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Abstract

Relationality and attachment to professors play a vital role for those interested in interweaving the relational work of psychology with aspects of faith, meaning, and identity, such as is done in the integration of psychology and religion. The present study investigated student and faculty perceptions of affective presence and transparency at explicitly Christian American Psychological Association (APA)-accredited doctoral programs. A total of 229 students and 51 faculty completed a questionnaire consisting of qualitative questions regarding barriers to transparency, formative experiences, and growth areas. Grounded-theory analysis revealed faculty are thoughtfully considering how to engage in transparency, while also considering boundary issues, power dynamics, and personal fears. Students valued professor transparency and attachment to the professor through mentorship. Implications are discussed surrounding reflective use of transparency, intersectionality, and the importance of cultivating co-regulating classroom environments.

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This book examines the role of religious and spiritual experiences in people’s understanding of their environment, and how their place experiences are transformed in the process. The contributors consider how understandings and experiences of religious and place connections are motivated by the need to seek and maintain contact with perceptual objects, so as to form meaningful relationship experiences. The purpose is not to engage in comparative religion or analyse different religious traditions in relation to place, but rather to understand how people's perceptions of physical, imaginary and transpersonal objects shape their religious and place experiences. This book is one of the first scholarly attempts to discuss the psychological links between place and religious experiences. The chapters provide insights for understanding how people’s experiences with geographical places and the sacred serve as agencies for meaning-making, pro-social behaviour, and psychological adjustment in everyday life.
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A diverse and inclusive scientific community is more productive, innovative and impactful, yet ecology and evolutionary biology continues to be dominated by white male faculty. We quantify faculty engagement in activities related to diversity and inclusion and identify factors that either facilitate or hinder participation. Through a nationwide survey, we show that faculty with underrepresented identities disproportionally engage in diversity and inclusion activities, yet such engagement was not considered important for tenure. Faculty perceived time and funding as major limitations, which suggests that institutions should reallocate resources and reconsider how faculty are evaluated to promote shared responsibility in advancing diversity and inclusion.
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What sort of psychotherapeutic approaches might work well with a client who identifies as Muslim, and would they be different from what might work well with a client who identifies as Christian, a client who identifies as atheistic, or client who identifies as Buddhist? Despite ethical commitments to religiosity and spirituality training, it seems that most training programs in professional psychology have neglected to incorporate content from these areas of diversity into their curricula. The current study evaluated religious and spiritual diversity training in both APA-accredited doctoral programs and predoctoral internships, garnering the perspectives of 292 students, interns, faculty, and training directors (54.9% response rate). Results revealed a clear hierarchy of preparatory efforts with regard to diversity training, with least attention given to the dimensions of diversity pertaining to disabilities, age, religion, and spirituality. Participants also perceived several areas of advanced competency to be neglected, including preparation efforts related to consultation with religious and spiritual leaders and understanding the major world religions and spiritual systems. The findings also revealed that doctoral programs and predoctoral internships rely on informal and unsystematic sources of learning to provide training in religious and spiritual dimensions of diversity, including clinical experiences and peer interaction. Coursework, research, and didactics are rarely used to enhance religious and spiritual diversity training. Implications regarding current perceptions of training in religious and spiritual diversity are included. (PsycINFO Database Record (c) 2013 APA, all rights reserved)
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This paper presents a set of topical and pedagogical considerations for instructors teaching material on sensitive topics with either the primary or secondary aim of addressing prevention. Prevention can be approached as an effort to create changes in an individual's attitudes/beliefs, knowledge, and behavior. Following this framework, classroom content that challenges students' perceptions, preconceived notions, and attitudes can be seen as preventive in nature. Preparing students to work through the same layers of complexity that thoroughly trained and experienced researchers and practitioners struggle with requires particular attention to the classroom environment.
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Greg Lukianoff and Jonathon Haidt’s The Coddling of the American Mind: How Good Intentions and Bad Ideas Are Setting up a Generation for Failure provides a thoughtful analysis about the state of ideological diversity on today’s college campuses. The authors identify challenges to discourse across difference and offer practical strategies for ameliorating these challenges. The following review discusses both the benefits and omissions contained in this work as well as how readers can use it to promote meaningful dialogue among diverse groups of students.
