Psychopathology Through the Eyes of Faith lotegr^؛!^e Reflections.docx

Psychopathology Through the Eyes of Faith: lotegr^‫^!؛‬e
Reflections for
t^e Classroom and Beyond
Richard E. Batman
Wheaton College
Mark Yarhouse
Regent University
The Study ofthe Calamities ofthe Soul
We approach the study of psychopathology in these terms: “foe
study of the calamities of the soul,” by which we mean that
students are learning how to assess, treat, and prevent concerns
that affect the whole person, the embodied soul. Stated
differently, something is lost in foe study o^ychopathology
when we focus only on deviance, dysfunction, danger, or
distress (i.e., foe traditional understanding of abnormal behav-
ior). Rather, we see foe study o^ychopathology as the emotional
and psychological stru^les of persons that affect all dimensions
ofhuman beings.
This definition comes from the Greek word for psych (psukhe)y
meaning breath or spirit, suggesting more than just the mind
(but including mental pro- cesses), and pathology, su^esting foe
scientific study of deviations from a healthy or normal state or
condition. Today, it is more common for the scientific study of
psychopathology to focus on deviance, dysfunction, danger, and
distress (i.e., the “4 Ds” in many contemporary textbooks).
These are certainly important for the conversation, but it seems
most appropriate for a faith-based discussion to begin with a
broader understanding of the soul so that we can remind
ourselves and our students that we are taking a holistic view of
foe person in the service ofthe well-being of the soul.
The definition we have chosen—the study of foe calamities of
the soul—has foe potential to offer greater humility and
honesty, and a deeper respect for humanity, into our
explorations in foe classroom and beyond. To foe traditional

emphasis on the 4Ds, we
would Idee to add that ^ychopathology could also be seen as an
expression of “disordered desires” or urges and longings that
have gone awry.
The Assessment, Treatment and Prevention of M ental Illness
In our approach to teaching ^ychopathology, whether to an
audience of undergraduate or graduate and professional-level
students, we focus on three key domains: (a) the assessment,
classification and diagnosis of mental illness; (b) the effective
treatment of psychopathology; and (c) exploring strategies for
reducing the intensity, duration or frequency of disordered de-
sire (prevention). We want our students to be able to describe
the key symptoms (what isgoingon?)y to offer reasonable
explanations for their etiology and maintenance (why is this
happening?), to be able to explore available treatment options
(what might be helpful
-healing and growth}), and to offer creative and in ‫م‬ formed
responses to risk reduction in the foture (what might be some
preventive options?). Unfortunately, the traditional focus in
many psychopathology courses is primarily on learning the
Diagnostic and Statisti- cal Manual of Mental Disorders (DSM;
APA, 2013) typology regarding foe assessment, classification
and diagnosis of mental illness. For us, we strongly advocate
the need for an “ethical” response (what are the implicationsfor
our Christian worldview and lifestyle?). Consequently, we
strive to balance solid course content (insight) with a sharp
focus on relevant implications for se!want-^a^rioner-scholars
(Jones & Butman, 2011).
211
212
PSYCHOPATHOLOGY THROUGH THE EYES OF FAITH
Historical and Contemporary Understanding ofthe Subject Area
In our previous work (Yarhouse, Butman, & McRay, 200s), we
noted that there has been a segrega- rion of the soul that took
place when the church ab- dicated its responsibilities in working

