PSY 440 Integration of Psychology and the Christian Faith. Course Credit: 3 Hours

Transcription

1 PSY 440 Integration of Psychology and the Christian Faith I. TC/TGS Catalog Course Description Course Credit: 3 Hours A discussion seminar on (1) foundational integrative methodologies regarding the discipline of psychology and Christian faith, (2) topics of general interest such as lifestyle, counseling, parenting, and leadership. Emphasis will be on practical applications to situations confronting the Christian today. Prerequisite: a minimum of 15 hours of psychology course work. This course fulfills the IDS 499X Integrative Thought Capstone requirement for students in the Psychology major. II. Course Learning Outcomes 1. Understand the key issues in relating one s faith to the discipline of psychology. 2. Develop an epistemological foundation for dealing with worldview questions and discovering truth. 3. Evaluate theories and findings in psychology from a Christian worldview. 4. Develop a philosophical framework that is biblically consistent for dealing with issues related to the use of psychology and the scientific enterprise. 5. Understand and value how various Christians deal with the issue of integration. 6. Manifest the fruits of an integrative framework in one s personal life. 7. Apply one s integrative framework thoughtfully to areas of practice and/or issues of potential conflict.

2 III. Units Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Title History, Perspective, Science, & Religion Worldviews & Foundations Perspectives & Models Models & Levels of Explanation Integration View, Christian Psychology, & Transformational Psychology Biblical Counseling & Overall Review Topic Areas Covered History, Perspective, Science and Religion Worldviews and Foundations Perspectives and Models Models and Levels of Explanation Integration View, Christian Psychology, and Transformational Psychology Biblical Counseling and Overall Review IV. Texts Required: Entwistle, D. N. (2010). Integrative approaches to Psychology and Christianity: An introduction to worldview issues, philosophical foundations, and models of integration (2 nd ed.). Eugene, OR: Wipf and Stock Publishers Johnson, E. L.(Ed.). (2010). Psychology & Christianity: Five views (2nd Ed.). Downers Grove, IL: InterVarsity Schaeffer, F. (1972). He is there and He is not silent. Wheaton, IL: Tyndale Worthington, E. L. (2010). Coming to peace with psychology: What Christians can learn from psychological science. Downers Grove, IL: InterVarsity

3 Various additional required readings and audio files are listed on a link on the PSY 440 online main course page and also listed at the end of this syllabus. The sample list of books dealing with integration are listed on a link on the PSY 440 online main course page. APA form information on the TIU Moodle site Sign in with your TIU username and password at and find the course Psychology Department Resources for Students. No enrollment key is needed. V. Grading Grade Category Grade Weight Assignments Initial Perspective Paper (A) 4% Three perspective papers will be required throughout the semester. The first paper is a two page synopsis (double spaced- 650 words) of your perspective on the integration of psychology and Christianity. Perspective Paper (B) 6% The second perspective paper will include modifications and/or expansions to the previous perspective paper (1000 words). Include a Reference page in APA Form. Perspective Paper (Final) 10% The Final Perspective paper will be an outgrowth of your previous papers and will consist of summarizing

4 your integration position with empirical or logical support. Also included will be a section for application (2000 words). Include a Reference page in APA Form. Reflective Essays 20% For the first five Units, students will submit a two-page ( word) reflective essay on an issue covered in the unit. Provide proper citations and a Reference page in APA form for sources used. Discussions 24% Each week students will participate in an online discussion forum. Students must respond to the discussion question posted by the professor, respond to two of their peers responses, and then provide a final response on one of the discussion threads. Required Reading Reports 12% For each Unit, students will turn in a report indicating how much (percentage) of the assigned reading was completed by the end of the unit.

5 Insight Logs 12% For Units 1, 2, 4 and 5, students will submit a paper explaining one important point of integrative relevance you obtained from your required reading and how it relates to your integrative framework of understanding. Outside Reading Summary 6% For Units 3 and 6, students will submit a paper explaining one important point of integrative relevance you obtained from your outside reading and how it relates to your integrative framework of understanding. Outside Reading Record 6% For Unit 3 and Unit 6, students will submit a Reading Record indicating the sources read from outside the weekly required readings (each source listed in APA form), how many pages were read, and paper explaining one important point of integrative relevance you obtained from your required reading and how it relates to your integrative framework of understanding.

