PP8682 Psychology & Spirituality
Summer I, 2008
Faculty:
Dr. Carole Woolford-Hunt Dr. David J. Van Dyke
phone: 312-777-7 phone: 312-777-7699
email: email:
Office hours: Posted on office doors
It is the Policy of the Illinois School of Professional Psychology/Chicago Campus to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA).
If you are a student with a disability and need accommodations to complete your course requirements, please contact the instructor within the first week of class to discuss your request. All information regarding the disability will be held in confidence by the professor.
If the student does not choose to disclose that s/he has a disability requiring assistance, then the student is taking full responsibility for any related consequences that may occur. Last minute special requests will be subject to the same late assignment policy as other students.
Course Objectives:
1. Develop basic knowledge about organized religions
2. Develop critical thinking about own religious beliefs
3. Identify similarities between religions and psychological theories
4. Integrate personal beliefs with clients beliefs from various religious backgrounds.
Course Readings:
Required
Reading packet of articles (most on EBSCO – references attached)
Course Assignments:
Weekly Abstract (25 pts.)
Students will provide an abstract about the religion, integration with theory, etc. for the class. This could be an article, film review, website, etc.
Discussion question (50 pts.)
Each class students will provide a discussion question for each required reading of that day. These questions will be turned in at the beginning of class (please type). These questions will be a starting point for class discussion.
Mid-term (200 pts.)
Select a religion not covered in the course and write about:
· Nature of God (or deity)
· Nature of reality (e.g., epistemology; truth v. Truth)
· Nature of personhood
· Nature of evil – aka normative/Good/health v. dysfunctional/Evil/sickness
· Nature of healing (what is healing, how does it occur)
· Integration of faith and profession (if we have time)
Final (200 pts)
Integration paper. This paper should have four major sections: religious orientation, theoretical orientation, integration of your religion and psychology, and what issues might arise while sitting with an individual/couple/family from a differing religious orientation (take into account their epistemologies and how they might clash with your religious and psychological epistemologies). The student will describe his or her own religious orientation; addressing the major topics/epistemologies (god, reality, personhood, evil, healing). The student will address their theoretical orientation. Then the student will look at how their religious and psychology beliefs share similar or dissimilar assumptions. These sections should be supported with many citations. Finally, what issues would arise working with an individual/family of different religious beliefs.
Presentation (25 pts)
Present major points from final paper. Multi-media presentations are highly recommended (e.g., use of film clips, power point presentation, handouts, resources). This presentation will be limited to 15 minutes and will be done during week 7 of the course.
Grading
A = 500 - 480 A - = 479 - 455 B+ = 454 - 430
B = 429 - 405 B - = 404 - 380 C+ = 379 - 355
C = 354 - 330 C - = 329 – 305
Course Schedule
We will have guest speakers and we will let you know which religion we will be doing for the following week.
Judaism
Islam
Christianity
Hinduism
Buddhism
Secular Humanism
Integration / Presentations
Readings
Judaism
Semans, M., & Stone Fish, L. (2000). Dissecting life with a Jewish scalpel: a qualitative analysis of Jewish-centered family life, Family Process, 39(1)
Lubrich, O. (2001). The other and the ordinary : demystifying and demusealising the Jew, European Judaism, 34(2),
Witztum, E.; Buchbinder, J.T. (2001). Strategic culture sensitive therapy with religious Jews, International Review of Psychiatry, 13, 117-124
Titelman, D. (2003). Wrestling with god, The Scandinavian Psychoanalytic Review, 26, 63-69
Cohen,A.; Siiegel, J.I.; Rozin, P. (2003). Faith versus practice: different bases for religiosity judgments by Jews and Protestants, European Journal of Social Psychology, 33, 287-295.
Wolf, A.J. The shoah in America, Current Theological Writing, 99
Drob, S.L. (1999). Jung and the kabbalah, History of Psychology, 2(2), 102-118
Neusner, J. ( ). Ethnic trait or religious value: why we enjoy a good argument,
Frost, C.J. ( ). Melancholy as an alternative to the psychological label of depression, The International Journal for the Psychology of Religion, 2(2), 71-85
Islam
Khalili, S.; Murken,S.; Reich,K.H.; Ali Shah, A.; Vahabdzadeh, A. (2001). Religion and mental health in cultural perspective: observations and reflections after the first international congress on religion and mental health, The International Journal for the Psychology of Religion, 12 (4), 217-237.
