Jack Anderson, Ph.D.

Pacific Psychological Resources 200 E. Del Mar Boulevard Suite 122

Pasadena, California 91105 (818) 792-8922 ext.23 Fax (818) 792-6504

________________________________

PROFESSIONAL EMPLOYMENT

November, 1985

to present

PRIVATE PRACTICE, CLINICAL AND CONSULTING PSYCHOLOGY,

PASADENA, CALIFORNIA. Since 1989 at Pacific Psychological

Resources.

September, 1985 to

May, 1990

PART TIME ASSISTANT PROFESSOR, CALIFORNIA STATE

UNIVERSITY, NORTHRIDGE. Taught various courses in the Ed.

Psych & Counseling Dept.

1987-1989 STAFF PSYCHOLOGIST SPECIALIZING IN ADDICTION

TREATMENT; SIERRA ROYAL (GLENBROOK) HOSPITAL,

AZUSA.

1990-1991 STAFF PSYCHOLOGIST SPECIALIZING IN ADDICTION

TREATMENT; CPC ALHAMBRA HOSPITAL.

1985-1987 CLERKSHIP AND INTERNSHIP AT V.A. HOSPITAL, SEPULVEDA;

MAJOR FOCUS AND DISSERTATION RESEARCH IN ALCOHOL

TREATMENT UNIT.

1980-1982 PROGRAM COORDINATOR, OUTPATIENT PROGRAM, ADDICTION

TREATMENT FACILITY, HONOLULU, HAWAII

EDUCATION

Ph. D. (Clinical

Psychology)

Fuller Seminary Graduate School of Psychology

Th. M. (Doctrinal

Theology)

Princeton Theological Seminary

M. Div. Asbury Theological Seminary

B. A.

(Psychology)

University of Texas at El Paso

PUBLICATION

1987 "Effectiveness of Communication Skills Training on Performace of A. A.

Steps Four and Five With Inpatient Alcoholics." Journal of Studies on

Alcohol.

RELIGIOUS AFFILIATION

Church Member, Lay Leader, and Professional Consultant for The

Salvation Army.

CONSULTATION AND ASSESSMENT GROUPS

Presbytery of the Pacific (PCA) (Assessment of Inquirers for

ordained ministry)

Asian Access (Professional Member Care in Japan)

English Language Institute – China (ELIC) (Assessment for

overseas candidates; professional member care on site)

Church Resource Ministries (CRM) (Assessment of domestic and

overseas ministry candidates)

The Salvation Army Western Territory (coordinate mental health

services and interventions for ordained ministers, Director of

Officer Care and Development for the Western Territory)

This article was downloaded by: [Lewis Bonney]On: 03 January 2012, At: 11:21Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954 Registeredoffice: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK

Mental Health, Religion & CulturePublication details, including instructions for authors andsubscription information:http://www.tandfonline.com/loi/cmhr20

Appraisal of applicants for ministrycareersLewis A. Bonney a & Hae Seong Park ba School Counseling and School Psychology, Azusa PacificUniversity, 701 E. Foothill Blvd, P.O. Box 7000, Azusa, 91702 USAb Doctoral Studies in Education, Azusa Pacific University, 701 E.Foothill Blvd., P.O. Box 7000, Azusa, 91702 USA

Available online: 03 Jan 2012

To cite this article: Lewis A. Bonney & Hae Seong Park (2012): Appraisal of applicants for ministrycareers, Mental Health, Religion & Culture, DOI:10.1080/13674676.2011.623229

To link to this article: http://dx.doi.org/10.1080/13674676.2011.623229

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Mental Health, Religion & Culture2011, 1–19, iFirst

Appraisal of applicants for ministry careers

Lewis A. Bonneya* and Hae Seong Parkb

aSchool Counseling and School Psychology, Azusa Pacific University, 701 E. Foothill Blvd,P.O. Box 7000, Azusa, 91702 USA; bDoctoral Studies in Education, Azusa Pacific

University, 701 E. Foothill Blvd., P.O. Box 7000, Azusa, 91702 USA

(Received 7 July 2011; final version received 10 September 2011)

A proposed evaluation protocol addresses the need for standards of practice inassessing candidates for ministry careers. The protocol is tailored to parish clergypsychological risk and resiliency factors articulated by personnel officers andidentified in scholarly literature. It employs readily available psychological testswith demonstrated psychometric qualities. It utilises interview questions toconfirm or disconfirm test-generated hypotheses and to probe for evidence ofcoping with challenging circumstances. The protocol generates data for apprais-ing risk and promoting long-term resilience. Application of the protocol to 120applicants for clergy careers in the Episcopal Diocese of the Southwest (EDSW)demonstrates that applicants respond to psychological tests in a manner differentfrom general job applicants. Data analysis generates norms for indentifyingunusual applicants who may be at risk for troubled careers. Discussion centres onidentifying early markers of risk and resiliency in ministry careers.

Keywords: clergy; applicants; personality; assessment; norms

Clinicians responsible for psychological appraisal of applicants for ministry careers havelimited professional guidance. There is no articulation of best practices. Criteria andexpectations are often ambiguous. Publishers test norms may not be appropriate forappraising applicants for clergy careers. The lack of agreement regarding standards ofpractice and norms for the applicant population raises the risk for poorly informeddecisions regarding suitability.

The concern about standards of practice for appraising applicants for ministry careersis long-standing. Malony and Majovski (1986) record a 40-year history of efforts to screencandidates for ministry careers, leading to a conclusion that there is a need to developspecial norms for religious groups. Hunt, Hinkle, and Malony (1990) edited a collection ofbest practices in clergy assessment, including strategies for selecting assessment criteria.They concluded that no single criteria adequately reflected all the intended outcomes ofassessment. The implication was that assessment batteries need to set explicit andtransparent criteria to help users understand the intent and limits of evaluations.

*Corresponding author. Email: lbonney@apu.edu

ISSN 1367–4676 print/ISSN 1469–9737 online

� 2011 Taylor & Francis

http://dx.doi.org/10.1080/13674676.2011.623229

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There continues to be considerable interest in appraisal of applicants for ministrycareers. Batsis (1993) found that 93% of Roman Catholic vocational directorsincorporated psychological assessment as part of their screening of applicants forreligious orders. Directors expressed interest in ‘‘intellectual strengths and weaknesses’’,‘‘self-concept/ego integration’’, ‘‘emotional integration’’, ‘‘interpersonal relationship skillsand deficits’’, ‘‘psychosexual integration’’ and ‘‘substance abuse’’.

There have been previous efforts to prompt development of a generic assessmentprotocol. Plante and Boccaccini (1998) proposed a generic clergy applicant evaluationprotocol that included a resume, the Minnesota Multiphasic Personality Inventory-2, theCattell Sixteen Personality Factors Questionnaire, the Forer Structured SentenceCompletion Test and a semi-structured interview. Unfortunately, there has been littleresponse to their call for a standard battery of psychological tests and creation of a nationaldatabase. Some denominations have attempted to establish standard evaluation protocols.Malony (2000) describes efforts by the United Methodist Church (UMC) to standardiseevaluation of candidates. He notes that the UMC appoints ‘‘psychological evaluationspecialists’’ to appraise candidates; however, the response by individual psychologists wasnot standardised. He describes the psychologists’ response as ‘‘idiosyncratic’’.

One strategy for articulating best practices is to invite international contributions to aprofessional dialogue regarding best practices in appraising aspirants for ministry careers.Sharing of best practices would focus attention on criteria and intent of assessments, as wellas assessment instruments with desirable psychometric qualities. Best practices would likelycontribute to quality control of actual practices by a diverse group of clinicians. In addition,contributions to a common database would build understanding of how aspirants for clergycareers present psychological profiles different from typical norm groups.

The purpose of the present manuscript is to (1) propose criteria for an assessmentprotocol, (2) identify a battery of sound psychological tests linked to the criteria and (3)report preliminary norms for one population of aspirants. Our strategy in setting criteria isto search for criteria that could plausibly be shared by persons from different religioustraditions and from diverse ministry settings. The proposed criterion for assessment ispsychological health of clergy. The assessment protocol addresses psychological factorsthat influence psychological risk and resiliency in clergy careers. The charge is to identifyand assess aspirant characteristics associated with successful psychological adaptation toprofessional careers in ministry, not necessarily factors associated with stellar careers. Thefocus of the present work is on proposing a set of psychological characteristics importantfor successful psychological adjustment to ministry careers and constructing test norms foran aspirant population.

Developing an assessment protocol

Risk factors in clergy careers

There is evidence that personality factors are associated with clergy adaptation to thestress of a career in ministry. The scholarly literature identifies burnout as a factornegatively associated with psychological health in the work place. Maslach and Jackson(1986) describe burnout as psychological response to chronic job stressors. The symptomsare emotional exhaustion, depersonalisation and feelings of reduced personal accomplish-ment associated with reduced effectiveness on the job. Francis, Louden, and Rutledge(2004) reported that the personality factors of the Eysenck Personality Questionnaire,extraversion, neuroticism and psychoticism, are associated with burnout. Randall (2004)reported significant correlations between all of the Maslach burnout factors and thoughts

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of leaving ministry On the other hand, Hills, Francis, and Rutledge (2004) report that acompact version of the Maslach Burnout Inventory modified for clergy did not find clergyparticularly vulnerable to burnout. Randall (2007) found early career Anglican clergy weremore susceptible to burnout than more experienced peers. In a study that assessedseminary graduates and followed them into early ministry careers, Miner (2007) foundthree of the NEO Five Factor Inventory personality factors, neuroticism, extraversion andconscientiousness, were associated with early career burnout. In short, it seems reasonableto consider personality factors that may make young applicants vulnerable to burnoutand, perhaps, leaving ministry.

The scholarly literature indentifies personality factors associated with misconduct.Plante and Aldridge (2005) studied the MMPI profiles of 21 Roman Catholic clergy

credibly accused of sexual misconduct. They found offenders tended to have profiles thatwere defensive, repressive, mistrustful, isolative and irritable.

In another study, Plante, Aldridge, and Louie (2005) studied successful applicants to aRoman Catholic religious order. The authors summarise the MMPI-2 and 16 PF testprofiles as reflecting a group of applicants who are responsible, interpersonally sensitiveand sociable. The profiles had elevated scales for defensiveness and over-controlledhostility.

In addition to identifying personality factors that increase risk for troubled careers, it isimportant to consider job-related sources of stress. As noted by Doolittle (2007), uniquesources of stress for clergy include modelling exemplary behaviour for congregations withunusually high expectations. Miner (2007) comments on the stress

created for clergy by the increasing secularisation of society, particularly for personswith modest internal ministry orientation. Other authors (Kemery, 2006; Ngo, Foley, &Loi, 2005) report a negative relationship between role stressors and job satisfaction. Hill,Darling, and Raimondi (2003) identify a list of external stress factors, which include

mobility, congregation fit, space, and intrusions. Family factors add poignancy to job-related stressors (Lee, 2007; Lee & Iverson-Gilbert, 2003). These authors comment on therole of family and personal perceptions of congregational criticism, presumptiveexpectations and boundary violations in generating stress for clergy.

