SW 692
Spring 2010
CALIFORNIA STATE UNIVERSITY, LONG BEACH
School of Social Work
SOCIAL WORK 692: Spirituality in Social Work Practice
Professor: Chikako Nagai, LICSW, PhD
Office: SPA 135
E-mail: cnagai@csulb.edu
Phone: (562) 985-8699
Fax: (562) 985-5514
Office Hours: 1:00 pm – 5:00 pm on Mon; 2:00 pm – 6:00pm on Wed; or By Appointment
Course Description
The profession of social work seeks to provide individuals, couples, families, groups, and
communities with the resources and tools to achieve their full potential. In adopting a holistic
perspective to guide practice, social workers take into account the biological, psychological,
sociological, cultural, and spiritual/religious aspects of human needs, strengths, and
experiences. Social workers must be prepared to be spiritually responsive at all levels of
social work practice.
This course will examine and provide frameworks of issues pertaining to spiritually responsive
practice respecting diverse cultural, spiritual/religious, and philosophical ideologies that may
be espoused by our own selves, clients, colleagues/supervisors, political leaders, and various
community and cultural groups. Spirituality, expressed in religious forms or non-religious
forms, is embedded into our cultures and closely related to patterns of our thoughts/feelings/
behaviors, human/psycho-social developments, existential meanings, reasons for suffering,
coping strategies including personal and collective rituals and ceremonies, dying processes,
health and mental health wellness, medical ethics, historical events including wars/terrorism
and natural disasters, and healing practices. Awareness of diverse forms of spiritual
expressions and interpretations and their influences on our lives and environments is essential
to social work practice.
Course Objectives
Upon successful completion of this course students will:
1. Increase awareness of oneself and others who have a spiritual dimension that is in need of
attention and nurturing as well as our environments in the context of spirituality and culture;
2. Identify and critically reflect on diverse spiritual/religious perspectives and their
implications for social work practice;
3. Be able to formulate qualities of spiritually sensitive helping relationship;
4. Be introduced to the relationship between religion and social work as well as the current
holistic approaches to social work practice;
5. Be familiar with the criteria for spiritually responsive health/mental health assessment and
spiritual development;
6. Have resources to develop strategies for effective cooperation with the religious and nonreligious spiritual support systems;
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Spring 2010
7. Be exposed to supportive and oppressive aspects of spiritual/religious perspectives
concerning issues of human diversity such as gender, race and ethnicity, sexual orientation,
health and mental health, and social class; and
8. Be able to apply a framework of spiritually responsive social work practice that is inclusive
and respectful of diversity.
Course Format
The course will be conducted through the use of lectures, class/group discussions, readings,
audio-visual materials, vignettes, activities/exercises, assignments, presentations, and quiet
reflections. Guest speakers may be utilized on selective topics.
Required Text
Canda, E. R. & Furman, L. D. (2010). Spiritual diversity in social work practice: The heart of
helping (2nd ed.). New York, NY: Oxford University Press.
Supplemental/Recommended Texts
Hodge, D. (2003), Spiritual assessment : Handbook for helping professionals. Botsford, CT:
North American Association of Christians in Social Work.
Richards P. S., & Bergin, A. E. (2005). A spiritual strategy for counseling and psychotherapy
(2nd ed.). Washington DC: American Psychological Association.
Walsh, F. (Ed.). (2009). Spiritual resources in family therapy (2nd ed.). New York: The
Guilford Press.
Assignments and Evaluations
Self-Introduction (alphabetical order – four students per class from Session 2 to 7): 15 points
*Assignment dates and instruction are posted on BeachBoard.
Creative Projects: 15 points x 2 projects
Select two projects from the eight options (posted on BeachBoard) and present them in the
class (Session 7 – 14) for 10 – 15 min.
Self-Reflection Paper Part I (7 – 8 pages): 15 points
The paper includes the following contents: 1) reflect on your spiritual (religious or nonreligious) and/or philosophical beliefs that are related to social work practice and examine how
have these beliefs shaped your values, morals, and/or political views (e.g., abortion, gay
marriage, cross-religious adoption, human cloning, substance use, etc.) (2 pages); 2) explore
your beliefs in worldviews (e.g., human nature, existential meanings, etc.) and/or ethical views
(e.g., euthanasia/dying process, abuse or exploitation by religious leaders, animal sacrifice,
medical practices such as blood transfusion and transplant, divorce and re-marriage, war and
terrorism, etc.) (2 pages); 3) identify how these beliefs have impacted your relationships with
clients, supervisors, and colleagues in your social work practice including any impasses and
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Spring 2010
difficulties you have experienced in inter/cross-spiritual/religious relations (2 pages); and 4)
write about how you have used and will use spirituality in your social work practice (1 page).
