught” (p. 342).…”

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confidence: 99%

“…We began with the assumption that integration is mediated relationally, as Randall Sorensen (1994) articulated so evocatively: “integration of psychology and Christianity is caught, not taught” (p. 342). Sorenson conceptualized the learning of integration as occurring through an attachment lens and provided compelling empirical data to support this view (Sorenson, 1997). Similarly, Hall et al (2009) examined graduate and undergraduate student perspectives and found them to be consistent with Sorensen, Derflinger, Bufford, and McMinn’s (2004) findings of graduate students’ best experiences with integration: (1) faculty being open, transparent, and self-revealing; (2) kindness and receptivity; and (3) openness and dedication to integration conversation and open-mindedness.…”

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confidence: 99%

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Re-imagining Integration: Student and Faculty Perspectives on Integration Training at Christian Doctoral Programs

Neff¹,

Peterson²,

McMinn³

et al. 2020

Journal of Psychology and Theology

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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.

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Section: Discussionsupporting

confidence: 69%

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confidence: 99%

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confidence: 99%

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Re-imagining Integration: Student and Faculty Perspectives on Integration Training at Christian Doctoral Programs

Neff¹,

Peterson²,

McMinn³

et al. 2020

Journal of Psychology and Theology

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show abstract

“…Another student mentioned a professor who taught students "to live their faith first and their job as a part of it." These quotes echo Sorenson's (1997) identification of the professors' importance for students' "integrative pilgrimage" (p. 8).…”

Section: Integration As Embodiment (72 Responses)mentioning

confidence: 86%

The Other Side of the Podium: Student Perspectives on Learning Integration

Hall

Ripley

Garzon

et al. 2009

Journal of Psychology and Theology

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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...

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“…From this perspective, each woman's representation of God could be understood as a perpetuation of her childhood attachment experiences or as a reparation for those attachments that had been unfulfilling (Sorenson, 1997). As many of the women felt unsupported or even entirely abandoned by their loved ones, perhaps the most important function served by their religious commitment was that it allowed them to feel supported and cared for by a compassionate God, who they believed could never abandon or disappoint them.…”

Section: Relationshipsmentioning

confidence: 99%

A Feminist Phenomenological Description of Depression in Low-income South African Women

Dukas¹

2016

Int J Womens Health Wellness

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Doctoral Students' Integration of Psychology and Christianity: Perspectives via Attachment Theory and Multidimensional Scaling

Cited by 20 publications

References 41 publications

Re-imagining Integration: Student and Faculty Perspectives on Integration Training at Christian Doctoral Programs

Re-imagining Integration: Student and Faculty Perspectives on Integration Training at Christian Doctoral Programs

The Other Side of the Podium: Student Perspectives on Learning Integration

A Feminist Phenomenological Description of Depression in Low-income South African Women

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