News and trends; men are from Tehran…women are from Isfahan, Psychology Today, May/June 1998.
Hodge, D.R. (2002). Working with Muslim youth: understanding the values and beliefs of Islamic discourse, Children and Schools, 24(1)
Mastrilli, T.; Srdo-Brown, D. (2001). Pre-service teachers knowledge about Islam: a snapshot post September 11, Journal of Instructional Psychology, 29(3)
Inayat, Q. (2002). The meaning of being a Muslim: an aftermath of the twin towers episode, Counseling Psychology Quarterly, 15(4) 351-358.
MacPhee, M. (2003). Medicine for the heart: the embodiment of faith in morocco, Medical Anthropology, 22:53-83.
Murken, S.; Ali Shah, A. ( ). Naturalistic approaches to psychology, psychotherapy, and religion: metaphysical assumptions and methodology-a discussion, International Journal for the Psychology of Religion, 12(4), 239-254
El Aazayem, G.A.; Hedayat-Diba, Z. ( ). The psychological aspects of Islam: basic principles of Islam and their psychological corollary, The International Journal for the Psychology of Religion, 4(1), 41-50
Hedayat-Diba, Z. (1997). The selfobject functions of the Koran. International Journal for the Psychology of Religion, 7(4), 211-236.
Christianity
Crabb, L. (1981). Biblical authority and Christian psychology. Journal of Psychology & Theology, 9(4), 305-311.
Haraldsson, E., Houtkooper, J.M. ( ). Traditional Christian beliefs, spiritualism, and the paranormal: an Icelandic-American comparison, International Journal for the Psychology of Religion, 6(1), 51-64
Jones, S.L. (1991). Demonizing the head doctors. Christianity Today, Sept. 16, 21.
Miller, K. D. (1995). Putting an end to Christian psychology. Christianity Today, August 14, 16-17.
Ryan, P.J. (2003). Fellowship in faith: Jewish, Christian, and Muslim. America, 19-20.
SPECIAL ISSUE: Psychology collaborating with the Church (6 short articles)
McMinn, M.R., & Dominguez, A.W. (2003). Guest editors’ introduction: Psychology and the church. Journal of Psychology and Christianity, 22(4), 291-292.
Crabb, L. (2003). Invited introduction: Collaboration might just be what God has in mind. Journal of Psychology and Christianity, 22(4), 293.
Bland, E.D. (2003). Psychology-church collaboration: Finding a new level of mutual participation. Journal of Psychology and Christianity, 22(4), 299-303.
Plante, T.G. (2003). Psychological consultation with the Roman Catholic Church: Integrating who we are with what we do. Journal of Psychology and Christianity, 22(4), 304-308.
Budd, F., & Newton, M. (2003). Healing the brokenhearted: Cross and couch together. Journal of Psychology and Christianity, 22(4), 319-322.
Moore, T. (2003). Promoting change through the African American church and social activism. Journal of Psychology and Christianity, 22(4), 357-362.
McNeil, J.D. (2003). God is active in human affairs: A response to Thom Moore. Journal of Psychology and Christianity, 22(4), 363-365.
Hinduism
Agrawal, M., Dalal, A.K. ( ). Beliefs about the world and recovery from myocardial infarction, The Journal of Social Psychology, 133(3), 385-394
Reddy, I.; Hanna, F.J. (1995). The life-style of the Hindu woman: conceptualizing female clients of Indian origin, Individual psychology, 51(3),
Walsh,R. (1988). Two Asian psychologies and their implications for western psychotherapists, American Journal of Psychotherapy, 42(4),
Shang, C. (2001). Emerging paradigms in mind-body medicine, The Journal of Alternative and Complementary Medicine, 7(1), 83-91.
Juthani, N. (2001). Psychiatric treatment of Hindus, International Review of Psychiatry, 13, 125-130
Shweder, R.A. (2003). Toward a deep cultural psychology of shame, Social Research, 70(4),
Sampson, E.E. (2000). Reinterpreting individualism and collectivism, American Psychologist, December,
Buddhism
Leifer, R. (1999). Buddhist conceptualization and treatment of anger, Psychotherapy in Practice, 55(3), 339-351,
Moncayo, R. ( ). The real and symbolic in Lacan, Zen, and Kabbalah, International Journal for the Psychology of Religion, 8(3), 179-196.
