addressing spiritual issues with students: introducing the ...

1. Addressing Spiritual Issues with Students:Introducing the ASERVIC Competencies for Integrating Spiritual & Religion to Professional School Counselors

3. ASCA Developmental Model

4. Spirituality in PSC Student Development Meaning & Purpose in Life Responsive Services (Sink, 2004)

5. Spirituality & Religion Spirituality Internal Subjective Private An individual�s subjective pursuit and/or understanding of personal and/or ultimate meaning, and his/her understanding of transcendence (that which is beyond one�s locus of centricity), including or not including God Religion External Objective Public The institutions and creeds that make up the denominational, cognitive, behavioral, ritualistic, and public affiliations and beliefs of individuals

6. Spirituality is defined as an individual�s subjective pursuit and/or understanding of personal and/or ultimate meaning, and his/her understanding of transcendence (that which is beyond one�s locus of centricity), including or not including God (Cashwell & Young, 2005b). ASERVIC choose not to define spirituality; instead, they attempted to describe it as both an active and passive experience of the �animating force in life� (Summit Results, 1995, p. 30) which moves the individual towards �knowledge, love, meaning, hope, transcendence, connectedness, and compassion� (Ibid) and gives the capacity for creative growth.

7. ASERVIC Competencies General Competencies Counselor-Based Competencies Client-Based Competencies Interventions & Techniques Competencies

8. The professional counselor can explain the relationship between religion and spirituality, including similarities and differences. The professional counselor can describe religious and spiritual beliefs and practices in a cultural context. The professional counselor engages in self-exploration of religious and spiritual beliefs in order to increase sensitivity, understanding, and acceptance of diverse belief systems. The professional counselor can describe her or his religious and/or spiritual beliefs system and explain various models of religious or spiritual development across the life span. The professional counselor can demonstrate sensitivity and acceptance of a variety of religious and/or spiritual expressions in client communication. The professional counselor can identify limits of her or his understanding of a client�s religious or spiritual expression and demonstrate appropriate referral skills and generate possible referral sources. The professional counselor can assess the relevance of the religious and/or spiritual domains in the client�s therapeutic issues. The professional counselor is sensitive to and receptive of religious and/or spiritual themes in the counseling profess as befits the expressed preference of each client. The professional counselor uses a client�s and/or spiritual beliefs in the pursuit of the client�s therapeutic goals as befits the client�s expressed preference (Cashwell &Young, 2005b, p. 2).

9. Case Study 1 Chris' parents have come to see you because they are concerned about him. Chris is a gifted sophomore, who is well-liked by students, faculty and administration. His parents tell you that Chris has told them that he no longer believes in Christianity and refuses to attend their conservative protestant church services. He claims he is a Buddhist. He is reading Buddhist's books and meditating. The parents want your help in understanding what is happening with their child. You know that Chris has become close friends with Pete Wong, whose family is Buddhist.

10. Case Study 2 A teacher brought a notebook to you that Kaitlyn left in her room. The notebook contains drawings, poems, and writings about Kaitlyn's involvement in Wicca. The teacher expresses concern about Kaitlyn's involvement in �Satanism.� She is also concerned about Kaitlyn's love of books about Vampires and other supernatural phenomena. She asks you to look over the notebook and counsel Kaitlyn about the dangers of this kind of religious involvement. She also expects you to contact her parents.

11. Case Study 3 Jeffrey is an introverted, white male in 9th grade, who is small for his age and has been a frequent victim of bullying in school. The Assistant Principal has referred Jeffrey to you because Jeffrey came to school with swastikas drawn on his arms, which started a confrontation with some African-American students. Jeffrey tells you that his uncle just got out of prison and is a member of the Aryan Brotherhood. He also expresses his hatred against blacks, Jews, and other non-white groups. He says that swastikas are a religious symbol, and he has a constitutional right to wear them. All non-whites are �going to burn in hell.�

12. Case Study 4 Marie, a seventh grader, has been sent to your office in tears by her teacher. You know that Marie's mother died recently of cancer. Marie tells you that she is having trouble dealing with her mother's death. She doesn't understand why God allowed her mother to died, given that she prayed for recovery and God is �supposed to answer our prayers.� Earlier that day, Tito, a classmate, told her that the reason God didn't answer her prayers is because God doesn't exist. Moreover, she'll never see her mother again because �there is no heaven...people just rot in the grave.� Marie says, �I'm scared and confused about everything.�

13. American School Counseling Association. (2003). The ASCA national model: A framework for school counseling programs. Alexandria, VA: Author. American School Counseling Association (2004). Ethical standards for school counselors. Alexandria, VA: Author. Cashwell, C. S. & Young, J. S. (Eds.). (2005a). Integrating spirituality and religion into counseling: A guide to competent practice, Alexandria, VA: American Counseling Association. Cashwell, C. S., & Young, J. S. (2005b). Integrating spirituality and religion into counseling: An introduction. In C. S. Cashwell & J. S. Young (Eds.), Integrating spirituality and religion into counseling: A guide to competent practice (pp. 1-9). Alexandria, VA: American Counseling Association. Sink, C. A. (2004). Spirituality and comprehensive school counseling programs. Professional School Counseling, 7(5), 309-317. Sink, C. A., & Richmond, L. J. (2004). Introducing spirituality to professional school counseling. Professional School Counseling, 7(5), 291-292. Stout, Y. M., Jacquin, L. A., & Atwater, P. M. H. (2006). Six major challenges faced by near-death experiencers. Journal of Near-Death Studies, 25(1), 49-62. Summit results in formation of spirituality competencies. (1995, December). Counseling Today, p. 30.