Resiliency factors in clergy careers

The scholarly literature identifies the importance of intentionality and balance in copingwith stress. Rogerson and Piedmont (1998) examined the contribution of environmentalcircumstances, personality factors and religious problem solving to career burnout forclergy. They found that religious problem solving made a modest and unique contributionto predicting burnout. Golden, Piedmont, Ciarroucchi, and Rogerson (2004) pursued thecontribution of spirituality in moderating burnout. As a measure of spirituality, theyemployed the Spiritual Transcendence Scale (Piedmont, 1999), which purports to measure‘‘Connectedness’’, ‘‘Universality’’ and ‘‘Prayer fulfillment’’. Responses of UnitedMethodist clergy to a composite of tests found that the Spiritual Transcendence Scalegenerated modest incremental validity for predicting burnout. Meek et al. (2003) foundthat exemplary clergy often comment on coping with stress through intentionalmanagement of ‘‘connectedness’’ with family and friends. Doolittle (2007) found thatactive coping strategies and spirituality moderate the experience of burnout. Beebe (2007)comments on the role of collaborative conflict management in clergy tenure. Francis, Hills,and Rutledge (2008) examined the nuanced role experiences of 1071 Anglican clergy and

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concluded that churchmanship is as important as personality factors in influencing jobsatisfaction. Spirituality, intentionality and collaboration emerge as potentiality importantfactors in clergy coping with stress.

The senior author’s reading of the scholarly literature, coupled with 15 years ofprofessional experience in clergy formation with the Episcopal Church, generates aplausible list of psychological risk and resiliency factors for psychologically healthy clergycareers. Psychological risk factors for career derailment include personality factorsassociated with maladaptation, child abuse and substance abuse. Psychological resiliencyfactors include established strategies for coping with stress and adversity, intentionality inusing available strategies, assertiveness in managing role ambiguity and collaborativeconflict management.

Methods

Application of the proposed assessment protocol

The purpose of the present study is to propose an assessment protocol for conductingpsychological fitness for ministry evaluations, and to demonstrate application of theprotocol in a practical setting. The proposed assessment protocol is composed of a historyform, seven psychological tests and two interviews. The tests are used to generatehypotheses for confirmation in clinical interviews.

We propose that protocols for assessing risk and resiliency include the following:

(1) A comprehensive history form to be completed by the aspirant before an initialappointment with the psychologist or other professional evaluator. The ChurchPension Fund Life History Questionnaire addresses family of origin history,childhood trauma, education and job history, abusive relationships, medical andpsychological treatment and outcomes, romantic relationships, stress and coping inchallenging circumstances and ministry experiences.

(2) The Minnesota Multiphasic Personality Inventory-2 (MMPI-2) (Butcher et al.,2001), which assesses a broad band of personality patterns and psychologicaldisorders.

(3) The State Trait Anger Expression Inventory-2 (STASI-2) (Spielberger, 1999)screens applicants for experience and expression of anger.

(4) The Substance Abuse Subtle Screening Inventory-3 (SASSI-3) (Miller, Roberts,Brooks, & Lazowski, 1997) purports to identify individuals with a high probabilityof having a substance abuse disorder.

(5) The Coping Resources Inventory (CRI) (Hammer & Marting, 1988) offersinformation about coping resources.

(6) The Myers-Briggs Type Indicator (MBTI) (Myers, McCaulley, Quenk, &Hammer, 2003) prompts discussion of potential sources of stress and intentionalstress management.

(7) The Fundamental Interpersonal Relations Orientation-Behaviour (FIRO-B)(Hammer & Schnell, 2000) generates data regarding emotional resources formaintenance of personal boundaries and for responding appropriately topresumptive expectations

(8) The Thomas-Kilmann Conflict Mode Instrument (TKI) (Thomas, 2002) purportsto measure tendencies in managing interpersonal conflict.

(9) An initial and follow-up clinical interview. The first interview expands on issuesraised in the history form and probes for response to obstacles, intentional stress

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management, sources of joy and disappointment. The second interview observes

changes in personal presentation and probes for clarity in all areas. In particular,

the psychologist probes for evidence to confirm or disconfirm test hypotheses.

The interview raises possible implications of test findings for parish ministry and

engages the aspirant in proactive planning for stress management.

Table 1 displays the assessment procedures related to risk and resiliency factors, as well

as time for candidates to complete procedures.The protocol generates data for drafting a Risk Factors Report, which is one of many

factors considered by persons responsible for formation and deployment in the Episcopal

Diocese of the Southwest (EDSW).1 Psychological tests keyed to risk and resiliency factors

generate hypotheses for confirmation or disconfirmation in a follow-up interview. History

and clinical interviews generate information for describing (1) personal presentation,

(2) family of origin and early development, (3) educational history, medical history,

relationship history, obstacles overcome and ministry experiences. The Risk Factors

Report concludes with an estimate of risk (low, modest, moderate and high) for

psychopathology, child abuse, anger management and substance abuse.In addition, the evaluation produces a Wellness Issues Report, which is primarily

intended for the aspirant to use in maintaining psychological fitness for ministry. The

psychologist uses the test battery to prompt discussion regarding potential sources of stress

and stress management in a ministry career, the role of emotional needs in influencing

work-related behaviour and conflict management options. The Wellness Issues Report is

forwarded to the applicant and to the Canon for Formation.During the years 2004 through 2008, the protocol has been applied in evaluating 120

applicants for ministry careers in the EDSW. Table 2 displays the demographic profile of

EDSW applicants. As compared to the general population, EDSW applicants are older

and unusually well educated.

Table 1. Proposed assessment protocol for use in fitness for ministry evaluations.

Assessmentprocedure Risk and resiliency construct Applicant time

History Record history pertinent to risk and resiliency, includingchildhood, trauma, education, romance, marital, job andmedical

2.0 hrs

Interview 1 Review history, probing for abusive relationships, emotionallytroublesome relationships, stress and intentional stressmanagement, coping with obstacles and response topresumptive expectations

2.0 hrs

MMPI-2 Personality factors in burnout & misconduct 1.5 hrsSTASI-2 Anger management 0.25 hrsSASSI-3 Substance abuse 0.25 hrsCRI Resources for coping with stress 0.25 hrsMBTI (M) Prompts discussion of intentional stress management 0.25 hrsFIRO-B Factors in managing role ambiguity and intrusive demands 0.50 hrsTKI Conflict management 0.25 hrsInterview 2 Confirm/disconfirm test hypotheses regarding risk Review

resiliency, including coping with stress and obstacles, roleambiguity and intrusive demands and conflict managementWellness planning

1.5 hrs

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Results and discussion

We combine results and discussion to clearly demonstrate how each test contributes to a

comprehensive evaluation of risk and resiliency factors for a career in ministry. For each

test, we provide a rationale, findings pertinent to applicants for ministry careers in EDSW

and implications for further work.The MMPI-2 is widely used in personnel screening (Viswesvaran, Deller, & Ones,

2007), particularly for airline pilots (Butcher, 1994) and police officers (Detrick, Chibnall,

& Rosso, 2001) and clergy (Plante, Aldridge, & Louie, 2005). The MMPI-2 has 567

statements marked true or false by respondents. Graham (2006) reports internal

consistency indices ranging from 0.34 (Pa) to 0.87 (Pt) and test re-retest coefficients

ranging from 0.54 (Sc) to 0.92 (Si). A re-organisation of the items into a group of scales

titled, ‘‘The Personality Psychopathology Five’’ (PSY-5) addresses both normal

functioning and psychopathology (Graham, 2006). The Pearson Seminary Student

Interpretative Report (Butcher, 2001) offers comparison between an applicant’s scores

and scores obtained by a group of general job applicants (n¼ 6000) who are likely to have

motivation similar to applicants for ministry careers. In addition, the publisher compares

an applicant’s profiles with seminary student applicants (n¼ 600). There is evidence

MMPI scores are related to subsequent job performance (Ones, Dilchert, Viswesvaran, &

Judge, 2007).Applicant personality profiles are significantly different from personality profiles of

general job applicants. As illustrated in Table 3, applicants mean MMPI-2 scaled scores

are significantly different from the mean MMPI-2 scaled scores obtained by general job

applicants on the Defensiveness (K) scale and on seven of the nine clinical scales.The findings offer evidence that applicants for clergy careers in EDSW are sufficiently

different from general job applicants to warrant preparation of separate norms for

evaluating their psychological status. For example, applicants’ mean scaled scores on the

Defensiveness (K) scale are well above the mean for general job applicants. Butcher et al.

(2001) observe that validity scaled scores higher than 65 are unusual in clinical settings,

although more common in personnel settings. They report that individuals who elevate the

K scale are unlikely to acknowledge significant psychological problems. This does not

Table 2. EDSW applicant demographic characteristics.

Characteristic n % Characteristic n %

Gender Academic educ.

Female 67 56 Less than HS 1 1Male 53 44 HS or GED 5 4Age 13–15 yrs 13 1120–29 16 13 16/BA/BS 47 3930–39 16 13 Masters 33 2840–49 31 26 Doctorate 21 1850þ 57 48 Acad. min. educ.

Order No formal AME 69 58Presbyterate 98 82 Enrolled AME 29 24Diaconate 22 18 Compl. Seminary 6 5

Mdiv. not Sem. 6 5Sem. & Mdiv. 10 8

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necessarily mean there are problems being covered up. Francis, Loudon, Robbins, andRutledge (2000) report many descriptive insights regarding clergy test profiles, includingthe speculation that often-observed defensiveness reflects desire to project a clericalpersona of integrity and stability. In short, applicants’ relatively high validity scores arenot unusual in personnel settings and may be understood as reflecting some special career-related characteristics of clergy candidates.

It is probably not appropriate to hypothesise that an applicant with K¼ 65 is defensive,even though this would be a plausible interpretation based on MMPI norm group.As illustrated in Table 4, an aspirant K score of 65 is well within one standard deviation forapplicants on the K scale. An unusual K score for EDSW applicants (meanþ 1.5 standarddeviation units) would be 77 or higher for females and 73 or higher for men.

One can analyse scale content and infer reasons why clergy mean scaled scores aredifferent from general job applicant mean scaled scores; however, the salient point for the

Table 3. EDSW applicants and general job applicant (GJA) mean scale scores on the validity andclinical scales of the Minnesota Multiphasic Personality Inventory-2 (MMPI-2).

MMPI-2 scalesApplicant Tscore Mean

GJA Tscore Mean

DifferenceApplicant & GJAMean T score P

Defensiveness (K)Females (N) 62.83 57 þ5.83 0.000Males 61.09 58 þ3.09 0.008

Hypochondriasis (Hs)Females 50.70 48 þ2.69 n/sMales 51.38 48 þ3.37 0.000

Depression (D)Females 43.73 46 �2.23 0.006Males 45.81 46 �0.18 n/s

Hysteria (Hy)Females 53.38 50 þ3.37 0.002Males 55.26 50 þ5.26 0.000

Psychopathic deviate (Pd)Females 53.17 52 þ1.16 n/sMales 53.30 51 þ2.30 n/s

Paranoia (Pa)Females 48.77 49 �0.22 n/sMales 52.74 48 þ4.73 0.000

Psychasthenia (Pt)Females 48.44 48 þ.439 n/sMales 50.28 48 þ2.28 0.014

Schizophrenia (Sc)Females 50.97 49 þ1.97 0.005Male 50.66 47 þ3.66 0.001

Hypomania (Ma)Females 47.26 51 �3.74 0.002Males 47.85 50 �2.15 0.046

Social Introversion (Si)Females 42.24 43 �0.75 n/sMales 41.38 43 �1.62 n/s

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present paper is that EDSW applicants for clergy careers typically respond to

psychological tests in a manner significantly different from general job applicants and

need to be evaluated with different norms.The EDSW data allow local clinicians to evaluate applicants based on norms created

by previous applicants. Following the practice of Butcher et al. (2001), clinically significant

scores are 1.5 standard deviation units above the sample mean for a scale. Persons

conducting fitness for ministry evaluations for EDSW can use Table 4 to identify

individual applicants whose MMPI response patterns are unusual in the local population

of applicants. Unusual scores prompt hypotheses for confirmation or disconfirmation in

clinical interviewsThe State Trait Anger Expression Inventory -2 (Spielberger, 1999) generates scores to

compare an individual’s experience with anger and level of emotional effort devoted to

anger control. The revised STAXI-2 is a 57-item self-report instrument. Spielberger (1999)

reports alpha coefficients of internal consistency in the 1980s. D.G. Forgays,

Table 4. EDSW applicant MMPI-2 scaled scores identified as unusual in the applicant population.

