Relationality and attachment to professors play a vital role for those interested in interweaving the relational work of psychology with aspects of faith, meaning, and identity, such as is done in the integration of psychology and religion. The present study investigated student and faculty perceptions of affective presence and transparency at explicitly Christian American Psychological Association (APA)-accredited doctoral programs. A total of 229 students and 51 faculty completed a questionnaire consisting of qualitative questions regarding barriers to transparency, formative experiences, and growth areas. Grounded-theory analysis revealed faculty are thoughtfully considering how to engage in transparency, while also considering boundary issues, power dynamics, and personal fears. Students valued professor transparency and attachment to the professor through mentorship. Implications are discussed surrounding reflective use of transparency, intersectionality, and the importance of cultivating co-regulating classroom environments.

关系和对教授的依恋对于那些对将心理学的关系工作与信仰，意义和身份等方面交织在一起感兴趣的人们起着至关重要的作用，例如在心理学和宗教的融合中所做的。本研究调查了学生和教职员工在明确获得美国基督教心理学会（APA）认可的博士课程中对情感存在和透明性的看法。共有229名学生和51名教职员工完成了一份调查问卷，其中包含有关透明度障碍，形成性经验和成长领域的定性问题。扎根的理论分析表明，教师在考虑如何进行透明化的同时，也在考虑边界问题，权力动态和个人恐惧感。学生们通过指导来重视教授的透明度和对教授的依恋。讨论了有关透明性，交叉性的反思性使用以及培养共同调节教室环境的重要性的含义。