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Okay.  Well, I see that it

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is 2:00 p.m.  So, let's get

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started.  Welcome, everyone,

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and thank you for

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joining.  Good afternoon.

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You are here at the

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NIH Spiritual and

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Religious Competencies

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Project October webinar

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and we are so glad you are

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here for what promises to

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be a very interesting and

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informative presentation.

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My name is Joan Romaine.

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I'm the founder and chair of

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this group which began here

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at the NIH four years ago

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this month.  Today it is my

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great honor and privilege to

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introduce to you our guest

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speaker:  Dr. Joseph Currier

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from the University of

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South Alabama in mobile.

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Dr. Joseph Currier will be

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presenting his talk:

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"Training Mental Health

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Professionals in Spiritual and

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Religious Competencies:  Current

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Status and Future Directions."

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As background, Dr. Joseph

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Currier is a licensed

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psychologist and professor of

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psychology at the University

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of South Alabama.  His

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research broadly focuses on

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understanding and addressing

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the multifaceted role of

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spirituality and religion in

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trauma, moral injury, and

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oath mental health challenges

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in education, training and

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clinical practice.  He has

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published numerous peer

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review articles in support of

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these lines of working

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along with two works with

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the American Psychological

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Association entitled trauma,

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meaning and spirituality,

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translating research into

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clinical practice.  And

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addressing moral injury in

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clinical practice.  His work has

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been funded by the John

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Templeton Foundation, the

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Robert Wood Johnson foundation,

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the Templeton world charity

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foundation and SAMSA.  He

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recently served as principal

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investigator at the spiritual

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and religious competency

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project at John Templeton

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Foundation funded grant aimed

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as catalyzing systemic and

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cultural changes in mental

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health fields to train

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clinicians in attending to

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people's fate and spirituality.

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He also served as director

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of clinical training for

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the clinical and counseling

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psychology doctoral program

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at USA from 2015 to 2020,

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clinical director for veterans

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recovery resources from 2018

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to 2022.  And was a Robert

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Wood Johnson foundation

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clinical scholar fellow

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from 2018 to 2021.  He is

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the incoming editor for APA

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spirituality and clinical

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practice starting inm January

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2025.  So impressive.

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Before I turn it over to

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Dr. Joseph Currier.  I would

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like to ask that everyone

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please stay muted with your

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videos off unless you are

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speaking.  At the end, we'll

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ask you to turn your videos

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back on and we'll have time

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for questions and answers.

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And you can certainly put

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your questions in the chat

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or raise your hand and we'll

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try to get to you as many

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as possible.  As you can

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see, we are recording this

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webinar.  So we will post

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it on our Spiritual and

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Religious Competencies Project

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interest group website as

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soon as possible after the

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talk.  So with that, it is my

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great pleasure to turn it

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over to you, Dr. Joseph

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Currier, please take it away.

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Thank you.

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>> Dr. Currier:  Thank you

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for the introduction, Joan.

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And thank you for everyone

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being here today for this live

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talk.  As Joan highlighted,

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this talk will summarize

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some of our recent efforts

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to catalyze research and

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training in spiritual and

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religious competencies for

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mental health professionals

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in the third millennium that

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we find ourselves in.  Some

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of you might be wondering

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like what are spiritual

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religious competencies?

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Well, in a nutshell, these

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would be facets of attitudes,

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knowledge and skill that

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will ideally improve

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clinician and researcher's

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responsiveness to spiritual

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and religious aspects of

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people's likes who may they

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serve or study in

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many of our cases.

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I think before I dive in, you

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know, I want to acknowledge

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receiving generous funding

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and other supports from the

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John Templeton Foundation.

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Also, I want to thank the

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many callyings, research

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staff, graduate students, and

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other collaborators who made

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this Spiritual and Religious

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Competencies Project

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possible.  You know, so I'm

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sitting here today in this

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really privileged position

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because I get to be, you know,

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a bit of the messenger to

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relay the findings and the

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resources and the successes,

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you know, that many talented

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and hardworking people pulled

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off, you know.  Over the

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last several years.

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I think one of my chief goals

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today is, you know, simply

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to educate you about the

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different training, resources

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and tools that our team

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has developed over the last

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several years.  So all of --

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the findings, the tools and

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the resources will be made

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freely available in a repository

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on SRCP website.  So if you

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are interested you can

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check out this QR code or use

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the direct link, you know,

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that bottom of this slide,

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and begin to familiarize with

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the website.  Many of the

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resources I'm going to talk

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about today are not yet

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posted on our website, we are

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working really hard to compile

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everything, and organize

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everything, and get everything

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to you for free, hopefully,

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by the end of the year.  Fingers

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crossed.  That's our timeline.

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All right!  So what was

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the "Training Mental Health

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Professionals in Spiritual and

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 Spiritual and Religious

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Competencies Project all about.

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As you can see on this

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slide, our project consisted

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of four strategic and

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interdisciplinary initiatives

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all of which aimed to

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improve graduate and

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postgraduate training in major

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mental health professions

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in the United States,

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including counseling,

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marriage and family therapy,

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psychology, clinical counseling

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and psychology programs

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and social work.

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In many ways, you know, our

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team, you know, attempted to

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follow in the footsteps of

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leaders from medical

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professions, such as Kristina,

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David, Herold, and others who

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led a similar Templeton

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funded initiative for

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medical schools in psychology

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residents projects a quarter

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of a century ago.  In many

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ways we attempted to achieve

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and replicate their successes

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in our professions over

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the last several years.