MMPI-2 ScaleApplicantMean SS Applicant SD

Unusual in populationApplicant Meanþ 1.5 SD

Defensiveness (K)Females 62.8 9.6 77Males 61.1 8.2 73

Hypochondriasis (Hs)Females 49.8 5.6 58Males 51.4 6.0 60

Depression (D)Females 43.7 6.5 53Males 45.8 5.6 54

Hysteria (Hy)

Females 53.4 6.0 62Males 55.3 6.4 65

Psychopathic deviate (Pd)Females 53.1 6.7 63Males 53.3 10.0 68

Paranoia (Pa)Females 48.8 6.6 59Males 52.7 8.3 65

Psychasthenia (Pt)Females 48.4 5.7 57Males 50.3 6.5 60

Schizophrenia (Sc)Females 51.0 5.5 59Male 50.1 7.7 62

Hypomania (Ma)Females 48.0 7.7 60Males 47.8 7.7 59

Social Introversion (Si)Females 42.2 7.3 53Males 41.4 7.2 52

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D.K. Forgays, and Spielberger (1999) validated the factor structure of the test. Clinicalinterview questions probe for experience of poorly moderated anger in ministry settings.

Table 5 identifies STAX-I raw scores that are unusual in the EDSW applicant

population. Unusual scores signal the need for clinical probing to elicit circumstanceslikely to prompt poorly moderated anger. Clinicians in any setting can prepare similar

tables for determining unusual scores in their applicant pool. Contributing local de-identified scores to larger applicant pools would be immediately helpful for making more

thoughtful interpretations of unusual scores and begin the process of developing a more

broadly useful database.The SASSI-3 (Miller, Roberts, Brooks, & Lazowski, 1997) purports to identify

individuals with a high probability of having a substance abuse disorder. The SASSI has

26 face valid items, rated for frequency of experience, and the 67 subtle statements, ratedtrue or false. It yields nine T scores for Obvious Attributes and Subtle Attributes. Decision

trees categorise probability of having a substance dependence disorder. Lazowski, Miller,Boye, and Miller (1998) report internal consistency coefficients of .93 and test re-test

reliability coefficients of .92. The decision rules yield 97% agreement with independentclinical diagnoses. Lazowski and Miller (2007) report clinical utility in identifying clients

who do not recognise the importance of alcohol in their lives.Clinicians in EDSW can use Table 6 to identify applicants whose SASSI scores are

atypical for the applicant population, but will still need to follow the publisher’s decisionrules to determine probability of substance abuse disorder.

SASSI-3 is most appropriately used for early intervention with vulnerable persons. The

SASSI-3 is not intended as a marker for substance abuse. The SASSI-3 test scores, similarto all test scores, are hypotheses for confirmation in clinical interviews. The clinical

Table 5. STAXI-2 raw scores unusual in applicant pool.

STAXI-2 scalesfor Anger experience &anger expression

Applicant rawscore mean

Applicant rawscore SD

Unusual in applicantsample (Meanþ 1.5 SD)

State angerFemales 15.8 0.7 16.5Males 15.3 1.2 16.5

Trait angerFemales 13.7 2.7 16.2Males 12.3 2.1 14.4

Anger Expression OutFemales 12.6 2.4 15.0Males 12.7 2.9 15.6

Anger Expression InFemales 12.6 3.4 16.0Males 12.3 3.0 15.3

Anger Control OutFemales 27.4 4.1 31.5Males 27.8 3.8 31.6

Anger Control InFemales 27.4 4.1 31.5Males 26.7 3.9 30.6

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interview questions probe for understanding the role of alcohol use in life experiences,particularly circumstances that might make one vulnerable to alcohol abuse.

The CRI (Hammer & Marting, 1988) is a 60-item self-report inventory is intended tomeasure coping resources in five domains: physical, spiritual, self-esteem, social andemotional. The test has small norm groups and none are similar to applicants for ministrycareers. The author reports reliability coefficients for college students ranging from .77 to.91. The domain scores offer opportunity to identify relative strength of coping resources.The authors state that scores less that 16 signal an area of needed improvement. Theauthor reports promising results in discriminating between groups defined as ‘‘high stresshealthy’’ and ‘‘high stress ill’’. Karlsson and Archer (2007) present additional evidence thatthe CRI domain and total scores discriminate between groups with high and low copingresources.

The CRI mean scores for applicants displayed in Table 7 are well above the author’scut score of 16, suggesting that typical applicants have much better coping strategies thanthe author’s norm group. The EDSW applicant raw score means and standard deviationsidentify unusual scores for discussion in clinical interviews. The test is useful for promptingdiscussion of applicant’s present coping resources.

The MBTI (Meyers, McCaulley, Quenk, & Hammer, 2003) prompts discussion ofpotential sources of stress and intentional stress management. The MBTI Form M is a 93-item self-report inventory with word pair and phrase questions designed to elicitpreferences. The test authors propose that the MBTI measures respondents’ preferences infour areas: (1) Extraversion or Introversion, (2) Sensing or Intuition, (3) Thinking orFeeling and (4) Judging or Perceiving. Scoring yields a code that represents a dynamicpersonality type. Schaubhut, Herk, and Thompson (2009) review data accumulated in theConsulting Psychologists Press database to estimate reliability coefficients in the 1980s andto identify expected relationships with other measures. Furnham, Jensen, and Crump(2008) report that the MBTI is a poor predictor of managerial effectiveness due topsychometric and conceptual problems; however, the present author has found the MBTIclinically useful for identifying possible sources of work site stress. Hirsh and Kise (2000)comment on common sources of stress for each type and make suggestions regarding howeach type might effectively deal with stress.

As illustrated in Table 8, the most common type for male applicants in EDSW isENFJ. Hirsh and Kise (2000) describe ENFJ’s as ‘‘Values Spokespersons’’ and identifycommon sources of stress as ‘‘violation of core values, perception that a problem is their

Table 6. SASSI scaled scores unusual in applicant pool.

SASSI scales forsubstance abuse risk

AspirantMean SS Aspirant SD

Unusual in populationAspirant Meanþ 1.5 SD

Symptoms

Females 43.4 7.6 55Males 44.6 9.0 58

Obvious Attributes

Females 40.42 7.7 52Males 39.00 6.2 48

Subtle Attributes

Females 46.3 8.1 58Males 44.8 9.4 59

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fault, contentious situations, pursuit of harmony to the point of enmeshment’’. The mostcommon type for female applicants in EDSW is ENFP. Hirsh and Kise describe ENFP’sas ‘‘Sparks of Energy’’ and identify common sources of stress as ‘‘immediate decisionsrequiring focus on facts, barrage of activity that takes focus off what is important’’, ‘‘lossof relationships’’, ‘‘isolation in the midst of illness or tragedy’’. The type characterisationsand potential sources of stress are starting points for engaging applicants in examiningtheir present and possible future sources of career stress and needed stress management

Table 8. MBTI psychological type codes for female and male applicants in EDSW.

Preferencecode

Femalefrequency

Femalepercent

Femalefreq. rank

Malefrequency

Malepercent

Malefreq. rank

ISTJ 3 4.5 1 1.9ISFJ 3 4.5 2 3.8ESFP 1 1.5 1 1.9INTJ 1 1.5 4 7.5 4INFJ 8 11.9 4 3 5.7ENTP 3 4.5 2 3.8ENFP 13 19.4 1 10 18.9 2INTP 2 3.0 2 3.8ESTJ 1 1.5 3 5.7ENTJ 2 3.0 1 1.9ISFP 1 1.5 0INFP 10 14.9 3 6 11.3 3ESFJ 4 6.0 3 5.7ENFJ 11 16.4 2 13 24.5 1ESTP 0 0ISTP 0 0

Table 7. Coping Resources Inventory (CRI) raw scores unusual in the applicant pool.

Copingresources

Applicantmean RS Applicant SD

Unusual in populationapplicant mean (�) 1.5 SD

Physical

Females 22.43 3.7 18.7Males 24.25 4.1 20.1

Spiritual

Females 29.22 4.1 25.1Males 30.18 4.7 25.5

Self-Esteem

Females 28.30 2.8 25.5Males 29.06 5.1 24.0

SocialFemales 28.44 2.4 26.4Males 29.04 5.1 23.9

EmotionalFemales 26.41 3.3 23.1Males 26.22 3.1 23.1

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strategies. The intent is to articulate plans for intentional stress management in a ministrycareer.

The FIRO-B addresses the relationship between emotional needs and behaviour on thejob. The FIRO-B is a 54-item self-report tool popular with organisational psychologists,but less well-known in clinical circles. The authors propose that persons have interpersonalneeds for inclusion, control and attention. The test identifies how these interpersonal needsare expressed in work site behaviour. The test seems to have adequate test-re-test andinternal consistency reliability (Mahoney & Stasson, 2005). With regard to validity, thetest authors report relationships between the FIRO-B scales and a range of criteria,including spirituality, values, job satisfaction and managerial behaviour. A unique featureis assessment of wanted and expressed behaviour related to each of the three needs.

Dancer and Woods (2006) report that factor analysis identified control as a uniquedimension not measured by other tests. In a series of studies, Furnham (2008) collectedevidence of FIRO-B construct validity from executives attending assessment centres. Hefound FIRO-B captures unique variance not accounted for by personality measures.Furnham highlights the Control dimension as perhaps uniquely measured by FIRO-Band, according to his data, related to interpersonal strategies important at work. Inparticular, Furnham observes that the Wanted Control dimension of the FIRO-B may berelated to dysfunctional behaviour at work. The interview explores how an applicant’swork site behaviour may reflect her/his interpersonal needs for inclusion, control andaffection. The psychologist uses the FIRO-B to generate data regarding emotionalresources for maintenance of personal boundaries and for responding appropriately topresumptive expectations. The intent is to build applicants’ understanding of how theiremotional needs may influence their work site behaviour.

Table 9 compares applicants’ FIRO-B mean scores with national norms for reportedbehaviour preferences. Applicants in EDSW are significantly different from the FIRO-Bnorm group in ‘‘Wanted Inclusion’’ (wI), ‘‘Wanted Control’’ (wC) and in ‘‘ExpressedControl (eC). The test authors (Hammer & Schnell, 2000) propose that elevated scores on‘‘Wanted Inclusion’’ are associated with wishing to be included other’s activities and to benoticed. Elevated scores on ‘‘Wanted Control’’ suggest that EDSW applicants are quitecomfortable working in settings with well-defined expectations. The EDSW applicants‘‘Expressed Control’’ scores are significantly higher than the norm group and purportedlyreflect a desire to influence and direct others and to assume responsibility. It would beinteresting to explore how high need for ‘‘Wanted Control’’ and ‘‘Expressed Control’’ arerelated to success in ministry, particularly in view of Furnham’s findings regarding therelationship of ‘‘Wanted Control’’ to dysfunctional behaviour at work.

