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COU/PSY 7508
Spiritually Oriented Psychotherapy
3 Semester Hours
Spring 2016
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 12:00 noon until 4:00 p.m.
Course Description: This is a specialized course for graduate counseling majors that provides
various approaches and perspectives on the relationship between spirituality and counseling and
will reflect on how this relationship may influence the work of a mental health professional. This
course will specifically focus on how spirituality can be incorporated into a range of
psychotherapeutic approaches, which include: psychoanalytic, cognitive-behavioral,
transpersonal-integrative, and experiential. Course work will also include an intensive study of
Logotherapy from a Christian perspective and will include in-depth insight into a spiritual
approach to Jungian psychotherapy, which includes the dynamics of prayer, the role of personal
priesthood in light of the unconscious, the vitality of religious symbols in liturgy, and Jungian
typology in a spiritual approach to life.
Rationale: This course will provide professional mental health counselors and school counselors
with an advanced study of clinical knowledge and clinical skills from a spiritual viewpoint.
Specifically, the student will acquire an understanding of spiritual dimensions and its
implications for psychotherapy and will obtain insight into the foundations of spiritual oriented
contemporary approaches. Students will gain skills and attributes necessary for effectively
utilizing each approach as well as professional requisites and personal attributes that a therapist
should possess to use the approach effectively.
Prerequisites: Graduate Standing; admission to the Ed.S. or consent of the instructor
Learning Objectives:
Upon successful completion of this course, the student should:
1. Have an understanding of what it means to address the spiritual dimension in
psychotherapy.
2. Demonstrate knowledge of spiritually oriented contemporary psychotherapy theories.
3. Have an understanding of how to help clients reach forgiveness through using the
REACH model that teaches reconciliation.
4. Gain an understanding of a theistic integrative approach to psychotherapy.
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5. Describe intensive soul care and obtain an understanding of how this approach helps
clients live out their spiritual journey within the Christian tradition.
6. Gain knowledge concerning the capacity of the human spirit not only to transcend
traumatic experiences but to illumine one’s search for meaning through Logotherapy.
7. Gain knowledge of Jungian psychology and the Christian experience.
8. Be able to use a client’s spiritual beliefs in the pursuit of the client’s therapeutic goals.
Instructional Materials
Required Text
Sperry, L., & Shafranske, E. P. (2009). Spiritually oriented psychotherapy. Washington, DC:
American Psychological Association.
Graber, A. V. (2003). Viktor Frankl’s Logotherapy: Method of choice in ecumenical pastoral
psychology. Lima, OH: Wyndham Hall Press.
Other Text
Moore, R., et al. (1988). Carl Jung and Christian spirituality. Mahwah, N. J.: Paulist Press.
Griffith, J. L., & Griffith, M. E. (2002). Encountering the sacred in psychotherapy. New York,
NY: The Gulliford Press.
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.
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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.
CACREP Standard II.G.2.e. An understanding of counselors’ roles in developing cultural selfawareness, promoting cultural social justice, advocacy and conflict resolution, and other
culturally supported behaviors that promote optimal wellness and growth of the human spirit,
mind, and body.
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 that in fact is not 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
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.
Early Alert System
Mississippi College 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 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-
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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 a student 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 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.
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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. Five Article Critiques – On the assigned day, each student will turn in a 3-page report on
the assigned article. This should include a content and reflection summary. All articles
may be found on Academic Search Premier through the library.
Sauerheber, J., & Bitter, J. R. (2014). An Adlerian approach in premarital counseling
with religious couples. Journal of Individual Psychology, 69(4), 305-327.
Cornish, M. S., Wade, N.G., & Post, B. C. (2012). Attending to religion and spirituality
in group counseling: Counselors’ perceptions and practices. Group Dynamics,
16(2), 122-137.
Muselman, D. M., & Wiggins, M. I. Spirituality and loss: Approaches for counseling
grieving adolescents. Counseling & Values, 57(2), 229-240.
Sink, C. A., & Devlin, J. M. (2011). Student spirituality and school counseling: Issues,
opportunities, and challenges. Counseling & Values, 55(2), 130-148.
Briggs, M. E., & Dixon A. L. (2013). Women’s spirituality across the life span:
Implications for counseling. Counseling & Values, 58(1), 104-120.