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Here's a list of our full

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investigator team.  I imagine

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that many of you recognize

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names on this list.  I think

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for any newcomers to this

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scientific interest group,

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just want to point you to a

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prior talk that Dr. Fox gave

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for our second initiative

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focusing on enhancing clinical

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training resources and

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tools.  So Dr. Fox gave his

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talk about a year ago.  You

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can find a link to the talk

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on the website.  And Dr. Fox

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gives more of a panorama

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kind of in-depth look at our

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second subproject then I'm

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going to be able to give

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toed.  If you're interested

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I encourage you to check it

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out.

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Okay.  Before I move onto kind

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of our findings, you know,

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and resources that we have

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generated over the last

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several years, I first want

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to pause and hit on several of

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the foundational assumptions

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that guided our team's

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work.  So I'll put forth the

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very kind of foundational

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question around:  Why is

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spirituality and religion

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relevant to the training of

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mental health professional

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well, first off, is that,

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that we as mental health

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professionals have an ethical

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imperative to attend to

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people's spiritual and

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religion as core areas of

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diversity.  Using our American

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Psychological Association

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ethics code and accreditation

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standards you can see here,

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one example.  Virtually

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every medical or healthcare

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profession now includes religion

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and oftentimes spirituality

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in their definitions and

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conceptions of diversity,

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intersectionality, and

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oftentimes wellness

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and functioning.

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I think another, you know,

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reason that really motivated

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our team to do this work,

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you know, entails the sheer

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prevalence of beliefs,

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practices, and communities that

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are somehow organized according

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to people's spirituality.

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You know, so the table

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here, you know on this slide,

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this is from a previous

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publication from Harvard

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national consort I on

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psychosocial stress,

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spirituality and

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health, has can see, I

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think, just reviewing kind

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of major racial groups, you

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know, here in the United

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States, know, only 5% of folks

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would not view themselves

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as being a spirituality

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and/or religious person.

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So what that means is that,

296
00:09:37,836 --> 00:09:40,216
you know, 90% Ormo of our

297
00:09:40,216 --> 00:09:42,073
general population are possibly

298
00:09:42,073 --> 00:09:43,661
drawing upon spiritual and

299
00:09:43,661 --> 00:09:45,188
religion to inform their

300
00:09:45,188 --> 00:09:45,904
identify, lifestyle, or major

301
00:09:45,904 --> 00:09:46,509
decisions, you know that

302
00:09:46,509 --> 00:09:47,190
may affect their health or

303
00:09:47,190 --> 00:09:50,424
mental health in some really

304
00:09:50,424 --> 00:09:53,196
important ways.  Right?

305
00:09:53,196 --> 00:09:55,100
You know, and I mean, this

306
00:09:55,100 --> 00:09:57,039
particular study, you know

307
00:09:57,039 --> 00:09:59,202
from the Harvard group, this

308
00:09:59,202 --> 00:10:00,989
is just one example, I imagine

309
00:10:00,989 --> 00:10:02,385
many of you could share

310
00:10:02,385 --> 00:10:04,207
other nationwide surveys that

311
00:10:04,207 --> 00:10:05,096
have been conducted over

312
00:10:05,096 --> 00:10:06,191
recent years to highlight the

313
00:10:06,191 --> 00:10:07,210
prevalence of spirituality

314
00:10:07,210 --> 00:10:10,344
and religiousness

315
00:10:10,344 --> 00:10:14,217
here in our country.

316
00:10:14,217 --> 00:10:16,627
Also, we now know, you know,

317
00:10:16,627 --> 00:10:18,821
from an increasing number

318
00:10:18,821 --> 00:10:21,190
of basic research studies,

319
00:10:21,190 --> 00:10:23,156
you know, that the good

320
00:10:23,156 --> 00:10:25,590
news, but also the bad news,

321
00:10:25,590 --> 00:10:28,197
about spirituality is that it

322
00:10:28,197 --> 00:10:29,580
is highly powerful for mental

323
00:10:29,580 --> 00:10:30,890
health.  Right?  So, on the

324
00:10:30,890 --> 00:10:32,201
one hand, you know that we

325
00:10:32,201 --> 00:10:34,734
know, probably because of many

326
00:10:34,734 --> 00:10:36,971
of the studies that people

327
00:10:36,971 --> 00:10:39,208
who are on this talk, you

328
00:10:39,208 --> 00:10:40,899
know, conducted, you know

329
00:10:40,899 --> 00:10:42,418
that we have a growing

330
00:10:42,418 --> 00:10:44,213
number of pretty rigorous

331
00:10:44,213 --> 00:10:47,169
longitudinal, you know, and

332
00:10:47,169 --> 00:10:49,956
other scientific studies,

333
00:10:49,956 --> 00:10:53,189
you know that highlight ways

334
00:10:53,189 --> 00:10:54,795
that you know spirituality

335
00:10:54,795 --> 00:10:56,369
may enhance resilience or

336
00:10:56,369 --> 00:10:58,194
promote recovery when mental

337
00:10:58,194 --> 00:10:59,281
health issues occur in

338
00:10:59,281 --> 00:11:00,639
people's lives.  But we are

339
00:11:00,639 --> 00:11:02,198
learning more and more about a

340
00:11:02,198 --> 00:11:03,777
darker side of spirituality.