Table 10 presents applicant FIRO-B raw score values that signal significant differencefrom other applicants. An applicant’s FIRO-B ‘‘Expressed Control’’ score above 8(the maximum score is 9) would prompt some probing about how the applicant behaved inprevious job settings and how the history might influence success in parish ministry.The FIRO-B scores prompt discussion of how an applicant’s preferences for inclusion,control and affection may play out in parish conflicts.

The TKI (Thomas, 2002) purports to measure tendencies in managing interpersonalconflict. The TKI is a 30-item self-report inventory. Reliability seems acceptable andvalidity studies suggest expected relationships with criterion measures. Van de Vliert andKabanoff (1990) reported reliability ranging from .37 to .90 (average .63) with mixedresults for validity. Respondents receive a score that reflects their tendency to use each offive conflict management modes: competing, collaborating, compromising, avoiding andaccommodating. The score informs the respondent of her/his typical choices in managing

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Table 10. FIRO-B raw scores unusual in the applicant pool.

FIRO-B measure ofinterpersonal needs

ApplicantMean RS Applicant SD

Unusual in populationApplicant Meanþ 1.5 SD

Expressed Inclusion

Female 2.86 2.6 6.7Male 2.95 2.2 6.3

Wanted Inclusion

Female 3.20 1.5 5.5Male 2.95 1.6 5.4

Expressed Control

Female 5.3 2.1 8.5Male 4.8 2.2 8.1

Wanted ControlFemale 5.6 1.8 8.3Male 5.5 2.1 8.7

Expressed AffectionFemale 3.0 1.8 5.7Male 3.5 3.8 9.2

Wanted AffectionFemale 5.7 4.4 7.9Male 5.8 4.5 12.5

Table 9. EDSW applicant FIRO-B average scores compared with national norms.

FIRO-BScale label

Applicantmean RS

Natl. normmean RS

DifferenceAsp & Natl P

Expressed Inclusion

Females 2.86 3.41 �0.553 n/sMales 2.95 3.03 �0.077 n/s

Wanted Inclusion

Females 3.20 2.33 0.866 0001Males 2.95 2.22 0.733 001

Expressed Control

Females 5.30 1.62 3.68 0001Males 4.77 2.38 2.39 0001

Wanted ControlFemales 5.59 2.90 2.689 0001Males 5.53 2.63 2.905 0001

Expressed AffectionFemales 3.05 3.71 �0.66 n/sMales 3.49 3.29 0.198 n/s

Wanted AffectionFemales 5.7 4.86 0.9 n/sMales 5.8 4.42 1.6 n/s

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conflict, as well as available options for managing conflict. Shell (2001) discusses how the

TKI is helpful in teaching executives about bargaining. In a study grounded in Bowen’s

(1978) notion regarding role differentiation, (Beebe, 2007) reports that clergy with high

self-role differentiation tended to use collaborative and competing styles of conflict

management. He interprets the findings as consistent with Bowen’s theory that increased

self-role differentiation observed in collaboration and competition is associated with less

emotional reactivity. Volkema and Bergmann (1994) concluded that the TKI was related

to observed strategic and tactical use of assertiveness in conflict situations. A match

between ideal and actual conflict management style was associated with lower job-related

distress (Reich, Wagner-Westbrook, & Kressel, 2007). The interview uses the TKI testscores to help applicants build a repertoire for conflict management tailored to parish

settings.Table 11 identifies TKI raw scores that are unusual in the EDSW applicant population.

Recognising that the demands of parish ministry are different from most occupations,

identifying applicants with TKI scores significantly different from other applicants may be

more important than comparison with publisher’s norms. The psychologist engages

applicants in discussion of appropriate and inappropriate uses of their preferred mode in

managing conflict, particularly in parish ministry.

Conclusions

Findings in the present study are limited to applicants for ministry careers in the Episcopal

Diocese of the Southwest. Other studies need to demonstrate whether the EDSW

applicants are similar to applicants for ministry careers in other religious traditions and in

other countries.

Table 11. TKI raw scores unusual in the applicant pool.

TKI scalesfor conflictmanagement

Applicantraw scoremean

ApplicantSD

Unusual in populationApplicant meanþ 1.5 SD

CompetingFemales 2.9 2.9 5.8Males 3.4 2.9 6.3

CollaboratingFemales 6.3 2.3 8.6Males 6.6 2.3 8.9

CompromisingFemales 7.3 2.8 10.1Males 7.4 2.1 9.5

Avoiding

Females 6.6 2.2 8.8Males 5.7 2.0 7.7

Accommodating

Females 6.9 2.1 9.0Males 6.9 2.0 8.9

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Another self-imposed limit lies in the use of test scores for candidate screening. Test

scores are appropriately used in forming hypotheses for confirmation in clinical interviews.

Unusual test scores simply signal the need for probing to discover possible areas of

psychological vulnerability.One goal of the present study is to start a dialogue regarding best practices in

psychological assessment of candidates for careers in ministry. The study identifies a set of

psychological risk and resiliency factors relevant to psychologically healthy careers. Thelist is based on a review of the literature and experience in one large Episcopal Diocese.

The perspective and experience of persons in other ministry settings can refine and

supplement the proposed list of important factors in psychologically healthy careers. An

important issue is to achieve some consensus regarding salient criterion variables to guide

new practitioners in their choice of assessment protocols.The study identifies tests that purport to measure psychological characteristics

associated with healthy psychological adjustment. The test authors offer evidence of test

reliability and construct validity. A dialogue regarding other relevant tests would enhance

the battery and could point to a common core of tests for developing national norms to

assess candidates for ministry careers.It is important to develop special norms for ministry candidates because the present

study demonstrates that applicants for clergy careers respond to psychological tests in

manner different from other job applicants. The applicants in EDSW are sufficiently

different from general job applicants to warrant preparation of separate norms for

evaluating their psychological status. It can be misleading to use publisher’s norms in

evaluating applicants for ministry careers. The study offers guidance for developing local

and international norms for interpreting applicant’s responses. Norms based on data

contributed from diverse settings would provide a more robust opportunity for

understanding psychological factors important in ministry careers.It would be interesting to describe psychological characteristics associated with

ordination decisions. As Malony and Majovski (1986) noted, psychological predictor tests

need to be independent of ordination decisions. In the present circumstances, mostdecision makers were aware of a psychologist’s impression of risk factors, but not

informed about test scores. The psychologist’s observation of meetings suggests that

psychological risk factors were not the most important consideration in ordination

decisions. Subsequent studies will pursue assessment protocol correlates of ordination

decisions.The test battery may help to improve screening; however, another objective is to

associate applicant test profiles with stress and coping in the development arc of ministry

careers. The identification of early signals of risk and vulnerability in ministry careers

could mobilise and target needed support for vulnerable careers.Follow up studies need to focus on associating applicant characteristics with

psychologically healthy clergy behaviour. In addition to assessment of applicants, this

requires measurement of clergy experience of stress stemming from personal practices and

from congregational sources. There are published tests to measure experience of stress and

coping strategies. The Stress Profile (Nowack, 1999) purports to measure stress and coping

strategies. Stress comes from health, work, personal finances, family, social obligations

and environmental concerns The Ministry Demands Survey (Lee, 1999) reliably measures

common congregational demands, including personal criticism, presumptive expectations,

boundary ambiguity and family criticism. Knowing clergy experience of stress, researchers

can proceed with tests and interviews to assess effectiveness of coping strategies.

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A well-researched response to job stress is burnout, typically measured by the MaslachBurnout Inventory (Maslach & Jackson, 1986). The authors identify burnout symptoms asexhaustion, cynicism and inefficacy. Lewis, Turton, and Francis (2007) comment on theimportance of work-related burnout among clergy. Miner (2007) has given attention toaspirant psychological characteristics associated with burnout. She identifies an importantpredictor as weak internal orientation to ministry. Turton and Francis (2007) point to theimportance of prayer in moderating burnout. More studies are needed regarding therelationship between aspirant psychological characteristics and burnout.

Another dimension of response to stress is self-compassion, a matter often neglected byclergy. The Self-Compassion Scale (Neff, 2003) reliably measures self-compassion in threedimensions: (1) self-kindness versus self-judgement, (2) common humanity versus isolationand (3) mindfulness versus over-identification. It would be interesting to study theapplicant psychological characteristics associated with later practice of self-compassion.Self-compassion may be an important factor in psychological resilience.

The Stress Profile (Nowack, 1999) measures additional coping strategies, including: (1)effectiveness of health habits, (2) social support network, (3) interpersonal relationships,

(4) positive and negative self-appraisal, (5) threat minimisation and (6) problem focus. In

addition, the Stress Profile measures cognitive hardiness, a psychological construct

potentially of value in buffering the impact of stress and generating positive coping

strategies. Authors of the coping strategy tests (Maslach & Leiter, 2008; Neff, 2003;

Nowack, 1999) offer evidence that their scales are associated with positive health

outcomes.Follow-up studies of applicant psychological characteristics associated psychological

vulnerability and resilience in ministry careers could lead to improved targeting of effortsto support clergy at times of increased stress. Identification of early signals for risk andresiliency in ministry careers offers the prospect of early intervention to enhance clergyhealth.

Note

1. The Episcopal Diocese of the Southwest is a pseudonym for a large Episcopal Diocese in theSouthwestern United States.

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CURRICULUM VITAE

Lewis A. Bonney, Ph.D.

PROFESSIONAL EXPERIENCE

Azusa Pacific University, Professor; Department of School Counseling and School

Psychology (2001 to present)

* Teach graduate level courses in assessment and research design

* Investigate role of practical intelligence in leadership

* School of Education Research Committee

* Chair, Institutional Review Board

Consulting and Clinical Practice, (1977 to present)

* Appraisal of applicants for ministry careers (N=100+)

* Assessment of individuals in school, forensic and human resource settings

* Completed contracts in 20 California counties for evaluation of community

based mental health programs; including development of tests tailored to

specific client outcomes; statistical analysis outcomes and presentation of

findings to local boards

Assistant to Superintendent for Program Management and Development, San

Bernardino City Unified School District, 1970-1977

*Administratively responsible for Pupil Personnel Services, Special Education,

Adult Education; Categorically Funded Programs and Data Processing

* Responsible for organizational development program

* Responsible for development and evaluation of new instructional programs

Principal Investigator: U.S. Department of Health Education and Welfare, Office of

Education, Grant Number OEG-9-70-0019 (057); “Relationships between Content

Experience and the Development of Seriation Skills in First Grade Children”, Final

Report, June 25, 1970.

* Developed instructional strategies and tests to test hypotheses whether

* Intellectual processes transfer from one content category to another

* Implemented Solomon four group research design in three low income schools

Associate Investigator: U.S. Department of Health Education and Welfare, Office of

Education, Grant Administered by University of Arizona, titled, Evaluative Programs for

Innovative Curriculum; consultation with school districts for development of outcome

evaluation, 1968-1970

* Provided workshops and consultation to nationwide cadre of school districts

interested in demonstrating accountability

* Developed techniques for evaluating process and product

Clinical Psychologist, U.S. Navy, 1964-1967

Curriculum Vitae

Lewis A. Bonney, Ph.D.

EDUCATION

Ph.D. Educational Psychology, University of Arizona, 1970.

M.A. Clinical Psychology, University of North Texas, 1964

B.A. Psychology, University of California, Berkeley, 1962

PUBLICATIONS

Bonney, L. A. (1972). Accountability at the Local Level. (1972). California School

Boards Journal, 31, 19-22.

Bonney, L. A. (1973). Changes in Organizational Climate Associated with Development

and Implementation of an Educational Management System. American Educational

Research Association Annual Meeting, New Orleans Louisiana.

