Shame and the Solitary Way

In “Shame, Ministry, and Theological Education: Leaves from the Notebook of a Defiant Seminarian,” (Nathan Carlin, Pastor Psychol, 53:501–514, 2005) discusses the fact that many young adult Christians are highly influenced by relativism of all sorts, and notes that this can lead them to a state of doubt. He points out that if they voice their doubts too loudly, they are often shamed and abandoned by their elder Christians who do not have or do not voice their own doubts. He cites examples of the shaming to which he was subject when he was a seminarian at Princeton Theological Seminary. In this article, I discuss my own experience of being shamed as a graduate student at the University of Chicago, and suggest that although such shaming is immediately painful, it may have an unintended, long-term benefit for the one who is the subject of shaming, specifically, in the development of a faith that is unmistakably one’s own.     

Christianity and the Death Instinct: Perfect Together?

This article is a fictional letter. This “letter” is the fourth fictional letter published by the author. In each letter, I take on a different persona and address issues and questions of theological students at Princeton Seminary, all of whom I imagine to be in their early or mid-twenties, because that is when I attended Princeton Seminary (Carlin 2004, 2006a, 2006b). By doing so, I am endorsing the introspective method in the psychology of religion, which I’ve learned from Donald Capps (1997). This letter is also a reflection on a passage found in the work Erik Eriksons (1962), which is the below epigram. In this letter, a seminarian writes to his mother during his second year of seminary, shortly before Thanksgiving break. The purpose of his letter is to inform his mother—from whom he received his Christianity—about some of his latest thoughts, particularly about the doctrine of the atonement. He has come to believe that the doctrine is problematic for society and he seeks a way to (re)make Christianity into a force for good. Perhaps strangely, he concludes by calling for the death of God, apparently oblivious to this forgotten debate in theological circles. This article raises a number of questions, but perhaps most importantly this one: How far can we take the lament?     

Ethical Issues in Mentoring Doctoral Students in Clinical Psychology

Ethical issues abound in any relationship that is defined by differences between the parties in rank, status, and power. Such is the case in the relationship between a doctoral student in clinical psychology and his or her mentor. In this article, we examine several potential areas of ethical concern within the mentor-student relationship. We present a series of vignettes and our analyses of the issues that arise within them as we examine romantic dual relationships, nonromantic dual relationships, and other ways in which the mentor's power may be intentionally or unintentionally misused for personal gain. We also look at several examples of unhelpful mentoring. Problematic situations often arise when there is the potential for loss of objectivity by either party or exploitation of the student by the mentor. Although the relationship with one's mentor may be one of the most important and gratifying aspects of the graduate school experience, both mentors and students should keep in mind that behavioral choices within this relationship are often complex ones that require forethought, self-monitoring, and discussion between the parties.     

Effects of Theodore Millon's Teaching,Mentorship, Theory,and Scientific Contributions on Health Psychology and Behavioral Medicine Research and Practice

This article summarizes the impact of Theodore Millon's work on the disciplines of health psychology and behavioral medicine over the past 5 decades spanning from the late 1960s to present. The article is written from my perspectives as a graduate student mentored by Millon on through my faculty career as a collaborator in test construction and empirical validation research. Several of the most recent entries in this summary reflect projects that were ongoing at the time of his passing, revealing the innovation and visionary spirit that he demonstrated up until the end of his life. Considering that this summary is restricted to Millon's contributions to the disciplines of health psychology and behavioral medicine, this work comprises only a small portion of his larger contribution to the field of psychology and the areas of personality theory and psychological assessment more broadly.     

EDUCATING ABOUT WOMEN AND GENDER

This study assesses the multiple effects of planned exposure to gender and women's issues on graduate student development. Students in a gender-aware Counseling Psychology program (n = 63) were compared to those in two other graduate psychology programs (total n = 38) on five scales that measured exposure to gender issues, social constructivist views, feminist identity development, performance self-esteem, and endorsement of feminist therapy goals and strategies. Results supported the hypotheses that all outcome measures were significantly correlated with the extent of academic experiences related to women and gender. Program of concentration and level of graduate training were differentially related to social construction views and stages of feminist identity development. We discuss these findings in terms of their implications for gender-aware education in the development of student identity, attitudes, and professional practice.     

