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Graduate schools churn out tens of thousands of Ph.D.’s and M.A.’s every year. Half of all college courses are taught by adjunct faculty. The chances of an academic landing a tenure-track job seem only to shrink as student loan and credit card debts grow. What’s a frustrated would-be scholar to do? Can he really leave academia? Can a non-academic job really be rewarding—and will anyone want to hire a grad-school refugee?

With “So What Are You Going to Do with That?” Susan Basalla and Maggie Debelius—Ph.D.’s themselves—answer all those questions with a resounding “Yes!” A witty, accessible guide full of concrete advice for anyone contemplating the jump from scholarship to the outside world, “So What Are You Going to Do with That?” covers topics ranging from career counseling to interview etiquette to translating skills learned in the academy into terms an employer can understand and appreciate. Packed with examples and stories from real people who have successfully made this daunting—but potentially rewarding— transition, and written with a deep understanding of both the joys and difficulties of the academic life, this fully revised and up-to-date edition will be indispensable for any graduate student or professor who has ever glanced at her CV, flipped through the want ads, and wondered, “What if?”
 
“I will absolutely be recommending this book to our graduate students exploring their career options—I’d love to see it on the coffee tables in department lounges!”—Robin B. Wagner, former associate director for graduate career services, University of Chicago

Does religion belong in psychotherapy?
 
For anyone in the helping profession, whether as mental health professional or religious leader, this question is bound to arise. Many mental health professionals feel uncomfortable discussing religion. In contrast, many religious leaders feel uncomfortable referring their congregants to professionals who do not know their faith or intent to engage with it.
 
And yet Michelle Pearce, PhD, assistant professor and clinical psychologist at the Center for Integrative Medicine at the University of Maryland, argues that if religion is essential to a client, religion will be a part of psychotherapy, whether it is discussed or not. Clients cannot check their values at the door more than the professionals who treat them.
 
To Pearce, the question isn’t really, “does religion belong?” but rather, “how can mental health professionals help their religious clients engage with and use their faith as a healing resource in psychotherapy?”
 
Cognitive Behavioral Therapy for Christian Clientswith Depression is the answer to that question, as the book’s purpose is to educate mental health professionals and pastoral counselors about religion’s role in therapy, as well as equip them to discuss religious issues and use evidence-based, religiously-integrated tools with Christian clients experiencing depression.
 
In this book, readers will find the following resources in an easy-to-use format: 

• An overview of the scientific benefits of integrating clients’ religious  beliefs and practices in psychotherapy
• An organizing therapeutic approach for doing Christian CBT
• Seven tools specific to Christian CBT to treat depression
• Suggested dialogue for therapists to introduce concepts and tools
• Skill-building activity worksheets for clients
• Clinical examples of Christian CBT and the seven tools in action

Practitioners will learn the helpful (and sometimes not so beneficial) role a person’s Christian faith can play in psychotherapy. They will be equipped to discuss religious issues and use religiously-integrated tools in their work. At the same time, clergy will learn how Christianity can be integrated into an evidence-based secular mental health treatment for depression, which is sure to increase their comfort level for making referrals to mental health practitioners who provide this form of treatment.
 
Cognitive Behavioral Therapy for Christian Clients with Depression is a practical guide for mental health professionals and pastoral counselors who want to learn how to use Christian-specific CBT tools to treat depression in their Christian clients.
 

From junior college to Ivy League university, the level of teaching ranges from "great to awful," according to Richard A. Watson, who explains not only how to survive but how to profit from and enjoy your college experience.

To help students make important personal choices—what school? what major? what classes?—Watson explains such broad areas as administrative structure, institutional goals, and faculty aspirations.

Charging the student with the ultimate responsibility for learning, Watson presents certain academic facts of life: teaching is not the primary concern of either the faculty or the administration in most institutions; few professors on the university level have had any training in teaching, and even fewer started out with teaching as their goal; senior professors do not teach much (the higher the rank and salary, the less time in the classroom), and those seeking tenure must emphasize research to survive; and almost certainly, the bad teacher who is a good researcher will get paid more than the good teacher who does not publish.

This is a book about good teaching and how to find it. Rejecting the conventional wisdom that a professor devoted to research will not be effective in the classroom, Watson advises that you take classes from the professor you may have been cautioned to avoid.

Guidance Procedures in High School was first published in 1950. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.This volume is number 1 in the Modern School Practices series; established in 1950 by the College of Education at the University of Minnesota, and the Bureau of Educational Research. The series is designed as a replacement to two earlier series: the Series on Individualization of Instruction and the Modern School Curriculum series.This monograph presents some recommended practices within the framework of a comprehensive and balanced program proposed for student personnel services in high schools. Topics discussed include: organizing and developing guidance services; orientation of new students; understanding the student through the individual inventory; counseling students; learning from group experience; health services; placement in jobs and in further training; and checking on effectiveness of the guidance program.

Many people embark on the journey of adoption and foster care but are unprepared for the challenges that await them along the way. Replanted takes an honest look at the joys and hardships that come with choosing this journey and provides a model of faith-based support made up of three parts to help families thrive: Soil, Sunlight, and Water. 