6 Perspective Papers: Initial Perspective Paper (A) The first Perspective Paper should be the very first thing you do in this course. Let it serve as a baseline effort before you do any readings or enter into any discussions. No reference page is necessary. This initial effort is a two page synopsis of your perspective on the integration of psychology and Christianity (650 words). (Be sure to see the various questions to stimulate your thinking located in this assignment in Unit 1. Subsequent Perspective Paper (B) The second Perspective Paper will include modifications and/or expansions to the previous perspective paper (1000 words). Include a Reference page in APA Form. Regarding modifications and/or expansions, mention very briefly the point(s) from previous papers (perspective paper, insight logs, reflective essays), if relevant, as an introduction, mention the alteration or addition, and include the rationale for the change. These subsequent additions must be well thought out, be concise, and total a full three pages. These modifications are not a regurgitation of what you have heard or been reading, but a distillation and synthesis of what you have been reading, hearing, and thinking about in reference to the issue of integration and your integrative framework. A very helpful direction is to pull out a section of a previous paper to modify or expand. Another option is to highlight a particular problem that you have discovered in the process of integration and wrestle with a potential way to resolve the dilemma. The quality of your perspective along with valid reasoning is essential. Be sure to include citations for sources that contribute to your thinking and include a Reference page in APA form. Perspective Paper (Final) The final integrative project will be due at the end of Unit 6.

7 The total project should be a minimum of five pages and a maximum of six pages. The first 70% of the paper will be an outgrowth of your previous perspective papers and will consist of summarizing your integration position with empirical or logical support. Go beyond the elementary issues like filters and Truth, and get into a perspective that shows you've been thinking during the course. Don't try to "say it all" in this section, but present the most important elements of your perspective (about 3½ - 4 pages). Be sure to make appropriate citations in your text when (not "if") referencing another's ideas and work. Include in the next section an application of your position to a relevant issue. Choose one of the most profound and perhaps controversial truths you've confronted or learned about this semester. Describe it, and state how you would attempt to convince someone whose worldview shapes them to doubt the validity of this important point or leads them to take a position different than yours. Use about 1 ½ to 2 pages (30% of your paper) on this; bringing forth the line of connection from your perspective outlined in the first 70% of the paper. Once again, the quality of your perspective along with valid reasoning is essential. And as always, use proper APA form for citations in text and on your Reference page. Reflective Essays: The purpose of this task is to demonstrate critical and integrative thinking. It is your opportunity to bring your voice to the information by interacting with the material from a variety of knowledge sources (e.g., the Bible, science, and personal experience). For each of the five reflective essays, you will write between words, double-spaced in 12-point font format. In the reflective essays, students demonstrate critical thinking by addressing their chosen topic from knowledge sources such as the Bible, scientific studies, and personal experience. The first source, the Bible, provides a normative perspective on faith and life. While the Bible does not speak directly to all the details of human experience, it does provide a set of norms to help individuals and groups understand their relationships to God, the world, others and themselves. As you consider this part of your reflective essay you ask, Is there any scriptural

8 teaching, principle or imperative that informs me about the topic? Scientific discovery is the second knowledge source. We rely on science to help us know and understand the creation. The Bible does not directly describe all aspects of creation or life situations. Science helps by providing details of the creation and describing the operation and function of our world. Scientific discovery is an ongoing process thus science, while attempting to be reliable and valid, is never the final arbiter of truth, needing the normative message of the Bible. The Bible allows freedom of exploration and discovery because it neither neuters scientific discovery nor elevates it to a religion or faith system intent on explaining the grand questions of life. Our knowledge is incomplete without consideration of our personal experience. Therefore, we must attend to the third source of knowledge, life experience... The questions asked here are What are my personal thoughts on the topic? and How does my experience relate to the subject? Like science, our personal knowledge is incomplete and our experience can betray us. Once again we look to the normative aspect of the Scripture along with the data from science to complement or correct our self-understanding. So how does this all come together in a reflective essay? This can be summed up in the question, How do you know? The reflective essay is designed to help you take the three sources of knowledge or if you prefer God s revelation, and to guide you to a deeper, more informed understanding of psychology and our Christian faith. As you think and write, you are not required to arbitrarily draw from each of these three areas, but you should make an effort to integrate the information from these three viable sources. Let them speak to one another and build a richer and deeper articulation of your views of the personality theories. Demonstrate critical thinking, sound logic and good reasoning. Be sure to utilize and cite resources and examples to support your claims. Think as a scholar and build your essay in a style congruent with higher education academic writing. Discussion The online discussion section allows us to engage as a learning community and get to know one another. Your participation in this activity facilitates the learning process. You are encouraged to post and respond early in the week so we can develop a robust dialog.