holistically with the soul by having mental concerns addressed
solely and exclusively by mental health professionals. There is
a rich tradition ofpastoral care and spiritual formation that
could deeply inform contemporary discussions. We see some
developments in this area with greater emphasis on spiritual
Direction today, even to foe ex- tent of specific degree
programs. The positive psychology movement has also offered
some helpful insights that compliment these developments.
Indeed, psychol ogy, theology, and spiritual formation are all
potential contributors to the dialogue (McMinn & Campbell,
2006). In other words, the study of the calamities of foe soul
needs to be informed by science and reason (general revelation),
scripture and theology (special revelation), foe authority and
traditions ofthe church (spiritual formation), and important
insights gained from foe narratives (experience) of both
practitioners and clients. Finding effective ways to “integrate”
these major sources of truth is foe heart ofthe matter for
discernment in ^ychopathology (Jones & Butman, 2011).
This discussion comes at a rime in our history in which the
mental health fields are in foe midst of significant turmoil
about how best to understand our models of personality,
psychopathology, and psychotherapy. Recent conflicts about
classifications systems (Diagnostic and Statistical Manual or
DSM, Inter- national Classification of Disease or ICD,
Psychody- namic Diagnostic Manual or PDM, and Personality
Disorders Institute or PDI) are but one expression of these
tensions (APA, 2013). Likewise, fierce de- bates about “best
possible practices” {what treatment strategies work best with
what types o f persons with what types ofproblems?) often leave
the student bewil- dered by perceived chaos and confusion in
the field. One of the key tasks ofthe instructor, then, is to help
foe student to navigate foe “culture wars” between compering
models. The wisdom, knowledge, and compassion so often
evident in the history of pastoral care can help us explore the
common factors ofeffec- rive treatment like hope, technique,
relationships, and contextual or situational variables (McMinn

& Camp- bell, 2006). A trend we have bofo noted amongst col-
leagues that teach at faith-based institutions, is a growing
respect for this literature with each passingyear. As
Deuck and Reimer (2009) have nbserved, “Athens” (the
academy) has much to learn from “Jerusalem” (the church).
Integrative k e r n e s in the Subject Area
The Problem ofHuman and Pain (the ^teodicy Debate)
Perhaps the most important theme that must be addressed at the
start of a course in psychopathology is the theodicy debate.
Our models of personality, psychopathology, and
psychotherapy should be deeply informed by the reality of
human brokenness and sinfulness. The sheer statistical reality of
the many expressions of serious mental illness (epidemiology)
demands enormous sensitivity in this area, w h e n one
considers the problems of anxiety and mood—or the problems
of personality and psychosis—it would be hard to imagine that
any individual in contemporary American society has not been
directly or indirectly impacted by human pain and suffering.
These themes can be incorporated directly into the content of
the course or resources such asJohn Stackhouse’s Can God Be
Trusted? or similar introductions to theodicy can be used as an
opening reflection/devotional to facilitate discussion.
Specifically, we would recommend that course instructors
courageously and carehdly address these concerns from the start
of the course. Some form of “affect simulation” seems essential.
We have found excellent resources in a wide variety of sources
(e.g., articles, books, case studies, and internet) that help stu-
dent develop greater awareness of the inner world of mental
illness and emotional distress. Helping them to shift from
focusing on the differences between them- selves and hurting
persons—to exploring the common humanity of the human
experience (empathy) seems absolutely critical. If this is not
“front-loaded” in the course, the student runs the risk of
adopting a more aloof and distant understanding of the reality
of the critical mass ofhuman pain and suffering.
The Nature of?ersons (Theological Anthropology)

In our courses in psychopathology, we want our students to
reflect and begin to initially develop a deeper understanding
ofwhat it means to be a human being in all its complexities
{what makespeople tick?). Specifi- cally, we encourage them to
reflect on ways in which the doctrines of creation, the fall,
resurrection, and glorification should inform our notions
ofpersonhood (Jones & Butman, 2011). At foe most basic level,
this
BUTMAN and YARHOUSB
?٦
should mean that every person is created in the image and
likeness of God, therefore being of infinite worth and
significance (Imago Dei). Likewise, each person is prone to
brokenness, deceit, and sin (the utter impos- sibility of human
perfection). Finally, there is hope for all persons because ofthe
reality of the incarnation and resurrection. The study
ofpsychopathology lends itself especially well to “fleshing out”
our notions ofbroken- ness and the impact ofboth personal and
collective sins of omission and commission (Yarhouse et al.,
2005). But even in the midst o f incredible hrokenness, it does
not lessen the worth and dignity of each person we encounter.
Practically speaking, this could mean that we have something to
learn from each person in every encounter—if only because
they bear the image and likeness ofGod. Our stance, then,
should be one ofincred- ible humility and uncommon decency
(Mouw, 2002). Flsewhere, we have tried to make a case for
wholistic dualism—a recognition of the fundamental unity of
foe mind and body (Jones & Butman, 2011). In short, our
students need to understand that “we are not dis- embodied
minds—or mindless bodies.” We are fear- fully and
wonderfrrlly made in His Image—even in foe midst ofthe most
serious expressions of mental illness.
The Nature ofProblems-in-Living (Psychopathology)
Further, we want our students to develop a deeper understanding
ofthe etiology and maintenance ofpsychopathology. Mental