McIntosh,W. ( ). East meets west: parallels between Zen Buddhism and social psychology, The International Journal for the Psychology of Religion, 7(1), 37-52.
Noda, S. (2000). The concept of holism in individual psychology and Buddhism, The Journal of Individual Psychology, 56(3),
Ratanakul, P. (2002). Buddhism and science: Allies or enemies? Zygon, 37(1), 115 – 120.
Sakin-Wolf, S. (2003). Adler: East, west, and beyond. The Journal of Individual Psychology, 59(1), 72-83.
Sinnott, J.D. (2001). “A time for the condor and the eagle to fly together”: relations between spirit and adult development in healing techniques in several cultures, Journal of Adult Development, 8, 4,
Secular Humanism
Ross, E. ( ). The humanity of the Gods: The past and future of Freud’s psychoanalytic interpretation of religion,
Michalon, M. (2001). Selflessness in the service of the ego, American Journal of Psychotherapy, 55, 2,
Smith, M.B. (1986). Toward a secular humanistic psychology. Journal of Humanistic Psychology, 26(1), 7 – 26.
Rabinowitz, F.E., Good, G., & Cozad, L. (1989). Rollo May: A man of meaning and myth. Journal of counseling and development, 67(8), 436-440.
(1987). Trends in the law: War between the faiths. ABA Journal
Week 7 : Process Course & Presentations
Doctoral Program in Clinical Psychology: MISSION STATEMENT
The Doctoral program in Clinical Psychology at Argosy University/Illinois School of Professional Psychology-Chicago Campus is an APA accredited program (APA, 750 First St. NE, Washington, DC 20002, 202-336-5500). This program is designed to educate and train students so that they may eventually be able to function effectively as clinical psychologists. To ensure that students are prepared adequately, the curriculum provides for the meaningful integration of theory, training and practice. The Clinical Psychology program at Argosy University/Illinois School of Professional Psychology/Chicago Campus emphasizes the development of attitudes, knowledge, and skills essential in the formation of professional psychologists who are committed to the ethical provision of quality services. Specific objectives of the program include the following:
· The training of practitioners capable of delivering diagnostic and therapeutic services effectively to diverse populations of clients in need of such treatment
· The development of mental health practitioners who understand the biological, psychological, and sociological bases of human functioning
· The training of practitioners who are capable of exercising leadership both in the health care delivery system and in the training of mental health professionals
· The preparation of mental health practitioners capable of expanding the role of psychologists within society
The education of psychologists capable of working with other disciplines as part of a professional team
DISABILITY STATEMENT
It is the policy of the Argosy University/Chicago to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations to complete the instructor’s course requirements, the student must notify the Director of Student Services. Procedure for documenting student disability and the development of reasonable accommodation will be provided to students upon request.
Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. It is the student’s responsibility to present the form (at his or her discretion) to the instructor in order to receive the requested accommodations in class. In an effort to protect student privacy, Student Services will not discuss the accommodation needs of any student with instructors.
ACACEMIC DISHONESTY/PLAGIARISM STATEMENT
The University seeks to foster a spirit of honesty and integrity. Any work submitted by a student must represent original work produced by that student. Any source used by a student must be documented through normal scholarly references and citations (APA manual, 5th ed.), and the extent to which any sources have been used must be apparent to the reader. The University further considers resubmission of a work produced for one course in a subsequent course or the submission of work done partially or entirely by another to be academic dishonesty. It is the student’s responsibility to seek clarification from the course instructor about how much help may be received in completing an assignment or exam or project and what sources may be used. Students found guilty of academic dishonesty or plagiarism shall be subject to disciplinary action up to and including dismissal from the University.
TECHNOLOGY STATEMENT
Argosy University encourages the use of technology throughout the curriculum. This course uses the following: examples are: computer discussion threads, overheads, video tapes, on line syllabus and assignments, etc.
Agreement with syllabus
I have read the following syllabus. I understand the requirements and expectations for my successful completion of this course.
______
Signature Date