341
00:11:03,777 --> 00:11:05,047
We have a growing base

342
00:11:05,047 --> 00:11:06,202
of studies that are

343
00:11:06,202 --> 00:11:08,590
highlighting ways that

344
00:11:08,590 --> 00:11:12,011
spirituality can cause distinct

345
00:11:12,011 --> 00:11:15,211
problems that might actually

346
00:11:15,211 --> 00:11:17,080
diminish wellbeing and recovery

347
00:11:17,080 --> 00:11:18,679
at individual, fuMel I, or

348
00:11:18,679 --> 00:11:20,216
even higher community or

349
00:11:20,216 --> 00:11:21,572
societal levels.  Right?  So

350
00:11:21,572 --> 00:11:22,953
Ken gave a talk on spiritual

351
00:11:22,953 --> 00:11:24,187
struggles for this group

352
00:11:24,187 --> 00:11:26,138
in the past year, where he

353
00:11:26,138 --> 00:11:28,127
kind of provided the state

354
00:11:28,127 --> 00:11:30,193
of the evidence related to

355
00:11:30,193 --> 00:11:31,748
spiritual struggles and

356
00:11:31,748 --> 00:11:33,542
encouraged people to check

357
00:11:33,542 --> 00:11:35,198
that out.  We have this

358
00:11:35,198 --> 00:11:36,285
double-sided nature of

359
00:11:36,285 --> 00:11:37,794
spirituality and mental health

360
00:11:37,794 --> 00:11:39,202
and that both sides of this

361
00:11:39,202 --> 00:11:40,178
dynamic, you know, getting

362
00:11:40,178 --> 00:11:41,134
more and more evidence to

363
00:11:41,134 --> 00:11:42,205
suggest that they're highly

364
00:11:42,205 --> 00:11:48,211
relevant for mental health care.

365
00:11:48,211 --> 00:11:49,545
Also, I think, going beyond,

366
00:11:49,545 --> 00:11:50,904
you know, our basic research

367
00:11:50,904 --> 00:11:52,215
studies, you know, we also

368
00:11:52,215 --> 00:11:53,768
have a growing literature

369
00:11:53,768 --> 00:11:55,351
of translational studies.

370
00:11:55,351 --> 00:11:57,186
You know, that seek to apply

371
00:11:57,186 --> 00:11:59,522
these findings and these

372
00:11:59,522 --> 00:12:01,609
resources to clinical

373
00:12:01,609 --> 00:12:04,193
practice or applied work.

374
00:12:04,193 --> 00:12:06,863
Right?  So I'm just going to

375
00:12:06,863 --> 00:12:09,580
share one example study that

376
00:12:09,580 --> 00:12:12,201
colleagues and I conducted

377
00:12:12,201 --> 00:12:14,801
over recent years.  So we

378
00:12:14,801 --> 00:12:17,558
did a large practice-based

379
00:12:17,558 --> 00:12:20,209
evidence study across 37

380
00:12:20,209 --> 00:12:22,235
clinics and setting practice

381
00:12:22,235 --> 00:12:24,299
sing spirituality integrated

382
00:12:24,299 --> 00:12:26,215
psychotherapy.  These are

383
00:12:26,215 --> 00:12:28,354
treatings that clinicians are

384
00:12:28,354 --> 00:12:30,383
making careful deliberative

385
00:12:30,383 --> 00:12:32,188
attempts to adapt their

386
00:12:32,188 --> 00:12:33,876
techniques and the topics of

387
00:12:33,876 --> 00:12:35,473
the treatment according to

388
00:12:35,473 --> 00:12:37,193
their client's spirituality

389
00:12:37,193 --> 00:12:38,802
or faith and their client's

390
00:12:38,802 --> 00:12:40,560
preferences for incorporating

391
00:12:40,560 --> 00:12:42,198
the areas of livessive the

392
00:12:42,198 --> 00:12:43,990
treatment.  This is a project

393
00:12:43,990 --> 00:12:45,565
led by Dr. Scott Richards

394
00:12:45,565 --> 00:12:47,203
with support from another

395
00:12:47,203 --> 00:12:48,779
Templeton grant.  And

396
00:12:48,779 --> 00:12:51,147
essentially, we had clinicians,

397
00:12:51,147 --> 00:12:53,209
you know, get equipped and

398
00:12:53,209 --> 00:12:53,841
supported to implement a

399
00:12:53,841 --> 00:12:54,486
two-part routine outcome

400
00:12:54,486 --> 00:12:55,211
monitoring system in their

401
00:12:55,211 --> 00:13:00,216
clinics.  Right?

402
00:13:00,216 --> 00:13:01,985
So first, the clinicians

403
00:13:01,985 --> 00:13:04,237
administered you know, session

404
00:13:04,237 --> 00:13:06,188
to session assessments of

405
00:13:06,188 --> 00:13:07,250
spiritual distress and

406
00:13:07,250 --> 00:13:08,770
psychological distress at every

407
00:13:08,770 --> 00:13:10,192
session.  At the end of each

408
00:13:10,192 --> 00:13:11,727
session, the clinicians

409
00:13:11,727 --> 00:13:13,224
were ask to complete a

410
00:13:13,224 --> 00:13:15,197
checklist about the specific

411
00:13:15,197 --> 00:13:16,824
techniques, interventions,

412
00:13:16,824 --> 00:13:18,354
kind of other areas were

413
00:13:18,354 --> 00:13:20,202
clinical decisionmaking they

414
00:13:20,202 --> 00:13:22,072
made have made in that session.