illness is rarely an expression of a single causal factor. Most
commonly, there is a complex interaction of primary,
predisposing, précipitât- ing, and perpetuating factors—some of
which are biological, and others are psychosocial,
sociocultural, or spiritual (Yarhouse et al., 2005). W e want our
students to avoid foe sin of reductionism or what we refer to as
“nofoing-but-ism” (foe assumption that the cause of ___
isnothingbut___ ).Thisisacommon,overly- simplistic response to
foe concerns of our day, and our culture—and sadly many of our
fourches—contrib- Utes to this single causal mindset. Because
of who we are—and the way that God has made us—it can be
especially tempting to reduce choice and responsibility to the
action of the individual without really respecting other
important contributing factors. Rarely in the study of mental
illness can we identify a single, primary cause that led to the
etiology and maintenance of the disorder. Deep depression, for
example, most often appears to be a synergistic combination of
biological, psychosocial, and sociocultural factors. Respecting
foe complexity of psychopathology has foe potential to
lead to a more integrative and wholistic response in terms of
evaluating potential treatment options (Jones & Butman, 2011).
We want our students to be able to name at least several
biologieal variables, several psychosocial variables, and
several sociocultural/spiritual variables that can potentially
contribute to the etiology and maintenance of mental illness
(we frequently request as many as seven of each to push
students to consider complex contributing factors). This is not
especially difficult, since scores ofvariables have been
identified in each of those domains. We recommend that
instructors adopt a stress-diathesis perspective, where mental
illness is seen has a combination of internal and/or external
stressors most often coupled with acquired (socializa- tion) or
inherited (genetics) vulnerabilities.
For instance, if a psychologist is treating a het- erosexual
couple in which the husband’s symptoms meet criteria for an
erectile disorder, we want to consider possible predisposing

factors in etiology. These could include lifestyle choices (e.g.,
stress associated with long work days, excessive community
involve- ment, commitments that detract from time with one’s
spouse, not prioritizing intimacy or shared pleasurable
experience), as well as perpetuating factors in maintenance
such as discouraging thoughts and catastroph- izing (e.g., I f l
don't perform tonighty my wife will leave me.). Respecting the
complexity of etiology and maintenance is a prerequisite for
more deeply informed and effective treatment. We want our
students as develop- ing servant-practitioner-scholars to be
exemplars ofre- spectfol and deeply informed change agents.
We are especially concerned about ways in which
compartmentalization and reducrionism seems to be gaining
hold in our health care delivery system in this country. Clearly,
the movement is towards psycho- pharmacological
interventions—and away from more traditional human-centered
therapeutic interventions. The obvious reality is that foe data
clearly supports cognitive-behavioral and interpersonal
therapies as been efficacious—and especially so when
psychotropic medications are seen as an adjunct or aid to
integrated and wholistic interventions (McMinn & Campbell,
2006). Treatments that “work” need to respect the complexity of
etiology and maintenance—and in- tervene accordingly.
Christian mental health professionals must advocate and
educate about foe need to respect the primacy of relationships
in any healing endeavors. Responsible eclecticism needs to be
col- laborarive and interdisciplinary or it runs the risk of
offering “relief’ without lasting development or heal
214
ing. In a culture that is especially prone to a “quick fix,” or
pragmatism, we need to reassert a deeper and more informed
understanding oflasting change and healing (Jones & Butman^
2011).
The Nature ofchange and Healing

