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Full-Text Articles in Psychology
Psychological Implications Of The Doctrine Of Christian Perfection With Special Reference To John Wesley's View, Irv Brendlinger, Eric E. Mueller
Psychological Implications Of The Doctrine Of Christian Perfection With Special Reference To John Wesley's View, Irv Brendlinger, Eric E. Mueller
Faculty Publications - George Fox School of Theology
The doctrine of Christian Perfection is viewed by some as a wonderful and liberating doctrine, but by others it is seen as producing false expectations and guilt. John Wesley, the first major theologian to develop a theology of Christian Perfection, encountered misunderstandings and problems with this doctrine. He wrote and preached to correct the misunderstandings. Unfortunately, misunderstandings persist and sometimes have psychological effects on individuals. This article explores common understandings, beliefs, and experiences regarding Christian Perfection among evangelical Christians from the holiness tradition. The material was gathered by means of interviews that were recorded. The interviews were then studied by …
Professional Psychology And The Doctrines Of Sin And Grace: Christian Leaders’ Perspectives, Mark R. Mcminn, Janeil N. Ruiz, David Marx, J. Brooke Wright, Nicole B. Gilbert
Professional Psychology And The Doctrines Of Sin And Grace: Christian Leaders’ Perspectives, Mark R. Mcminn, Janeil N. Ruiz, David Marx, J. Brooke Wright, Nicole B. Gilbert
Faculty Publications - Doctor of Psychology (PsyD) Program
What is a professional psychologist to do when a client brings up the concept of sin? To some, sin may seem like a stifling religious relic that has no place in contemporary psychology. But viewing sin from within the Christian faith, and in tandem with the doctrine of grace, can help psychologists understand why sin is such an important concept for many of their Christian clients. Psychologists’ misunderstanding of sin and grace may contribute to relatively low rates of referral from Christian leaders to clinical psychologists, and may sometimes hinder therapeutic progress. Two methods of data collection, involving a total …
The Effect Of Olanzapine On Craving And Alcohol Consumption, Kent E. Hutchinson, Lara Ray, Erica Sandman, Marie-Christine Rutter Goodworth, Annie Peters, Dena Davidson, Robert Swift
The Effect Of Olanzapine On Craving And Alcohol Consumption, Kent E. Hutchinson, Lara Ray, Erica Sandman, Marie-Christine Rutter Goodworth, Annie Peters, Dena Davidson, Robert Swift
Faculty Publications - Doctor of Psychology (PsyD) Program
Previous studies have indicated that olanzapine decreases craving after a priming dose of alcohol, that craving after a priming dose of alcohol is greater among individuals with the seven-repeat allele of the DRD4 variable number of tandem repeats (VNTR) polymorphism, and that the effect of olanzapine (a D2/D4 antagonist) is more pronounced among individuals with this allele. The present study tested the hypothesis that olanzapine may be differentially effective at reducing cue-elicited craving and differentially effective as a treatment for alcohol dependence over the course of a 12-week, randomized, placebo-controlled trial among individuals with and without the seven-repeat allele. Participants …
Predicting Treatment Response During The Acute Phase Of Hospitalization, Mary A. Peterson, William Michael
Predicting Treatment Response During The Acute Phase Of Hospitalization, Mary A. Peterson, William Michael
Faculty Publications - Doctor of Psychology (PsyD) Program
No abstract provided.
Homeward Bound: Moving Treatment From The Institution To The Community, Mary A. Peterson, William Michael, Mary Armstrong
Homeward Bound: Moving Treatment From The Institution To The Community, Mary A. Peterson, William Michael, Mary Armstrong
Faculty Publications - Doctor of Psychology (PsyD) Program
This study examined changes in the length of stay, cost savings, recidivism and community access when individuals with serious mental illness who were mandated into extended treatment were moved from a regional center institution to community treatment. Results showed significantly shorter length of stay, cost savings and no increase in recidivism when individuals were treated in the community program.
Mentoring Experiences Of Women In Graduate Education: Factors That Matter, Andrea Dixon Rayle, Veronica Bordes, Angela Zapata, Patricia Arredondo, Marie-Christine Rutter Goodworth, Christina Howard
Mentoring Experiences Of Women In Graduate Education: Factors That Matter, Andrea Dixon Rayle, Veronica Bordes, Angela Zapata, Patricia Arredondo, Marie-Christine Rutter Goodworth, Christina Howard
Faculty Publications - Doctor of Psychology (PsyD) Program
This exploratory study focused on the mentoring experiences of women faculty members and graduate students within a counseling psychology graduate program. Results from semi-structured interviews and focus groups identified the women’s contextual mentoring experiences in higher education and highlighted several factors that contribute to mentorship experiences unique to women in graduate higher education. Findings demonstrate the importance of relational mentoring relationships and investment by mentors. Implications for building upon mentoring theories for women and future research are discussed.