Bonney, L. A. (1985). Child Custody Mediation Groups: A Model for Supplementing

Case-by-Case Strategies. Conciliation Courts Review, 23, 47-54.

Bonney, L. A. (1987). Staff Empowerment and Team Building with Client Outcome

Evaluation. (1987). National Council of Community Mental Health Centers

Research and Evaluation Quarterly. Autumn, 5-7.

Bonney, L. A. (1993). Planning for Postdivorce Family Relationships. (1993). Family

and Conciliation Courts Review, 31, 367-372.

Bonney, L., Andersen-Perak, E., Quinn, C. & Jiang, Y. (2009). How successful principals

use tacit knowledge to make school reform decisions. Paper presented at Educational

Research Association Annual Meeting, San Diego, CA.

Bonney, L., Andersen-Perak, E., Quinn, C. & Jiang, Y. (2011. Principals deliver

improved test scores. Paper presented at American Educational Research

Association Annual Meeting, New Orleans, LA.

Bonney, L. & Park, H. (2011). Appraisal of applicants for ministry careers, Paper

presented at the Annual Meeting of the Society for the Psychological Study of

Wesleyan Theology, Dallas, TX.

Bonney, LA. & Park, H.S. (2012). Appraisal of applicants for ministry careers, Mental

Health, Religion & Culture. DOI:10.1080/13674676.2011.623229

MEG LASSIAT

mlassiat@gbhem.org

Work: 615.340.7372 Mobile: 615.838.2177

Ordained Deacon – Indiana Annual Conference – 2000

PROFESSIONAL OBJECTIVE

To work in a position that is critical to the leadership development and training of candidates,

clergy and denominational leaders in The United Methodist Church.

PROFESSIONAL EXPERIENCE

The United Methodist General Board of Higher Education and Ministry Nashville, TN

Director of Candidacy, Mentoring and Conference Relations November, 2010 - Present

Develop and direct all programs and resources for the denomination regarding candidacy for

licensed and ordained ministry; develop resources and provide training to clergy and candidacy

mentoring; support annual conferences, boards of ordained ministry, district committees on

ministry and clergy with questions and training related to conference relations decisions and

processes. Serves in the Division of Ordained Ministry.

The United Methodist General Board of Higher Education and Ministry Nashville, TN

Director of Student Ministries, Vocation & Enlistment July 2005 – October, 2010

Develop and direct all programs related to vocational discernment for youth and young adults.

Specific emphasis on resources and programs for youth/young adults considering God’s call to

ordained ministry. Serve in the Division of Higher Education Campus Ministry Team and the

Division of Ordained Ministry Candidacy/Enlistment Team.

Develop, direct and oversee implementation of all aspects of Exploration – a three-day event

for 18-24 year olds who are considering a call to ordained ministry as a deacon or elder in

The United Methodist Church (800 – 1,000 attendees).

Train annual conference boards of ordained ministry and district committees on ministry

members in recruiting and retaining young adult ordained ministry candidates and clergy.

Develop Annual Conference Recruiters Network to resource and train those working at the

annual conference level to recruit and retain young adult candidates and clergy.

Coordinate the development, writing and dissemination of resources for young adult

candidates and clergy. Write/edit/develop such resources as: Top 10 Ways to Discourage

Ministerial Candidates, the FAQ series for youth, college students, and seminarians, the

Ordained Ministry in the UMC DVD and the Glossary of Candidacy Terms.

Coordinate the work of the Young Adult Seminarians Network and train the Standing

Committee in visioning and implementation of appropriate program ideas.

Provide resources to campus ministers and college/university chaplains for students

considering ordained ministry – includes workshops, communicating one-on-one with

campus ministers, and regular articles for e-newsletters and other types of communication.

Direct the work of the United Methodist Student Movement and train members of the

national Steering Committee as denominational leaders.

Direct Student Forum – an annual gathering (350 – 400 college/university students) that

provides leadership training and spiritual formation for campus ministry student leaders.

Consult with other task forces regarding young adult leadership development (e.g., The

Division on Ministries with Young People, AUMTS – Admissions Staff, Study of Ministry

Commission, UM Campus Ministers Association, and The Fund for Theological Education).

MEG LASSIAT

mlassiat@gbhem.org

Work: 615.340.7372 Mobile: 615.838.2177

Ordained Deacon – Indiana Annual Conference – 2000

Develop and manage annual budgets ranging from $10K – $500K per project.

Supervise paid and volunteer personnel to help accomplish goals.

Assigned to numerous additional teams including: Strategic Plan Implementation Team,

Web Development Team, Evaluation & Review Team, Staff Retreat Planning Team, IT

Coordinating Team, Data Management System Development Team

Meridian Street UMC Indianapolis, IN

Associate Minister of Youth Ministries June 1998 – June 2005

Directed youth ministries, including confirmation, junior high and senior high programs for a

1,500 member congregation.

Developed confirmation class, including recruiting and training adult volunteers.

Increased youth ministry programs from once/week to multi-day ministry including Bible

study, weekly service work, student leadership training and youth group.

Implemented a student leadership team and trained students in leadership roles.

Led annual mission trips for junior high and senior high students, including three

international trips to Africa University in Zimbabwe and Wesley Heritage Tour in England.

Created an adult volunteer leadership team and provided regular training for volunteers

working with junior and senior high youth.

University Heights UMC Indianapolis, IN

Program Director August 1993 – June 1998

Directed all programs (other than pastoral responsibilities) for a 500 member congregation.

Led college ministries for the church (connected to University of Indianapolis campus).

Led youth ministries for junior and senior high students.

Implemented regular mission trips for the youth group.

Coordinated children’s ministries, missions committee, and parish care committee.

ANNUAL CONFERENCE RESPONSIBILITIES

Indiana Annual Conference Board of Ministry – July 2009 – Present

Chair, South Indiana Annual Conference Order of Deacons – June 2004 – June 2005

South Indiana Annual Conference Board of Ministry – Fall 2002 – June 2005

Bishop’s Executive Committee – Fall 2001 – June 2005

Indianapolis West District Committee on Ministry – Fall 2000 – June 2005

EDUCATION

Master of Divinity – 1993

Emory University, Candler School of Theology – (Cum Laude) Atlanta, GA

Bachelor of Arts – Psychology – 1989

University of North Florida – Jacksonville, FL

Msgr. Jeremiah McCarthy

Executive Director, NCEA Seminary Department

Msgr. Jeremiah McCarthy, Ph.D., began in September 2010 as the executive director of the

Seminary Department of the National Catholic Educational Association, Arlington, Virginia,

United States. He taught in 2009-10 at St. Patrick’s Seminary in Menlo Park, California. From

2002-2009, he was director of accreditation and institutional evaluation at the Association of

Theological Schools in Pittsburgh, Pennsylvania. He served for twenty years (1982-2002) at St.

John’s Seminary in Camarillo, California, as professor of moral theology, academic dean, vice-

rector and rector. He earned his Ph.D. from the Graduate Theological Union, Berkeley,

California. Msgr. McCarthy is a priest of the Diocese of Tucson, Arizona.

Curriculum Vitae

Lallene J. Rector

2121 Sheridan Road

Evanston, Illinois 60201

Office: 847.866.3904 Cell: 312.415.1527

e-mail: ljr@garrett.edu

Professional Positions

2014-Present President

Garrett-Evangelical Theological Seminary

2006-2013 Vice President of Academic Affairs and Academic Dean

Garrett-Evangelical Theological Seminary, Evanston, IL.

2006-Present Faculty, Chicago Psychoanalytic Institute

1986-Present Associate Professor of Psychology of Religion and

Pastoral Psychotherapy (Assistant Professor, 1986-1993)

Garrett-Evangelical Theological Seminary, Evanston, IL.

1987-Present Clinical Staff (1987-1992) and Teaching Faculty

Center for Religion and Psychotherapy of Chicago, IL.

1992-Present Private Psychotherapy/Psychoanalytic Practice, part-time

1991-1992 Lecturer, The Divinity School, University of Chicago

1985-1986 Guest Lecturer, Nursing Department, Millikin University

Decatur, IL.

1981-1986 Interventionist; Inpatient Coordinator

Decatur Mental Health Center, Decatur, IL.

1973-1974 Youth Director, part-time

Crowley United Methodist Church, Crowley, TX.

Education

1986 Doctor of Philosophy, Psychology of Religion

Dissertation: “Toward a Phenomenology of the Experience of Religious Doubt.”

Boston University, Graduate School for the Arts and Sciences

1978 Master of Theological Studies

Boston University, School of Theology

1976 Bachelor of Arts, cum laude;

University Honors in Psychology and Religion, Double Major

Summer, Art History and Religion Studies, Rome, Italy

Texas Christian University

Lallene J. Rector 2

Clinical Training

2003 Graduate, Adult Psychoanalysis

Institute for Psychoanalysis, Chicago, IL.

1982-1985 Clinical Fellow, Center for Religion and Psychotherapy, Chicago, IL.

1981 Clinical Pastoral Education, Basic Unit

St. Elizabeths Psychiatric Hospital, Washington, D.C.

1981 Tavistock Group Relations Conference

A.K. Rice Institute, Washington, D.C.

Professional Memberships and Activity

American Academy of Religion

Steering Committee for Person, Culture, and Religion Section, 2003-2009.

American Psychoanalytic Association, 1994-2012.

Chicago Psychoanalytic Society

Mentor, Chicago Institute for Psychoanalysis Fellow Program, 2001-2004.

Midwest Self Psychology Group, 2003-2006.

Chair, Mason Trust Fund of The Center for Religion and Psychotherapy of Chicago, 1996-present.

Board Member, Center for Religion and Psychotherapy, 2009-present.

Professional Development

January, 2013 Leadership Academy, Garrett-Evangelical Theological Seminary with Kellogg

School of Management, Northwestern University, Evanston, IL.

December, 2012 Leadership Style Assessment (The Leadership Circle and the 16 PF), Richmond,

VA.

June, 2008 “Management Development Program” at the Graduate School of Education

Harvard University, Cambridge, MA.

February-March, 2003 Studium Scholar, St. Benedict‟s Monastery. St. Joseph, MN.

Fall, 2000 Resident Scholar, Institute for Ecumenical and Cultural Research

Collegeville, MN.

Theological Education Activities and Leadership

September, 2012 Participant with Dr. David Hogue, “Conference for Graduate School Deans and

PhD Directors” Wabash Center for Teaching and Learning in Theology and

Religion, Indianapolis, IN.

2009-2012 Convener of the Academic Deans of the Association of Chicago Theological

Schools; Secretary of ACTS Common Council. Chicago, IL.

June, 2004, 2005 “Becoming Caretakers of Souls: Integrating Psychology, Religion, and

Spirituality for Ministry.” Seminar Leader for the “Excellence in Ministry”

Program. Fund for Theological Education, Fuller Theological Seminary,

Pasadena, California; Eden Theological Seminary, St. Louis, MO.

Lallene J. Rector 3

Association for Theological Schools

January, 2014 ATS Presidents‟ Seminar, San Antonio, TX.

December, 2013 ATS New Presidents‟ Seminar, New Orleans, LA

November, 2013 Chair, ATS Re-Accreditation Site Visit Team for Candler School of Theology,

Emory University. Atlanta, GA.

March, 2013 Member, ATS Re-Accreditation Site Visit Team for Columbia Theological

Seminary, Decatur, GA.

March, 2013 Panelist, “Collaboration between Theological Schools,” ATS Chief Academic

Officers meeting, San Antonio, TX.