As we turn our attention ro foe nature of change and healing, we
are introducing our students to inter- venrion strategies and how
to best understand them. In this context, we do well to speak to
the common factors associated with change. These most
certainly include hope (expectancy effects), interpersonal or
relational variables between client and therapist, specific
treatment strategies, and a deep appreciation for relevant
contextual, developmental, and situational variables (or what we
think of as the world in which the client actually lives).
Attention to foe known factors that predict resiliency and
effective coping is likewise critically important (A?A, 2015). A
clear consensus has also emerged about the importance of social
support systems as well as an individual’s sense of efficacy
and purpose/meaning (?argament, 2013).
It often seems tempting ro our students to summa- rize the
literature in such a way that it implies there is one best strategy
for all individuals with the same type of problems. We support
the use of evidence-based treatment manuals while recognizing
that seasoned clinicians know that all treatment plans must be
custom tailored for the individual. Again, fois seems to reflect
core assumptions about health, happiness, or holiness that often
do not reflect foe complexity ofhuman persons—or the
complexities of disordered desires. Jones and Butman (2011)
offer guidelines that might help reduce fois all roo predictable
tendency.
Nature ofAssessment and classification ‫ذ‬
We are most definitely in the midst of tremendous
controversies about how best ro understand foe art and science
of determining foe exact nature of foe ^oblems-in-living that
trouble foe human soul. The DSM5 was released in May of 2013
(APA, 2013). At no time in our careers have we seen so much
chaos, confusion, and tension with reference to how best decide
about the specific nature of an individual’s ^oblems-in-living.
Recent guides by Paris (2013) and Francis (2013)—and scores
of webinars—have been offered to help academicians,
clinicians, and research- ers to make sense of fois new

typology. The official site of the American Psychiatric
Association (www. DSM5.org) is a good place to start—but one
might also want to Google “DSM5 controversies” to get a
taste £٠٢how different professional associations and adv©caey
groups aro ^sturing on these important matters, w h a t is less
elear is how insuranee eompa- nies will respond—or how the
current health initia- tives in this country will potentially
impact adaptation and implementation o£the DSM5. Others are
vitally concerned about what this means for graduate and
professional training in both classroom and clinical settings.
We would recommend that the course instructor clearly present
the pros and cons o£ current (and historical) classification
systems (Yarhouse et al., 2005). In addition to the history of the
DSM, instructors can discuss the ICD and foe PDM in this
context. Helping our students understand the relevance of
important psychometric concepts like norms and standardiza-
tion—or reliability and validity. It seems more timely than ever
to help our students learn how hard it can be to achieve good
inter-rater reliability about what we see and what we hear.
Helping foem to be moro care- fill observers—and more
sacrificial listeners—is foun- dational. whether the DSM5 helps
us to move in fois direction is something that we should explore
in foe months and years ahead.
Assessment is an area in which we must acknowl- edge our
dependence on an individual’s self-report and our direct
observations. Consequently, we will never have all foe data we
need ro make accurate and truthful assessments. As experienced
clinicians have observed for decades, assessment is best seen as
an on-going process of mutual discover and exploration.
Again, there is a great need for epistemic hum ility-and it can
be so tempting to act as if we have certainty even with hm- ited
data.
TheImportanceofHope
As our students work through foe many expressions of foe
calamities of foe soul, they often feel over- whelmed by foe
pain and suffering they encounter through the assigned and

recommended readings, or the material presented in foe
classroom presentations. Coupled with their own personal
encounters with the many forms of mental illness, a seme of
demoral- ization and hopelessness can easily take hold in their
consciousness.
We have found it especially helpfirl to offer narratives of
healing and recovery on a regular bases throughout the course.
These are widely available on the internet or in teaching videos
that often accom- pany adopted course textbooks. Ron Comer’s
Ab- normal Psychology (2015) has made superb teaching
BUTMAN and YARHOUSB
vignettes to supplement his widely utilized undergraduate
textbook. Over the years, we have collected scores of DVDs and
videos that effectively demonstrate not only the signs and
symptoms of mental illness, but also the many options available
for effective treatment. Our students have told us for years
that nothing quite matches the impact and power of narrative
of individuals well into their recovery from serious mental
illness. Kay Redfield Jamison or Frederick Froese, both
psychologists that recovered from serious mood disorders, are
but two notable examples (www.mental health.com). As was
noted moro than a generation ago, “hope can’t be taught—it can
only be borrowed from hopefirl persons” (Smedes, 1999).
When it comes to deeply impacting people, there seems ro be a
growing consensus that authentic and credible role modeling is
moro impactfid than direct teaching-and that disciplined
reflection in difficult times can greatly strengthen an
individual’s repertoire of coping skills (Garber, 1996). It is not
surprising to learn, then, that counseling that stresses moro
didactic interactional styles and is not interpersonally mediated
can have limited impact on distressed individuals.
The Importance ofTechnique
As one carefully reviews the available studies on therapeutic
outcomes, one should note that effective treatment frequently
involves some combination of CBT, interpersonal therapies, and

