Abstract
The various mental health disciplines (e.g., counseling, psychology, social work) all mandate competence in working with clients from diverse religious and spiritual backgrounds. However, there is growing evidence that practitioners feel ill-equipped to meet the needs of their religiously- and spiritually-diverse clients. Furthermore, formal education on religion and spirituality remains optional within coursework. Research on religion and spirituality is also noted for its reductionism to observable outcomes, leaving much of its nuance uncovered. This paper will utilize philosophies of secularism and explore the concepts of disenchantment, buffering, and coercion, to help illuminate why our contemporary society and our disciplines struggle with this incongruence between stated values and implementation. Case vignettes and recommendations will be provided to help practitioners and educators.
Highlights
Spiritual Reductionism: A PedagogyResearch across many health disciplines affirms religion and spirituality are an important element for physical and mental health, including medicine (e.g., Demir 2019; D’Souza 2007; Isaac et al 2016), social work (e.g., Oxhandler et al 2015), counseling (e.g., Diallo et al 2021; Stewart-Sicking et al 2017), and psychology (e.g., Oxhandler and Parrish2018)
Practitioners, educators, and supervisors within the various psychotherapy fields will benefit from examining the different theoretical ideas of secularism described in this manuscript
Professionals will struggle to conceptualize and uphold their ethical duties to clients and fellow colleagues whose lives are engaged with religion and spirituality
Summary
Research across many health disciplines affirms religion and spirituality are an important element for physical and mental health, including medicine (e.g., Demir 2019; D’Souza 2007; Isaac et al 2016), social work (e.g., Oxhandler et al 2015), counseling (e.g., Diallo et al 2021; Stewart-Sicking et al 2017), and psychology Mental health professionals are to take the client’s beliefs and practices into consideration when performing virtually any duty of a counselor including assessments, making decisions about diagnoses, and treatment planning (ASERVIC 2009; Vieten et al 2016) These competencies have created an additional standard that clinicians should work toward in order to facilitate growth, healing, wellness, and symptom reduction in the clients and communities they serve. Disciplines that provide psychotherapy agree about the importance of addressing religion and spirituality, many clinicians report feeling unprepared to implement religious/spiritual competencies in practice (Dobmeier and Reiner 2012; Isaac et al 2016; Robertson 2010), discomfort with working with clients of diverse religious identities (Hage et al 2006; Hofmann and Walach 2011), and have reported their interest in obtaining training in these areas (Delaney et al 2013; Souza 2002; Oxhandler and Parrish 2018; Young et al 2007). We will conclude with implications and recommendations for education, supervision, and clinical practice in light of these theories
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