It is now well established that spiritual beliefs correlate positively with mental health and may play an important role in diagnosis, treatment, and overall clinical efficacy. Despite this evidence, spiritual training in mental health is often underdeveloped, ineffective, and biased. Specifically, within the profession of Marriage and Family Therapy (or Couple and Family Therapy, CFT), a significant discrepancy exists between that which educators report they teach and that which students report they feel prepared to practice once completing their training. This Constructivist grounded theory study investigated the research question: What practices in CFT education promote spiritual diversity competency? Interviews were conducted with ten family therapy experts including: Harry Aponte, Thomas Carlson, Craig Cashwell, William Doherty, Martin Erickson, Carmen Knudson-Martin, Jill Duba, Richard Schwartz, Froma Walsh, and one anonymous participant. Data revealed a number of interactions emphasizing the need to broaden training and therapeutic dialog from asking close-ended questions about how one identifies spiritually, to delving beneath socially constructed labels in an exploration of the way all people use spiritual beliefs to make meaning of life. The findings suggested effective spiritual diversity education should include careful consideration of (a) the ethics of providing spiritually infused curriculum and spiritually sensitive care; (b) the influence of power and privilege in shaping the views and actions of professional leaders, academic administrators, educators, students, and clinicians; (c) the need for balance between didactic content training and experiential process training; (d) the need for more research to adequately inform the curriculum; (e) the role of developmental factors affecting student and educator involvement in training; (f) the function of self-awareness in creating competency; (g) the role of safety in facilitating experiential training; and (h) the role of isomorphic processes in promoting competency. Taken with the extant literature, these findings suggested that it is ethically essential to integrate thoughtful and thorough spiritual diversity curriculum in all CFT training programs. A grounded theory, incorporating developmental, isomorphic, and intra-psychic processes is presented. The findings are integrated with the extant literature and implications for training, clinical practice, and future research are discussed.
|Advisor:||Osborn, Janet L.|
|Commitee:||Glebova, Tatiana, McInnes Miller, Marianne M.|
|School:||Alliant International University|
|School Location:||United States -- California|
|Source:||DAI-B 73/12(E), Dissertation Abstracts International|
|Subjects:||Mental health, Counseling Psychology, Spirituality|
|Keywords:||Couples therapy, Family therapy, Spirituality, Therapy, Training|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be