Self-Reflection Paper Part II (4 – 5 pages): 10 points
Choose one of the two options posted on BeachBoard.
Attendance and Class Participation: 15 points each
Attendance and class participation are critical to your learning. In order to receive full credit
for attendance, you must arrive on time and stay until the end of the class (1 point for each
class), and in order to receive full credit for the class participation, you must actively
participate throughout the class while showing respect to others and using critical thinking (1
point for each class). Prepare yourself by reading all required readings and bring your
personal and professional experiences and knowledge for meaningful participation in
class/group discussions and activities.
Point Assignments:
Self-Introduction
Creative Projects
Self-Reflection Paper I
Self-Reflection Paper II
Attendance & Class Participation
Total
Grading Determination:
90 - 100 = A
80 - 89 = B
15 points
15 points each
15 points
10 points
15 points each
100 Points
70 - 79 = C
60 - 69 = D
0 - 59 = F
Important: Assignments are due on the dates noted on the course outline. All late assignments
and papers will be deducted 10% a day until they are turned in. No extra credit will be offered
for this course. All papers should be typed, double-spaced and referenced according to the
American Psychological Association (APA) writing style. Complete sentences and correct
grammar and spellings are expected.
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Spring 2010
Course Outline and Reading Assignments
Session 1: Introduction/Overview of Spirituality in Social Work Practice
Supplemental Readings:
 Canda & Furman – Chapter 1
Session 2: Use of Spirituality in Social Work Practice – Reflection on Professional Self
and Spiritual Self
*Self-Introduction Assignment
Required Reading:
 Canda & Furman – Chapter 2
Supplemental Reading:
 Hagedom, W. B. (2005). Self-awareness and self exploration of religious and
spiritual beliefs: Know thyself. In C. Chashwell & J.S. Young (Eds.),
Integrating spirituality and religion into counseling: A guide to competent
practice (pp. 63-84). Alexandria, VA: American Counseling Association.
Session 3: Meaning of Spirituality and Helping Professions – Spirituality, Religion, and
Faith
*Self-Introduction Assignment
Required Readings:
 Canda & Furman - Chapter 3
Supplemental Reading:
 Rizzuto, A. M. (1993). Exploring sacred landscapes. In M. L. Randour,
Exploring sacred landscapes: Religious and spiritual experiences in
psychotherapy (pp. 16-33). NY: Columbia University Press.
Session 4: Human Diversity and Spirituality – Gender, Sexual Orientation, Social Class,
Race, Ethnicity, and Health/Mental Health
*Self-Introduction Assignment
Required Reading:
 Canda & Furman - Chapter 4
Supplemental Readings:
 Boyd-Franklin, N., & Lockwood, T. W. (1999). Spirituality and religion:
Implications for psychotherapy with African American clients and families. In
F. Walsh (ed.), Spiritual resources in family therapy (pp.90-103). NY:
Guildford Press.
 Comas-Diaz, L. (2008). Latino psychospirituality. In K.J. Schneider (Ed.),
Existential-integrative psychotherapy: Guideposts in the core of practice
(pp.100-109). New York: Routledge/Taylor & Francis Group.
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Spring 2010
Haldeman, D.C. (1996). Spirituality and religion in the lives of lesbians and
gay men. In R.P. Cabaj, & T.S. Stein (Eds.), Textbook of homosexuality and
mental health. (Ch. 52, pp. 881-896). Washington, DC: American Psychiatric
Press.
Tobin, J.J., Friedman, J. (1983). Spirits, shamans, and nightmare death:
Survivor stress in a Hmong refugee. American Journal of Orthopsychiatry,
53(3), 439-448.
Session 5: Religious Perspectives and Social Work Practice
*Self-Introduction Assignment
Required Reading:
 Canda & Furman - Chapter 5
Supplemental Readings:
 Hodge, D. (2004). Working with Hindu clients in a spiritually sensitive
manner. Social Work, 49(1), 27-38.
 Schnall, E. (2006). Multicultural counseling and the Orthodox Jew. Journal of
Counseling & Development, 84(3), 276-282.
 Richards, P.S, & Bergin, A.E. (2002). Western and Eastern spiritual
worldviews. In A spiritual strategy for counseling and psychotherapy (Ch.4,
pp.49-74). Washington, DC: American Psychological Association.
 Williams, V. (2005). Working with Muslims in Counseling – Identifying
sensitive issues and conflicting philosophy. International Journal for the
Advancement of Counseling, 27(1), 125-130.
