| Incorporating client religiosity in therapy is an important facet of treatment, and several APA-accredited programs with explicit faith commitments have incorporated matters of faith into their training of students. The purpose of this qualitative study was to explore the pedagogy of teaching integration of psychology and Christianity in APA-accredited, evangelical Christian doctoral programs. The researcher investigated pedagogy of integration by studying 7 qualified programs. The participants noted several important teaching strategies, such as the utilization of group work, the preference of discussion to lecture, co-teaching, modeling, experiential learning, and the use of integrative assignments. The study also found that outside of the classroom experiences were utilized in training students in integration, such as activities focusing on personal formation and mentoring. Also identified in the study were important integrative courses, program uses of integration models, and commonly used integrative resources. These programs also discussed their methods of evaluation, such as integrative papers, examinations, case write-ups, and explicitly integrative learning objectives. The study indicated that the participating programs are utilizing the available research on integration pedagogy while also adapting to the demands of a new generation of students. Future research on integration pedagogy might benefit from incorporating different academic programs, studying training in integration from various religious perspectives, or by focusing on further aspects of training, such as curriculum content or the learning environments of the programs. |