October, 2012 Chair, ATS Re-Accreditation Site Visit Team for Central Baptist Theological

Seminary, Shawnee, KS.

June, 2012 -present Member, Steering Committee for the Chief Academic Officers.

February, 2012 Member, Association of Theological Schools Re-Accreditation Site Visit Team

for Trinity Lutheran Seminary, Columbus, OH.

February, 2011 Chair, ATS Re-Accreditation Site Visit Team for Logsdon Seminary, Hardin-

Simmons University, Abilene, TX.

October, 2009 Presenter, ATS Workshop: Newly Appointed Faculty, “The Relation of Faculty

to the School Mission,” Pittsburgh, PA.

October, 2009 Invited (as a contributing research “subject”) to ATS report on Barbara Zikmund

Brown‟s research findings regarding interviews with Female Deans and

Presidents. Pittsburgh, PA.

March, 2009 Attended ATS Consultation on Multicultural Education and Ethnic/Racial

Diversity in Theological Education,” with Dr. Gennifer Brooks. By ATS

Institutional Invitation, Pittsburgh, PA.

March, 2009 Plenary address: “Running without Becoming Weary: The Chief Academic

Officer and Self-Care”; and chaired Roundtable Discussion on “Best Practices in

Hiring New Faculty,” ATS Chief Academic Officers Meeting, San Antonio, TX.

February, 2009 Chair, ATS Accreditation Site Visit Team for Baptist Theological Seminary,

Richmond, VA.

June, 2008 Presenter, ATS, Biennial workshop, “Spiritual Formation in Three Protestant

Seminaries” Atlanta, GA.

October, 2007 Team member, ATS focused site visit, Doctor of Ministry program, Washington

Theological Union, Washington, D.C.

April, 2005 Presenter, ATS Chief Academic Officers workshop, “Special Needs Assessment

of Theological Students,” with Rev. Joaquin Garcia, Savannah, GA.

Lallene J. Rector 4

Service to the United Methodist Church

Member, First United Methodist Church at the Temple, Chicago, IL.

Regular seminary representative to and presenter for Annual Conferences

Regular preaching for the Course of Study Program each summer

October, 2012 Seminar Leader, “Psychological Assessment Process” with Dr. Vic Maloy,

Executive Director, Virginia Institute of Pastoral Care; and Panel Member,

“Seminary Panel.” Quadrennium Boards of Ordained Ministry Training Event,

Ministerial Assessment Specialists Advisory Committee on Candidacy and

Clergy Assessment, General Board of Higher Education and Ministry, Dallas,

TX.

June, 2012 Convener for Association of UM Theological Schools Academic Deans

attending he ATS Chief Academic Officers Meeting, Minneapolis, MN.

April, 2012 Led Spiritual Renewal Retreat: “Self-Care in Ministry” for Grand Travers

District Clergy, West Michigan Conference. Lake Louise UM Camp, Boyne

Falls, MI.

October 2011 Convener for Association of UM Theological Schools Academic Deans

attending AUMTS meeting, Drew Theological School, Madison, NJ.

April, 2011 Represented G-ETS at the National UM Hispanic Consultation, Dallas, TX.

February, 2010 Facilitated discussion groups for training event for Boards of Ordained Ministry

and Ministry Assessment Specialists, sponsored by the Advisory Committee on

Candidacy and Clergy Assessment, General Board of Higher Education and

Ministry, Houston, TX.

September, 2008 Presented “Job Analysis Generalizability Study for the Position of UM Local

Pastor” (Rick DeShon, Ph.D., Michigan State University). Quadrennium Boards

of Ordained Ministry Training Event, Ministerial Assessment Specialists

Advisory Committee on Candidacy and Clergy Assessment, General Board of

Higher Education and Ministry, Kansas City, KS.

January, 2008 “Law and Order: These are Our Stories,” sermon at First United Methodist

Church, Birmingham, MI.

2006-present Member, Advisory Committee on Candidacy and Clergy Assessment, General

Board of Higher Education and Ministry, Nashville, TN.

March, 2004 Member, Dempster Fellowship Selection Committee. General Board of Higher

Education and Ministry, Nashville, TN.

February, 1998 Led 2nd

Year Deacon's Retreat, "Self Care and Parish Ministry." Northern

Illinois Conference, Chicago, IL.

Lallene J. Rector 5

Leadership for Formation in Ecclesial, Monastic, and Hospital Settings

Nov/Dec, 2005 Clinical supervision for five week study of “Self Psychology and

Pastoral Care “with hospital chaplains and mental health professionals. Bishop

Anderson House, Rush-St. Luke's Presbyterian Hospital. Chicago, IL.

May, 2005 “Pastoral Care and Self Psychology. Workshop for Bishop

Anderson House, Rush-St. Luke's Presbyterian Hospital. Chicago, IL.

October, 2003 “God-Images and Faithful Practices.” For “Breakfast with the Girls.” First

Congregational Church, Wauwatosa, WI.

July, 2003 “Consultation on Ecumenical Formation.” Invited Participant, Institute for

Ecumenical and Cultural Research. Collegeville, MN.

2002, 2004, 2006, 2008 “Spiritual Direction: Shame and Guilt.” Workshop for the Spiritual

Direction Training Program. Siena Center/Dominican Sisters. Racine, WI.

October, 2002 “Our God Images: From Whence They Come.” Two Week, Adult Forum.

Christ Church (Episcopal). Winnetka, IL.

Publications

Books:

1999. ______ & Santienello, Donna, Editors. Psychological perspectives and the religious quest:

Essays in honor of Orlo Strunk, Jr. Lanham, Maryland: University Press of America.

Articles and Chapters:

2003 “Selfobject Functions in Hope and Spirituality,” in Psychologist-Psychoanalyst. Vol. 23 (3)

Summer.

2001c “Mystical experience as an expression of the idealizing selfobject need.” In Progress in self

psychology: The narcissistic patient revisited. Vol. 17. Edited by Arnold Goldberg. Hillsdale,

New Jersey: The Analytic Press, pp. 179-195.

2001b "Reflections on self psychology, religion, and spirituality," in International Newsletter of the

Association of Self Psychology, Summer.

2001a “Cutting edges: Contemporary feminist perspectives on sin and transformation.” In Aware. (July).

Garrett-Evangelical Theological Seminary, Evanston, IL.

2000b “Are we making love yet? The psychology of male domination.” In The Good news of the body:

Sexual theology and feminism. Edited by Lisa Isherwood. New York and London: Sheffield Press,

pp. 74-95.

2000a “Developmental aspects of the twinship selfobject need and religious experience.” In Progress in

self psychology: How responsive should we be? Vol. 16. Edited by Arnold Goldberg. Hillsdale,

New Jersey: The Analytic Press, pp. 257-275.

1999 “Convergences and divergences in qualitative research methods and feminist epistemology for

research in the psychology of religion.” In Psychological perspectives and the religious quest:

Essays in honor of Orlo Strunk, Jr. Edited by Lallene J. Rector and Donna Santienello. Lanham,

Maryland: University Press of America, pp. 67-79.

Lallene J. Rector 6

1996. “Early selfobject functions in gendered representations of God.” In Progress in self psychology:

Basic ideas reconsidered. Vol. 12. Edited by Arnold Goldberg. Hillsdale, New Jersey: The

Analytic Press, pp. 249-268.

1993. “Upon what research base and method do we rest our identity?” In The future of pastoral

counseling: Whom, how, and for what do we train? Edited by James McHolland, pp. 151-155.

Fairfax, Virginia: American Association of Pastoral Counselors.

Responses and Reviews:

2013 Review: Sheppard, Phillis Isabella. Self, culture, and others in Womanist practical theology.

Basingstoke: Palgrave Macmillan, 2011. Journal of Pastoral Theology. Winter.

2006 Response to Shared wisdom: Use of the self in pastoral care and counseling, by Pamela Cooper-

White. Book Panel Proceedings from Person, Culture and Religion, American Academy of

Religion, November 2005. Pastoral psychology 55: 229-232.

2003b Collapse of the self and its therapeutic restoration, by Rochelle G.K.Kainer. Hillsdale, New

Jersey: The Analytic Press, 1999. In Contemporary psychoanalysis. Vol. 39(1): 162-167.

2003a The Supervisory relationship: A contemporary psychodynamic approach, by Frawley-O‟Dea,

Mary Gail & Sarnat, Joan E. New York and London: The Guilford Press, 2001. In Journal of

supervision and training in ministry, Vol. 23: 157-159.

1998 “A Broader Consideration of „Pastoral Guidance‟ and Psychoanalytic Perspectives: A Response to

Rizzuto.” A Symposium: Psychoanalysis and Pastoral Guidance,” by Ana-Maria Rizzuto, in The

Journal of pastoral care, (Spring) Vol. 52: 79-82.

1990 Response to “A systematic review of the quantity and quality of empirical research published in

four pastoral counseling journals: 1974-1985,” by John Gartner, David B. Larsen; and Carol D.

Vachar-Mayberry. In The Journal of pastoral care XLIV (Summer): 123-126.

1989 Practical theology, vols. IIIA and B. Edited by the University of South Africa. In The Journal of

pastoral care. XLIII (Spring): 82-83.

1989 Taking on the gods: The task of the pastoral counselor, by Merle R. Jordan. In Journal of

supervision and training in ministry. 11: 266-268.

1987 Women and religion in America, vol.3. Edited by Rosemary Radford Ruether and Rosemary

Skinner Keller. In Journal of supervision and training in ministry 9: 239-240.

Editorial Activity

1995-Present Periodic reviews for Progress in self psychology;

Journal for the American psychoanalytic association;

Journal of pastoral sciences.

1990-2007 Editorial Advisory Committee

Journal of pastoral care

1986-1991 Assistant Editor, Doctor of Ministry Feature

Journal for the supervision and training in ministry

Lallene J. Rector 7

Selected Academic Activities and Presentations Since 2000

November, 2012 Invited Panel Member: Panel Discussion of Phillis Sheppard's Self, culture, and

others in Womanist practical theology, (Palgrave Macmillan, 2011). Womanist

Approaches to Religion and Society Group. American Academy of Religion.

Chicago, IL.

November, 2012 Presiding: “Beyond A Dangerous Method: Sabina Spielrein‟s Influence on

Jung, Freud and Piaget.” Psychology, Religion, and Culture Group, American

Academy of Religion. Chicago, IL.

October, 2011 Presenter, “Spirituality in the Psychoanalytic Context: Self Psychology

Perspectives,” The Wisconsin Psychoanalytic Society, Milwaukee, WI.

July, 2009 Response to “Attachment to God and Recovery from Schizophrenia: Research

and Practice” by Tracy Prout, International Psychoanalytic Association Meeting,

Chicago, IL.

April, 2009 Panelist discussing Our home is over Jordan: A Black theology (2006) for

celebration of the retirement of Dr. Homer U. Ashby, McCormick Theological

Seminary, Chicago, IL.

November, 2008 Presented “Narcissistic Dimensions of Racial Identity: the Role of Selfobject

Experience in Maintaining Whiteness.” AAR, Person Culture, and Religion,

Chicago, IL.

November, 2007 Moderator, Book Panel, White theology: Outing supremacy in postmodernity,

James Perkinson (2004). Joint AAR session between Person, Culture, and

Religion and Black Theology. San Diego, CA.

November, 2005 Moderator and Book Panel Participant for Pamela Cooper-White‟s Shared

wisdom: Use of the self in pastoral care and counseling. (Minneapolis: Fortress,

Press, 2004). In the Person, Culture, and Religion Group. American Academy of

Religion. Philadelphia, PA.

