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accessing spirituality in the classroom

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accessing spirituality in the classroom

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    1. Accessing Spirituality in the Classroom Bill McHenry, PhD, NCC, LPC Assistant Professor, Counseling Shippensburg University of Pennsylvania

    3. The effect of discussing spiritual issues on some clients Can provide the opportunity for discussion of untapped resources (McGee, Nagel & Moore, 2003). A client who has suicidal thoughts may not attempt based on religious/spiritual convictions. Such information and awareness may be of great use for a clinician. Can provide the counselor-client relationship with a stronger sense of “we can discuss anything in here” (Souza, 1999). A client who may be in fear of how the counselor may view his/her beliefs may have less trust in the relationship if spirituality is not addressed.

    4. The effect of discussing spiritual issues on some clients Can normalize the experience of increased spiritual awareness as a result of a major life crisis. The client may, after a traumatic event such as the death of a partner, become aware of his/her increased level of spirituality Can open up the discussion about religion/spirituality (Souza, 1999). A client who may have had trepidation regarding discussing beliefs may gain awareness of their value in the counseling process.

    5. In the classroom, counselor educators Can provide the room for open discussions about spirituality Can promote the honoring, valuing and discussing of differences Can model respect for differences Can disclose their own religious/spiritual beliefs Can openly discuss ethical guidelines pertaining to spiritual/religious issues in counseling

    6. In the classroom, counselor educators Need to understand and value that spiritual beliefs are usually held quite firmly by students Changing or even slightly altering such beliefs may be well beyond the classroom experience Need to understand that these classroom conversations are not typical discussions, and thus must be handled with great care When moments surface regarding spiritual issues (whether by chance or engineered by the professor), it is important to remember that most people do not have such discussions on a regular basis. Some of the comments and discussion surfaced in class may be thoughts and questions from 2:00 a.m., when the student couldn’t sleep.

    7. In the classroom, counselor educators Need to understand their own beliefs and how they might influence the discussion of spirituality Presenting one’s beliefs in an open and transparent way will model for students how to effectively work with clients in a similar fashion.

    8. In the classroom, counselor educators should be aware of Students who are unwilling to share. Students who are willing to preach their sermon to the class. Students who have decided that spirituality is not something they are willing to discuss with clients.

    9. Encouraging spiritual discussions in the classroom In orientation class, discussing how the intersection of theory and practice evolves through the program, but is anchored in personal beliefs of the counselor (Polanski, 2002). The opportunity to discuss student beliefs about spirituality fits well in this discussion. In diversity/multicultural class, discuss how various populations, and individuals within cultures hold diverse spiritual/religious views (Polanski, 2002). The opportunity to discuss both the students’ and “others’” views of spirituality can allow for addressing respect for differences.

    10. Encouraging spiritual discussions in the classroom In clinical courses (fields, practicum, pre-practicum, etc.) utilize moments during counseling sessions when opportunities arise for discussion of spirituality or religiosity. In assessment class, present assessment materials related to spirituality/religious beliefs to enable discussion of how such factors can be used in the counseling process (i.e., Spiritual Assessment Scale – subscales include: meaning of life, inner resources, interconnectedness and transcendence).

    11. Encouraging spiritual discussions in the classroom In theories class, discuss the ramifications of spiritual beliefs in conjunction with the major theories proposed and the fact that such beliefs will impact the individual counselors personal theory of change (Polanski, 2002). Perhaps discuss social interest as having a spiritual “cosmic” connotation In marriage and family courses discuss how familial patterns and rules promote certain religious/spiritual beliefs and how these beliefs impact personal and family relationships Perhaps show this through a genogram targeting spiritual/religious beliefs across generations

    12. References McGee, M., Nagel, L. & Moore, M.K. (2003). A study of university classroom strategies aimed at increasing spiritual health. College Student Journal, 37(4). Mosak, H. & Dreikers, R. (2000). Spirituality: The fifth life task. The Journal of Individual Psychology, 56 (3). Polanski, P.J. (2002). Exploring spiritual beliefs in relation to Adlerian theory. Counseling and Values, 46(1). Souza, K.Z. (1999). A review of spirituality in counselor education. New Orleans, LA: Association for Counselor Education and Supervision National Conference. (Eric Document Reproduction Service No. ED436689).

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