Psychology, Rodger K. Bufford
Psychology, Rodger K. Bufford
Faculty Publications - Doctor of Psychology (PsyD) Program
Excerpt: "Psychology has been defined in many ways. For much of the twentieth century psychology was defined as the *science of behaviour. Earlier, and again more recently, psychology has also emphasized internal experiences, such as sensations, perceptions, feelings or emotions, motivations and thoughts. Today, most definitions of psychology include both elements. Thus, we will define psychology as the science of behaviour and mental processes."
Paradox, Rodger K. Bufford
Paradox, Rodger K. Bufford
Faculty Publications - Doctor of Psychology (PsyD) Program
Excerpt: "‘Paradox’ is derived from two words that literally mean against opinion. The Oxford English Dictionary (1989; vol. 11, p. 185) identifies several meanings for ‘paradox’. It may refer to: (1) claims contrary to common opinion, often suggesting that the statement is incredible, absurd or fantastic, but sometimes with a favourable connotation as a correction for ignorance; (2) a statement that seems self-contradictory, but which is actually well founded; (3) a statement that involves a genuine *contradiction; (4) in *logic, a conclusion based on acceptable premises and sound *reasoning that nonetheless is self-contradictory. These inconsistent uses of the term pose …
Narcissism, Rodger K. Bufford
Narcissism, Rodger K. Bufford
Faculty Publications - Doctor of Psychology (PsyD) Program
Excerpt: "Narcissism takes its name from the legendary figure Narcissus, who fell in love with his own reflection in a woodland pool and pined away in unrequited love, and has come to refer to self-love. It involves a vain and grandiose selfcentredness, and auto-eroticism, *hedonism, vanity, exhibitionism and arrogant ingratitude are commonly considered to be elements. The late twentieth century has been characterized as the age of narcissism because of its hedonistic self-centred focus."
B. F. Skinner, Rodger K. Bufford
B. F. Skinner, Rodger K. Bufford
Faculty Publications - Doctor of Psychology (PsyD) Program
Excerpt: "Born in 1904 in Susquehanna, Pennsylvania, and son of a lawyer, B. F. Skinner (1904–90) was raised in a middle-class Protestant family. He attended Hamilton College and planned a literary career, but soon enrolled in *psychology, completing his PhD at Harvard in 1931. Skinner taught at the University of Minnesota, Indiana University and also Harvard."
Second Step: A Violence Prevention Curriculum, Pam Dell Fitzgerald, Leihua Van Schoiack Edstrom
Second Step: A Violence Prevention Curriculum, Pam Dell Fitzgerald, Leihua Van Schoiack Edstrom
Faculty Publications - Doctor of Psychology (PsyD) Program
Second Step: A Violence Prevention Curriculum is a school-based program developed to reduce and prevent aggressive behavior. Three separate age-appropriate curricula are available for preschool through middle school classrooms (preschool/kindergarten level, elementary level, and middle school/junior high level). The curricula are designed to be teacher-friendly and convenient for classroom use. Their primary purpose is to decrease children's aggressive behaviors by helping children develop habits of prosocial behavior and thought. The curricula employ evidence-based strategies that are built on a broad and solid foundation of research. Each of the three curricula have been evaluated and found to reduce aggression and increase …
Finishing Therapy Well (Book Review), Kristina M. Kays
Finishing Therapy Well (Book Review), Kristina M. Kays
Faculty Publications - Psychology Department
Reviews the book, "Good Goodbyes: Knowing How to End in Psychotherapy and Psychoanalysis" by Jack Novick and Kerry Kelly Novick (see record 2006-05376-000). Deciding when to end clinical therapy and how to end it well can be a mystifying process. In "Good Goodbyes: Knowing How to End in Psychotherapy and Psychoanalysis", Jack Novick and Kerry Kelly Novick share insights from their vast combined experience to diminish the mystery of therapeutic closure. The book, which is firmly based in psychoanalytic theory, uses a question format to explore the many hows, whys, whats, and whens of termination. The authors outline treatment stages …
Dancing Around The Fire (Book Review), Kristina M. Kays
Dancing Around The Fire (Book Review), Kristina M. Kays
Faculty Publications - Psychology Department
Reviews the book, "What Therapists Don't Talk About and Why: Understanding Taboos That Hurt Us and Our Clients" by Kenneth Pope, Janet Sonne, and Beverly Greene (see record 2006-03273-000). What truly hauntstherapists in private practice are not the basic countertransference issues discussed in most graduate training programs but the unspoken secrets of their inner world. Too often, therapists are preoccupied by sexual responses to clients, hostile thoughts, and desire for professional approval, but training and peer discussions rarely focus on these forbidden topics. "What TherapistsDon't Talk About and Why: Understanding Taboos That Hurt Us and Our Clients" is an updated …
Can We Teach Emotional Intelligence?, Kelly B.T. Chang
Can We Teach Emotional Intelligence?, Kelly B.T. Chang
Faculty Publications - Psychology Department
Although there are hundreds of programs in thousands of schools that claim to enhance some aspect of emotional intelligence (EI), research has yet to show that it can in fact be enhanced. This study used proven behavioral self-modification techniques in semester-long Psychology of Adjustment courses to help undergraduate college students improve their EI. Students used the techniques in their own self-change projects, choosing EI topics such as assertiveness, empathy, self-regard, and emotion management. The course also included instruction on EI, as well as on theory and strategies from rational emotive therapy. Students in the treatment group (n=79) and control group …
The Role Of Identity In Acculturation Among Immigrant People: Theoretical Propositions, Empirical Questions, And Applied Recommendations, Seth J. Schwartz, Marilyn J. Montgomery, Ervin Briones
The Role Of Identity In Acculturation Among Immigrant People: Theoretical Propositions, Empirical Questions, And Applied Recommendations, Seth J. Schwartz, Marilyn J. Montgomery, Ervin Briones
Faculty Publications - Graduate School of Counseling
The present paper advances theoretical propositions regarding the relationship between acculturation and identity. The most central thesis argued is that acculturation represents changes in cultural identity and that personal identity has the potential to ‘anchor’ immigrant people during their transition to a new society. The article emphasizes the experiences of nonwhite, non-Western immigrant people moving to Western nations. The article also calls for research on heretofore unexplored aspects of the relationship of acculturation to personal and social identity. Ideas are proposed for interventions to promote cultural identity change and personal identity coherence.