Men,Warriorism, and Mourning: the Development of Unconventional Warriors

In this article, I consider the interrelation between the warrior ethos, warriorism, and mourning. More specifically, the question I seek to answer is how a young man moves from warriorism—an uncritical acceptance of warrior ethos—to being an unconventional warrior who, while remaining attached to the warrior ethos, is critical toward a government that uses its military to further the aims of political and economic elites. I rely on psychology of religion perspectives to understand the warrior ethos and warriorism because they have many parallels to religion. In addition, I find Nathan Carlin’s discussion of religious mourning helpful in framing this process of change. Finally, to illustrate my claims, I discuss the life of Marine Corps Major General Smedley Butler.     

Graduate attributes of the 4‐year Australian undergraduate psychology program

This paper outlines the background, process and outcomes for a project that delineated a set of graduate attributes of the 4‐year Australian undergraduate psychology program. The nature of the current undergraduate psychology program and its quality assurance system is described, followed by a consideration of current issues in psychology education and training. The processes involved in delineating the six graduate attributes (i.e., knowledge and understanding, research methods, critical thinking, values, communication, and application) are then described. Some issues and suggestions related to their implementation are then outlined. Finally, the authors summarise what has been accomplished in delineating the graduate attributes, and what still needs to be achieved.     

Ethical Issues When Graduate Students Act as Mentors

The field of ethics in psychology has devoted a great deal of attention to the ethical issues that arise when students and faculty develop mentor–mentee relationships. However, little attention has been given to examining the role of graduate students acting as mentors. Graduate students often supervise and evaluate undergraduates as a part of research and teaching responsibilities, and may act as mentors to more junior graduate students. This article discusses the unique qualities and ethical considerations of graduate students in mentoring relationships. Finally, this article concludes with recommendations on ethical mentorship inspired by the American Psychological Association (2010) Ethical Principles of Psychologists and Code of Conduct.     

Teaching Genesis: A Present-Day Approach Inspired by the Prophet Nathan

The prophets Nathan (2 Samuel 12:1–15) and John the Baptist (Mark 6:16–28) had comparable tasks before them: to convince their respective kings about the wrongs of taking somebody else's wife and marrying her. Nathan succeeded, while John failed and furthermore lost his life. What made the difference? One possible explanation is that Nathan proceeded in two steps: (1) Tell an interesting, nonthreatening story that nevertheless makes the point at issue; (2) transfer that message to the case at hand. In contrast, John used a direct approach, which raised apprehension, even fear (on the part of Herodias, the woman involved), and led to failure. That lesson has wider applications, as illustrated here for teaching the biblical Genesis narration. The other ingredient in this teaching is relational and contextual reasoning (RCR), the use of which is also indicated for other issues besides teaching Genesis.     

Ethical considerations in the supervision of applied sport psychology graduate students

Abstract

Some of the most important relationships that a sport psychologist experiences in his or her career are between the supervisor and supervisee in applied practica and internships. These relationships may become models for future professional and ethical behavior with colleagues, students, and clients, and thus deserve careful examination. Ethics form a foundation for practice, and while classroom discussions of ethical issues help educate graduate students, the supervisor-supervisee relationship may provide a hands-on experience of ethical dilemmas and ethical problem solving. Ethics in supervisor-supervisee relationships cover at least two broad areas. First, there is the supervisor's monitoring and mentoring of ethical considerations in the supervisee's relationship with the athlete-client. Second, ethical questions arise in the relationship between the supervisor and the supervisee. The present paper includes discussion of general supervisory issues (e.g., modeling ethical behavior, helping develop counseling skills) and explores the specific ethical problems of referring for counseling, intimacy, and exploitation. Also, three case examples illustrate ethical concerns that may appear in the process of applied sport psychology supervision. Broadening education in ethical issues in supervision for both psychology and exercise science graduate programs may help future practitioners better serve their clients.     