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Literature relating to student satisfaction with university teaching has increasingly drawn attention to the impact of positive staff-student relationships on how students rate the overall quality of their learning experience. These positive relationships are characterised, we argue, not by excessive friendliness or “dumbed-down” courses, but rather by an academic’s social presence, opportunities for enjoyable interactions and a respectful connection between staff and students and amongst students themselves; a combination which can be described with the overarching term, rapport. This chapter outlines the design and conduct of a research project which explored the ways rapport could be developed in diverse learning environments. We provide a review of how this focus shaped an approach to educational innovation and the benefits that followed for students and for staff.
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Publ web page at https://wipfandstock.com/store/Braided_Selves_Collected_Essays_on_Multiplicity_God_and_Persons. "What if we are more multiple as persons than traditional psychology has taught us to believe? And what if our multiplicity is a part of how we are made in the very image of a loving, relational, multiple God? How have modern, Western notions of Oneness caused harm—to both individuals and society? And how can an appreciation of our multiplicity help liberate the voices of those who live at the margins, both of society and within our own complex selves? Braided Selves explores these questions from the perspectives of postmodern pastoral psychology and Trinitarian theology, with implications for the practice of spiritual care, counseling, and psychotherapy. This volume gathers ten years of essays on this theme by preeminent pastoral theologian Pamela Cooper-White, whose writings bring into dialogue postmodern, feminist, and psychoanalytic theory and constructive theology." Endorsements: "The polyvalent beauty of the titular metaphor weaves right through this powerful new contribution to relational theology—in its most currently postmodern theory and practice. Managing to remain breathtakingly readable, this text offers its manifold gifts to the whole range of theological disciplines. Braid this book into your lives, your ministries, your studies, your selves!" —Catherine Keller Professor of Constructive Theology Drew Theological School "Braided Selves is a remarkable collection of richly nuanced, provocative, debatable, generative, and above all, truly important essays at the intersection of psychoanalytic theory, theological anthropology, constructive theology, and pastoral theology by one who may now be the most profound and searching pastoral theologian of our time. Pamela Cooper-White writes in a fluid, interesting, and highly readable style, while probing the depths of some of the most important issues in contemporary, postmodern theological anthropology and clinical and pastoral practice. This book cannot be too highly recommended." —Rodney J. Hunter Professor Emeritus of Pastoral Theology Candler School of Theology, Emory University "Braided Selves is what authentic theology could be in the twenty-first century: theoretically rich without fleeing into metaphysical and rhetorical abstractions; rooted in human experience without degenerating into sentimentality and cliché. Anyone who cares about religious reflection in this troubled time should read this book. It will be a loss if Dr. Cooper-White's text is in any way restricted only to those who have 'pastoral' in their job description." —James W. Jones Professor of Psychology of Religion Rutgers University
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Women are extremely under-represented in top management and professional positions in all countries, although cross-national variations exist. Women from minority ethnic and racial groups suffer from greater under-representation than do majority group women. The “Glass Ceiling” is a metaphor that describes the gender barriers that produce these patterns. This article suggests that “Inequality Regimes” is a more accurate metaphor, as it stands for gender, race and class barriers that obstruct women's opportunities for advancement at all levels of organizational hierarchy. The article discusses the components of inequality regimes and briefly assesses some efforts to change these practices.
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Ethological attachment theory is a landmark of 20th century social and behavioral sciences theory and research. This new paradigm for understanding primary relationships across the lifespan evolved from John Bowlby's critique of psychoanalytic drive theory and his own clinical observations, supplemented by his knowledge of fields as diverse as primate ethology, control systems theory, and cognitive psychology. By the time he had written the first volume of his classic Attachment and Loss trilogy, Mary D. Salter Ainsworth's naturalistic observations in Uganda and Baltimore, and her theoretical and descriptive insights about maternal care and the secure base phenomenon had become integral to attachment theory. Patterns of Attachment reports the methods and key results of Ainsworth's landmark Baltimore Longitudinal Study. Following upon her naturalistic home observations in Uganda, the Baltimore project yielded a wealth of enduring, benchmark results on the nature of the child's tie to its primary caregiver and the importance of early experience. It also addressed a wide range of conceptual and methodological issues common to many developmental and longitudinal projects, especially issues of age appropriate assessment, quantifying behavior, and comprehending individual differences. In addition, Ainsworth and her students broke new ground, clarifying and defining new concepts, demonstrating the value of the ethological methods and insights about behavior. Today, as we enter the fourth generation of attachment study, we have a rich and growing catalogue of behavioral and narrative approaches to measuring attachment from infancy to adulthood. Each of them has roots in the Strange Situation and the secure base concept presented in Patterns of Attachment. It inclusion in the Psychology Press Classic Editions series reflects Patterns of Attachment's continuing significance and insures its availability to new generations of students, researchers, and clinicians.