psychopharmaco- logical interventions, although empirical
support for the efficacy of ^ychodynamic ^ychotherapy is also
now more readily available (Shedler’s [2010] article on “The
efficacy of psychodynamic ^y^therapy” published in the
American Psychologist cites several empirical studies
supporting the efficacy of psychodynamic ^ychotherapy in the
treatment of various ^y^opathologies). Obviously, this varies
somewhat from condition to condition, and person to person. It
is beyond the scope of a course in psychopathology ro get
students ro hone these techniques so they can be maximally
impacted for hurting persons. Still, we can help our students
learn to respect individual differences in demographic areas as
varied as age, race/ ethnicity, culture, sexual orientation, gender
identity, and abiht)^chievement. Likewise, we can help them to
see the assets and liabilities of different research and evaluation
strategies. Specifically, we need to help them to see ways in
which single case studies or narratives can be helpful (but
limited). Designing correlational, experimental, or ^^i-
experimental strategies can be difficult and challenging ro
implement (or interpret).
The on-going tensions go deep in our understanding with a
specific individual (idiographic approach) or more broadly with
groups of persons with common characteristics (nomothetic
approach). The on-going challenge, as with so much in the
mental health fields, is to see the ways in which research can
moro deeply inform our attempts to be more effective in our
therapeutic efforts {How do we know that what we do is
effective?).
It does please us when our students learn ro ask, “Show me the
data‫—”؛‬or—“Where is it written?” (biblical bases). Concerning
the data, we do see a trend toward measuring treatment
outcomes regardless of type of therapy. In any case, when those
questions become the norm, we believe we are encouraging
them to think more carefhlly, critically, and courageously.
The Primacy o f Relationships
Our best students quickly learn that social support—or lack

theroof-seems to be key factor in the etiology and maintenance
of mental health or mental illness. Indeed, the research on this
key variable is as robust as any conclusion that can be offered
on the nature of effective coping with the demands of
everyday living (Pargament, 2013).
We strive ro deepen their awareness of the primacy of
relationship by offering a series of devotional thoughts and
reflections that might be entitled “Com- munity 101”
(Bilezikian, 1997). It is well worth the time in class to dialogue
about the characteristic of good relationships and “vital friends”
(McLemore, 2006). Undergraduate and graduate students alike
often strudle with the development ofboth identity formation
and intimacy (Carber, 1996). w h a t seems very clear from the
literature on emergent adulthood is that access ro mentors, role
models, and exemplars, as well as peers than can balance
affirmation with account- ability, is absolutely crucial for the
formation of strong sense of self in healthy community. In is the
context of those relationships that some of the best insights can
be gained from a course in psychopathology. Towards that end,
we have seen the benefits of moro collaborative assignments
and examinations ro be especially usefirl. Our students need to
increasingly appreciate the power of collaborative learning
experiences both within the classroom and beyond. We desire ro
im- print them deeply with the habit oflearningkey truths in
community and not just in isolated kind of ways. Simply put, “it
takes people to make people sick-and people ro make people
well” (Sorenson, 2004). And our teaching strategies need to
reflect this mindset.
Tie Importance of Contextual, Developmental and Situational V
ariable
One of foe most challenging parts of effectively
teafoin^sychopathology is getting our students to increasingly
enter foe world ofhurting persons. On some level this can be
done didactically through effective teaching, but foe better
evidence available (see Bain, 2004) would surest that it needs to

