Spirituality in Counselor Training: A Content Analysis of Syllabi from Introductory Spirituality Courses

Cashwell, Craig S., Young, J. Scott, Counseling and Values

The authors discuss the results of a content analysis of 14 syllabi of introductory courses on spirituality in counseling. Course syllabi were examined to determine trends in the content of these courses and to determine if the instruction is consistent with 9 competencies developed at the Summit on Spirituality. Results suggested that there was substantial variance in the extent to which the competencies were covered in the syllabi. The authors discuss implications for teaching courses on spirituality in counseling.

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The authors discuss the results of a content analysis of 14 syllabi of introductory courses on spirituality in counseling. Course syllabi were examined to determine trends in the content of these courses and to determine if the instruction is consistent with 9 competencies developed at the Summit on Spirituality. Results suggested that there was substantial variance in the extent to which the competencies were covered in the syllabi. The authors discuss implications for teaching courses on spirituality in counseling.

For many people, spirituality and religion are vital aspects of their lives (Gallup & Bezilla, 1994; Hadaway, Marler, & Chaves, 1993). Despite the fact that many counselors and counselor educators believe religion and spirituality to be important in counselor training (Young, Cashwell, Wiggins-Frame, & Belaire, 2002), survey data have shown that limited numbers of programs include this content in the curricula, although the numbers appear to be rising. Kelly (1994) found that only 25% of counseling programs included religion and spirituality in the curriculum, and later studies (e.g., Kelly, 1997; Pate & High, 1995) found higher percentages of up to 60%. Along this line, there seems to be increased attention among scholars to the infusion of religion and spirituality into the counseling curriculum (Briggs & Rayle, 2002; Burke et al., 1999). In addition, the most recent standards published by the Council for Accreditation of Counseling and Related Educational Programs (CACREP; 2001) give increased attention to the inclusion of spirituality and religion as one aspect of a person's culture. Thus, one apparent trend in counselor education is increased attention to religion and spirituality across the counseling curriculum.

A second trend seems to be an increase in the number of spirituality courses, most often taught as electives. In a recent study, Young et al. (2002) found that 23 of 94 CACREP-accredited counseling programs that were surveyed indicated that they offered a specific course on spirituality and religion in counseling. Nevertheless, many respondents indicated that they need additional training and curriculum guidelines to teach these concepts effectively.

One template for curricular experiences is the spirituality competencies that were developed at the Summit on Spirituality. In 1995, a group of experts met and produced a set of nine competencies that provide direction for counselors and counselor educators regarding how counselors can competently integrate issues related to spiritual and religious values in counseling. These nine competencies suggest that a counselor who is competent to integrate spirituality into the counseling process can do the following:

1. "Explain the relationship between religion and spirituality, including similarities and differences"

2. "Describe religious and spiritual beliefs and practices in a cultural context"

3. "Engage in self-exploration of his/her religious and spiritual beliefs in order to increase sensitivity, understanding and acceptance of his/ her belief system"

4. "Describe one's religious and/or spiritual belief system and explain various models of religious/spiritual development across the lifespan"

5. "Demonstrate sensitivity to and acceptance of a variety of religious and/or spiritual expressions in the client's communication"

6. "Identify the limits of one's understanding of a client's spiritual expression, and demonstrate appropriate referral skills and general possible referral sources"

7. "Assess the relevance of the spiritual domains in the client's therapeutic issues"

8. "Be sensitive to and respectful of the spiritual themes in the counseling process as befits each client's expressed preference"

9. "Use a client's spiritual beliefs in the pursuit of the client's therapeutic goals as befits the clients expressed preference" (Burke, 1998, p. 2)

To date, there has been limited attention to the curriculum in spirituality courses, with most authors using anecdotal accounts of their own pedagogical experiences (Curtis & Glass, 2002). What is missing from the literature is a more systematic investigation of curricular experiences in spirituality courses in counseling departments. Because this is a new area for counselor training programs, it is important to consider the content of these courses and to examine consistency with the guidelines created at the Summit on Spirituality.

The purpose of our study, then, was to conduct a content analysis of syllabi for introductory courses on spirituality in counselor education programs, with emphasis on course objectives, content, and assignments. We reviewed the syllabi using a framework based on the nine competencies that were developed at the Summit on Spirituality.

Method

Sampling

To begin the sampling process, we developed an initial list of 20 counselor educators. We developed this list from the findings of a previous research study (Young et al., 2002) and our personal knowledge of counseling programs in which spirituality courses were taught. These 20 faculty members were contacted by e-mail and asked to provide (a) an electronic copy of their syllabi and (b) information about other faculty members they knew who also were teaching a course in this area. Using a snowball sampling technique, we then contacted the educators whose names were sent to us in response to our initial e-mail with the same request. A total of 27 persons were contacted in this fashion. Of these, 3 persons did not respond, 7 respondents indicated that they did not teach a course on spirituality and religion in counseling, and 17 respondents submitted a syllabus. Of these 17 syllabi, 3 were not included in the analysis because they represented a more focused area of study (e.g., transpersonal psychology, Christian counseling) than was intended for the purposes of this research. As a result, 14 syllabi were reviewed for the purposes of this study. Although there was some geographic diversity represented in the sample, 10 of the syllabi (71.4%) were from the southern region of the United States.

Procedure

A content analysis was conducted on the 14 syllabi included in this study. Because the focus of this study was on the nine competencies developed at the Summit on Spirituality (Miller, 1999), these competencies were used as categories to evaluate course objectives and classroom lecture topics, in addition, course assignments and a bibliography of reading material were compiled.

Results

Course Objectives

In the 14 syllabi that we reviewed, there was a total of 73 objectives. All of the nine competencies were addressed, although not all competencies were addressed in each syllabus. One syllabus did not include any objectives, and 3 other syllabi had objectives …

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Publication information: Article title: Spirituality in Counselor Training: A Content Analysis of Syllabi from Introductory Spirituality Courses. Contributors: Cashwell, Craig S. - Author, Young, J. Scott - Author. Journal title: Counseling and Values. Volume: 48. Issue: 2 Publication date: January 2004. Page number: 96+. © 2008 American Counseling Association. COPYRIGHT 2004 Gale Group.

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