Each article critique may earn 20 points using the following rubic:
Turning in the article at the assigned time
5 Points
Use of APA Style
5 Points
Content
5 Points
Reflection
5 Points
3. Two Five-Page Case Conceptualization Papers – Each student will be given a case study,
which will include the DSM-IV-TR 5 Axis Diagnosis. Using the information provided, the
student will critically analyze the factors of the client’s present condition based on a
chosen theoretical view and develop a spiritual-oriented treatment plan. One theoretical
approach will be Viktor Frankl’s Logotherapy and will be based on Chapters IV through
X in the book by Ann Graber. The other theoretical approach will be Jungian
psychotherapy based on the book edited by Robert Moore and handouts shared in class.
The student should first describe the original theory and then apply it to the client’s
condition. Taking into account the client’s presenting problem, cultural implications, and
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strengths and weaknesses, the student will form a plan of how to treat the client. Each
paper will be graded with a hundred-point scale based on the following rubric:
Submission by due date
20 points
APA Style
20 points
Understanding of original theory
20 points
Treatment Plan
20 points
Quality of writing
20 points
4. Using Microsoft publisher, each student will create a personal brochure that demonstrates
his or her theoretical approach to spiritually oriented counseling. Be creative using art or
pictures to enhance your creation. The brochure could serve as a handout for your clients
to summarize your professional services. The brochure should contain the following
information:
1. Your name and credentials. Pretend you are in private practice and give your
counseling center a name (your credentials could be what you would like to achieve).
2. A section on Professional Services (this would include your spiritual approach)
3. A section on Confidentiality
4. A section on Dual Relationships
5. Length of Session/Missed Appointments/Cancellations
6. A section on Complaint Procedures
On the assigned day, students will bring a copy of the brochure for each student in class
and share the information in an oral presentation. See the attached presentation rubric.
5. Students will write an eight-page paper critiquing four of the approaches to spiritually
oriented psychotherapy discussed in class (this would not include Jungian or
Logotherapy). In addition to the class text, each approach should have an additional two
references and include the following information:
1. A general overview of the theory
2. Factors and techniques that bring about spiritual transformation
3. Spiritual and clinical approach to psychopathology
4. A concluding commentary on spirituality within the theory
The paper will earn a possible 200 points with the following rubric:
Submission by due date
20 points
APA Style
20 points
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Quality of Writing
40 points
General Overview of Theory
40 points
Spiritual Transformation Techniques
40 points
Concluding Commentary
40 points
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Books
Spiritually Oriented Psychotherapy = SOP
Viktor Frankl’s Logotherapy = VFL
Carl Jung and Christian spirituality = CJ
Summary of Class Activities
DATE
Jan. 14
MATERIAL COVERED
Addressing the Spiritual Dimension in Psychotherapy
Chapter 1 SOP
ACTIVITY DUE
Jan. 21
Psychoanalytic Considerations
Chapter 2 SOP
Article Critique
Jan. 28
Contemporary Jungian Approaches
Chapter 3 SOP
The Cross as an Archetypal Symbol
Chapter 1 CJ
Article Critique
The Self as Other CJ
The Archetypes: A New Way to Holiness CJ
Jung and Scripture CJ
Jungian Types of Prayer CJ
Article Critique
Feb. 4
Feb. 11
A Humanistic Approach to Spiritually Oriented Psychotherapy
Chapter 6 SOP
Historical Overview and Philosophical Roots of Franklian Theories
Chapter 1 & 2 VFL
Jungian Case Paper
Feb. 18
Logotherapy and Religion
Chapter 3 VFL
Basic Concepts of Logotherapy
Chapter 4 VFL
Feb. 25
Meaning-Centered Orientation of Logotherapy
Chapter 5 VFL
Primary Methods of Logotherapy
Chapter 6 VFL
Examples of Logotherapeutic Interventions
Chapter 7 VFL
March 3
Spiritually Oriented Cognitive-Behavior Therapy
Chapter 4 SOP
March 10
Spring Break
Logotherapy Case Paper
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March 17
A Psychoanalytic Approach to Spiritually Oriented Psychotherapy
Chapter 5 SOP
March 24
Interpersonal Psychotherapy
Chapter 7 SOP
Transpersonal-Integrative Approach
Chapter 8 SOP
Article Critique
Forgiveness-Promoting Approach
Chapter 10 SOP
Theistic Integrative Psychotherapy
Chapter 11 SOP
Article Critique
April 7
Student Presentations
Brochure
April 14
Intensive Soul Care
Chapter 12 SOP
April 21
Integrative Spiritually Oriented Psychotherapy and
A Comparative Analysis
Chapter 13 and 14 SOP
April 28
Future Directions and Opportunities
March 31
Theory Critique Paper
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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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