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COU/PSY 6653
The Psychology of Faith Development and Spirituality in Counseling
3 Semester Hours
Fall 2015
Jan C. Lemon, Ph.D., LPC, NCC, NCSC
Email Lemon@mc.edu
Lowery Room 113 Office Phone 601-925-7788
Office Hours: Tuesday – Wednesday 1:00 p.m. until 4:00 p.m.; Thursday 1:00 p.m. until 5:00 p.m.
Course Description: This course involves appraising professional competencies on how
spirituality and Christian theology can be integrated effectively into the counseling process.
Interweaving psychotherapy and spirituality, this course will provide insight into the structure of
human nature, will promote understanding of living in the spirit and embracing the here and now
moment, and will teach contemplative practices that promote freedom, spontaneity, and love in
everyday clinical practice.
Rationale: This course will allow students to expand clinical knowledge and clinical skills from
a spiritual viewpoint as a professional mental health counselor or school counselor. Specifically,
the student will obtain an understanding of the client’s spiritual domain, an appreciation of
mindfulness to promote counselor self-awareness and self-exploration, sensitivity to and
understanding of diverse spiritual expression, a comprehension of spiritual and religious beliefs
in a cultural context, and an awareness of spiritual beliefs that promote client goals. In addition,
the student will have a comprehensive understanding of how thoughts affect our emotional,
relational, and spiritual development and how central spiritual practices may be applied to real
issues in the client’s life.
Prerequisites: Graduate Standing
Learning Objectives:
Upon successful completion of this course, the student should:
1. Have an understanding of what it means to integrate Christian faith and spirituality with
psychotherapy theory.
2. Be able to engage in self-exploration of spiritual beliefs in order to increase sensitivity,
understanding, and acceptance of his/her belief system.
3. Exhibit an understanding of the impact of spirituality/religion on family systems.
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4. Demonstrate knowledge of research related to spirituality/religion within counseling.
5. Assess the relevance of spiritual domains in the client’s therapeutic issues. This would
include scripture, prayer, ceremonies, and rituals.
6. Describe his or her religious and/or spiritual belief system and understand faith
development across the life span.
7. Exhibit an understanding of the use of spiritual and religious beliefs in pursuit of clients’
goals.
8. Understand central spiritual practices that promote spiritual growth.
9. Be familiar with ethical guidelines applying to issues of spirituality and religion.
Instructional Materials
Required Text
The basic textbooks for the course will be used to organize lectures, presentations, personal
reflections, assigned readings, and other learning experiences.
Cashwell, C.S., & Young, J.S. (2011). Integrating spirituality and religion into counseling (2nd
ed.). Alexandria, VA: American Counseling Association.
Nouwen, H. J. (2006) Here and now, Living in the Spirit. New York, NY: Crosswords
Publishing.
Recommended Text
Merton, T., & Kidd, S.M. (2007). New seeds of contemplation. New York, NY: New
Direction Publishing.
Other Text Used in Instruction
Fowler, James W. (1981). Stages of Faith: The psychology of human development and the
quest for meaning. New York, NY: HarperCollins.
Foster, R.J. (2009). Celebration of Discipline: The path to spiritual growth. New, York:
NY: HarperCollins Publishers.
Foster, R.J., & Helmers, K.A. (1992). Celebrating the discipline: A journal workbook to
accompany “Celebration of Discipline,” New York, NY: Harper Collins.
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Instructional Methods
The primary methods of instruction for this course include demonstrations, case presentations,
discussion, reading, research and analysis, personal reflection, and interactive lectures.
Academic Standards
Council for Accreditation of Counseling and Related Educational Programs Standards
CACREP Standard II.G.1.d. Counselor characteristics and behaviors that promote self-care
strategies appropriate to the counselor role.
CACREP Standard II.G.1.a An understanding of multicultural and pluralistic trends, including
characteristics and concerns within and among diverse groups nationally and internationally.
CACREP Standard II.G.1.f. A framework for understanding counselors’ roles in eliminating
biases, prejudices, and processes of unintentional oppression and discrimination.
CACREP Standard II.G.3.a. An understanding of theories of individual and family development
and transitions across the life span.
CACREP Standard II.G.3.h. Integration of theories for facilitating optimal development and
wellness over the life span.
Standards of Academic Integrity
Mississippi College students are expected to be scrupulously honest. Dishonesty, such as
cheating or plagiarism, will be regarded as a serious offense subject to severe penalty, including,
but not limited to, loss of credit and possible dismissal. University Policy 2.19, the most recent
copy of the graduate catalog, and the current student handbook provide specific information
regarding penalties associate with dishonest behavior at Mississippi College.
No student shall submit as his or her own work any term paper, research paper, thesis or other
academic assignment of original work in that in any part is not if in fact his/her own work.