9 For this assignment, you will participate in an online discussion. You will contribute an initial reflection to get the discussion started (by Wednesday). Then, respond to at least two other classmates postings with a thoughtful, substantive response, using the initial discussion issue and their initial reflection as the springboard to your commentary (by Friday). Lastly, make another quality follow-up response to one of the threads in the discussion forum (by Sunday). This reflects the minimum number of posts (1 initial, then 2, then 1), and that is a minimum and not necessarily the ideal. You can make other comments. Picking up a thread and continuing to reply with each other is more profitable than the one and done commentary. Make it possible for everyone to make multiple comments by not waiting until the end of the last day to respond to one another. Once again to review, in your initial post, thoughtfully engage the issue by posting your perspective (informed by the text for the week and/or other professional sources). In sharing your initial post to the issue, it should be a thought out statement (at least 150 words). You will respond to your classmates by posting to their initial post by Friday, preferably sooner. This is where you really show evidence of critical thought and utilize additional resources as you address the issue in light of your classmates first posts including asking thoughtful questions and extending the points made (150 words to two different posts). Lastly, respond at least one more time to one of the threads by Sunday (100 words). You may agree, disagree, expand a thought, or make adjustments to your thinking in your posts. Stay close to the flow and address the concepts introduced by the original issue. Show that you have been thinking and reading. Show critical thinking and help move the discussion along. This is not a casual Facebook chat, but an intellectual discourse on the issues. To give you an idea on length, this paragraph (starting with You ) is one- hundred-fifty words. Required Reading Reports: For each Unit, students will turn in a report indicating how much (percentage) of the Required Reading was completed by the end of the unit.

10 Each Unit will have assigned readings from the Required Books and also from Articles/Audio files from the Reading List. Insight Logs and Outside Reading Summaries: On any given Unit, you will turn in a ¾ page summary (200 words minimum) explaining one point of integrative relevance you obtained from your required reading. Include which reading(s) contributed to that insight, what was the point or issue, how/why it is important, and how it relates to your integrative framework. At the end of your Insight Log or Reading Summary include the reference(s) in APA form of your source(s). Four of these papers will be Insight Logs from the Required Readings (Units 1, 2, 4, and 5). Two of these will be Reading Summaries from your Outside or extended readings (Units 3 and 6). Outside Reading Record: For Unit 3 and Unit 6, students will also submit an Outside Reading Record indicating the pages read from sources outside the weekly required readings. (One of the sources from each Record will be the source for the point of integrative relevance for your Outside Reading Summary mentioned above.) The Outside Reading is reading in addition to the four required books and the numbered readings (Rdg_1, etc.) from the Reading List. You may choose to read from any book on the integration of psychology and Christianity/theology. Some book titles are presented as examples on the sample book list (see the sample of books for Outside Reading on the Outside Reading Book List link on the first section of this course on the online platform). You may also choose to read articles from the Journal of Psychology and Theology, the Journal of Psychology and Christianity, the Journal of Biblical Counseling, or other professional journals (e.g., the Journal for the Scientific Study of Religion). If in doubt when reading an article from a different journal, consult your professor for approval. You may not count books or articles that you have read before, and,

11 certainly, any assigned books or articles assigned for this course do not count as outside reading. You will receive one (1) percentage point for each page of reading from books (do not count footnote pages, table of contents, etc., only the number of pages of actual content that you read), and you will receive two (2) percentage points for each page read from an article (do not include pages that are only tables, graphs, charts, or references, etc. Count only the number of pages of content that you actually read). If you have earned more than the 100% on the first Outside Reading Record, you may carry over pages from the first Outside Reading Record (Unit 3) to the second Outside Reading Record (Unit 6). Percentage points will be deducted from the total for a reference list that contains APA form errors. These deducted points cannot be made up by reading more pages. The Psychology Department Resources page in Moodle provides generous information for referencing books, articles, electronic sources, etc. In summary, your document will look like an APA Reference list and will Include a reference for each source, will indicate which pages you read (listed after each source), and include the total number of pages read from each source, and at the bottom of the document, will include the total number of book pages and the total number of article pages read in your Outside Reading Record.

