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Spiritual
Development
Counseling 5670D
Dr. Cyndi Matthews
Why moral and spiritual
development together?
What is morality? Spirituality?
What do they have in
common?
Purpose?
Meaning of life?
Interactions with others?
Connection with others and
the divine?
Connection of our acts to
greater purpose?
Kohlberg’s
Model
The Test
Heinz Steals the Drug
In Europe, a woman was near death from a special kind of cancer. There
was one drug that the doctors thought might save her. It was a form of
radium that a druggist in the same town had recently discovered. The
drug was expensive to make, but the druggist was charging ten times
what the drug cost him to make. He paid $200 for the radium and
charged $2,000 for a small dose of the drug. The sick woman's husband,
Heinz, went to everyone he knew to borrow the money, but he could only
get together about $ 1,000 which is half of what it cost. He told the
druggist that his wife was dying and asked him to sell it cheaper or let him
pay later. But the druggist said: "No, I discovered the drug and I'm going
to make money from it." So Heinz got desperate and broke into the man's
store to steal the drug-for his wife. Should the husband have done that?
(Kohlberg, 1963, p. 19)
http://www.youtube.com/watch?v=TJqnknCvDr8
Pre-Conventional
Punishment/Obedience
Orientation
Child follows rules to avoid
punishment
Authorities are accepted as
always right
Rules are literal w/ no judgment
Concrete Individualistic
Orientation
Rules are followed to serve
personal interest
Reciprocity is only an issue in terms
of receiving rewards (“You
scratch my back, I’ll scratch
yours”)
Conventional
Social-Relational Perspective
Shared feelings and group
membership are primary
motivations.
Rule following is based on
individual social acceptance.
Member of Society Perspective
Maintenance of a social order is
most important.
Rules keep society civil; rules are
still imposed from external force.
Post-Conventional
Prior Rights & Social Contract
Rules are based on a social
contract meant to operate
for the good of the people.
Rules can and should be
changed for the good of
humankind.
Universal Ethical Principles
Abstract moral principles are
most important
Focus on human rights and
higher good.
Theoretical
Gilligan’s
Model
Gilligan speaking :)
Gilligan’s Foundational Principles
All individuals are interdependent for
achieving their interests
Those particularly vulnerable to our
choices and their outcomes deserve
extra consideration to be measured
according to
the level of their vulnerability to one's
choices
the level of their affectedness by one's
choices and no one else's
It is necessary to attend to the
contextual details of the situation in
order to safeguard and promote the
actual specific interests of those
involved
Stages
Perry’s Model
Position 1: Basic Duality
Focus on Right vs. Wrong
with no alternatives
Power is invested in
authorities.
Good behavior
rewarded; bad behavior
punished.
No opportunity for self-
awareness.
Position 2: Dualism: Multiplicity
Prelegitimate.
Allows for multiple views
within a dualistic worldview
Authorities no long hold
truth, but absolute truth still
exists (external to
authorities)
Gray Areas= Wrong
Interpretations / Authorities
playing games.
Position 3: Multiplicity
Subordinate or Early Multiplicity.
One true answer exists,
but it may be unknown
by authority figures.
Acknowledgment of
“Fuzzy Areas” of
knowledge.
More emphasis on the
“right” methods or
procedures.
Position 4: Complex
Dualism and Advanced
Multiplicity
Individual clings to dualism, but
is faced with the reality of
diversity of opinions and
legitimate uncertainty.
Two Common Options
Independent-like thought
Everyone has a right to an
opinion (Dualistic)
Position 5: Relativism
Relativity
is the general
property of the universe.
First, the person divides the
world into a relativistic area
and into a dualistic area
where authority still has
answers.
2nd, the whole world is seen
as relativistic, but this position
alternates with a dualistic
position.
Finally, the whole world is
seen as relativistic.
Position 6: Relativism:
Commitment Foreseen.
Person sees the need for
commitment to stance in
the face of relativism.
Commitment is a mature
decision made in the
face of relativism and
evaluation of all
alternatives.
Commitment has not yet
been made at this stage.
Position 7: Initial Commitment
Firstmature
commitment
May be scary for the
individual
Starts with small
commitments and
grows larger.
Position 8: Stylistic Commitment
Once Commitment
has been made the
questions remains:
“How ?”
“In What Way?”
Position 9: Mature Commitment
Independent thought,
with mature
commitment to
lifestyle and ideals.
Spirituality
What is spirituality?
What is religiosity?
up to 3:56
What are some spiritual practices
you might use with clients?
Focusing Reading spiritual
Guided imagery literature
Helping others –
Meditation/Yoga
looking beyond
Connection with
yourself (service)
Nature – walks,
Music
observing
Forgiveness
Prayer/Centering
Prayer Others?
Spirituality is internalized
Forms the core of one’s
being
Is a pervasive element in
the life of the individual
Spirituality: Points of Reflection
with Your Client
Conception of the absolute or divine
Finding meaning through one’s spirituality
Connecting with a higher power and others in
a religious community
Appreciating and embracing the mystery of
life
Experiencing a sense of freedom
Engaging in rituals and religious practices
Giving and receiving forgiveness
Experiencing hope
Growing in knowledge of one’s faith
Being aware of the present moment
ASERVIC
Competencies
Start at 11:13
Culture and Worldview
1.The professional counselor can describe
the similarities and differences between
spirituality and religion, including the basic
beliefs of various spiritual systems, major
world religions, agnosticism, and atheism.
6. The professional
counselor can describe
and apply various
models of spiritual
and/or religious
development and their
relationship to human
development.
Communication
7. The professional counselor responds to client
communications about spirituality and/or religion with
acceptance and sensitivity.
8. The professional counselor uses spiritual and/or
religious concepts that are consistent with the client’s
spiritual and/or religious perspectives and are
acceptable to the client.
9. The professional counselor can recognize spiritual
and/or religious themes in client communication and is
able to address these with the client when they are
therapeutically relevant.
Assessment
10.During the intake and
assessment processes, the
professional counselor strives
to understand a client’s
spiritual and/or religious
perspective by gathering
information from the client
and/or other sources.
Diagnosis and Treatment
11. When making a diagnosis, the professional counselor
recognizes that the client’s spiritual and/or religious
perspectives can a) enhance well-being; b) contribute to
client problems; and/or c) exacerbate symptoms
12. The professional counselor sets goals with the client that are
consistent with the client’s spiritual and/or religious
perspectives.
13. The professional counselor is able to a) modify therapeutic
techniques to include a client’s spiritual and/or religious
perspectives, and b) utilize spiritual and/or religious practices
as techniques when appropriate and acceptable to a client’s
viewpoint.
14. The professional counselor can therapeutically apply theory
and current research supporting the inclusion of a client’s
spiritual and/or religious perspectives and practices.
Case Study
Sherry& Ed
Inventory – article
Gladding:
Gladding ASERVIC
Start at 15:10
Meditation
Meditation with Gratitude