Session 6: Ethical Dilemma and Guidelines
*Self-Introduction Assignment
Required Reading:
 Canda & Furman - Chapter 9
Supplemental Reading:
 Steen, R. L., Engels, D., & Thweatt III, W. T. (2006). Ethical aspects of
spirituality in counseling. Counseling and Values, 50, 108-118.
Session 7: Spiritually Responsive Practice
*Self-Introduction Assignment
** Self-Reflection Paper I Due
Required Reading:
 Canda & Furman - Chapter 7
Supplemental Reading:
 Hathaway, W. L., & Ripley, J. S. (2009). Ethical concerns around spirituality
and religion in clinical practice. In J.D. Aten & M.M. Leach (Eds.), Spirituality
and the therapeutic process: A comprehensive resource from intake to
termination (pp. 25-52). Washington DC: American Psychological
Association.
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Session 8: Spiritual Assessment
*Creative Project Presentations
Require Reading:
 Canda & Furman - Chapter 8
Supplemental Reading:
 Fetzer Institute - Self report measures for love and compassion Research:
Spiritual Experience & Religiosity.
Session 9: Spiritually Oriented Social Work Practice – Healing, Coping, and Forgiving
*Creative Project Presentations
Required Reading:
 Canda & Furman - Chapter 10
Supplemental Reading:
 Lee, C.C., & Armstrong, K.L. (1995). Indigenous models of mental health
intervention: Lessons from traditional healers. In J.G. Ponterotto, J.M. Casas,
L.A. Suzuki, & C.M. Alexander (Eds.) Handbook of multicultural counseling
(Ch. 21, 441-455). Thousand Oaks: Sage.
Session 10: Mindfulness and Social Work Practice – Transformational Process
*Creative Project Presentations
Required Reading:
 Canda & Furman - Chapter 11
Supplemental Reading:
 Carson, S. H., & Langer, E. J. (2004). Mindful practice for clinicians and
patients. In L.J. Haas (Ed.), Handbook for primary care psychology (pp. 173183). New York, NY: Oxford University Press.
Session 11: Nonsectarian Spiritual Approaches - Existentialism and Transpersonal
Theory
*Creative Project Presentations
Required Reading:
 Canda & Furman – Chapter 6
Supplemental Readings:
 Lukoff, D. (1996). Transpersonal psychotherapy with psychotic disorders and
spiritual emergencies with psychotic features. In B.W. Scotton, A.B. Chinen
& J.R. Battista, J. R. (Eds.), Textbook of transpersonal psychiatry and
psychology (pp.271-281). NY: Basic Books.
 May, R., & Yalom, I. (2005). Existential psychotherapy. In R.J. Corsini, D. &
Wedding (Eds.), Current psychotherapies (7th ed.) (pp. 269-298). Belmont,
CA: Thomson Brooks/Cole Publishing.
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Session 12: No Class: Shut-down Day *Use this date to do your Creative Projects.
Session 13: Meaning of Life and Death
*Creative Project Presentations
Required Readings)
 Davidson, L., & Foster, Z. (2003). The role of the social worker. In I. Corless,
B.B. Germino, & M.A. Pittman (Eds.), Dying, death, and bereavement: A
challenge for living (2nd ed.) (313-328). New York, NY: Springer.
 Penson, R. T. (2004). Bereavement across cultures. In R. Moore & C. Spiegel
(Eds.), Cancer, culture, and communication (pp. 241-279). New York, NY:
Kluwer Academic/Plenum Publishers.
Supplemental Readings:
 Masumian, F. (2009). World religions and near-death experiences. In
J.M.Holden, B. Greyson, & D. James (Eds.), The handbook of near-death
experiences: Thirty years of investigation (pp. 159-183). Santa Barbara, CA:
Praeger/ABC-CLIO,
 Rapgay, L. (2006). A Buddhist approach to end-of-life care. In C.M. Puchalski
(Ed.), A time for listing and caring: Spirituality and the care of the chronically
ill and dying (pp. 131-137). New York, NY: Oxford University Press.
Session 14: Spiritual Development
*Creative Project Presentation
**Self-Reflection Paper II Due
Required Readings:
 Welwood, J. (2000). Ego strength and egolessness. In Toward a psychology of
awakening: Buddhism, psychotherapy, and the path of personal and spiritual
transformation (Ch. 3, pp. 35-47). Boston: Shambhala.
 Wilber, K. (1999). Spirituality and developmental lines: Are there stages?
Journal of Transpersonal Psychology, 31(1), 1-10.
Supplemental Readings:
 Rhee, D. (1990). The Tao, psychoanalysis and existential thought.