Knowingly using the ideas of another person and offering them as one’s own original ideas is
prohibited by this policy to the same extent as knowingly using the words of another writer and
offering them as one’s own original writing (University Policy 2.19, Mississippi College:
Policies and Procedures).
Ethical Standards
All of the graduate courses offered by the Department of Psychology and Counseling at
Mississippi College adhere to the current standards of the American Counseling Association
(ACA) and the American School Counseling Association (ASCA). The 2014 ACA Code of
Ethics is available for downloading at
http://www.counseling.org/Resources/CodeofEthics/TP/Home/CT2.aspx
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The 2010 ASCA Code of Ethics is available for downloading at
www.scholcounselor/org/files/EthicalStandards2010.pdf
APA format (6th Edition) is expected for all written assignments. This means that your papers
are expected to be of professional quality including clear and concise language, free of any
grammar and punctuation errors, and organized to flow.
American Psychological Association. (2010). Publication manual of the American Psychological
Association (6th ed.). Washington, DC: Author.
Student Responsibilities
Attendance. Class attendance is an essential part of college education and students are
expected to attend regularly and punctually. Because each class meeting is the equivalent of
almost three hour-long meetings, and because there are experiential dimensions to this course,
absences greatly affect potential student gains. The student is therefore expected to attend all
class meetings. In case of illness or emergency, please notify the instructor prior to class.
Alternative assignments may be made in case of an absence. Cumulative absences will result in a
lowered grade or loss of credit for the course.
The university policy outlined in the graduate catalog will be followed concerning
absences and course withdrawal.
Complete All Reading Assignments and Participate in Class Discussions. Readings
should be completed prior to their due date since they will form the basis of classroom
discussions.
Late Papers. Assigned papers will be due at the beginning of class, and late work will
not be accepted.
Cell Phones. The use of cell phones during class is strictly prohibited. If you must carry
these items on your person, please turn them off or place them in silence mode.
Eating In Class. The School of Education Policy states that no food or drink is allowed
in the classroom.
Students With Disabilities. Mississippi College is committed to making every
reasonable accommodation to assist any student with a documented disability to meet the
requirements expected of all students enrolled in this course. Students needing academic
accommodations are required by law to initiate the request process and should schedule an
individual meeting with Dr. Morgan Bryant, Director of Student Counseling Services, at (601)
925-7790 or via email at mbryant@mc.edu or hreeves@mc.edu. Student Counseling Services is
located in Alumni Hall Room 4. Please make sure that you discuss this process and any
accommodation plan with your instructor.
Early Alert System. Mississippi has adopted the practice of finding students early in the
semester who may be exhibiting behaviors that could ultimately have a negative impact on their
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academic progress. These behaviors are often called “red flag” behaviors and include, but are not
limited to, excessive absences, poor test grades, and lack of class participation or evidence of
non-engagement. Identifying these behaviors early gives the instructor the opportunity to raise
the “red flag” on behalf of a particular student so that the student can take the appropriate action
to redirect his/her progress. The system alerts the student, the student’s advisor, and the Office of
Student Success. These messages are intended to help recognize an area of concern and to
encourage him/her to make some choices to improve the situation. When a student receives an
Early Alert message, the student should quickly make an appointment to talk with his/her
professor about the situation. Also, students can make full use of the office of Student Success to
set academic goals and connect to campus resources.
Student Assignments
1. Attend and participate fully in all class sessions. Participation includes being prepared to
discuss assigned reading material due for each class period. This class is designed to be
very interactive and class participation is critical. Students will be expected to complete
class assignments based on knowledge of the assigned readings.
2. Write four two-page reflection papers on your intellectual and emotional response to
specific topics discussed in class. These topics will include faith development and
personal meaning, living in the present, use of scripture and prayer in the counseling
process, and central spiritual practices to spiritual growth. These papers are designed to
stimulate introspection and increase self-awareness. In addition, this assignment provides
the student with an opportunity to record personal reactions, insights, and reflections.
3. Prepare and present a project exploring one of the areas of competent practice of spiritual
integration into the counseling process. Each student will choose one of the chapters
(chapters 3 through 12 from the book, Integrating Spirituality and Religion into
Counseling) to present to the class. The presentations should be comprehensive in nature
and should include the following issues: an overview of the chapter, a discussion of at
least two additional recommended readings, and a specific case study applying this
particular information, which may include scriptures, prayer, or religious ceremonies as
faith extenders for the client. The project will include visuals such as a PowerPoint
presentation and handouts for each class member. It may also include audience
involvement with role plays, skits, or even music. (See attached rubric.) If class numbers
allow, students will be assigned a partner.
4. Students will complete a research paper that will incorporate class learning and research
on a topic related to Christian counseling.
 Paper must be in APA format including reference and title page.