• Soil, or emotional support, addresses the need for grace-filled settings where families can connect with other families who understand their experience. 
• Sunlight, or informational support, focuses on obtaining helpful training to raise children who may have unique needs or challenges. 
• Water, or tangible support, deals with concrete resources such as medical care, child care, and financial support. 

Throughout the book, the Replanted model is brought to life by stories and examples based on the clinical work and personal experiences of the authors. Their candid insight will serve families who are actively involved in adoption or foster care, as well as people who are eager to help support those families.

Replanted affirms that with the right support system in place, parents can answer this sacred call not only with open hearts but also with their eyes wide open.

Christians who struggle with a conflict between their sexual and religious identities have few therapeutic options available to them. ‘Sexual orientation change efforts’ (SOCE) have rightly fallen out of favor and are no longer practiced by most clinicians. At the same time, the common approach of gay affirmative therapy (GAT) can at times present challenges and may not be a good fit when clients hold to conventional religious beliefs and values.

An alternative to these methods is Sexual Identity Therapy (SIT)—an approach that aims to provide individuals with a safe therapeutic space to explore the tension between their sexuality and their faith. Working within the SIT framework, clients are able to resolve their inner conflict to their personal satisfaction and to freely choose a coherent identity that enables them to move forward in life.

SIT has several stages, each designed to enable the client to make meaning out of his or her same-sex sexuality. At no point in the process is the client encouraged to choose one sexual identity over another. The ultimate goal of SIT is congruence. Congruence is achieved when a person freely adopts an identity and lives it out in ways that are in keeping with his or her beliefs and values. The SIT model is brought to life throughout the book with the help of case studies drawn from the author’s 20 years of experience.

Written for both Christian and non-religious clinicians, Sexual Identity and Faith is an informed, respectful, and nuanced guide to help people navigate the difficult conflict between who they are sexually and what they believe religiously.

Spirituality is an important part of many clients’ lives. It can be a resource for stabilization, healing, and growth. It can also be the cause of struggle and even harm. More and more therapists—those who consider themselves spiritual and those who do not—recognize the value of addressing spirituality in therapy and increasing their skill for engaging it ethically and effectively.

In this immensely practical book, Russell Siler Jones helps therapists feel more competent and confident about having spiritual conversations with clients. With a refreshing, down-to-earth style, he describes how to recognize the diverse explicit and implicit ways spirituality can appear in psychotherapy, how to assess the impact spirituality is having on clients, how to make interventions to maximize its healthy impact and lessen its unhealthy impact, and how therapists can draw upon their own spirituality in ethical and skillful ways. He includes extended case studies and clinical dialogue so readers can hear how spirituality becomes part of case conceptualization and what spiritual conversation actually sounds like in psychotherapy.

Jones has been a therapist for nearly 30 years and has trained therapists in the use of spirituality for over a decade. He writes about a complex topic with an elegant simplicity and provides how-to advice in a way that encourages therapists to find their own way to apply it.

Spirit in Session is a pragmatic guide that therapists will turn to again and again as they engage their clients in one of the most meaningful and consequential dimensions of human experience.
 

The Outcomes of Counseling and Psychotherapy was first published in 1965. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.

How is the future behavior of a client or patient affected by counseling, casework, or psychotherapy? What fundamental personality changes, if any, can be attributed to such treatment? What does the counselor do that determines the outcome of his efforts? This volume deals with questions like these, questions which concern not only psychologists, psychiatrists, social workers, and other counselors, but also the communities, institutions, and agencies which support their work.

The report presented here is based on the findings of a ten-year project conducted at the University of Minnesota Student Counseling Bureau to assess the results of its counseling program. Since the early days of counseling at Minnesota, many studies, in a research program extending over a period of thirty years, have attempted to determine the effectiveness of counseling. In continuing these studies, the present authors have applied current statistical methods to contemporary counseling theory and practices. This account of the search for specific variables that define the goals of counseling, and for instruments to measure those variables objectively, is an important contribution to future research in the field. Ralph F. Berdie, director of the University of Minnesota Student Counseling Bureau, writes a foreword.

These We Teach was first published in 1943. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.

Health care professionals, clergy, chaplains, social workers, and others who counsel people in medical crisis often find themselves faced with deeply painful questions: Why is this happening to me? Am I dying? Why should I live? I'm just a burden to others.

Here is a workbook that suggests healing verbal responses to such expressions of spiritual pain. The author, an internationally recognized expert in spiritual caregiving, points out that wanting to help is one motivation for learning these skills, but there are also evidence-based reasons: helping patients express their innermost feelings promotes spiritual healing; spiritual health is related to physical and emotional health; spiritual coping helps patients accept and deal with their illness; and patients tend to want their health care professionals to know about their spirituality.

Lessons, tips, and exercises teach how to listen effectively, with guidelines for detecting and understanding the spiritual needs embedded in patients' conversations. Suggestions are provided for verbal responses to patients who express spiritual distress, including tips for building rapport, using self-disclosure, and praying with patients. A FAQ section deals with frequently asked questions and miscellaneous information, such as:

By practicing and using these healing techniques, Taylor explains, healthcare professionals will be able to provide patients responses to their questions that allow them to become intellectually, emotionally, and physically aware of their spirituality so they can experience life more fully.