be done through direct exposure or through “immersion
experiences.” With graduate students, practicum settings can be
helpful to individuals striving to make the transition from the
classroom to foe clinic. But nothing can sub- stitute for more
prolonged exposure to environments or settings that are new and
often somewhat threaten- ing to a student’s sense of safety,
security, and stability. W e have seen repeatedly—and often
powerfully—how perceptions of our students have changed
radically when they have come alongside hurting persons on
their own “turf.” Community-based organizations or volunteer
ministry experiences can serve this function well if there is an
opportunity to do disciplined reflection on fois experience
with a wise and seasoned clinician. The painful reality ofthe
culture of poverty—or foe awfol reality of agression, abuse, or
violence—can seldom be learned in a traditional classroom and
only to a certain degree in a clinical context. Consequently, we
strongly encourage our students to “take it to the streets” and
“flesh out” their working models of personality
psychopathology and psychotherapy through direct contact and
collaboration with hurting persons on their terms and in their
space.
In light of some of our own immersion experiences in the global
south and east, we have learned how important it is to see
ourselves as world citizens and global Christians. Beyond foe
obvious ways in which these experiences can impact our
constructs of health, hoh- ness, and happiness, it can help us see
ways in which we impose “solutions” on complex human condi-
rions. Learning to see problems-in-living through foe
perspectives of indigenous healers and helpers can be
enormously enlightening; these experiences most definitely
move students beyond their own comfort zones. It has been a
tremendous privilege to have students at our respective
institutions broaden and enlarge their perspectives and to see
foe benefits of more localized attempts to deal with pain and
suffering as well as learn anew what it means to “weep with
those that weep” (cite).

As we have had to learn and relearn repeatedly, in rimes of
distress it makes a lot of sense to flee to wor- ship, flee to
fellowship, and flee to service. The truths
ni detan racni eh syawla tsum ygolohtapohcysp fo dleif eht fo‫־‬
real 1‫ةةث‬ applications and interpersonally mediated (Butman^
2Q]2).
Suggestions for Improving Pedagogy
What are the Qualities ofEffective Teachers?
There is avast literature on the qualities ofeffective .)? ‫لوو‬
,teachers (Bain, 2004; Pascarelli & Terenzini W e are both at
the points in our careers where we have had to select potential
colleagues to join our team. Ob- viously, we have learned to
make the often difficult judgments about character, competence,
compassion, and convictions (Garber, 1 6 ‫وو‬ ). w h a t is
striking to us is that the literature on the long-term impact of
effective teachers seems to stress interactional r a t h e r than
content variables irrespective of discipline or level of
engagement (undergraduate versus graduate or professional).
w h a t does “tease out,” however, seems to have more to do
with how effective teachers actually teach—rather that what
they teach. The variables that are most clearly supported by the
empirical research are the instructor’s passion and enthusiasm
for the material, his or her ability to make foe course content
both real and relevant, and their ability to motivate foe students
to learn the material for the right (intrinsic) reasons (Butman,
2012).
The good news is that the content of a psychopathology course
has the potential to make a most significant impact on
students. Awareness and ownership for the course content on
the part of the instructor seem imperative. Indeed, how many
courses in an educa- tional setting could be more real and
relevant for foe audience-or more directly related to core faith-
based assertions about personality, psychopathology, and .)‫ه‬ 5 0
2 ,.psychotherapy? (Yarhouse et al
Even after teaching foe course content to both undergraduate
and graduate students for almost 34 years (REB), 1seldom find

it difficult to learn new insights—or see potential implications
for a Christian worldview and lifestyle—on an almost daily
basis. Indeed, foe course content can be so central to key as-
pects ofthe human experience (e.g., “to know as we are
known”—?aimer, 2005).
It is a good rime to be ta h in g psychopathology to a faith-
based audience. There has been a vast explosion of available
theory and research. Strategies for more effective treatment and
prevention are being hotly debated in contemporary American
culture. There is growing awareness of the significant ways in
which mental illness “ripples” on families and friends. The
BUTMAN and YARHOUSE
217
challenges facing churches and communities to care for
increasing numbers of troubled individuals have never been
greater. What an incredible opportunity this moment in history
can be to reimage what it means to make a difference in foe
lives of hurting persons (Yar- .)‫؟‬200 ,.house et al
The Assets and Limitations o f Direct Lecturing in a
Psychopathology Course
There is a delicate balance needed between pro- viding
information via the traditional lecture format and identifying
other effective treatment strategies for students. We probably
lecture 30-50% of any given class session. This usually takes
foe format of supple- menting their assigned or recommended
readings—or drawing out the applications and implications for
their Christian worldview and lifestyle. We have both had
excellent success when we do collaborative case studies
(writtenorvideotaped).Wetakeourstudentsthrough carefol
assessment, classification, and diagnosis, fol- lowed by a
biopsychosocial formulation (etiology and maintenance), and
su^ested treatment protocol (goals and recommendations). Also,
we encourage them to address issues ofprognosis (resiliency)
and prevention. W e believe fois helps us to give our students a

