Despite calls for increased attention to religion and spirituality in social work education and practice, the topic remains a neglected area. This small exploratory study seeks to examine barriers that cause religion and spirituality to continue to be on the periphery in social work education. Involved are six faculty members, teaching a range of social work courses. Insights into some of the controversial issues that arise in the classroom when religion and spirituality are discussed are offered. Findings suggest a lack of uniformity in teaching approaches, indicating that educators may be unclear about how to address the topic.

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In a diverse society, social work practitioners must be able to work with and respect people from a wide variety of cultures and ethnicities and with different value systems and ideological perspectives, including spiritual or religious beliefs. Accordingly, social work education has begun to incorporate the topic of spirituality. This study builds upon previous studies by Dudley and Helfgott (1990) and Sheridan et al. (1994) which focused on views of faculty members regarding spirituality in social work education and support for a course on spirituality in the social work curriculum. This study goes on to examine inclusion of spirituality in general social work courses. The study involved a survey of social work faculty members who teach courses in direct practice, human development, and diversity, with a response rate of 52% (N = 222). The 40-item web survey replicated items regarding faculty views about spirituality and social work, and measures of personal experience with spirituality from Sheridan's (1994) survey. Items regarding faculty and student inclusion of spirituality, classroom management strategies, and discussion outcomes were original to this study.Results showed that in addition to 9 faculty who teach courses in spirituality, 75.1% of faculty members surveyed report a moderate or substantial discussion of spirituality in half of the courses they teach. Multiple regression analyses showed an association of faculty inclusion of spirituality to student inclusion and constructive discussions of spirituality, the school offering a separate course on spirituality, female gender, and full time status (p < .001). Faculty-reported student inclusion of spirituality was associated with faculty inclusion, conflictual discussions, constructive discussions, and use of classroom rules (p < .001). Constructive discussions of spirituality were associated with use of modeling and facilitation, faculty inclusion, and student inclusion of spirituality (p < .001). Several path models were compared using AMOS software. Results suggest that when faculty members include spirituality, students are more likely to discuss the topic. Faculty members report frequently including the topic of spirituality in the content of general social work courses. Classroom rules are related to increased student participation, and modeling and facilitation promote constructive discussion of spirituality.

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The purpose of this study is to more closely examine social workers who are practicing or familiar with spiritual and alternative techniques. These approaches are seen as highly relevant to social work values of cultural competency and empowerment.

Religion and spirituality viewed within the context of the person-in-situation gestalt, interacts with and influences social work practice and education in a myriad ways. Internationally there has been strong acceptance of a biopsychosocial and spiritual paradigm in social work practice. Accordingly, a number of Schools of Social Work have moved toward integrating religion and spirituality into the curriculum so as to prepare students for spiritually sensitive social work practice. Locally, however, the field remains relatively unheard of and local Schools of Social Work have not introduced this topic into the curriculum. This study was conceptualized to undertake a comprehensive investigation into the role of religion and spirituality in social work practice and education. Particular areas of interest included the use of spiritually based intervention techniques in practice, transpersonal social work and curricula development. The study was directed primarily toward the development of an indigenous course on religion, spirituality and social work. Developmental research methodology in conjunction with participatory research methodology guided the research endeavour. A state of-the-art review of international syllabi was undertaken to serve as a framework upon which this course was built. A national survey was undertaken to assess the views of all final year social work students with regard to the role of religion and spirituality in social work practice, and their views about the inclusion of content in this area, in the curricula. This together with data obtained about their views on specific content for an indigenous course, was used to shape the interventional innovation. The latter took the form of comprehensive guidelines, consisting of thirteen units, which covered various facets of spirituality, religion and social work. Some of the units designed focused on spiritual assessment, models of spiritual development, spiritually based intervention and research techniques in this field. The guidelines were then disseminated to all Heads of Schools of Social Work in South Africa for the purpose of evaluation. Evaluative data reflected that the programme had covered all areas sufficiently and could be used to guide the introduction and implementation of the course at South African Schools of Social Work. / Thesis (Ph.D.)-University of Natal, Durban, 2002.

This positivist research design project focused on the question: How do parish priests deal with people who are in need of therapeutic counseling? Central to this study was the hypothesis, that priests refer people to professionals, when there is no conflict expected between values and morals of the church and the values and moral of the professional therapist.

