Document Type

Article

Publication Date

2022

Abstract

Several studies of student perceptions found students reported their integration learning is best in a supportive academic setting with faculty mentors who are “bulwarks” of the faith and emotionally transparent sojourners (e.g., Sorenson et al., 2004). However, little is known about integration learning outcomes. In Study 1, twenty-two participants provided definitions of integration at the beginning and end of a single-semester graduate Christian integration course in clinical psychology. Large significant differences (Cohen’s d = 1.49) were found between pretest and posttest scores, indicating a large gain in integration knowledge. Study 2 also utilized a pretest/posttest quasi-experimental design for a sub- sequent cohort in the same course. Eighteen students’ scores were rated blindly. Results indicated very large and significant gains in total integration knowledge (Cohen’s d = 4.75). Significant increases were found in each of six sub-domains: worldview, four-legged, theoretical-conceptual, research-empirical, applied-clinical, and personal-experiential integration, with mostly medium effect sizes but a very large effect size for research-empirical integration. An increase was also found in the “other” domain. Although causal inferences are unwarranted and generality is untested, results indicated that, following a one-semes- ter Christian integration course, students achieved significantly higher scores in Christian integration knowledge.

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