good feel for the many important dimensions of psychopathol-
ogy (assessment, treatment, and prevention). There are scores of
case study books now available—and excellent consciousness-
raising resources available on the internet (e.g.,
www.mentalhealth.com). Our professional associations (e.g.,
www.apa.org) or advocacy groups (e.g., v^w.nami.org) can
prove to be wonder- fully rich sources of classroom content. In
makes sense to us to be creative in our pedagogical efforts—and
deeply respect the vast variety of student learning styles. After
decades of trying to communicate important course content,
we are more convinced than ever foe core truth of a course in
psychopathology or more “caught” than “taught.” Once again,
authentic and credible role-modeling seems to be absolutely
imperative (Garber, 1996).
Effective Ways to Use Audiovisual Materials
Initially, we stress foe importance of establishing inter-rater
reliability for case studies. That is, can students agree that
they saw or heard foe same things? This often takes hours and
hours of hard work. We tend to use briefclinical vignettes (e.g.,
8-10 minutes). There is foe temptation on foe part of many
students to offer a “diagnosis” after watching or listening for
only short periods of time. Likewise, we stress foe
importance ‫؛‬٠ the decision-making process in smail groups,
especially when it comes to differential diagnosis (“rule
outs”). Once we have achieved a reasonable degree of inter-
rater reliability, we can shift to treatment and prevention
considerations (e.g., what might have helped this individual?).
Many of the available video series that come with major course
textbooks have instructor guides that can help focus on the most
important questions that need to be asked. Our students
usually find this to be a fascinating (and some- times
infuriating) process o f collaborative learning. Frankly, we want
our students to start thinking like a highly skilled and sensitive
clinician. We also want them to develop a more creative and
proactive mindset (prevention) than the more traditional or
remedial (allopathic mindset—“Don’t fix it until it ‫ل‬$broke!”).

Sadly, our current health care and human service systems
rarely have this kind of awareness. We continue to spend foe
vast majority of our increasingly limited resources (98%) on
treating problems after the fact.
Creative £valuation Strategies
There is most definitely a need for measuring mas- tery of
essential course content through traditional examinations
strategies (usually a combination of objective and essay
questions). Increasingly, we have been using collaborative
exercises that require our students to work together on topical
or case study presentations. Obviously, we value comprehension
and understanding of the course than mere memorization, and
our evaluation strategies need to reflect this mindset. Re-
cently, we have encouraged our students to take their
examinations together (groups of three or four) in a time-limited
format (two hours) with open access to their notes and readings.
Our students have described fois as one ofthe most powerful and
meaningfol examinations they have ever taken. They often
remark, “W e could have talked for hours!”; it pleases us to hear
this because we believe that fois method might help them
become more collaborative and creative clinicians or laypersons
in the future. And it most certainly seems to help make their
core constructs ofhealth, happiness, and holiness even more
explicit and overt.
Resources for Instructors and Students
At foe undergraduate level we have had the most success with
Ronald Comer’s Abnormal Psychology (2013). At foe graduate
level we have found Robert Meyer’s The Clinicians Handbook
(2006) to be especially usefol. At both levels, we recommend
that the student purchase one format of the DSM-5 (2013).
Our coauthored textbook {Modern Psychopathologies, 2005) has
also been well-received. It is currently being updated for the
DSM'5 and for more recent available theory and research. For
specialty topics in foe areas related to sexuality, we
recommend Mark Yarhouse and

