Teaching Christian Integration in Psychology and Counseling: Current Status and Future Directions

Abstract

In this article, we review the current status of theory and research on teaching Christian integration in psychology and counseling. Changes in student characteristics, emerging technologies, and paradigm shi s in the disciplines themselves predict unique opportunities and challenges for the future. We re ect upon directions integration learning theory and pedagogy should take in light of these considerations.

Utilizing the Serenity Prayer to Teach Psychology students about Stress Management

“…Utilizing the Serenity Prayer to teach psychology students about stress management is just one example of a subject-specific class activity targeted at Christian/ psychology integration. It is an initial response to the call made by Garzon and Hall (2012) for class activities that utilize subject-specific integration and active learning; however, many more examples are needed.…”

“…Unlike some Biblical references or other Christian writings, the Serenity Prayer is simple, and its meaning is easy to comprehend. Due to its worldrenowned status, the Serenity Prayer is accepted as valuable to both Christians and non-Christians, which suggests that it could be used as a non-threatening integration tool in both Christian and secular settings (Garzon & Hall, 2012;Shapiro, 2014). Furthermore, the Serenity Prayer is helpful because it effectively articulates primary stress management techniques, making it an ideal fit for classroom integration.…”

“…Christian psychology instructors, particularly those teaching at Christian universities, widely express commitment to integration at a broad curricular level (Koch & Doughty, 1998). Despite the high value placed on teaching Christian/psychology integration, recent scholars have pointed out that specific methods are lacking for how to implement such integration in specific class activities (e.g., Garzon & Hall, 2012;Garzon, Hall, & Ripley, 2014). Without examples of integration methods, it is challenging for instructors to fulfill curricular integration goals to build a repertoire of class activities.…”

“…The current lack of models can be particularly problematic for new instructors and those transferring from secular to Christian education. As Garzon and Hall (2012) warned, a lack of clear models for activities could "easily encourage individualistic, new age, or eastern mystical faith instead of a deepened relationship with Jesus Christ" (p. 158).…”

“…Accordingly, scholars have requested descriptions of classroom activities that exemplify valuable Christian/psychology integration. For example, Garzon and Hall (2012) reviewed research on teaching Christian/ psychology integration and their recommendations included a need for "increasing applied integration resources in subject-specific areas" (p. 158). They placed particular emphasis on resources that incorporated, "active involvement and interaction with peers as key elements" (Garzon & Hall, 2012, p. 157).…”