Psychopathology through the Eyes of Faith: Integrative Reflections for the Classroom and Beyond

Abstract

The Study of Calamities of Soul We approach study of psychopathology in these terms: the study of calamities of soul, by which we mean that students are learning how to assess, treat, and prevent concerns that affect whole person, embodied soul. Stated differently, something is lost in study of psychopathology when we focus only on deviance, dysfunction, danger, or distress (i.e., traditional understanding of abnormal behavior). Rather, we see study of psychopathology as emotional and psychological struggles of persons that affect all dimensions of human beings. This definition comes from Greek word for psych (psukhe), meaning breath or spirit, suggesting more than just mind (but including mental processes), and pathology, suggesting scientific study of deviations from a healthy or normal state or condition. Today, it is more common for scientific study of psychopathology to focus on deviance, dysfunction, danger, and distress (i.e., 4 Ds in many contemporary textbooks). These are certainly important for conversation, but it seems most appropriate for a faith-based discussion to begin with a broader understanding of soul so that we can remind ourselves and our students that we are taking a holistic view of person in service of well-being of soul. The definition we have chosen--the study of calamities of soul--has potential to offer greater humility and honesty, and a deeper respect for humanity, into our explorations in classroom and beyond. To traditional emphasis on 4Ds, we would like to add that psychopathology could also be seen as an expression of desires or urges and longings that have gone awry. The Assessment, Treatment and Prevention of Mental Illness In our approach to teaching psychopathology, whether to an audience of undergraduate or graduate and professional-level students, we focus on three key domains: (a) assessment, classification and diagnosis of mental illness; (b) effective treatment of psychopathology; and (c) exploring strategies for reducing intensity, duration or frequency of disordered desire (prevention). We want our students to be able to describe key symptoms (What is going on to offer reasonable explanations for their etiology and maintenance (Why is this happening?), to be able to explore available treatment options (What might be helpful for healing and growth?), and to offer creative and informed responses to risk reduction in future (What might be some preventive options?). Unfortunately, traditional focus in many psychopathology courses is primarily on learning Diagnostic and Statistical Manual of Mental Disorders (DSM; APA, 2013) typology regarding assessment, classification and diagnosis of mental illness. For us, we strongly advocate need for an ethical response (What are implications for our Christian zvorldview and life style?). Consequently, we strive to balance solid course content (insight) with a sharp focus on relevant implications for servant-practitioner-scholars (Jones & Butman, 2011). Historical and Contemporary Understanding of Subject Area In our previous work (Yarhouse, Butman, & McRay, 2005), we noted that there has been a segregation of soul that took place when church abdicated its responsibilities in working holistically with soul by having mental concerns addressed solely and exclusively by mental health professionals. There is a rich tradition of pastoral care and spiritual formation that could deeply inform contemporary discussions. We see some developments in this area with greater emphasis on Spiritual Direction today, even to extent of specific degree programs. The positive psychology movement has also offered some helpful insights that compliment these developments. Indeed, psychology, theology, and spiritual formation are all potential contributors to dialogue (McMinn & Campbell, 2006). …