Identity Formation In A Relational Context: A Person-Centered Analysis Of Troubled Youth, Larry F. Forthun, Marilyn J. Montgomery, Nancy J. Bell
Identity Formation In A Relational Context: A Person-Centered Analysis Of Troubled Youth, Larry F. Forthun, Marilyn J. Montgomery, Nancy J. Bell
Faculty Publications - Graduate School of Counseling
The purpose of this study was to examine the identity formation of troubled youth (8 female and 12 male adolescents, ages 14–17) in an after-school treatment program for problem behavior. To achieve this goal we (a) garnered information from 2 identity interviews given 6 to 8 weeks apart, (b) adopted a qualitative, person-centered analytical strategy to identify identity profiles, and (c) examined the identity profiles within a relational context, focusing on the developmentally salient domains of parents and peers. Analyses revealed 5 identity profiles similar to the identity statuses previously described by Marcia and others, but with unique phenomenological differences. …
Identity Distress And Adjustment Problems In At-Risk Adolescents, Lynn Hernandez, Marilyn J. Montgomery, William M. Kurtines
Identity Distress And Adjustment Problems In At-Risk Adolescents, Lynn Hernandez, Marilyn J. Montgomery, William M. Kurtines
Faculty Publications - Graduate School of Counseling
This study assessed the usefulness of the Identity Distress Scale (IDS), a measure modeled after the Diagnostic and Statistical Manual of Mental Disorders (3rd ed., rev. [DSM–III–R]; American Psychiatric Association, 1987) defined Identity Disorder, by investigating links between identity distress and poor psychological adjustment in at-risk middle adolescents. A significant proportion (16%) met DSM–III–R criteria for Identity Disorder, and 34% met the more liberal criteria for Identity Problems as defined by the Diagnostic and Statistical Manual of Mental Disorders (4th ed.; American Psychiatric Association, 1994). Significant associations were found between identity distress and both internalizing and externalizing symptoms. The IDS …
Toward An Interdisciplinary Study Of Acculturation, Identity, And Culture, Seth J. Schwartz, Marilyn J. Montgomery, Ervin Briones
Toward An Interdisciplinary Study Of Acculturation, Identity, And Culture, Seth J. Schwartz, Marilyn J. Montgomery, Ervin Briones
Faculty Publications - Graduate School of Counseling
As both Côté and Hand point out in their commentaries, acculturation, identity, and culture are complex processes that are determined and affected by the con-texts in which they operate. As we stated in our article in this issue, we do not dismiss the notion that culture and identity are complex and individualized phenomena that vary from one person or context to the next. However, our goal is pragmatic in that we wish to operationalize acculturation, identity, and culture for empirical research that can then be used to design and support intervention efforts. To design interventions that consist of core components …
Identity Research And The Psychosocial Formation Of One’S Sense Of Spiritual Self: Implications For Religious Educators And Christian Institutions Of Higher Education, Chris Kiesling, Gwendolyn T. Sorell, Marilyn J. Montgomery, Ronald K. Colwell
Identity Research And The Psychosocial Formation Of One’S Sense Of Spiritual Self: Implications For Religious Educators And Christian Institutions Of Higher Education, Chris Kiesling, Gwendolyn T. Sorell, Marilyn J. Montgomery, Ronald K. Colwell
Faculty Publications - Graduate School of Counseling
Utilizing Erikson’s (1963) psychosocial ego identity development theory, 28 qualitative interviews with religiously devout Americans are analyzed to determine different patterns of adult spiritual identity. Following an integrationist approach, we provide response to the question, “What types of identity development are accommodated, promoted, or prohibited by particular models of Christian education and the educational communities that embody them?” Recognizing individual differences in (a) the social and contextual factors that affect identity formation, (b) the way religious doubts are resolved, and (c) what individuals seek from community, we offer important implications for religious educators and Christian institutions of higher education.