415
00:13:22,072 --> 00:13:23,732
Right?  Including different

416
00:13:23,732 --> 00:13:25,207
ways that they may have

417
00:13:25,207 --> 00:13:28,010
attempted to attend to their

418
00:13:28,010 --> 00:13:31,213
client's faith or spirituality.

419
00:13:31,213 --> 00:13:33,040
So, this was kind of a one

420
00:13:33,040 --> 00:13:35,113
-of-a-kind study.  Because we

421
00:13:35,113 --> 00:13:37,186
were able to see in realtime

422
00:13:37,186 --> 00:13:38,422
what are the routine ways

423
00:13:38,422 --> 00:13:39,881
that clinicians like actually

424
00:13:39,881 --> 00:13:41,190
attempt to address client

425
00:13:41,190 --> 00:13:43,526
spirituality over the course

426
00:13:43,526 --> 00:13:46,195
of psychotherapy or counseling.

427
00:13:46,195 --> 00:13:48,366
As you can see, their clinical

428
00:13:48,366 --> 00:13:50,210
techniques and strategies

429
00:13:50,210 --> 00:13:52,201
could be grouped into four

430
00:13:52,201 --> 00:13:53,989
broad categories.  Right?  So,

431
00:13:53,989 --> 00:13:55,567
in the upper left quadrant

432
00:13:55,567 --> 00:13:57,206
you can see, you know, the

433
00:13:57,206 --> 00:14:00,109
large percentages of times in

434
00:14:00,109 --> 00:14:02,968
which clinicians implemented

435
00:14:02,968 --> 00:14:05,214
basic strategies like

436
00:14:05,214 --> 00:14:06,596
simply listening empathically

437
00:14:06,596 --> 00:14:07,956
to client's spiritual issues

438
00:14:07,956 --> 00:14:09,218
or concerns or discussing

439
00:14:09,218 --> 00:14:10,647
the spiritual dimension

440
00:14:10,647 --> 00:14:12,102
of client's problems or

441
00:14:12,102 --> 00:14:14,190
solutions.  You know, as well as

442
00:14:14,190 --> 00:14:15,655
what might be considered

443
00:14:15,655 --> 00:14:17,331
more advanced techniques or

444
00:14:17,331 --> 00:14:19,195
strategies, you know, such as

445
00:14:19,195 --> 00:14:20,391
incorporating spiritual

446
00:14:20,391 --> 00:14:21,821
practices in the context of

447
00:14:21,821 --> 00:14:23,199
a session.  Or discussing

448
00:14:23,199 --> 00:14:25,114
virtues with possible spiritual

449
00:14:25,114 --> 00:14:26,690
or religious significance

450
00:14:26,690 --> 00:14:28,204
for a given client.  As

451
00:14:28,204 --> 00:14:31,071
well as, you know, supporting

452
00:14:31,071 --> 00:14:33,893
you know, client's perceived

453
00:14:33,893 --> 00:14:36,212
connection with god or

454
00:14:36,212 --> 00:14:39,165
the design in many of their --

455
00:14:39,165 --> 00:14:42,218
design in many of their cases.

456
00:14:42,218 --> 00:14:43,902
What were the clinical

457
00:14:43,902 --> 00:14:45,851
outcomes of the routinely

458
00:14:45,851 --> 00:14:48,190
delivered spiritual delivered

459
00:14:48,190 --> 00:14:50,522
psychotherapy.  We used

460
00:14:50,522 --> 00:14:52,999
growth curve modeling to

461
00:14:52,999 --> 00:14:56,198
understand the overall average

462
00:14:56,198 --> 00:14:57,628
trajectory of changes in

463
00:14:57,628 --> 00:14:59,204
psychological distress and

464
00:14:59,204 --> 00:15:01,203
spiritual distress.  You can see

465
00:15:01,203 --> 00:15:02,555
the psychological distress,

466
00:15:02,555 --> 00:15:03,779
we would hope to find, I

467
00:15:03,779 --> 00:15:05,207
think clients generally had

468
00:15:05,207 --> 00:15:07,027
significant clinical

469
00:15:07,027 --> 00:15:09,621
improvement.  You know, over

470
00:15:09,621 --> 00:15:12,214
their first three months of

471
00:15:12,214 --> 00:15:13,931
engaging in spiritually

472
00:15:13,931 --> 00:15:15,983
integrated psychotherapy at

473
00:15:15,983 --> 00:15:18,187
the level we tend to find in

474
00:15:18,187 --> 00:15:20,990
other psychotherapy research

475
00:15:20,990 --> 00:15:24,193
studies about a .1 effect size.

476
00:15:24,193 --> 00:15:26,492
So I think that was interesting

477
00:15:26,492 --> 00:15:28,383
and encouraging.  But the

478
00:15:28,383 --> 00:15:30,199
real holy grail of this

479
00:15:30,199 --> 00:15:32,176
study, if you will indulge

480
00:15:32,176 --> 00:15:33,803
me with the religious

481
00:15:33,803 --> 00:15:36,205
metaphor, we were also able to

482
00:15:36,205 --> 00:15:37,807
explore how the use of different

483
00:15:37,807 --> 00:15:38,982
spiritual interventions

484
00:15:38,982 --> 00:15:40,209
was associated with the

485
00:15:40,209 --> 00:15:43,155
client's outcomes over the

486
00:15:43,155 --> 00:15:46,215
course of their treatment.

