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Full-Text Articles in Psychology
Care For Pastors: Learning From Clergy And Their Spouses, Mark R. Mcminn, R. Allen Lish, Pamela D. Trice, Alicia M. Root, Nicole B. Gilbert, Adelene Yap
Care For Pastors: Learning From Clergy And Their Spouses, Mark R. Mcminn, R. Allen Lish, Pamela D. Trice, Alicia M. Root, Nicole B. Gilbert, Adelene Yap
Faculty Publications - Doctor of Psychology (PsyD) Program
Pastors and their spouses face unique challenges because of the nature of pastoral work, and yet most manage these challenges successfully. Five studies are presented which help distinguish between intrapersonal, family, and community forms of care. Pastors rely heavily on intrapersonal forms of coping such as spiritual devotion, hobbies, exercise, and taking time away from work. The marriage relationship is also quite important for most clergy and spouses. Relationships outside the immediate family are not commonly identified as coping resources. Implications are discussed.
Factors Affecting Clergy-Psychologist Referral Patterns, Mark R. Mcminn, Steven J. Runner, Jennifer A. Fairchild, Joshua D. Lefler, Rachel P. Suntay
Factors Affecting Clergy-Psychologist Referral Patterns, Mark R. Mcminn, Steven J. Runner, Jennifer A. Fairchild, Joshua D. Lefler, Rachel P. Suntay
Faculty Publications - Doctor of Psychology (PsyD) Program
Recent research on clergy-psychologist collaboration has resulted in helpful principles for clergy and psychologists working together, but very little is known about what specific characteristics in clergy are appealing to psychologists and vice versa. Two experimental survey studies are reported, both exploring characteristics that enhance or hinder collaboration. In Study 1, Southern Baptist pastors rated the likelihood of referring to a counselor who was identified as either a Biblical Counselor or a Christian Psychologist, and was identified as either being excellent in interpersonal skills or as using scripture and prayer in counseling. Pastors demonstrated a preference for counselors using scripture …
Collaborate With Whom? Clergy Responses To Psychologist Characteristics (Chapter 2 Of Psychology And The Church), Mark R. Mcminn, Jeff Ammons, Brian R. Mclaughlin, Colleen Williamson, Justin W. Griffin, C. Richelle Fitzsimmons, Brandi Spires
Collaborate With Whom? Clergy Responses To Psychologist Characteristics (Chapter 2 Of Psychology And The Church), Mark R. Mcminn, Jeff Ammons, Brian R. Mclaughlin, Colleen Williamson, Justin W. Griffin, C. Richelle Fitzsimmons, Brandi Spires
Faculty Publications - Doctor of Psychology (PsyD) Program
Some clergy and psychologists are willing to collaborate in providing for people under their care and some are reticent. The purpose of this research is to see if clergy are more likely to collaborate with psychologists of a particular sex or training background. Six groups of clergy were given written descriptions of a psychologist that varied on these two dimensions-the institution from which the psychologist received training and sexand were then asked to rate how likely they would be to participate in 7 collaborative scenarios with the psychologist. No group differences were found. Furthermore, clergy characteristics were not significantly related …
Home To Jesus (Chapter 9 On Finding Our Way Home), Mark R. Mcminn
Home To Jesus (Chapter 9 On Finding Our Way Home), Mark R. Mcminn
Faculty Publications - Doctor of Psychology (PsyD) Program
Excerpt: "Like so many, I was raised in a religious home- praying before meals, attending Sunday services, seeking to follow God's will for my life. I remember getting two Christmas presents in ninth grade-a new pair of skis and a new Bible. Honestly, I was more thrilled with the Bible than with the skis (though both gifts made me ecstatic about my generous parents for a few days). I remember wondering in those youthful years why anyone would choose a life apart from Jesus. As I grew toward adulthood I began to understand their reasons. The faith I had loved …
Effects Of A School-Based Social-Emotional Competence Program: Linking Children's Goals, Attributions, And Behaviors, Karin S. Frey, Susan Bobbitt Nolen, Leihua Van Schoiack Edstrom, Miriam K. Hirschstein
Effects Of A School-Based Social-Emotional Competence Program: Linking Children's Goals, Attributions, And Behaviors, Karin S. Frey, Susan Bobbitt Nolen, Leihua Van Schoiack Edstrom, Miriam K. Hirschstein
Faculty Publications - Doctor of Psychology (PsyD) Program
This study examined the effects of the Second Step social–emotional learning program and addressed the relations between social cognitions and prosocial and antisocial behavior. Children (N = 1,253) in intervention and control groups were assessed by teacher ratings, self report, and observation in two conflict situations. Intervention children were more likely to prefer prosocial goals and give egalitarian reasons for satisfaction than control children. Intervention children also required less adult intervention, and behaved less aggressively and (among girls) more cooperatively. Teacher ratings of social behavior showed improvement over time. Individual and dyadic behavior varied as a function of goals, hostile …
Reducing Playground Bullying And Supporting Beliefs: An Experimental Trial Of The 'Steps To Respect' Program, Karin S. Frey, Miriam K. Hirschstein, Jennie L. Snell, Leihua Van Schoiack Edstrom, Elizabeth P. Mackenzie, Carole J. Broderick
Reducing Playground Bullying And Supporting Beliefs: An Experimental Trial Of The 'Steps To Respect' Program, Karin S. Frey, Miriam K. Hirschstein, Jennie L. Snell, Leihua Van Schoiack Edstrom, Elizabeth P. Mackenzie, Carole J. Broderick
Faculty Publications - Doctor of Psychology (PsyD) Program
Six schools were randomly assigned to a multilevel bullying intervention or a control condition. Children in Grades 3–6 (N = 1,023) completed pre- and posttest surveys of behaviors and beliefs and were rated by teachers. Observers coded playground behavior of a random subsample (n = 544). Hierarchical analyses of changes in playground behavior revealed declines in bullying and argumentative behavior among intervention-group children relative to control-group children, increases in agreeable interactions, and a trend toward reduced destructive bystander behavior. Those in the intervention group reported enhanced bystander responsibility, greater perceived adult responsiveness, and less acceptance of bullying/aggression than those in …
'The Steps To Respect' Program Uses A Multilevel Approach To Reduce Playground Bullying And Destructive Bystander Behaviors, Karin Frey, Leihua Van Schoiack Edstrom, Miriam Hirschstein
'The Steps To Respect' Program Uses A Multilevel Approach To Reduce Playground Bullying And Destructive Bystander Behaviors, Karin Frey, Leihua Van Schoiack Edstrom, Miriam Hirschstein
Faculty Publications - Doctor of Psychology (PsyD) Program
Bullying reduction efforts benefit from combining universal and selected interventions. All children are involved occasionally as aggressor, victim or encouraging bystander, and some children are frequently involved. Bullying behavior is amply rewarded in the school environment. The Steps to Respect program aims to reduce rewards by increasing adult intervention and support for socially responsible student behavior. Cognitive-behavioral classroom curricula address peer norms, assertiveness, and general social-emotional skills. A random control trial showed decreases in playground bullying and negative bystander behavior after one year. Longitudinal analyses showed declines in all five problem behaviors after two years. Results were strongest when teachers …