Research Training in Explicitly Christian Doctoral Programs

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Authors: Hill, Peter C.; McMinn, Mark R.

Journal of Psychology & Christianity, Vol. 23(4), Win 2004, pp. 293-297

Abstract:

The importance of research training at explicitly Christian doctoral programs is suggested on the basis of four reasons: the need to hold science and practice together, the need for skills to evaluate interventions, the need to serve a society with a growing interest in religion and spirituality, and the need to assess the effectiveness of explicitly Christian doctoral programs. A discussion of these issues serves as an introduction to the rest of this special issue that focuses on research training at seven explicitly Christian programs.

Publication Frequency among Faculty in Explicitly Christian Doctoral Programs

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Authors: McMinn, Mark R.; Johnson, W. Brad; Haskell, Jeremy S.

Journal of Psychology & Christianity, Vol. 23(4), Win 2004, pp. 298-304

Abstract:

Explicitly Christian doctoral programs in professional psychology have proliferated in recent years as part of the larger trend toward professional school training. The current study is an investigation of publication rates among faculty in these programs. Based on an analysis of publication data from 1996 to 2001, faculty in explicitly Christian programs are publishing in psychology journals at rates similar to faculty in other professional schools and programs. No differences were observed between faculty in PhD and PsyD programs. Implications for students selecting doctoral programs are discussed.

Satisfaction with Research Training in Christian Psychology Doctoral Programs: Survey Findings and Implications

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Authors: McMinn, Mark R.; Hill, Peter C.; Griffin, Justin W.

Journal of Psychology & Christianity, Vol. 23(4), Win 2004, pp. 305-312

Abstract:

Perceptions of research training at seven explicitly Christian doctoral programs in clinical psychology were assessed with a satisfaction survey. A total of 283 students, 98 alumni, and 51 faculty completed the online questionnaire. Perceived strengths include faculty-student collaboration, encouraging students to present at national meetings, respect for faculty, and effective curricula. Areas for future growth include enhanced research funding, making research mentoring available to all students, and decreasing the perceived dichotomy between clinical and research competence. Self-reported faculty and student publication and presentation rates are also presented and discussed.

Azusa Pacific University: Preparing Practitioner-Scholars to Integrate Science and Practice in Clinical Psychology

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Authors: Stanton, Mark; Tisdale, Theresa C.; Welsh, Robert K.; Houskamp, Beth M.; Tavegia, Bethany

Journal of Psychology & Christianity, Vol. 23(4), Win 2004, pp. 313-319

Abstract:

The Azusa Pacific University (APU) PsyD provides a practitioner-scholar education in clinical psychology with an emphasis in family psychology. The reciprocal relationship between the science and professional practice of psychology is evident in both the clinical and research training offered at APU. In this article, the program’s research philosophy and education sequence are detailed. Unique features of the APU PsyD include the possibility for six methodological options for the clinical dissertation and the provision of individual and group mentoring of students by faculty. The philosophical foundation and course sequence of the program are described and examples of collaborative efforts between students and faculty are provided. The article includes a student perspective on the APU PsyD research experience.

The Graduate School of Clinical Psychology at George Fox University: Learning to be a Practitioner-Scholar within a Christian Community

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Authors: Gathercoal, Kathleen A.; Adams, Wayne V.

Journal of Psychology & Christianity, Vol. 23(4), Winter2004, pp. 320-324

Abstract: The Graduate School of Clinical Psychology (GSCP) of George Fox University seeks to train practitioner- scholars. Application of the Boyer (1997) model of scholarship allows us to reconceptualize the relationship between clinical and scholarly aspects of psychology and clarifies that scholarship permeates everything a psychologist does. The GSCP program promotes the full integration of clinical and scholarly aspects of psychology by providing a supportive environment within which students develop knowledge, skills, and attitudes about research. Formal structures such as classes organized around cohorts and clinical and research teams, where mentoring in this model takes place, support students’ preparation as practitioner-scholars.