487
00:15:46,215 --> 00:15:48,282
You know, what we found was

488
00:15:48,282 --> 00:15:50,235
that of all the different

489
00:15:50,235 --> 00:15:52,188
ways that clinicians may

490
00:15:52,188 --> 00:15:54,560
address their client's spiritual

491
00:15:54,560 --> 00:15:56,377
or religious identities,

492
00:15:56,377 --> 00:15:58,194
it was interventions in

493
00:15:58,194 --> 00:16:00,124
the basic skills categories

494
00:16:00,124 --> 00:16:02,235
that more often than not, you

495
00:16:02,235 --> 00:16:04,200
know, were associated with

496
00:16:04,200 --> 00:16:06,472
favorable rates and duration

497
00:16:06,472 --> 00:16:08,463
of clinical improvement.

498
00:16:08,463 --> 00:16:10,206
Right?  So, this was

499
00:16:10,206 --> 00:16:11,832
encouraging for us.  As we

500
00:16:11,832 --> 00:16:13,235
think about, you know,

501
00:16:13,235 --> 00:16:15,211
strategies for training mental

502
00:16:15,211 --> 00:16:16,402
health professional, that

503
00:16:16,402 --> 00:16:17,760
maybe by training, you know,

504
00:16:17,760 --> 00:16:19,215
these basic skills, you know,

505
00:16:19,215 --> 00:16:20,931
that might be considered kind

506
00:16:20,931 --> 00:16:22,619
of more generalist training,

507
00:16:22,619 --> 00:16:24,186
that we might actually be

508
00:16:24,186 --> 00:16:26,188
able to really make a

509
00:16:26,188 --> 00:16:28,223
difference, you know,

510
00:16:28,223 --> 00:16:30,308
in enhancing clinical

511
00:16:30,308 --> 00:16:32,194
practice and maybe

512
00:16:32,194 --> 00:16:33,924
even enhancing our research.

513
00:16:33,924 --> 00:16:35,436
You know, related to the

514
00:16:35,436 --> 00:16:37,199
effectness of psychotherapy

515
00:16:37,199 --> 00:16:38,979
and/or clinical practice

516
00:16:38,979 --> 00:16:41,092
activities that we may do on

517
00:16:41,092 --> 00:16:43,205
a day in and day out basis.

518
00:16:43,205 --> 00:16:45,485
So that sounds really easy.

519
00:16:45,485 --> 00:16:47,977
Right?  Well, it's not really

520
00:16:47,977 --> 00:16:50,212
all that easy.  You know,

521
00:16:50,212 --> 00:16:51,850
so I think, as I have

522
00:16:51,850 --> 00:16:54,233
highlighted, we have a growing

523
00:16:54,233 --> 00:16:56,218
number of basic research

524
00:16:56,218 --> 00:16:58,460
studies in spirituality and

525
00:16:58,460 --> 00:17:00,826
mental health.  We've made a

526
00:17:00,826 --> 00:17:03,192
lot of progress in the over

527
00:17:03,192 --> 00:17:04,927
recent decades in terms of

528
00:17:04,927 --> 00:17:06,766
developing psychometrically

529
00:17:06,766 --> 00:17:08,197
sound assessments of

530
00:17:08,197 --> 00:17:10,273
different spiritual factors.

531
00:17:10,273 --> 00:17:12,011
Right?  We're, we're --

532
00:17:12,011 --> 00:17:14,203
doing more and more applied,

533
00:17:14,203 --> 00:17:16,625
you know, clinical research.

534
00:17:16,625 --> 00:17:18,917
Right?  But we also have a

535
00:17:18,917 --> 00:17:21,210
problem because like many

536
00:17:21,210 --> 00:17:22,510
other research areas, you

537
00:17:22,510 --> 00:17:24,153
know, a lot of our advancements

538
00:17:24,153 --> 00:17:25,214
are not necessarily

539
00:17:25,214 --> 00:17:29,452
informing routine

540
00:17:29,452 --> 00:17:34,190
clinical practice.

541
00:17:34,190 --> 00:17:34,731
Right?  So how do we

542
00:17:34,731 --> 00:17:35,392
account for this science

543
00:17:35,392 --> 00:17:36,192
practice gap with respect to

544
00:17:36,192 --> 00:17:38,439
spirituality research,

545
00:17:38,439 --> 00:17:41,197
routine clinical practice?

546
00:17:41,197 --> 00:17:44,453
Well, I think there's probably

547
00:17:44,453 --> 00:17:47,611
many determinants or factors

548
00:17:47,611 --> 00:17:50,206
that are at play here.

549
00:17:50,206 --> 00:17:51,466
But our SRCP team

550
00:17:51,466 --> 00:17:53,048
sort of believes that

551
00:17:53,048 --> 00:17:54,591
lack of professional

552
00:17:54,591 --> 00:17:56,212
training is possibly

553
00:17:56,212 --> 00:17:58,071
the most pressing cause of

554
00:17:58,071 --> 00:17:59,889
this science practice gap

555
00:17:59,889 --> 00:18:02,218
right now.  But it is also, you

556
00:18:02,218 --> 00:18:04,137
know, on the more promising

557
00:18:04,137 --> 00:18:05,947
side the most rectifiable

558
00:18:05,947 --> 00:18:08,190
issue.  Right?  That we can do

559
00:18:08,190 --> 00:18:09,758
something about this right

560
00:18:09,758 --> 00:18:11,538
now.  And that's what we were

561
00:18:11,538 --> 00:18:13,195
trying to accomplish.  You

562
00:18:13,195 --> 00:18:14,565
know.  Over the last three

563
00:18:14,565 --> 00:18:15,748
years in our Spiritual

564
00:18:15,748 --> 00:18:17,199
and Religious Competencies

565
00:18:17,199 --> 00:18:17,520
Project.  So I'm going to

566
00:18:17,520 --> 00:18:17,873
kind of go through the high

567
00:18:17,873 --> 00:18:18,200
points now from our four

568
00:18:18,200 --> 00:18:26,208
initiatives.