12 VI. Week by Week Unit 1: History, Perspective, Science and Religion Assignment 1a. Initial Perspective Paper (A) Grade Weight Due Date 4% Wednesday Week 1 1b. Discussion 4% In Week 1, respond to the professor s question by Wednesday. Respond to two peer posts by Friday. Give a final response to a discussion thread by Sunday. 1c. Report for Required Reading Unit 1 2% Sunday Week 1 1d. Reflective Essay 4% Sunday Week 1 1e. Insight Log Unit 1 3% Sunday Week 1 And for Unit 3 3e. Work on Outside Reading 3% Due at the end of Week 3

13 Readings/Resources Johnson pp (Overview) Rdg_1 Stevenson Entwistle - Chapters 1-3 Rdg_2 Wolterstorff Rdg_3 Guy Worthington - Chapter 1 Audio_1 Johnson Stossel Video Science vs. Religion John Stossel (first 14 minutes) Schaeffer video Francis Schaeffer How should we then live (Episode VI - The Scientific Age). Be sure to sign in to your TIU account to access the video. Choose the middle (third) picture and watch from minute 29:05- to minute 38:27 ETTJ6bEU&usp=sharing_eid Power Point.pdf What is Psychology? Is it a Science? Reading and Audio List Link Outside Reading Sample Book List Link

14 Unit 2: Worldviews and Foundations Assignment Grade Weight Due Date 2a. Discussion 4% In Week 2, respond to the professor s question by Wednesday. Respond to two peer posts by Friday. Give a final response to a discussion thread by Sunday. 2b. Report for Required Reading Unit 2 2% Sunday Week 2 2c. Reflective Essay 4% Sunday Week 2 2d. Insight Log Unit 2 3% Sunday Week 2 And for Unit 3 3e. Work on Outside Reading 3% Due at the end of Week 3

15 Readings/Resources Rdg_4 Collins - Chapter 7 Entwistle - Chapters 4-7 Schaeffer He is there and He is not silent Worthington Chapter 3 Worldview Questions A Walk through the Worldviews - Robinson Schaeffer video Francis Schaeffer How should we then live (Episode VI - The Scientific Age). Be sure to sign in to your TIU account to access the video. Choose the fourth picture and watch from minute 0:55 to minute 2:31 and also from 25:45 27:31 ETTJ6bEU&usp=sharing_eid Reading and Audio List Link Outside Reading Sample Book List Link

16 Unit 3: Perspectives and Models Assignment Grade Weight Due Date 3a. Discussion 4% In Week 3, respond to the professor s question by Wednesday. Respond to two peer posts by Friday. Give a final response to a discussion thread by Sunday. 3b. Report for Required Reading Unit 3 2% Sunday Week 3 3c. Reflective Essay 4% Sunday Week 3 3d. Outside Reading Summary 3% Sunday Week 3 3e. Outside Reading Report 3% Sunday Week 3 3f. Perspective Paper (B) 6% Sunday Week 3

17 Readings/Resources Rdg_5 Collins Chapter 8 Worthington pp , Chapters 5-8 Entwistle Chapter 8 Rdg_6 Eck Siang Yang Tan interview with Eric Johnson Reading and Audio List Link Outside Reading Sample Book List Link

18 Unit 4: Models and Levels of Explanation Assignment Grade Weight Due Date 4a. Discussion 4% In Week 4, respond to the professor s question by Wednesday. Respond to two peer posts by Friday. Give a final response to a discussion thread by Sunday. 4b. Report for Required Reading Unit 4 2% Sunday Week 4 4c. Reflective Essay 4% Sunday Week 4 4d. Insight Log Unit 4 3% Sunday Week 4 And for Unit 6 6d. Work on Outside Reading 3% Due at the end of Week 6