余恩明. / "2006年5月". / 論文(神道學碩士)--香港中文大學, 2006. / 參考文獻(leaves 69-73). / "2006 nian 5 yue". / Abstract also in English. / Yu Enming. / Lun wen (Shen dao xue shuo shi)--Xianggang Zhong wen da xue, 2006. / Can kao wen xian (leaves 69-73). / 論文撮要 --- p.i / 目錄 --- p.ii / Chapter 1. --- 簡介及論文目的 --- p.1 / Chapter 1.1 --- 引言 --- p.1 / Chapter 1.2 --- 「合一」簡介 --- p.2 / Chapter 1.3 --- 論文目的 --- p.3 / Chapter 1.4 --- 資料來源及搜集方法 --- p.3 / Chapter 1.5 --- 論文分章 --- p.3 / Chapter 2. --- 五個發展階段 --- p.5 / Chapter 2.1 --- 籌備期（一九七一至七三年） --- p.5 / Chapter 2.2 --- 開展期（一九七四至七六年） --- p.8 / Chapter 2.3 --- 發展期（一九七七至七九年） --- p.11 / Chapter 2.4 --- 變革期（一九八零至八八年） --- p.13 / Chapter 2.5 --- 衝突期（一九八九至九七年） --- p.19 / Chapter 2.5.1 --- 黎明事件 --- p.20 / Chapter 2.5.2 --- 服務與發展的重整 --- p.22 / Chapter 2.5.3 --- 與社署的抗衡 --- p.24 / Chapter 2.5.4 --- 社會行動的爭議 --- p.25 / Chapter 2.5.5 --- 與執委的衝突 --- p.30 / Chapter 2.5.5.1 --- 《天台的月光》的出版 --- p.32 / Chapter 2.5.5.2 --- 聘請員工程序的爭議 --- p.33 / Chapter 2.5.5.3 --- 「三條守則」的製訂 --- p.34 / Chapter 3. --- 轉變、挑戰與危機 --- p.38 / Chapter 3.1 --- 架構的問題 --- p.38 / Chapter 3.2 --- 總幹事的角色 --- p.40 / Chapter 3.3 --- 執委會的結構 --- p.42 / Chapter 3.4 --- 員工的轉換 --- p.44 / Chapter 3.5 --- 機構路線的轉變 --- p.49 / 小結 --- p.53 / Chapter 4. --- 總結 --- p.54 / 附表一：職員人數記錄表 --- p.59 / 附表二：職員人數記錄詳細表 --- p.60 / 附表三：收入/支出比較表 --- p.63 / 附表四：被訪者名單及資料 --- p.64 / 附表五：歷任執行委員會主席名單 --- p.67 / 附表六：歷任總幹事名單 --- p.68 / 參考書目 --- p.69

Chan Ka Lai. / Thesis (M.Div.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (leaves 134-138). / Abstract also in Chinese; appendix A in Chinese. / Chapter I. --- INTRODUCTION --- p.1 / Chapter A. --- Background for the study --- p.4 / Chapter B. --- Reasons for having this study --- p.4 / Chapter C. --- Aims of this study --- p.4 / Chapter II. --- STUDY ON CHURCH AND SOCIAL MINISTRY --- p.6 / Chapter A. --- Our understanding of the church --- p.6 / Chapter B. --- Church in mission --- p.9 / Chapter C. --- Social responsibility of the church --- p.10 / Chapter D. --- Definition of social ministry --- p.12 / Chapter E. --- Tasks of the church --- p.14 / Chapter F. --- Theoretical framework derived from Hessel & Morisy --- p.17 / Chapter III. --- STUDY DESIGN --- p.20 / Chapter A. --- Hypotheses and research questions --- p.22 / Chapter B. --- Data collection --- p.23 / Chapter 1. --- Methodology --- p.23 / Chapter 2. --- Study population and the survey --- p.26 / Chapter IV. --- STUDY FINDINGS AND DISCUSSION --- p.29 / Chapter A. --- Reasons for having these five churches selected --- p.30 / Chapter B. --- Social ministry as found in these local churches --- p.32 / Chapter 1. --- Kwun Tong Methodist Church --- p.33 / Chapter 2. --- "Chinese Methodist Church, Wan Chai, Hong Kong" --- p.35 / Chapter 3. --- Asbury Methodist Church --- p.38 / Chapter 4. --- Sha Tin Methodist Church --- p.41 / Chapter 5. --- Jubilant Grace Methodist Church --- p.44 / Chapter C. --- Comparison of the theoretical framework of social ministry and its practice in the five selected churches --- p.46 / Chapter 1. --- Kwun Tong Methodist Church --- p.46 / Chapter 2. --- "Chinese Methodist Church, Wan Chai, Hong Kong" --- p.49 / Chapter 3. --- Asbury Methodist Church --- p.53 / Chapter 4. --- Sha Tin Methodist Church --- p.55 / Chapter 5. --- Jubilant Grace Methodist Church --- p.59 / Chapter D. --- Discussion on social ministry as administered in Methodist Churches in Hong Kong --- p.60 / Chapter 1. --- New understanding of social ministry after the study --- p.60 / Chapter 2. --- Each church is unique --- p.63 / Chapter V. --- CONCLUSION --- p.68 / Chapter A. --- Factors applicable to all of the churches --- p.68 / Chapter B. --- Factors applicable to some of the churches --- p.70 / Chapter C. --- Concluding remarks --- p.71 / Appendices / Appendix A: Verbatim record of the interviews --- p.73 / "Appendix B: Integration of church, school & service centre as exemplified by the 24 local Methodist churches" --- p.133 / Bibliography --- p.134