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Article Excerpt
Over the last 40 years, numerous models describing the relationship between psychology and theology have arisen, from those espousing little or no interaction between the two fields (e.g., Adams, 1970) to those espousing a mutually informative integration between the two fields (e.g., Carter & Narramore, 1979). The level of sophistication characterizing the integration paradigm continues to grow (e.g., Hall & Porter, 2004; McMinn, & Cambell, 2007), yet one wonders whether the knowledge of how graduate students actually learn integration and the pedagogical strategies to teach integration have likewise risen in quality. This special edition of the Journal of Psychology and Theology on teaching integration attempts to address these two questions.
How Students Learn Integration
Compared to other areas, little research on how graduate psychology and counseling students learn integration has been done over the last 40 years. Randall Sorenson's studies with clinical psychology doctoral students (Sorenson,...
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