 Paper should be six typed text pages plus title page and references.
 Topic must be approved by professor.
Examples of topics:
1. Faith, Religion, and Beliefs in the Counseling Process
2. Ethical Issues of Including Spirituality in Counseling
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3. Challenges of Working with Clients from other Religious/Spiritual Traditions
4. The Use of Inward Spiritual Disciplines of Meditation, Prayer, Fasting, and Study
in Counseling
5. The Use of Outward Spiritual Disciplines of Simplicity, Solitude, Submission,
and Service in Counseling
6. Structural-Developmental Theories and Faith with an Emphasis on Counseling
Application
7. Marriage and Couples Therapy from a Spiritual Approach
5. The final exam will be comprised of an open-book student self-assessment, which will
include five questions. The answers will be unique to each individual and will encompass
spiritual themes, influences, life’s lessons, and personal conclusions after completion of
the course. As a self-assessment, the student will receive all 100 points upon completing
the Counselor Self-Assessment Questionnaire.
Evaluation and Grading
Assigned Readings and Class Work
100
Reflection Papers
200
Class Project
200
Research Paper
200
Final Exam
100
TOTAL POINTS
Grading system (based on percentages of total points)
800
A 716 and above (90% and above)
B 636 - 715
(89% - 80%)
C 556 – 635
(79% - 70%)
D 476 – 555
(69% - 60%)
F 475 and below (below 60%)
Final letter grade for this course will be based on the cumulative points earned at the end of the
semester.
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Class Presentation Project
Rubric
Criteria
Required
Elements
Content
& Clarity
Speaking
Skills
Presentation
Length
Use of visual
aids and
creativity
1
2
3
No visuals,
research,
or handouts
Included little
relevant
information on
on the topic
Monotone;
Speaker
seemed
uninterested
in material
Greatly
fell short of
Allotted time
Used no visual
aids or
creative means
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Included
visuals,
research,
and handouts
Included
limited
information
on the topic
Little eye
contact; fast
speaking rate,
little
expression
Exceeded or
fell short of
allotted time
Effectiveness
of use was
minimal
Addressed
the topic
minimally
Clear
articulation
of ideas, but
apparently
lacks
confidence
Addressed
basic
information
thoroughly
Score
/40
/40
Exceptional
confidence
with material
displayed
through poise,
and clear
articulation
/40
Presented
within the
allotted time
/40
Remained
close to the
allotted time
Effective in
use of aids
and creativity
Exceptionally
use of visual
aids and
creativity
/40
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Class Topics
ISR = Integrating Spirituality and Religion Into Counseling
HL = Here and Now, Living in the Spirit
Week
Topics
Week 1
Introduction
Integrating Spirituality and Religion Into Counseling, Chapter 1, ISR
Assigned Readings, Chapter 1, Living in the Present, HL
Week 2
Chapter 2 – The Revised ASERVIC Competencies, ISR
Case Studies (Geeta and Rabia)
Discussion and Reflection
Assigned Readings, Chapter 2, Joy, HL
Week 3
Chapter 3 – Student Presentation, ISR
Discussion and Reflection
Assigned Readings, Chapter 3, Suffering, HL
Week 4
Chapter 4 – Student Presentation, ISR
Discussion and Reflection
Assigned Reading, Chapter 4, Conversion, HL
Week 5
Chapter 5 – Student Presentation, ISR
Discussion and Reflection
Assigned Reading, Chapters 5, Disciplined Living, HL
Week 6
Chapter 6 – Student Presentation, ISR
Life Span Development Activity
Assignment Due
Reflection Paper 1
Reflection Paper 2
Week 8
Chapter 7 – Student Presentation, ISR
Discussion and Reflection
Assigned Readings, Chapters 6 and 7, Spiritual Life and Prayer, HL
Week 9
Chapter 8 - Student Presentation, ISR
Assigned Reading, Chapter 8, Compassion, HL
Reflection Paper 3
Week 10
Chapter 9 – Student Presentation, ISR
Assigned Reading, Chapters 9 and 10, Family and Relationships, HL
Week 11
Chapter 10, Rituals in Counseling
Student Presentation
Discussion and Reflection
Case Study (Joe), Defining a Spiritually Competent Counselor
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Week 12
Week 13
Chapter 11, 12-Step Spirituality
Student Presentation
Have a slice of life with a slice of pie.
Chapter 12, Prayer in Counseling
Student Presentation
Reading Assignment, Chapter 11, Who Are We, HL
Week 14
Thanksgiving
Week 15
Integrating Spirituality with ACT Therapy
Week 16
Reflecting and Practicing Spiritual Disciplines
Creating a Climate of Truth and Love for Clients
Discussion, Reflection, and Class Activities
Final Exam
Reflection Paper 4
Research Paper
Counselor Self-Assessment