YEAR : 2012
Counselling and Spirituality, Volume 31 Number 1 : Spring
THEME : Ethics in Counselling and Spirituality
■ Article in English
Milstein, G., & Manierre, A. (2012). Culture ontogeny: Lifespan development of religion and the ethics of spiritual counselling. Counselling and Spirituality, 31(1), 9-30 ■ Article in French
Abstract : The counsellor has an ethical obligation to treat the whole person. Humans are cultural beings and the foundation of most cultures is religion. Religion and culture are received from our early relationships and modified through later relationships across the lifespan. The paper introduces the term “culture ontogeny” to emphasize that this is a biological process wherein abstract ideas of culture and religion become material in the developing neurophysiology of each brain. A framework and methods are offered to examine the changing roles of religion in clients’ emotional self-structure, inclusive of those who describe themselves as spiritual, not religious. A case study is reviewed examining the effects of dissonance between early developmental God Image and later God Concept on adult functioning, with an example of assessment and treatment to improve mental health. Assessment of this dissonance is recommended to understand and treat the traumatic spiritual disruptions experienced by veterans.
Roy, L. (2012). Maturity: An integration of personal values. Counselling and Spirituality, 31(1), 31-48 ■ Article in French
Abstract : This article defines a mature person as someone who has integrated his or her personal values. The following points will be discussed: a hierarchy of values; the choice of a fundamental value (constructive or destructive); dis-identification as a factor of integration; a vision of the human being as possessing three interactive parts that contribute to the search for the supreme value; and the question of the ultimate, which triggers the transition from a merely secular quest for personal balance to an openness to a supreme value.
Demasure, K. (2012). The passion of the possible: Life story as a pastoral means of accompanying others. Counselling and Spirituality, 31(1), 49-74 ■ Article in English
Abstract : Since 1980, a major shift has taken place in pastoral care. The interpretation of life issues and the process of meaning making have become a central preoccupation of the pastor or minister in working with the life stories of others. Research in this field has been greatly inspired by the work of Paul Ricoeur. From the perspective of hermeneutics, it is possible to demonstrate the importance of life stories to the transformation of the self. The social constructivist, Kenneth Gergen, focuses on the significance of the stories existing in one’s community as well as in the larger society. According to Gergen, dialogue becomes the instrument ‘par excellence’ for attaining a transformation of the self. To reach that goal, stories have to capture elements of psychological well-being, a meaningful life and the “good life” as interpreted from a Christian perspective.
Hansen, K. L., & Richards, P. S. (2012). ). Ethics of respecting a client’s agency and values in treatment: Perspectives from a theistic spiritual view of counselling. Counselling and Spirituality, 31(1), 75-94
Abstract : The ethical principle of respecting clients’ values and right to self-determination is widely endorsed in the mental health professions, but confusion exists about how to apply this principle in counselling situations. Counsellors who incorporate spirituality into their approaches have at times been criticized for being especially susceptible to imposing their religious values on clients. In this article we describe how a theistic spiritual view of the counselling process can assist counsellors in respecting and enhancing their clients’ agency and right to self-determination. We describe several problematic counsellor styles of handling agency and values issues. We argue that a counselling style that focuses on enhancing clients’ healthy use of agency within the context of an enabling spiritual space and relationship is an ethical and effective valuing approach.
Counselling and Spirituality, Volume 31 Number 2 : Fall
THEME : School counselling and Spirituality
■ Article in English
Sink, C. A., & Cleveland, R. (2012). Spirituality an Untapped Developmental Asset:for School Counselling. Counselling and Spirituality, 31(2), 15-38 ■ Article in English
Abstract : This article serves as an introduction to the special issue addressing the intersection of K-12 school counselling and spirituality. A definition of spirituality palpable to public school educators is offered. Drawing from social and psychological constructivism, this perspective of spirituality focuses on the ways children and youth construct meaning and purpose in life, which may or may not have religious connotations. Positive psychology’s conceptual underpinnings and research base are used to briefly explain how student spirituality can be viewed as a developmental asset associated with resiliency. The key stages and features related to spiritual development of schoolage children are summarized. To conclude, four broad-based applications to school counselling practice are explored.
