The Conscience Clause in Religious-Distinctive Programs

The authors review and discuss the 2 articles in this issue pertaining to the development of the "Conscience Clause." The authors support the Pedagogical Statement because it is seen as clear, thorough, and timely in addressing training issues that have been discussed in professional psychology training councils and courtrooms in recent years. This commentary focuses on the implications of these articles for religious-distinctive doctoral programs and for students and faculty in programs that are not explicitly religiously oriented yet enroll students who hold committed religious perspectives that may intersect with other aspects of diversity. Cognitive complexity and the integration of various aspects of diversity in professional identity development are discussed, as well as a brief example of 1 program's attempt to address these issues in the curriculum.