19 Readings/Resources Worthington Chapters 9-10 Entwistle Chapters 9-10 Rdg_7 Smith Rdg_8 Ellis, Bulkley, Johnson & Johnson Rdg_9 Myers Johnson pp , (overview), (Myers), (Critiques) Power Point.pdf Comparing the five views Christians take to psychology Audio_8 Stan Jones Homosexuality in Science and Scripture (Optional) - Audio_7 Mark Yarhouse TIU Chapel on Homosexuality Reading and Audio List Link Outside Reading Sample Book List Link

20 Unit 5: Integration View, Christian Psychology, and Transformational Psychology Assignment Grade Weight Due Date 5a. Discussion 4% In Week 5, respond to the professor s question by Wednesday. Respond to two peer posts by Friday. Give a final response to a discussion thread by Sunday. 5b. Report for Required Reading Unit 5 2% Sunday Week 5 5c. Reflective Essay 4% Sunday Week 5 5d. Insight Log Unit 5 3% Sunday Week 5 And for Unit 6 6d. Work on Outside Reading 3% Due at the end of Week 6

21 Readings/Resources Entwistle Chapter 11 Rdg_10 Jones & Butman Johnson pp (Jones), (Critiques) Worthington Chapters Johnson pp (Roberts & Watson), (Critiques) Johnson pp (Coe & Hall), (Critiques) Audio_2 Stanton Jones (Optional) - Audio_3 P. J. Watson (Optional) Audio_4 John Coe (Optional) Power Point.pdf Comparing the five views Christians take to psychology (optional review) (Optional) Theresa Tisdale interview with Eric Johnson Reading and Audio List Link Outside Reading Sample Book List Link

22 Unit 6: Biblical Counseling and Overall Review Assignment Grade Weight Due Date 6a. Discussion 4% In Week 6, respond to the professor s question by Wednesday. Respond to two peer posts by Friday. Give a final response to a discussion thread by Sunday. 6b. Report for Required Reading Unit 6 2% Sunday Week 6 6c. Outside Reading Summary 3% Sunday Week 6 6d. Outside Reading Report 3% Sunday Week 6 6e. Final Perspective Paper 10% Sunday Week 6

23 Readings/Resources Johnson pp (Powlison), (Critiques) Worthington Chapters Entwistle Chapters Rdg_10 Jones & Butman (if not completed in Unit 5) Audio_5 Powlison (Optional) - Audio_6 Closing Panel Discussion (Optional) - Power Point.pdf CCEF s pastoral care and counseling model Reading and Audio List Link Outside Reading Sample Book List Link VII. Expectations and Important Information Timing: Due dates: This course will take place over six weeks. Assignments must be submitted by the assigned due dates within the six-week period. Note that some weeks may require more work than others, and individual experience may vary from week to week. Work turned in after the Sunday night close of a given Unit will be penalized 20% in the first day and 10% per day after that. Units cover one week each beginning on Mondays and ending on Sundays. Your first Perspective paper is due by Wednesday of Unit 1 (although you should do it as early as you can). Apart from responses to the professor s Discussion Questions each week, which are due by Wednesday of each week, and your response to your classmates comments, which are due by Friday of each week, all unit assignments are due by Sunday midnight of each unit.

24 Participation /Attendance Students are expected to participate in the online class regularly. Participation online is the equivalent to attendance in the face-to-face environment. Minimal attendance within the online class includes the following: 1. Submission of an academic assignment 2. Examination, interactive tutorial, or computer-assisted instruction 3. Participation in on-line discussion about academic matters 4. Initiation of contact with instructor to ask question about academic subject Students who do not participate (and therefore attend ) class will be administratively withdrawn after two weeks if they have not self-enrolled and participated in at least one assignment or discussion. The Online Campus sends notifications to your TIU account for most activities to prompt you. You are expected to check your TIU account on a daily (or more frequent) basis. You may also forward messages from the TIU account to another personal/professional account. However, you are responsible for acting on the communications that reside within your TIU account. The TIU can be accessed at Discussion Forum Expectations In order to receive the most benefit from your class, it is important that you have a strong, engaging, and interactive presence within your class through the Discussion Forum. The Discussion Forum environment will be a place of robust academic interchange among you, your classmates, your instructor, as well as outside resources that are relevant to the weekly subject matter. An important part of this conversation is wrestling with the issues. This will be a time where you begin to crystallize what you believe about a subject and why, as well why you disagree with an opposing perspective. This naturally means that it is not enough to simply agree or disagree with a particular argument. Rather, it is