Necessary Difference: A Sermon

The following is a sermon preached by Nathan Carlin at St. John’s Church (United Church of Christ) in Houston, Texas, on January 27, 2013. In line with the conference theme—body/soul, spirit/flesh, self/other—the sermon focuses on several verses in Paul’s first letter to the church in Corinth in which Paul discusses the Church as the Body of Christ. The sermon text (1 Cor. 12:12–27) was not chosen because the author was still thinking about the conference theme (the conference, as noted, took place on October 17–19, 2012); this text simply happened to be the lectionary passage assigned to the date. In the sermon, the biblical text, the psychological concept of “the narcissism of minor differences,” and a story from the author’s childhood (a story about Bible quiz competitions) are interwoven. The author felt that such a topic was appropriate for St. John’s Church because the church, on the day that the sermon was delivered, was scheduled to meet about the topic of confirmation classes for youth. All of this is to say that sermons are often expressions of pastoral theology because sermons, while inherently theological, are also pastoral in that they are addressed to specific audiences and focus on matters that the preacher discerns to be of existential concern, both collectively and individually, for those whom the preacher is addressing. In terms of method and style, this sermon was written following the technique of Robert Dykstra as articulated in his Discovering a Sermon: Personal Pastoral Preaching.     

B. F. Skinner, 1926-1928: From literature to psychology

In the two years between graduation from college and enrolling in graduate school, B. F. Skinner tried to initiate a literary career, failed at the task, and chose psychology as a field for graduate study. In this article we examine his literary background for sources and themes specifically relevant to choosing psychology, and provide an interpretive framework of considerations that seem more generally relevant to understanding his failure as a creative writer and his subsequent career choice.     

Multicultural Training in University Counseling Center Predoctoral Psychology Internship Programs: A Survey

Research indicates that graduate programs in counseling and clinical psychology are beginning to include more courses on multicultural issues. Little data is available, however, concerning the inclusion of training in multicultural issues in predoctoral psychology internship training programs. This study examined the amount and type of such training actually occurring at predoctoral psychology internship training programs in university counseling centers.     

The Social Intelligence of Acting Students

American acting students were asked to predict the ratings made by the general population of undergraduate psychology students on an adjective checklist dealing with several professions, one of which was acting. The same task was set for two benchmark comparison groups (psychology graduate students and a sample from the general population of students). Chi-square comparisons of the ratings of the undergraduate psychology students and their predicted ratings by the acting students revealed that the acting students achieved a 70% correct prediction rate. Chi-square analyses of the performance of the psychology graduate students and the general student sample showed that the acting students' predictions were inferior to those of the psychology graduate students but no different from those of the general undergraduate student sample. The acting students were more accurate in predicting the endorsement of negative adjectives (100%) than positive adjectives (55%). The acting students tended to distrust other people's attitudes towards actors, whereas, in fact, the general population of students' feelings about them were mildly positive.     

Human Rights and the Defense of Liberal Democracy

In recent issues of the Journal of Religious Ethics (2006, 2007), David Little has defended the contemporary regime of international human rights against what he thinks of as the relativizing influences of the genealogical “just‐so” story told by Jeffrey Stout in his Democracy and Tradition (2004). I argue that Stout is correct about just‐so stories, and that Little does not go far enough in his reclamation of liberalism against Stout's “new traditionalists.” The main weaknesses of Little's approach are his insistence on the idea that human rights are to be thought of as natural rights, and that these in turn are to be thought of as self‐evident and self‐justifying. I argue that they are neither: they come to us via a Stoutian just‐so story, and that as part of a broader reclamation of liberalism, they can continue to serve as the basis for the kind of international liberal constitutionalism that Little advocates.     

Graduate school mentoring in clinical,counselling, and experimental academic training programs: an exploratory study

This study focused on graduate student mentoring within clinical, counselling and experimental psychology programs. A nationwide survey of 336 psychology graduate students indicated that counselling students reported higher levels of socioemotional support in their mentoring relationships, as well as higher overall levels of satisfaction, compared with clinical and experimental students. Clinical and experimental students, however, reported higher levels of selected outcome variables, such as research productivity. The relationships between mentoring qualities and several outcome variables were noted and discussed. This study adds to the developing literature concerning graduate student mentoring within professional psychology training programs.     

Reflections on a do-it-yourself training program in clinical psychology

This paper is a somewhat modified version of the inaugural Rapaport—Klein Memorial Lecture at Austen Riggs Center presented June 21, 1974. The author describes the experiences, the series of “apprenticeships” and clinical exposures, which coalesced into his education, from teenage days in the New York Madison House settlement, through Harvard undergraduate and graduate work, to Worcester State Hospital as head of psychological services and research. In conclusion, the author discusses the effects of the kinds of training experiences he has described on the issues that arose in the formulation of formal standards of training in clinical psychology.