569
00:18:26,208 --> 00:18:28,065
You know, so our third

570
00:18:28,065 --> 00:18:30,726
initiative that was lead by Dr.

571
00:18:30,726 --> 00:18:33,215
Holly and clay aim today try

572
00:18:33,215 --> 00:18:34,993
to get kind of a accurate

573
00:18:34,993 --> 00:18:36,946
kind of baseline assessment

574
00:18:36,946 --> 00:18:39,188
of where, you know, our target

575
00:18:39,188 --> 00:18:41,659
mental health professions

576
00:18:41,659 --> 00:18:44,075
actually are in terms of

577
00:18:44,075 --> 00:18:47,196
suspending to spirituality and

578
00:18:47,196 --> 00:18:49,813
religion within their programs.

579
00:18:49,813 --> 00:18:51,793
So to do this, we did a

580
00:18:51,793 --> 00:18:54,203
nationwide needs assessment

581
00:18:54,203 --> 00:18:56,131
survey.  You know, of four

582
00:18:56,131 --> 00:18:58,170
faculty from all accredited

583
00:18:58,170 --> 00:19:00,209
programs across the United

584
00:19:00,209 --> 00:19:01,677
States.  So this was a

585
00:19:01,677 --> 00:19:03,377
pretty major undertaking.

586
00:19:03,377 --> 00:19:05,214
We, you know, had graduate

587
00:19:05,214 --> 00:19:06,625
research assistants and

588
00:19:06,625 --> 00:19:08,374
staff kind of review project

589
00:19:08,374 --> 00:19:10,185
websites and, you know, call

590
00:19:10,185 --> 00:19:11,830
information for what we

591
00:19:11,830 --> 00:19:13,938
learned was about 12,000 core

592
00:19:13,938 --> 00:19:16,191
faculty.  You know, across the

593
00:19:16,191 --> 00:19:17,502
country . who would be

594
00:19:17,502 --> 00:19:19,198
eligible for the survey.  We

595
00:19:19,198 --> 00:19:21,196
implemented the survey in spring

596
00:19:21,196 --> 00:19:23,729
of 2022.  So if you think back

597
00:19:23,729 --> 00:19:26,052
to what was going on there,

598
00:19:26,052 --> 00:19:28,203
we were kind of right on

599
00:19:28,203 --> 00:19:29,795
the heels of the COVID

600
00:19:29,795 --> 00:19:31,855
pandemic.  We were not quite

601
00:19:31,855 --> 00:19:34,209
sure how many busy stressed out

602
00:19:34,209 --> 00:19:35,411
faculty we were going to

603
00:19:35,411 --> 00:19:36,787
get to complete our survey.

604
00:19:36,787 --> 00:19:38,213
We were happy, we got a 15%

605
00:19:38,213 --> 00:19:40,120
response rate, which is pretty

606
00:19:40,120 --> 00:19:42,217
normal in a survey of this sort.

607
00:19:42,217 --> 00:19:43,835
You can see the descriptive

608
00:19:43,835 --> 00:19:45,542
details for our final sample

609
00:19:45,542 --> 00:19:47,189
picture here.  We're still

610
00:19:47,189 --> 00:19:48,835
in the process of kind of

611
00:19:48,835 --> 00:19:50,448
finalizing our analysis,

612
00:19:50,448 --> 00:19:52,194
we hope to get an article

613
00:19:52,194 --> 00:19:55,864
submitted here in the next

614
00:19:55,864 --> 00:19:59,751
few months.  I'm just going

615
00:19:59,751 --> 00:20:03,205
to hit some of the high

616
00:20:03,205 --> 00:20:03,539
points today.  If you would

617
00:20:03,539 --> 00:20:03,956
like more details about the

618
00:20:03,956 --> 00:20:04,331
needs assessment survey,

619
00:20:04,331 --> 00:20:04,761
Dr. Holly put together a QR

620
00:20:04,761 --> 00:20:05,207
code.  If you click on this

621
00:20:05,207 --> 00:20:10,212
 a

622
00:20:10,212 --> 00:20:11,565
sign-up sheet and provide

623
00:20:11,565 --> 00:20:12,946
your contact information.

624
00:20:12,946 --> 00:20:14,216
Once the materials are

625
00:20:14,216 --> 00:20:15,676
available, you will be one of

626
00:20:15,676 --> 00:20:17,186
the first people to get them.