25 your responsibility to provide compelling evidence and support for why you have reached your conclusions. Higher-critical thinking is at the heart of a quality liberal arts education, the value of which will benefit you long after graduation. The Discussion Forum is not meant to be a dry, sterile environment. Be creative! Did you see a video clip that would enhance the level of discussion engagement? Add it to the forum! Did you read an interesting article on Facebook or Twitter that would get others thinking, or re-thinking the subject? By all means, share it on the forum. Playing devil s advocate is also in-bounds. Addressing a classmate from an opposing viewpoint (not necessarily your own) to promote heightened interaction on a subject can further higher-level thought and a more robust discussion thread. Tips for participation Information sharing is extremely valuable in any learning experience. Your fellow students are excellent resources for stories, information, and different perspectives on your project work. At the same time, they can benefit from your ideas and insights. For these reasons, you need to participate and post questions as often as possible. If you do not participate, you and your classmates will miss out on worthwhile opportunities to enhance learning. Interaction in a virtual environment such as the discussion involves many of the skills used in face-toface communication. Below are some tips for effective asynchronous discussion. Keep postings short and to the point. Include pieces of the original message in any response. Be respectful of others' ideas and comments. Consider what is useful in the opinion shared and how it is similar to and different from your own point of view. Post responses in a timely manner. Keep your faculty member and other students informed about any events that could affect your progress. Choose words carefully and consider how the reader might interpret them. Sometimes text may seem more harsh or critical than the spoken word. This course will take place over six weeks. Each week will represent one unit.

26 Assessment Criteria At the end of the course, your scores for assignments and other work will be totaled and translated into a final letter grade (A, B, C, D or F). Incomplete tasks will be assigned zero points. Final letter grades are as follows. Percentage Grade A A B B B C C C D D D- 59 and below F Assessment criteria may differ for each assignment. Grading rubrics for the paper and discussion forums are posted on the course website Make certain you understand the specific criteria on which each individual assignment will be assessed and confirm your understanding with your faculty member. The quality of work is considered in grading. Therefore, the Reflections and Discussion posts will be graded on the basis of timely completion and the quality of the work. Code of Conduct Our students are members of an academic community founded upon biblical principles of integrity and respect for others. It is critical that students and faculty trust one another to act with professionalism and integrity. Faculty members expect students to adhere to the following Unless the assignment description explicitly states otherwise, all work you submit will be your own. You are encouraged to share ideas and questions about your work as you do it, but the work itself should not be shared. If you would like to work with others-whether other students in this course or anybody else-it is best to check first with your faculty member.

27 In assignments and discussions, you will state your own ideas in your own words, clearly citing any borrowed words or ideas. (Exceptions would be course content or assignment instructions that ask you to apply templates, data, or information.) For a quiz or exam, you will work independently, without sharing answers with others. For a group project, you will share work with other members of your team, but not outside of your team. You will not share finished or draft work (individual or group project) with others unless you are explicitly directed to do so by course materials or your faculty member. For example, providing such work may create a situation where another individual would violate the Code of Conduct. Academic Dishonesty (i.e., plagiarism and cheating) is not acceptable at Trinity International University. Cases of academic dishonesty are to be reported by both faculty members and students. Violations are subject to punitive action. Plagiarism is the appropriation of all or part of someone else s work (such as, but not limited to, writing, coding, programs, and images) and submitting it as one s own without proper citation. Common sources of plagiarized work include published books and articles, another student s work, free Internet websites, and websites offering academic papers for sale. Cheating is defined as using false pretenses, tricks, devices, or deception to obtain credit on an examination or assessed work in a course. TGS except MA/T and MEd/DL (e.g. bioethics and leadership) In compliance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 (ADA), it is the policy of Trinity International University to provide appropriate and reasonable accommodations, or academic adjustments, and services to students with a documented disability to help ensure an equal educational opportunity. Students seeking these services should contact Jana Holiday, Associate Dean of Students, at the earliest possible