Psychotherapy and Psychosomatics, 53, 21-27.
 Tseng, W. S. (1973). The concept of personality in Confucian thought.
Psychiatry, 36, 191-202.
Session 15: Ritual/Ceremony
*Creative Project Presentation
**Have a great break!
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Spring 2010
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helping (2nd ed.). New York, NY: Oxford University Press.
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Canda, E. R., Nakashima, M., & Furman, L. D. (2004). Ethical considerations about
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Foster, Z. (2003). The role of the social worker. In I. Corless, B.B. Germino, & M.A.
Pittman (Eds.), Dying, death, and bereavement: A challenge for living (2nd ed.)
(313-328). New York, NY: Springer.
*Fowler, J. W. (1981). Stage of faith: The psychology of human development and the quest
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Fukuyama, M. A., & Sevig, T. D. (1999). Integrating spirituality into multicultural
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Fuller, R. C. (2001). Spiritual, but not religious: Understanding unchurched America.
Oxford, NY: Oxford University Press.
Grof, S., & Grof, C. (1989). Spiritual emergency: When personal transformation becomes a
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Hagedom, W. B. (2005). Self-awareness and self exploration of religious and spiritu\al beliefs:
Know thyself. In C. Chashwell & J.S. Young (Eds.), Integrating spirituality and
religion into counseling: A guide to competent practice (pp. 63-84). Alexandria, VA:
American Counseling Association.
Haldeman, D.C. (1996). Spirituality and religion in the lives of lesbians and gay men. In R.P.
Cabaj, & T.S. Stein (Eds.), Textbook of homosexuality and mental health. (Ch. 52, pp.
881-896). Washington, DC: American Psychiatric Press.
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Spring 2010
*Hall, R. E., & Livingston, J. N. (2006). Mental health practice with Arab families: The
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Hathaway, W. L., & Ripley, J. S. (2009). Ethical concerns around spirituality and religion
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therapeutic process: A comprehensive resource from intake to termination (pp. 2552). Washington DC: American Psychological Association.
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*Hodge, D. (2003), Spiritual assessment : Handbook for helping professionals. Botsford, CT:
North American Association of Christians in Social Work.
Hodge, D. (2004). Working with Hindu clients in a spiritually sensitive manner. Social Work,
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Alexander (Eds.) Handbook of multicultural counseling (Ch. 21, 441-455). Thousand
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Lozoff, B. (2000). It’s a meaningfullLife : It just takes practice. Penguin Books: Toronto.
Lukoff, D. (1996). Transpersonal psychotherapy with psychotic disorders and spiritual
emergencies with psychotic features. In B.W. Scotton, A.B. Chinen & J.R. Battista, J.
R. (Eds.), Textbook of transpersonal psychiatry and psychology (pp.271-281). NY:
Basic Books.
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Martin, E. P., & Martin, J. M. (2002). Spirituality and the Black helping tradition in social
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Maslow, A. (1964). Religious, values, and peak-experiences. Columbus: Ohio State
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May, R., & Yalom, I. (2005). Existential psychotherapy. In R.J. Corsini, D. & Wedding
(Eds.), Current psychotherapies (7th ed.) (pp. 269-298). Belmont, CA: Thomson
Brooks/Cole Publishing.
Miller, G. (2003). Incorporating spirituality in counseling and psychotherapy. Hoboken,
NJ: John Wiley & Sons.
Masumian, F. (2009). World religions and near-death experiences. In J.M.Holden, B.
Greyson, & D. James (Eds.), The handbook of near-death experiences: Thirty years of
investigation (pp. 159-183). Santa Barbara, CA: Praeger/ABC-CLIO,
*Moodley, R., & West, W. (2006). Integrating traditional healing practices into counseling
and psychotherapy. Thousand Oaks, CA: Sage.
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*Nagai, C. (2007). Culturally based spiritual phenomena: Eastern and Western theories and
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*Nagai, C. (2008). Clinician’s self-assessment of cultural and spiritual competency: Working
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M. Nishizono (Eds.), Asian culture and psychotherapy: Implications for East and
West. Honolulu: University of Hawai’i Press.
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Pargament, K. I. (1997). The psychology of religion and coping: Theory, research,
practice. New York: Guilford.
Penson, R. T. (2004). Bereavement across cultures. In R. Moore & C. Spiegel (Eds.),
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Academic/Plenum Publishers.
Plante, T. G., & Sherman, A. C. (Eds.) (2001). Faith and healing: Psychological
perspectives New York: Guilford Press.
Randour, M. L. (Ed.) (1993). Exploring sacred landscapes: Religious and spiritual
experiences in psychotherapy. NY: Columbia University Press.