November, 2005 “A Psychoanalytic Investigation of the Transformative Impact of Sanctification

Experience and Belief in the Conversion of Julia A.J. Foote, Nineteenth Century

Holiness Preacher." Co-authored with Dr. Laceye Warner, Duke Divinity

School. Person, Culture, and Religion Group. American Academy of Religion.

Philadelphia, PA.

October, 2005 Moderator and discussant for Original Paper Session: “The Uncanny: Iatrogenic

Effects in the Psychoanalytic Situation,” by Fonya Helms, Ph.D. Annual

Psychology of the Self Conference. Baltimore, MD.

March, 2004 “Spirituality and Psychology.” Diversity Workshop. Northwestern University

Graduate Psychology Interns. Chicago, IL.

April, 2003 “Spirituality and Self Psychology.” Division 39 Meeting, American

Psychological Association. Minneapolis, MN.

October, 2002 Religion and Spirituality Workshop, co-led with Constance Goldberg. “Treating

the Other.” Chicago Psychoanalytic Society Annual Conference. Chicago, IL.

Lallene J. Rector 8

March, 2002 “Issues of Difference in Pastoral Theology: Gender” and “Issues of Difference

in Pastoral Theology: Race.” Public Lectures for “Women‟s Week” at Duke

Divinity School. Raleigh-Durham, NC.

November, 2001 “Kohut‟s Concept of Twinship and Feminist Views of Transformation.”

“Works in Progress.” Person, Culture and Religion Group. American Academy

of Religion. Denver, CO.

Winter, 2001 “Idealization and Religious Experience.” Saturday Self Psychology Group,

Institute for Psychoanalysis. Chicago, IL.

December, 2000 “The Psychology of Sin and Transformation in Feminist Theologies and

Feminist Psychoanalysis.” Public Lecture. Institute for Ecumenical and

Cultural Research. Collegeville, MN.

October, 2000 “The Idealizing Selfobject Function in Mystical Experience.”

Annual Psychology of the Self Conference, Chicago, IL.

CURRICULUM VITAE R. Scott Sullender Ph.D.

EDUCATIONAL BACKGROUND May 1978 Doctor of Philosophy (Ph.D.) Theology and Personality: Pastoral Counseling

School of Theology at Claremont/Claremont Graduate School, Claremont, CA. Dissertation: Grief and Growth: Perspectives from Life-span Psychology and Pauline Theology. Chair: Howard Clinebell, Jr. June 1973 Master of Theology (Th.M.) Pastoral Theology Princeton Theological Seminary, Princeton, NJ June 1970 Master of Divinity (M.Div.) Princeton Theological Seminary, Princeton, NJ Concentration: Christian Education June 1967 Bachelor of Arts (B.A.)

University of California at Santa Barbara, Goleta, CA Major: History

LICENSES, CERTIFICATION, PROFESSIONAL MEMBERSHIPS 1985–present Licensed Psychologist, Counseling Psychology, State of California PSY # 8931 (issued 2-4-85) 1970–present Minister of the Word and Sacrament, Presbyterian Church (USA) Ordained 9-20-70 by Presbytery of Donegal

Current membership: Presbytery of San Francisco 1983–present Diplomate (Supervisor), American Association of Pastoral Counselors (#1175) 1975–present California Community College Teaching Credential in Religion/Philosophy and Psychology 1985–1998 Member, American Psychological Association 1976–1986 Licensed Marriage, Family, Child Counselor, State of California, MFCC #008919 (issued 9-27-76) 1976–1985 Clinical Member, American Association for Marriage and Family Therapy

2

PROFESSIONAL EXPERIENCE 2006–present Associate Professor of Pastoral Counseling San Francisco Theological Seminary, San Anselmo, CA

SFTS is an educational institution related to the Presbyterian Church (USA). I am been the primary professor of pastoral care and counseling for the Doctor of Ministry program and occasionally teach introductory courses in pastoral care and counseling for the M.Div. program.

2010–2012 Interim Director, Advanced Pastoral Studies San Francisco Theological Seminary, San Anselmo, CA

The APS office is the seminary’s Doctor of Ministry program. As interim director, I was responsible for daily management, recruitment and marketing, budget, tutoring students, evaluation of curriculum, recruitment and support of adjunct faculty, monitoring and enforcement of ATS regulations, networking with peer directors nationwide, and reporting regularly to the Dean.

2006–2009 Director/Pastoral Counselor/Psychologist Lloyd Center Pastoral Counseling Service

San Francisco Theological Seminary, San Anselmo, CA The Lloyd Center was a program of SFTS that provided counseling, assessment, and spiritual direction. It was an accredited service and training program with the American Association of Pastoral Counselors.

2003–2006 Program Director/Founder of Behavior Education and Management Services, Upland, CA

Behavior Education and Management Services is an in-home parent education and behavior modification program for families with developmentally disabled children.

1999–2006 Executive Director 1994–2006 Psychologist/Pastoral Counselor Samaritan Counseling Center, Upland, California

The Samaritan Counseling Center is a non-profit church-sponsored counseling program that is accredited by Samaritan Institute and is a United Way member agency.

1999–2006 Minister Assessment Specialist CAL-PAC Conference, United Methodist Church

On a contract basis, the MAS provides psychological assessments and career counseling for 20-30 Methodist ministers per year.

1997–2006 Psychologist/Career Counselor The Center for Ministry, Oakland, California

3

The Center for Ministry is a non-profit corporation that offers psychological assessments and career counseling and planning to clergy of all faiths.

1999–2001 Organizational Consultant/Psychologist Trinity Children and Family Services, Colton, CA

Trinity is a non-profit corporation that specializes in providing residential and foster care services for troubled children and youth.

1988–1999 Temporary Supply Pastor Community Presbyterian Church, El Monte, CA

CPC was a small congregation in transition. 1998–2001 Psychologist Behavioral Intervention Development Services, Upland, CA

BIDS is a private company that provides in-home behavior modification services for children with developmental disabilities.

1994–1998 Clinical Director/Director of Training Foothill Community Mental Health Center, Glendora, CA

FCMHC is a non-profit community mental health center that provides psychological and psychiatric services for the chronically and severely mentally ill.

1974–1994 Executive Director/Psychologist/MFCC Walnut Valley Counseling Center Diamond Bar, CA

The Walnut Valley Counseling Center is a non-profit, church- sponsored community counseling center that is accredited by the American Association of Pastoral Counselors and is a United Way member agency.

1992–1993 Consultant/Psychologist Community Hospice Care, West Covina, CA

Community Hospice Care is a non- profit organization that provides in-home hospice care for dying persons and their families.

1989–1990 Interim Minister First Presbyterian Church, Pomona, CA FPC is a downtown, urban congregation with 300 members. 1981–1987 Clinical Supervisor, Pomona Valley Pastoral Counseling and Growth

Center and Instructor, School of Theology at Claremont, CA STC is a graduate theological school of the United Methodist Church, serving a wide variety of students. PVPCGC is the clinical training site in counseling for Ph.D. students.

1980–1984 Instructor University of La Verne, Extension Campus, La Verne, CA

ULV is a private, liberal arts college that offers undergraduate and graduate programs.

4

1975–1978 Counselor Greenleaves Associates, Claremont, CA

Greenleaves Associates is a private practice group of 12 therapists/educators from varying disciplines.

1970–1974 Associate Minister Westminster Presbyterian Church, West Chester, PA

WPC was located in a suburban small town and served 1300 members.

CLINICAL INTERNSHIPS

1978–1982 Psychological Assistant, Pomona, CA Supervisor: Rodman F. Garriety, Ed.D. Licensed Psychologist (PSY #945)

1974–1975 Internship at Pomona Valley Pastoral Counseling and Growth Center, Claremont, CA. Supervisor: Paul G. Schurman, Th.D. Licensed MFCC, Diplomate, AAPC

1975 (summer) Pacific State Hospital (Lanterman State Hospital), Pomona, CA Supervisor: Courtney Peterson, D.Min., Licensed MFCC, CPE Supervisor

1970 (summer) University of Pennsylvania Presbyterian Hospital, Philadelphia, PA Supervisor: Daniel DeArment, D.Min., CPE Supervisor

PROFESSIONAL PUBLICATIONS

Books

Ancient Sins . . . Modern Addictions: A Fresh Look at the Seven Deadly Sins. Eugene, OR: Wipf and Stock, 2013.

Losses in Later Life: A New Way of Walking with God. 2nd ed. Binghamton, NY: Haworth Press, 1999.

Losses in Later Life. Integration Books. Ed. Robert J. Wicks. New York: Paulist Press, 1989.

Grief and Growth. New York: Paulist Press, 1985. Journal Articles

“Ministerial Virtues from the Perspective of Trait Personality Theory and the World of Psychometrics.” Reflective Practice: Formation and Supervision in Ministry 32 (2012):85-100.

“Pastoral Implications” (articles on Isa. 58:1-9b; Deut. 30:15-20; Matt. 5:38-48; and Matt. 6:24-34). Lectionary Homiletics 22, no. 2 (February/March 2011): 5, 15, 24, 32.

“Perspectives from the Second Generation of Pastoral Counselors.” Pastoral Psychology 10, no.1 (2011): 751-754.

“Grief and Bereavement Revisited: Introduction to Special Issue” Guest Editor. Pastoral Psychology 59, no. 2 (April 2010): 125-126.

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“Vicarious Grieving and the Media.” Pastoral Psychology 59, no. 2 (April

2010): 191-200. “Psyche and Soul: Dialogue at the Crossroads of Pastoral Counseling

and Spiritual Direction.” Co-authored with Sam Hamilton-Poore, D.Min. Presence: An International Journal of Spiritual Direction 15, no. 1 (March 2009): 25-33.

“Fear as a Dynamic in Supervision.” Reflective Practice: Formation and Supervision in Ministry 28 (2008):122-133. “Clergy Candidates’ MMPI Profiles: Comparing Gender and Age

Variables.” Journal of Pastoral Care 47, no. 3 (Fall 1993). “Loss and Grief.” In Handbook for Basic Types of Pastoral Care and

Counseling, edited by Howard N. Stone and William Clements. Nashville: Abingdon Press, 1991.

“Should Clergy Counsel Suicidal Persons?” Co-authored with H. Newton Maloney. Journal of Pastoral Care 44, no. 3 (Fall 1990).

“Dependence/Independence,” “Supportive Therapy,” and “Life Cycle.” In Dictionary of Pastoral Care. Nashville: Abingdon Press, 1990.

“Three Theoretical Approaches to Grief.” Journal of Pastoral Care 33, no. 4 (December 1979). “My Philosophy of Supervision.” Journal of Supervision and Training in

Ministry 8 (1986). “St. Paul’s Approach to Grief: Clarifying the Ambiguity.” Journal of

Religion and Health. 20, no. 1 (Spring 1982). “Confirmation/Commissioning.” Strategy (September-November 1985):

19-22. Book Reviews

Practice Perfect: 42 Rules for Getting Better at Getting Better by Doug Lemov et al. Reflective Practice: Formation and Supervision in Ministry 33 (2013): 326-327.

Nourishing the Spirit: The Healing Emotions of Wonder, Joy, Compassion and Hope by James D. Whitehead and Evelyn Eaton Whitehead. Reflective Practice: Formation and Supervision in Ministry 33 (2013): 321-322.

Evidence-Based Clinical Supervision: Principles and Practices by Derek Milne. Reflective Practice: Formation and Supervision in Ministry 31 (2011): 265-266.