28 time with supporting documentation. If you believe you might have a disability that negatively impacts your educational performance, but have never been diagnosed, you are encouraged to meet with Jana Holiday to discuss your needs. You can contact her at jrholiday@tiu.edu or

29 PSY440 Integration of Psychology and the Christian Faith 2015 Reading List and Audio Files The following readings (below) and audio files (further below) correspond with the additional reading and listening assignments mentioned in the syllabus and found in the Unit for which they are assigned. Reading List Available as.pdfs in Unit Study Guide for the week they are assigned. 1 Stevenson, D. H (2007). Introduction: The nature of integration and its historical context. In D. H. Stevenson, B. E. Eck, & P. C. Hill (Eds.), Psychology and Christianity integration: Seminal works that shaped the movement. Batavia, IL: Christian Association for Psychological Studies. 2 Wolterstorff, N. (1984). Integration of faith and science-the very idea. Journal of Psychology and Christianity, 3(2), Guy, J. D., Jr. (1980). The search for truth in the task of integration. Journal of Psychology and Theology, 8, Collins, G. R. (1977). The rebuilding of psychology. Wheaton, IL: Tyndale. (Chapter 7 - In a vertical direction. pp ) 5 Collins, G. R. (1977). The rebuilding of psychology. Wheaton, IL: Tyndale. (Chapter 8 - On a new foundation. pp ) 6 Eck, B. E. (1996). Integrating the integrators: An organizing framework for a multifaceted process of integration. Journal of Psychology and Christianity, 15(2), Smith, B. (1996). Authors and arguments in Biblical counseling: A review and analysis. Journal of Biblical Counseling, 15(1), 9-20.

30 8a Ellis, A. (1997). Can be counseling be Christian? Can rational counseling be Christian? Christian Counseling Today, 5(1), 13, b Bulkley, E. (1997). Can be counseling be Christian? Have we sold our birthright? Christian Counseling Today, 5(1), 14, c Johnson, W. B., & Johnson, W. L. (1997). Can be counseling be Christian? A wedding of faith and practice.christian Counseling Today, 5(1), 15, Myers, D. (1996). On professing psychological science and Christian faith. Journal of Psychology and Christianity, 15(2), Jones, S., & Butman, R. (1991). The integration of Christianity and psychology. In Modern Psychotherapies: A comprehensive Christian appraisal (pp ). Downers Grove, IL: InterVarsity. Audio Files List Available as links in Unit Study Guide for the week they are assigned. 1 Johnson, E. L. (March 19, 2010). Five Views: A Dialogue. [Bryan College Institute: Audio]. Dayton, TN: Bryan College. 2 Jones, S. (March 20, 2010). A Christian view of persons and the advance of psychological science: An integrative perspective. [Bryan College Institute: Audio]. Dayton, TN: Bryan College. 3 Watson, P. (March 20, 2010). Whose psychology? Which rationality? Christian psychology after postmodernism. [Bryan College Institute: Audio]. Dayton, TN: Bryan College.

31 4 Coe, J. (March 20, 2010). Psychology in the spirit: A transformational approach to psychology and Christianity. [Bryan College Institute: Audio]. Dayton, TN: Bryan College. 5 Powlison, D. (March 20, 2010). The question of causality: Nature, nurture, and a whole lot more. [Bryan College Institute: Audio]. Dayton, TN: Bryan College. 6 Johnson, E. L. (March 20, 2010). Closing panel discussion [Bryan College Institute: Audio]. Dayton, TN: Bryan College. 7 Yarhouse, M. (February 25, 2009). Sexual identity: An alternative narrative [Chapel Message: Audio]. Deerfield, IL: Trinity International University. 8 Jones, S. J. (2004). Homosexuality in science and scripture: What do we know? [Address at the Carl F. H. Henry Center for Theological Understanding: Audio]. Trinity Evangelical Divinity School, Deerfield, IL.