627
00:20:17,186 --> 00:20:19,521
So I highlighted in order to

628
00:20:19,521 --> 00:20:21,899
make the survey possible, we

629
00:20:21,899 --> 00:20:24,193
needed to initially create

630
00:20:24,193 --> 00:20:25,682
a census data base of the

631
00:20:25,682 --> 00:20:27,258
12,000 core faculty across

632
00:20:27,258 --> 00:20:29,198
counseling, marriage and family

633
00:20:29,198 --> 00:20:31,120
therapy, psychology, and

634
00:20:31,120 --> 00:20:33,325
social work programs across

635
00:20:33,325 --> 00:20:35,204
the United States.  So

636
00:20:35,204 --> 00:20:38,064
encouragingly, I think because

637
00:20:38,064 --> 00:20:40,492
we used this approach, we

638
00:20:40,492 --> 00:20:43,212
could then compare how much

639
00:20:43,212 --> 00:20:44,176
our sample, the people who

640
00:20:44,176 --> 00:20:45,157
like actually responded to

641
00:20:45,157 --> 00:20:46,215
our survey, actually mirror

642
00:20:46,215 --> 00:20:48,985
the population that we're

643
00:20:48,985 --> 00:20:52,031
trying to generalize to our

644
00:20:52,031 --> 00:20:55,190
inside.  And we often don't

645
00:20:55,190 --> 00:20:56,477
have this luxury when we do

646
00:20:56,477 --> 00:20:57,884
surveys of this sort.  If you

647
00:20:57,884 --> 00:20:59,194
look at the middle column,

648
00:20:59,194 --> 00:21:00,927
you can see the percentages

649
00:21:00,927 --> 00:21:02,432
of the respondents that

650
00:21:02,432 --> 00:21:04,199
went to different types of

651
00:21:04,199 --> 00:21:06,474
institutions or came from

652
00:21:06,474 --> 00:21:08,701
different regions of the

653
00:21:08,701 --> 00:21:11,206
country, or at religiously

654
00:21:11,206 --> 00:21:12,541
affiliated institutions and

655
00:21:12,541 --> 00:21:13,901
those who weren't.  You can

656
00:21:13,901 --> 00:21:15,210
eto the representative of

657
00:21:15,210 --> 00:21:17,463
different disciplines.  And

658
00:21:17,463 --> 00:21:19,840
compare the middle column to

659
00:21:19,840 --> 00:21:22,217
the column on your left for

660
00:21:22,217 --> 00:21:23,557
the overall population.  You

661
00:21:23,557 --> 00:21:24,970
can see our sample was pretty

662
00:21:24,970 --> 00:21:26,188
representative, at least

663
00:21:26,188 --> 00:21:28,166
according to the disnuinary

664
00:21:28,166 --> 00:21:30,031
and institutional factors

665
00:21:30,031 --> 00:21:32,194
which was pretty encouraging

666
00:21:32,194 --> 00:21:33,631
to us.  We don't know if the

667
00:21:33,631 --> 00:21:34,941
sample was representative

668
00:21:34,941 --> 00:21:36,198
in terms of the faculty

669
00:21:36,198 --> 00:21:38,163
religious and spiritual

670
00:21:38,163 --> 00:21:40,597
backgrounds, that is another

671
00:21:40,597 --> 00:21:43,205
question altogether.  But for

672
00:21:43,205 --> 00:21:44,609
these variables we were

673
00:21:44,609 --> 00:21:45,851
pretty excited about

674
00:21:45,851 --> 00:21:47,253
the representativeness

675
00:21:47,253 --> 00:21:48,210
of the sample.

676
00:21:48,210 --> 00:21:49,741
What do we find?  The main

677
00:21:49,741 --> 00:21:51,386
themes we are learning from

678
00:21:51,386 --> 00:21:53,215
this needs assessment survey?

679
00:21:53,215 --> 00:21:55,132
I think one, we're finding

680
00:21:55,132 --> 00:21:57,310
this in our other initiatives

681
00:21:57,310 --> 00:21:59,188
as well.  You know, that

682
00:21:59,188 --> 00:22:01,264
most graduate faculty in

683
00:22:01,264 --> 00:22:03,641
this day and age are pretty

684
00:22:03,641 --> 00:22:06,195
open to training students in

685
00:22:06,195 --> 00:22:08,113
spiritual and religious

686
00:22:08,113 --> 00:22:09,809
competencies.  Also,

687
00:22:09,809 --> 00:22:11,201
most faculty are

688
00:22:11,201 --> 00:22:13,202
pretty confident about

689
00:22:13,202 --> 00:22:15,734
their ability to do so.  Okay?

690
00:22:15,734 --> 00:22:17,799
And that's awesome.  The

691
00:22:17,799 --> 00:22:20,209
issue here, we find this in

692
00:22:20,209 --> 00:22:22,544
other surveys of this sort,

693
00:22:22,544 --> 00:22:24,836
is there's a little bit of

694
00:22:24,836 --> 00:22:27,216
a mismatch between faculty

695
00:22:27,216 --> 00:22:28,533
perception of their --

696
00:22:28,533 --> 00:22:30,238
their ability and what their

697
00:22:30,238 --> 00:22:32,187
actually doing on a day and day

698
00:22:32,187 --> 00:22:33,791
out basis.  Right?  So we

699
00:22:33,791 --> 00:22:35,492
found, unfortunately, that

700
00:22:35,492 --> 00:22:37,192
although most faculty are

701
00:22:37,192 --> 00:22:39,480
really open, they are confident,

702
00:22:39,480 --> 00:22:41,230
but you know, in roughly

703
00:22:41,230 --> 00:22:43,198
half of the cases they are

704
00:22:43,198 --> 00:22:44,438
not necessarily addressing

705
00:22:44,438 --> 00:22:45,796
spirituality and religion in

706
00:22:45,796 --> 00:22:47,202
some of the really important

707
00:22:47,202 --> 00:22:49,022
clinical training activities

708
00:22:49,022 --> 00:22:50,283
that they're doing.

709
00:22:50,283 --> 00:22:52,207
Particularly with respect to

710
00:22:52,207 --> 00:22:54,339
assessment training and

711
00:22:54,339 --> 00:22:57,212
intervention training.  Right?