FricaTan’sSexualityandSexTherapy(2014).Wealso post many
resources on Blackboard for our students, and offer handouts in
class to help us focus classroom presentations.
To gain access to excellent teaching videos and DVDs, we have
directly approached publishers of some of the best selling
undergraduate textbooks (e.g., W orth). W ith Comer, for
example, there are some excellent resources available to
enhance classroom teaching. On our shelves we also have
scores of case study books that seem to be especially useful in
engaging our student (e.g., Schwartzberg, 2000). For our
graduate students, we find it helpful to introduce them to the
Treatment Planner series (wvw.wiley. com), which covers
nearly 30 targeted populations and problems.
Fxcellent internet sites are also usefol ways to enhance student
learning. Internet Mental Health (www. mentalhealth.com) is
our favorite, since it provides direct links to diagnoses,
research literatures, and client or family resources to increase
awareness and understanding among those most directly by the
human face of emotional distress. We would also encourage you
to direct students to the websites ofthe major mental health
professions (psychiatry, clinical or counseling psychology,
social work, psychiatric nursing, pastoral care). There are
excellent professional journals that cover topics related to
psychopathology (e.gajournai ofAbnormalBehavior).
Conclusions and Future Directions
In the final chapter of our book {Modern Psychopa- thologiesiA
Comprehensive Christian Appraisal, 2005), we discussed ways
in which foe church could impact the field—and the field could
impact the church. Frankly, the issue at fois present moment
seems to be largely one of education and nscious-raising in both
directions. We were encouraged to see the release of foe two-
volume work (APA Handbook ofthe Psychol· ogy ofReligion
and spirituality, 2013) this past spring. It speaks directly to
issues of etiology and maintenance, effective treatment, and
much-needed preventive efforts. The data clearly supports that
the church is an important therapeutic resource for hurting

persons and their loved ones. Likewise, there are chapters on
foe many expressions of serious mental illness and dis-
ease, and how the resources of the f‫؛‬dth-based community can
be mobilized to make a significant difference in word and deed.
This will require that we become “uncommon decency”
(convicted civility; Mouw, 2 0 0 ‫)ل‬ in our discussions between
Athens (academy) and the Jerusalem (church). Students of
psychopathology—at whatever level—need to learn to find
effective ways to be “bilin- gual” and “bicultural” (i.e., able to
cross cultural for the cause of Christ). Responding to the reality
of mental illness has much to do with what it means to promote
shalom (“until justice and mercy embrace” (cite?)). To do fois
well, we need to image the character and concerns ofGod in
word in deed ^ones & Butman,2011). Obviously, fois means we
need to know what it means to confess Jesus Christ as Lord,
seek after righteous- ness, and love our brothers and sisters. The
heart ofthe matter seems to be foe call to incarnate foe
important truths ofpsychopathology in word and deed—and find
more effective ways to interpersonally mediate these truths. We
do not see how psychopathology could be taught in a cold and
aloof manner (objective and dis- passionate). How we approach
foe course content and format should speak volumes about what
it means to be a man or woman of depth and substance—whose
beliefs and behaviors are consistent (integrity). W e in- vite
your response as we continue to explore these foal- lenges
together and apart.
References American Psychiatric Association (2013).
Diagnostic and statistical manual ofmental disorders (DSM5).
Washington, DC: American Psychiatric Association.
Bain, K. (2004). w h a t the best college teachers do.
Cambridge, UK: Harvard University Press.
Bilezikian, G .97(‫لور‬ . Community 101. Grand Rapids, MI:
Zonder- van.
Butman, R. (2012, November). On listening to conversations be-
tween Jerusalem and Athens. Invited keynote address at Annual
Mental Health and Missions Conference, Angola, Indiana.

Comer, R. (2013). Abnormal psychology. New York, NY:
Worth.
Deuck, A., & Reimer, j. (2009). A peaceable psychology.
Pasadena, CA: Puller Seminary.
Francis, A. (2013). Bssentials of psychiatric diagnosis. New
York, NY: Guilford Press.
Garber, s. (1996). The fabric of faithhrlness. Downer’s Grove,
IT: InterVarsity.
Jones, S., & Butman, R. (2011). Modern ^ychotherapies: A
comprehensive Christian appraisal. Downer’s Grove, IT:
InterVarsity.
McLemore, c. (2006). Toxic relationships and how to change
them. New York, NY: Wiley-Interscience.

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