Helping the Good Shepherd: Pastoral Counselors in a Psychotherapeutic Culture, 1925-1975 by Susan E. Myers-Shirk. Reflective Practice: Formation and Supervision in Ministry 30 (2010): 285-287.

Grief: Contemporary Theory and the Practice of Ministry by Melissa M. Kelley. Pastoral Psychology (in press).

Healthy Congregations: A Systems Approach by Peter Steinke. Reflective Practice: Formation and Supervision in Ministry 27 (2007): 284-285.

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Courage Conversations: The Teaching and Learning of Pastoral Supervision by William R. Delong. Pastoral Psychology (in press).

A Peaceable Psychology: Christian Therapy in a World of Many Cultures by Alvin Dueck and Kevin Reimer. Pastoral Psychology 8, no. 1 (2010): 525-526.

Good Mourning: Getting Through Your Grief by Allan Hugh Cole, Jr. Pastoral Psychology 57, nos. 5/6 (2009): 211-294. Many Voices: Pastoral Psychotherapy in Relational and Theological

Perspective by Pamela Cooper-White. Pastoral Psychology 55, no. 4 (2007): 533-535.

The Challenge of the Borderline Patient by Jerome Kroll. Journal of Pastoral Psychotherapy 2, no. 1 (Fall 1989): 74-75.

Phillip: In Search of Meaning by Hadley Read. Journal of Pastoral Care 34, no. 2 (June 1980): 134-136.

Christian Education Curricula/Devotional Materials

“Becoming Anew” (May 28-June 2). In Disciplines: A Book of Daily Devotions 2012. Nashville, TN: Upper Room, 2011.

Passing through: Reflections on the Twenty-third Psalm. Prescott, AZ: Educational Ministries, 1998.

“Forgiveness.” In Words of Our Faith, ed. Henry Rust. Brea, CA: Educational Ministries, 1992.

“Preparing for Christ Coming.” Advent/Christian Sermons. Ed. Henry Rust. Brea, CA: Educational Ministries, 1982.

Peter: A Journey in Faith. Brea, CA: Educational Ministries, 1986. Family Enriching Workshops (Leaders’ and Participants’ Books). Walnut, CA: Educational Ministries, 1982. “In His Way.” In Church Educator. Brea, CA: Educational Ministries,

1982–1996. Monthly column on faith and mental health issues.

“Your Spiritual Needs.” In Church Educator, Prescott, AZ. Monthly column on psychology of religion.

“Paradoxes of Faith.” In Church Educator. Prescott, AZ. Monthly column on issues in religion.

Other

“Losses Later in Life.” Caregivers Quarterly (Summer 1990), St. Paul, MN: Bradshaw Family of Funeral Homes.

“The Variety of Losses.” Southern California Clergy Report (Winter 1987). Glendale, CA: Forest Lawn Memorial Parks.

Public service column on mental health issues in two newspapers, The Walnut Times (Walnut, CA) and The Windmill (Diamond Bar, CA), 1978-1990.

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SIGNIFICANT LEGAL CONSULTATIONS Expert Witness, Consultant in Nally v. Grace Church, 1985. Superior Court, Los Angeles County, CA.

Expert Witness, Consultant in Valorie Emilio v. Terry et al., 1994. Superior Court, Orange County, CA.

SIGNIFICANT ECCLESIASTICAL RESPONSIBILITIES

Chair, Personnel Committee, Presbytery of San Francisco, 2009-2011. Parish Associate, First Presbyterian Church, Upland, CA. ten years.

Member, Committee on Ministry, Presbytery of Riverside, CA. six years. Member, Camp and Leadership Development Committee, Synod of

Southern California and Hawaii, Presbyterian Church (USA). 3 years. Member, Personnel Committee, Synod of Southern California and

Hawaii, Presbyterian Church (USA). 3 years. Parish Associate, Northminster Presbyterian Church, Diamond Bar, CA.

10 years. Member of Board of Directors, Institute of Religion and Wholeness,

School of Theology at Claremont, Claremont, CA. 6 years.

SIGNIFICANT PROFESSIONAL RESPONSIBILITIES

Reviewer, Pastoral Psychology (Lewis R. Rambo, Editor-in-Chief).

Reviews articles to determine suitability for publication. 2006-present.

Member, Editorial Board, Reflective Practice: Supervision and Formation in Ministry, 2006-present. AAPC Theory Paper Editor, 2007-2010. Book Editor, Reflective Practice, 2010-present.

Member, Editorial Advisory Committee, Journal of Pastoral Care and Counseling. 8 years.

Clinical Professor, Graduate School of Psychology, Fuller Theological Seminary, Pasadena, CA.

Chairperson, Pacific Region, American Association of Pastoral Counselors, and member of Board of Governors. 4 years.

Chairperson, Association Convention Committee, American Association of Pastoral Counselors. 4 years. Chairperson, Ethics Committee, Pacific Region, American Association of

Pastoral Counselors. 4 years. Chairperson, Legal and Legislative Concerns Committee, Pacific Region,

American Association of Pastoral Counselors. 4 years. Treasurer, Pacific Region, American Association of Pastoral Counselors.

10 years. Member, School Attendance Review Board, Rowland Unified School

District and Walnut Valley Unified School District, CA. President, Senior Class, Princeton Theological Seminary. 1970.

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HONORS, AWARDS

Distinguished Service Award, Pacific Region American Association of

Pastoral Counselors. 1998, 2006. Service to Mankind Award. Sertoma Club, Diamond Bar, CA. 1984.

Fellowship in Pastoral Counseling. School of Theology at Claremont. 1977.

Church of the Nazarene: Clergy Assessment Center Model

Ministerial Candidate Workshop – weekend workshop at PLNU in San Diego, CA Spiritual formation context: formative consultation language Timing in ordination process: Renewal of District Minister’s

License Testing done in advance on Districts Staff of clinicians reviews test results in advance and comes

to event to interview candidates (interview includes some feedback/coaching with candidate)

District leaders and mentors also attend Candidates and spouses attend Clinicians write report for Districts as well as a separate, brief

candidate report that is strength-based Candidates are then required to develop a self-growth plan

and are held accountable to this plan by District mentor

Church of the Nazarene: Clergy Assessment Center Model

Assessment Tools

Background Information

Personal History Questionnaire

District Information

Approach to testing (“Signe test”)

Personality Inventories

Experiential Initiatives

360 degree Evaluation Forms

Clinical Interview

Church of the Nazarene: Clergy Assessment Center Model

Overview of Personality Inventories

Personality Assessment Inventory (PAI)

Inventory of Altered Self-Capacities (IASC)

NEO-PI (English)/16PF (Spanish)

Myers-Briggs (Candidate and Spouse)

MSI-R (Candidate and Spouse)

StrengthFinder (Candidate and Spouse)

Assessment of Aspirants for Ministry Careers An initial proposal for standards of practice

United Methodist Church

General Board of Higher Education and Ministry

Quadrennial Ministry Assessment Training

Dallas, TX

March 7, 2014

Lewis A. Bonney, Ph.D.

Azusa Pacific University

Episcopal Diocese of the Southwest Context

• EDSW is part of Anglican Communion

• EDSW is 115 years old

• 147 parishes

• Parishes are diverse in geography. size, ethnicity, SES

• Governed by Bishop and 2 Bishops Suffragan

• Parishes present 15+ aspirants for ministry careers each year

Episcopal Discernment Process

• Canons call for each aspirant to complete a “Fitness for Ministry Evaluation”

• Parish Discernment Committee

• Bishop Interview

• Fitness for Ministry Evaluation > Risk Factors Report

• Commission on Ministry (lay & ordained, elected and appointed)

• Bishop Interview > choices – Seminary, Assign to diverse parish, Anglican Studies

Assessment Purpose Fitness for Ministry Evaluations in

Episcopal Diocese of the Southwest (EDSW)

• Principal Purpose:

–Assess risk for career misconduct – Psychopathology

– Child Abuse

– Anger Management

– Vulnerability to substance abuse

• Secondary purpose:

– Enhance wellness for ministry careers • Intentional stress management

Assess Risk for Misconduct Psychopathology

Test History and Interview

• Minnesota Multiphasic Personality Inventory -2

Hypotheses for confirmation by history and interview

The Minnesota Report: Revised Personnel System, 3rd Edition

– Norms for general job applicants and seminary students

History

Church Pension Fund History questions

Emotional problems ever interfered with work or academic performance

Interview questions

Who most understood feelings

Adapt to obstacles

Assess risk for misconduct Child Abuse

History and Interview • No measures for predicting child abuse

– Plante (2005) Clergy credibly accused were mistrustful, isolative, irritable

– Saradijiin (2003) cognitive distortions

• History

– Church Pension Fund History questions

– Physical, sexual, emotional abuse

Interview questions

– Probe who, when, reaction at time, sought help, handled later life

Assess risk for misconduct Anger Management

Test History Interview • State Trait Anger Expression Inventory (STAXI-2)

– Experience with anger and level of effort to control anger

History Form

– What types of people most difficult

• Interview

– Times angry in school, on the job, with close friends, in ministry experiences

– Reaction at the time

Assess risk for misconduct Substance Abuse

Test History Interview • Substance Abuse Subtle Screening Inventory

(SASSI—3) – Clinical utility in identifying clients who do not recognize

the importance of alcohol in their lives.

• History Form – Ever tried to cut down the amount you drink

• Interview – Signals of dangerous drinking behavior

– Relapse prevention plan

Wellness components

• Stress coping

– Meyers Briggs Type Indicator (MBTI)

– Common sources of work site stress for each type

• How meet interpersonal needs

– Fundamental Interpersonal Relationships Orientation – Behavior (FIRO-B)

(FIRO-B Extent to which individuals attempt to satisfy social needs for

• Inclusion, Control, Affection

• Compare wanted and expressed behavior for each need

Conflict management resources

– Thomas Kilman Conflict Mode Indicator (TKI)

– Preferred Rresponse to conflict by

– competing, accommodating, compromising, collaborating

Aspirants for ministry careers Components of individual assessments

• Risk Factors Report

– Estimates risk as Low, Modest, Moderate, High

• Psychopathology

• Child Abuse

• Anger Management

• Substance Abuse

• Wellness Issues Report

– Affirm present stress management

– Discuss possible sources of stress in ministry career

– Recommend intentional stress management strategies

– Note strengths for ministry

Protocol validation

• Purpose

• Identify aspirant psychological characteristics associated with stress coping

Five year follow-up (at time of independent ministry)

Ministry Demands (Frequency and Impact)

Burnout

Self-Compassion

Desired support

A Competency Based Model for Assessing and Improving Effectiveness in Ministry

Core Compentencies

Visioning

Goal Setting and Follow-up

You are “Qualified” to do the work, but CAN you do the work?

Core competencies identify behaviors and skills all ministers are expected to demonstrate to carry out the mission and goals of the church.

Interpersonal Skills

Leadership Skills

Discipleship and Evangelism

Management Skills

Christian Character Formation

Spiritual Maturity

Personal and Family Growth

Communication ◦ Skills of expression and empathy; connection

Conflict management ◦ Anger control; objectivity; cooperation vs competition

Relationship Boundaries ◦ Professionalism ◦ Acceptance of others ◦ Appropriate use of power and authority ◦ Avoidance of entangled relationships

Building others up ◦ Encouragement and inspiration ◦ Training lay leaders ◦ Modeling Christ like communication

360 degree feedback model

Emphasis on first five years of ministry

A required process

Necessity of follow-up

Utilizes supervisory input and mentoring

Summary of Strengths and Weaknesses

Plan for Improvement