Is nontheistic sanctification, nontheistic enough? In other words, does sanctification theory (Pargament & Mahoney, 2005) extend far enough to adequately include the full range of religious and spiritual expressions located under the nontheistic category? To address this question, results are applied from a qualitative study, using a narrative phenomenological approach to examine how nature is sanctified. The predominant theme, experiences of immanent transcendence, raises questions about the inclusivity of nontheistic sanctification. Suggestions are made as to how sanctification might accommodate a growing "middle ground" of religious and spiritual expressions.

Recent tragic events and data from official NCAA reports suggest student-athletes' well-being is compromised by symptoms of mental health (MH) disorders. Self-compassion (SC) and mental toughness (MT) are two psychological constructs that have been shown effective against stressors associated with sports. The purpose of this study was to investigate SC, MT, and MH in a NCAA environment for the first time and provide practical suggestions for MH best practice No.4. In total, 542 student-athletes participated across Divisions (Mage = 19.84, SD = 1.7). Data were collected through Mental Toughness Index, Self-Compassion Scale, and Mental Health Continuum–Short Form. MT, SC (including mindfulness), and MH were positively correlated. Males scored higher than females on all three scales. No differences were found between divisions. SC partially mediated the MT-MH relationship, but moderation was not significant. Working towards NCAA MH best practice should include training athletes in both MT and SC skills (via mindfulness).

Research suggests that an emphasis on spirituality and religion in counseling has increased awareness but not translated into changes in practice. The authors contend that part of this challenge is the lack of a broad, heuristic model for integration that seeks to embrace the complex, fluid, and negotiated nature of spirituality and religion. Cheston's () Ways Paradigm for teaching counseling theory provides such a model, leading to new perspectives on counselor education, research, and practice.