Yeh, C. J., & Borrero, N. E. (2012). Social, Ecological, and Multicultural Issues Related to Students’ Spirituality. Counselling and Spirituality, 31(2), 39-56 ■ Article in English
Abstract : Spiritual issues are integrally bound to students’ social, ecological, and multicultural worlds and represent important cultural assets. In this article, we explore the association between spirituality and students’ experiences in various social contexts. Case examples are provided to highlight the complexity and multi-dimensionality of students’ spiritual lives. Implications for counselling in diverse urban schools are discussed.
Hodge, D. R. (2012). Spiritual Assessment in School Counselling: A Two-stage, Multi-model Approach. Counselling and Spirituality, 31(2), 57-78 ■ Article in English
Abstract : The American School Counsellor Association’s (2010) ethical standards suggest that counsellors should administer spiritual assessments as a routine component of service provision in school settings. To assist counsellors provide ethical and effective services, this paper conceptualizes assessment as a two-stage process: a universally administered brief preliminary assessment followed, if warranted, by an extensive comprehensive assessment. Five comprehensive assessment models are discussed along with their respective strengths and limitations: spiritual histories—a completely verbally-based model—and four diagrammatic models, spiritual lifemaps, genograms, eco-maps, and ecograms. Developing familiarity with a variety of models enables counsellors to move beyond a one-size-fits-all methodology and select a more individualized approach that best fits the interests and needs of both students and counsellors.
Gibson, D. M., Dixon, A. L. & Myers, J. E. (2012). Promoting Spiritual Growth Through Holistic Wellness: Practical Strategies for School Counsellors. Counselling and Spirituality, 31(2), 79-98 ■ Article in English
Abstract : Albeit essential to human flourishing, wellness, and specifically spiritual wellness, remains an under-investigated area with school-age children and youth. . For professional school counsellors, there is a challenge in understanding spiritual wellness, how it develops in students, and how to utilize the concept within the context of comprehensive school counselling programs. This article focuses on the complexity of wellness, examines spirituality and spiritual wellness in children and youth, and offers insight on how to integrate spiritual wellness into systemic school-based counselling programs.
Briggs, M. K., Kipps-Vaughan, D., & Lambert, S. F. (2012). Strategic Interventions to Address Student Spirituality. Counselling and Spirituality, 31(2), 99-121 ■ Article in French
Abstract : This article examines strategic interventions for student spirituality in K-12 educational settings. The first part of the article lays the foundation for successful school-based interventions by addressing: the context of current school programs (e.g., character education); the use of a tiered approach to school-based interventions; the selection of developmentally appropriate curriculum; and the implementation of foundational principles of learning theory. Specific school counselling interventions related to spirituality are presented using a four-component model of spirituality alongside the comprehensive and developmental model of school counselling. Finally, suggestions for optimal collaboration with school personnel and other stakeholders are provided.
Tremblay, S. (2012). Spirituality in Québec Schools: a look at the course of Ethics and Religious Culture and its application in a Steiner school and a Muslim school. Counselling and Spirituality, 31(2), 123-160
Abstract : The relations between school and religions in Quebec have undergone important changes since the end of 1990’s. This paper looks, first of all, at the impact of this new secular orientation on students’ spirituality, especially within the new Ethics and Religious Culture (ERC) program and the Spiritual Care, Guidance and Community Involvement. The author then presents two current criticisms of this ERC School program, which reveal alternate visions of autonomy, citizenship and jurisdiction over schools in a democracy. The author presents the results of a qualitative study that show how a Muslim School and a Steiner (’s) School interpret the ECR curricula in their respective school. These examples reveal two attempts to reconcile the « particular » and the « universal », in terms of autonomy, citizenship and jurisdiction over schools.