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The authors, male and female African-American faculty from different academic disciplines at predominantly white institutions, share personal reflections on their experiences teaching postsecondary graduate and professional courses that focus on diversity and multicultural themes. This article provides tools and strategies for improving the overall effectiveness for those who teach diversity courses from a framework the authors have codified as a “3-C” perspective: context, characters, and curriculum.
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This chapter reviews research findings on the social psychology of uncertainty management processes and the role these processes have in explaining system justification and other human reactions (such as people's behavioral reactions to homeless individuals and how people respond toward messages that violate or support their religious worldviews). The chapter holds that uncertainty management (at least occasionally) may better explain people's responses than does terror management theory. The chapter also focuses on the social psychological processes underlying uncertainty management effects and argues that personal uncertainty has strong effects on human reactions, because personal uncertainty involves affective-experiential processes and typically constitutes an alarming experience to people. The chapter suggests that the social psychology of uncertainty management and system justification involve processes of "hot cognition" and not "cold cognition." The chapter closes with a discussion of the implications for the psychology of system justification and people's beliefs in a just world.
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The current study examines changes over time in a commonly used measure of dispositional empathy. A cross-temporal meta-analysis was conducted on 72 samples of American college students who completed at least one of the four subscales (Empathic Concern, Perspective Taking, Fantasy, and Personal Distress) of the Interpersonal Reactivity Index (IRI) between 1979 and 2009 (total N = 13,737). Overall, the authors found changes in the most prototypically empathic subscales of the IRI: Empathic Concern was most sharply dropping, followed by Perspective Taking. The IRI Fantasy and Personal Distress subscales exhibited no changes over time. Additional analyses found that the declines in Perspective Taking and Empathic Concern are relatively recent phenomena and are most pronounced in samples from after 2000.
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Mental disorders are as prevalent among college students as same-aged non-students, and these disorders appear to be increasing in number and severity. The purpose of this report is to review the research literature on college student mental health, while also drawing comparisons to the parallel literature on the broader adolescent and young adult populations.
Declining student resilience: A serious problem for colleges
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The coddling of the American mind: How good intentions and bad ideas are setting up a generation for failure. Allen Lane (an imprint of Penguin Books)
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A curious calling: Unconscious motivations for practicing psychotherapy
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Encounter on the narrow ridge: A life of Martin Buber
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Spiritual formation training in explicitly Christian doctoral programs
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Embodying integration: A fresh look at Christianity in the therapy room
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Neff, M. A., & McMinn, M. R. (2020). Embodying integration: A fresh look at Christianity in the therapy room. IVP Academic.
How to talk about hot topics on campus: From polarization to moral conversation
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Nash, R. J., Bradley, D. L., & Chickering, A. W. (2008). How to talk about hot topics on campus: From polarization to moral conversation. Jossey-Bass.
Norton series on interpersonal neurobiology: The polyvagal theory: Neurophysiological foundations of emotions, attachment, communication, and self-regulation
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Porges, S. (2011). Norton series on interpersonal neurobiology: The polyvagal theory: Neurophysiological foundations of emotions, attachment, communication, and self-regulation (1st ed.). W. W. Norton.
Reforming theological anthropology: After the philosophical turn to relationality
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Can conversation make any difference at a moment like this?
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The narcissism epidemic: Living in the age of entitlement
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Political polarization
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The burden of invisible work in academia: Social inequalities and time use in five university departments
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The narcissism epidemic: Living in the age of entitlement. Atria. Van den Bos
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Title: Doctoral Candidate
  • Megan Anna Neff
  • Mdiv
  • Ma Address
Megan Anna Neff. MDIV, MA Address: Graduate Department of Clinical Psychology, George Fox University, 414 N. Meridian Street, Newberg, OR 97132. Title: Doctoral Candidate, George Fox University Graduate School of Psychology. Degrees: BA (Sociology) Wheaton College;