Integrating Spirituality in Clinical Social Work Practice Walking the Labyrinth

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1 Instructor s Manual and Test Bank for Integrating Spirituality in Clinical Social Work Walking the Labyrinth prepared by Maddy Cunningham Fordham University Pearson Education Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo

2 Copyright 2012 Pearson Education, Inc., One Lake Street, Upper Saddle River, NJ All rights reserved. Manufactured in the United States of America. The contents, or parts thereof, may be reproduced with Integrating Spirituality in Clinical Social Work : Walking the Labyrinth, First Edition, by Maddy Cunningham, provided such reproductions bear copyright notice, but may not be reproduced in any form for any other purpose without written permission from the copyright owner. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey or you may fax your request to ISBN-10: ISBN-13:

3 Chapter 1 Walking the Labyrinth CHAPTER SUMMARY In this chapter we discussed the labyrinth as a metaphor to conceptualize clinical practice and the inclusion of spiritual matters in our work. Walking a labyrinth has phases similar to the therapeutic encounter as well as the spiritual journey. In each, the individual yearns for authenticity and wholeness. Each process used in response to a call for healing involves a commitment to begin, a stepping into the unknown, meeting challenges and when healed and renewed, bringing the benefits of each process into one s everyday life. CORE COMPETENCIES IN THIS CHAPTER Competencies in bold are addressed significantly in this chapter. Professional Identity Ethical Critical Thinking Diversity in Human Rights & Justice Research Based Human Behavior Policy Contexts Engage, Assess, Intervene, Evaluate CHAPTER OBJECTIVES To give an overview of the labyrinth as a metaphor for both the clinical process and the spiritual journey. To contrast the metaphor of the labyrinth with that of the maze. To give an overview of the inclusion of spirituality in the stages of the clinical process (engagement, assessment, intervention, endings). Gain an understanding of how the clinical process can be reframed from a spiritual perspective. 1

4 SUGGESTED DISCUSSION PROMPTS 1. In this chapter, we propose that the inevitable questions humans ask about the meaning and purpose of their lives are spiritual questions. Others conceptualize these questions as existential or humanistic. Discuss your views on how these questions are categorized and the implications of your answer for your clinical work. 2. When spirituality is included in clinical practice, it is an added dimension and does not replace the need for sound clinical practice. Discuss why this is important to consider when including spiritual issues in practice. 3. In this chapter, we propose that because the therapeutic process is unpredictable, the labyrinth is an appropriate metaphor to conceptualize the stages of clinical work. Discuss the stages of the clinical encounter and how it parallels the labyrinth walk. Do you find this a helpful way to conceptualize your clinical work? 4. In this chapter, we discuss that there is a great deal of uncertainty in doing clinical work. What are you reactions to this idea? How does uncertainty differ from not being prepared for our work with clients? 5. In this chapter we propose that the stages of the labyrinth walk can be used to assess client progress in treatment. Discuss the process of your work with one of your clients. Do the stages of the labyrinth walk apply to your progress with this client? SUGGESTED CHAPTER ACTIVITIES AND ASSIGNMENTS 1. Using a diagram of a labyrinth, ask students to trace with their finger or a pencil the path to the center of the labyrinth and back out again. After completing this, ask students to describe their experience. How did they feel during the process of tracing the path? Did anything unexpected occur while they were tracing the path? Did they develop any insights about their clinical work? Does the experience of tracing the labyrinth path have parallels to their clinical work with clients? What lessons can be drawn from this exercise? 2. Using a diagram of a maze, ask students to trace with either a pencil or their finger the path to the middle of the maze and back out again. After completing the exercise, process their experiences. How did they feel during the process of tracing the path through the maze? What feelings emerged when they encountered obstacles? How did this experience compare to tracing the path of the labyrinth? How does the metaphor of the maze parallel their clinical work with clients? For example, are there any similarities between tracing the path through the maze and working with the various bureaucratic systems in their clients' lives? What lessons can be drawn from this exercise? 2

5 3. Self-reflection is important for clinical practice. Because students will be encountering different belief systems, self-awareness is especially important to monitor. Ask students to keep a weekly journal to record their reactions to course readings and classroom discussions and activities. You can make suggestions of topics throughout the semester that you think are particularly important for their weekly journaling assignment. See chapter 5 of the text for journaling tips. In various chapters throughout the Instructor s Manual, I suggest topics for journaling assignments as well. SUGGESTED TEACHING TIPS Teaching about spirituality is exciting, but poses some unique challenges. Students are often confronted with beliefs that differ from their own. To create a safe learning environment, I suggest you open the first class session with a discussion about this. Pose questions about how they might feel if a student has very different beliefs. Lecture briefly on how core our spiritual framework is to understanding our personal lives. When confronted with challenges to our spiritual beliefs some react with excitement and curiosity, others with fear or anger. Stress the importance of respect and use differences among classmates to discuss how they will handle similar situations with clients. This initial discussion does not guarantee that students will not have strong reactions when differences emerge, but it provides a context you can refer back to when those reactions do emerge. 3

6 Test Bank The following assessment has been created for in-class use. This assessment is available through Pearson s MyTest website allowing for easy access for creating your own tests. This assessment is also offered in a Blackboard/Angel/D2L/WebCT package. Please contact your local Pearson sales representative to learn about the options available. Visit Essay Questions 5 per chapter Instructors, to access the full Test Bank, please download the complete Instructor s Manual and Test Bank at

7 ADDITIONAL RESOURCES Books Artress, L. A. (1995). Walking a sacred path: Rediscovering the labyrinth as a spiritual tool. New York: Riverhead Books Artress, L. A. (2006). The sacred path companion: A Guide to walking the labyrinth to heal and transform. New York: Riverhead Books. Curry, H. (2000). The way of the labyrinth: A powerful meditation for everyday life. New York: Penguin Compass. Hogan, E. E. (2003). Way of the winding path: A map for the labyrinth of life. Ashland, Oregon: White Cloud Press. West, M. G. (2000). Exploring the labyrinth: A guide for healing and spiritual growth. New York: Broadway Books. Journals Derezotes, D. S., (1995). Spirituality and religiosity: Neglected factors in social work practice. Arete, 20(1), Heyman, J., Buchanan, R., Musgrave, B., & Menz, V. (2006). Social workers attention to clients spirituality: Use of spiritual interventions in practice. Arete, 30(1), Kvarfordt, C. L., & Sheridan, M. J. (2099). Understanding the pathways of factor influencing the use of spirituality based interventions. Journal of Social Work Education, 45(3), Powers, R. (2005). Counseling and spirituality: A historical review. Counseling and Values, 49(3), Websites Labyrinth Society. Home. [ Website includes a diagram of the labyrinth at Chartres Cathedral in France that can be downloaded. There is information on research using the labyrinth and a link to locate labyrinths in geographical areas. Veriditas. [ Information includes a labyrinth locater, labyrinth events and guidelines for walking a labyrinth. The Labyrinth Journal is an excellent resource with pdfs that can be downloaded. Hogan, Eve, Labyrinth Journey with Eve Hogan. [ This is a 9-minute video of a discussion by Eve Hogan on the labyrinth. 5