Psychological Research at the Graduate School of Psychology at Fuller Theological Seminary

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Authors: Brown, Warren S.; Wagener, Linda

Journal of Psychology & Christianity, Vol. 23(4), Win 2004, pp. 325-330

Abstract:

The nearly 40-year history of the Fuller SOP has been characterized by a high degree of involvement in research and emphasis on research training. However, the last five years have been marked by a more intentional focus. This more intentional focus was the result of strategic planning done in 1999 in which enhancement of research was designated as one of two primary goals. This strategic focus resulted in a commitment to a deliberate strategy of organizing faculty and student collaborative research in four centers. This strategy has led to renewed vigor in student-faculty collaborations, enhanced by instituting vertical research teams. The research curriculum has been revised and renewed and additional elective seminars have been offered on advanced statistical methods. Increasingly, prospective faculty are evaluated on their research capacity and match with the “Fuller Project.” This strategic renewal has led over the past five years to an increase in grant funding, research fellowships, and productivity as evidenced in conference presentations and publications.

Training Christian Practitioner-Scholars: The Regent University Example

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By: Johnson, Judith L.; Hathaway, William L.

Journal of Psychology & Christianity, Vol. 23(4), Win 2004, pp. 331-337

Abstract:

The doctoral program in clinical psychology (Psy.D.) at Regent University is committed to a practitioner- scholar model of professional training, it has a concurrent and foundational commitment to offering this professional training in a manner congruent with a Christian worldview. Although our training goal is to produce graduates whose primary career is in practice, the program retains an integral investment in promoting their scientific identity. Some specific ways that the crystallized and fluid characteristics of psychological science become inculcated into the program’s students are discussed. All students must engage in some form of scholarly productivity to complete their training. While students are not required to perform traditional quantitative research, they must be prepared to critically evaluate this research and to use scientific skills derived from the quantitative tradition in clinical practice. Although not a requirement, 85% of Regent graduates incorporate quantitative research in their dissertations. Nearly 30% of the student body was involved in collaborative research with faculty during the 2003-2004 academic year. The strengths and weaknesses of the Regent model are discussed.

Research at an Explicitly Integrative Program: Rosemead School of Psychology

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Authors: Hill, Peter C.; Hall, Todd W.; Pike, Patricia L.

Journal of Psychology & Christianity, Vol. 23(4), Win 2004, pp. 338-344

Abstract:

The role and focus of scholarship in Rosemead’s PhD program in clinical psychology is described. It is maintained that clinical research and practice mutually inform each other and thus research training for PhD students at Rosemead is highly valued. Research and clinical training is coordinated with ongoing research projects through faculty-led research teams wherein graduate students begin working as early as their first year in graduate school on research that may culminate in their dissertation. Several of these research projects are briefly described and unique aspects of Rosemead’s research environment are mentioned. The authors’ view of the strengths and weaknesses of the program are identified.

Advancing the Research Culture at Seattle Pacific University: Training Local Clinical Scientists

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Authors: Diddams, Margaret; MacDonald, Don; Skidmore, Jay R.

Journal of Psychology & Christianity, Vol. 23(4), Win 2004, pp. 345-350

Abstract:

Seattle Pacific University (SPU) offers a PhD in clinical psychology that adheres to the Local Clinical Scientist training model, an extension of the scientist-practitioner model, stressing that research and practice are not separate constructs but reciprocal and necessary components of each other. To this end doctoral students at SPU participate in multiple research and clinical training opportunities throughout their program. Students participate in research with their faculty advisor throughout their four years on campus. They also complete a group research project as part of an integrated statistics and research methodology sequence that spans four quarters during Year 1 and 2. These opportunities culminate in an empirical test of a theoretical model for their dissertation. This focus on research in the program is not an end in itself but rather to implement the Local Clinical Scientist training model to develop competent Clinical Psychologists who are able to integrate Christian spiritual perspectives into their care of diverse persons.

Research Training in the Wheaton College Psy.D. Program in Clinical Psychology

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Authors: Gregory, Robert J.; McMinn, Mark R.

Journal of Psychology & Christianity, Vol. 23(4), Win 2004, pp. 351-354

Abstract:

This article describes research and scholarship training in the Wheaton College Psy.D. program. Essential elements include faculty members as strong role models, relevant coursework, collaborative research opportunities, and a significant clinical dissertation research project. The authors’ personal views on strengths and weaknesses in training are provided.

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The Jounal of Pyschology and Christianity is an official publication of the Christian Association for Psychological Studies, Inc. (CAPS), designed to provide scholarly interchange among Christian professionals in the psychological and pastoral professions.

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