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UNIVERSITY POLICIES
POLICY ON INCOMPLETE GRADES:
An “incomplete” grade signifies that a portion of the required course work (normally not more
than one-third) has not been completed and evaluated in the prescribed time period due to
unforeseen, but fully justified reasons, and there is still a possibility of earning credit. In cases
where more than one-third of the work is outstanding, but the instructor feels that an “I” is
appropriate, a justification must be provided. It is the responsibility of the student to bring
pertinent information to the instructor and to reach agreement on the means by which the
remaining course requirements will be satisfied. Agreement to the conditions for removal of
the incomplete shall be reduced to writing by the instructor.
POLICY ON RELIGIOUS HOLIDAYS AND MILITARY SERVICE:
Any student who will be absent at some point during the semester owing to religious
observance and/or military service must provide a written notice of that fact during the first
week of class, or during the first week after late enrollment in the class, so that examinations
and other assignments may be scheduled around the days when students cannot attend.
POLICY ON DISABILITIES:
Disabled students who require additional time or other compensation for exams or
assignments must secure verification/assistance from the Campus Disabled Students Services
Office at (562) 985-5401.
POLICY ON UNIVERSITY WITHDRAWAL: It is the student’s responsibility to
withdraw from classes. Instructors have no obligation to withdraw students who do not attend
courses, and may choose not to do so. Withdrawal from a course after the first three weeks of
instruction requires the signature of the instructor and department chair, and is permissible
only for serious and compelling reasons. Except in cases of accident or serious illness where
the circumstances causing the withdrawal are clearly beyond the student’s control and the
assignment of an incomplete is not practical, the dropping of classes during the last three
weeks of the semester is not permitted and would need the signature of the dean. The College
of Health and Human Services adheres to this policy strictly, and does NOT sign withdrawal
forms in the final three weeks of classes for other reasons.
POLICY ON PLAGIARISM AND THE USE OF TURNITIN:
Plagiarism in academic papers is unacceptable and inconsistent with CSULB guidelines and
the NASW Code of Ethics. Plagiarism is the act of using the ideas or work of another person
or persons as if they were your own without giving credit to the source. Examples of
plagiarism include but are not limited to the; (a) submission of a work, either in part or whole,
completed by another; (b) failure to give credit for ideas, statements, facts or conclusions that
rightfully belong to another; (c) failure to use quotation marks when quoting directly from
another, whether it be a paragraph, a sentence, or even a part of a sentence; and (d)
paraphrasing another’s work without giving credit. To avoid plagiarism and to conform to
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academic standards, you must follow APA guidelines and reference whenever you refer to
views and/or ideas that are drawn from publishes or non-publishes materials. Students must
produce copies of all sources cited in any paper upon the instructor’s request. The CSULB
Policy Statement 85-19 describes plagiarism and the possible sanctions of academic
dishonesty and is available at http://www.csulb.edu/~senate/Policies/85-19.html
Students agree that by taking this course all required papers may be subject to submission for
review to Turnitin.com for the detection of plagiarism. All submitted papers will be included
as source documents in the Turnitin.com reference database solely for the purpose of detecting
plagiarism. You may submit your paper in such a way that no identifying information about
you is included. Another option is that you may request, in writing from your instructor, that
your papers not be submitted to Turnitin.com. However, if you choose this option you will be
required to provide documentation to substantiate that the papers are your original work and
do not include any plagiarized material.
ADJUSTMENTS TO THE CLASS FORMAT:
Any student requiring special consideration for class format and schedule due to religious
observance, military obligations or due to disability (as certified by the CSULB Disabled
Students Services) must provide instructor with written notice of those needs by the second
week of class.
DEPARTMENT AND INSTRUCTOR POLICIES
APPLICATION OF THE NASW CODE OF ETHICS:
The NASW Code of Ethics outlines a set of core values that form the basis of social work’s
purpose and perspective. The core values are:
 Service
 Social justice
 Dignity and worth of the person
 Importance of human relationships
 Integrity
 Competence
The Department of Social Work also applies the Code to classroom interactions and
comportment. That is, students as emerging professionals are expected to maintain
confidentiality, respect for difference and are expected to take personal responsibility for
timely attendance and consistent commitment to the learning experience by being active and
responsible members of each class or group. For further elaboration of the values and ethical
standards inherent in social work, students are encouraged to access the Code of Ethics at:
http://www.socialworkers.org/pubs/code/code.asp
CELL PHONE/BEEPER:
To prevent interruption of classroom activity, cell phones/beepers should not be in use during
class meetings
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