712
00:22:57,212 --> 00:22:59,043
You know, which unfortunately,

713
00:22:59,043 --> 00:23:00,599
these are going to be the

714
00:23:00,599 --> 00:23:02,217
major clinical activities

715
00:23:02,217 --> 00:23:03,612
that most mental health

716
00:23:03,612 --> 00:23:05,400
professional are going to end

717
00:23:05,400 --> 00:23:07,189
up doing.  These are kind of

718
00:23:07,189 --> 00:23:08,267
bread and butter activities.

719
00:23:08,267 --> 00:23:09,210
Unfortunately, only half

720
00:23:09,210 --> 00:23:10,192
of the time were faculty

721
00:23:10,192 --> 00:23:10,891
actually addressing religious

722
00:23:10,891 --> 00:23:11,506
and spirituality in their

723
00:23:11,506 --> 00:23:12,194
assessment and intervention

724
00:23:12,194 --> 00:23:16,198
training.

725
00:23:16,198 --> 00:23:18,970
Also, you know, we found

726
00:23:18,970 --> 00:23:22,147
apparent differences across

727
00:23:22,147 --> 00:23:25,207
the four professions with

728
00:23:25,207 --> 00:23:26,708
respect to the faculty's

729
00:23:26,708 --> 00:23:28,330
perceptions of their self

730
00:23:28,330 --> 00:23:30,212
efficacy or their attitudes.

731
00:23:30,212 --> 00:23:31,091
Feasibility and behavior

732
00:23:31,091 --> 00:23:31,799
regarding attending

733
00:23:31,799 --> 00:23:32,526
to spirituality and

734
00:23:32,526 --> 00:23:33,215
religion in their

735
00:23:33,215 --> 00:23:44,192
work with students.  Right?

736
00:23:44,192 --> 00:23:46,990
So where were the differences

737
00:23:46,990 --> 00:23:49,645
at?  So using, I think, Dr.

738
00:23:49,645 --> 00:23:52,200
Holly's religious and sir

739
00:23:52,200 --> 00:23:53,639
integrated practice and

740
00:23:53,639 --> 00:23:55,359
assessment scale, using the

741
00:23:55,359 --> 00:23:57,205
four subscales we found that

742
00:23:57,205 --> 00:23:59,220
faculty from psychology

743
00:23:59,220 --> 00:24:01,805
graduate programs, this would

744
00:24:01,805 --> 00:24:04,212
be my tribe here, that us,

745
00:24:04,212 --> 00:24:06,315
psychology faculty generally

746
00:24:06,315 --> 00:24:08,305
compared with faculty from

747
00:24:08,305 --> 00:24:10,218
the other professions we

748
00:24:10,218 --> 00:24:11,593
have less self-efficacy, we

749
00:24:11,593 --> 00:24:12,943
have lower attitudes about

750
00:24:12,943 --> 00:24:14,189
addressing religion and

751
00:24:14,189 --> 00:24:14,856
spirituality in our teaching

752
00:24:14,856 --> 00:24:15,536
our training, less perceived

753
00:24:15,536 --> 00:24:16,191
feasibility, and we're not

754
00:24:16,191 --> 00:24:21,196
doing it quite as much.

755
00:24:21,196 --> 00:24:22,885
Right?  So, I think overall,

756
00:24:22,885 --> 00:24:24,604
I think these findings would

757
00:24:24,604 --> 00:24:26,201
suggest that social work,

758
00:24:26,201 --> 00:24:27,703
counseling, marriage and

759
00:24:27,703 --> 00:24:29,550
family therapy, they all seem

760
00:24:29,550 --> 00:24:31,206
to be a bit equivalent in

761
00:24:31,206 --> 00:24:32,460
terms of where faculty are

762
00:24:32,460 --> 00:24:33,688
at.  But maybe psychology

763
00:24:33,688 --> 00:24:35,210
programs maybe we are a little

764
00:24:35,210 --> 00:24:36,878
bit further behind or maybe

765
00:24:36,878 --> 00:24:38,515
there is a little bit more

766
00:24:38,515 --> 00:24:40,215
work to do with respect to

767
00:24:40,215 --> 00:24:45,298
psychology programs such as

768
00:24:45,298 --> 00:24:50,192
the one that I'm part of.

769
00:24:50,192 --> 00:24:52,243
All right.  So, moving on to

770
00:24:52,243 --> 00:24:54,183
our fourth initiative that

771
00:24:54,183 --> 00:24:56,198
was led by Dr. Cassie.  We

772
00:24:56,198 --> 00:24:58,304
wanted to answer a question

773
00:24:58,304 --> 00:25:00,214
around like, okay.  Like

774
00:25:00,214 --> 00:25:02,204
what are the barriers to

775
00:25:02,204 --> 00:25:04,013
training students in spiritual

776
00:25:04,013 --> 00:25:05,611
and religious competencies

777
00:25:05,611 --> 00:25:07,209
that we're seeing that --

778
00:25:07,209 --> 00:25:08,509
maybe people are way more

779
00:25:08,509 --> 00:25:09,940
open-minded then we thought

780
00:25:09,940 --> 00:25:11,213
they would be.  But the

781
00:25:11,213 --> 00:25:13,156
training isn't happening in

782
00:25:13,156 --> 00:25:14,987
a lot of programs.  So we

783
00:25:14,987 --> 00:25:17,185
want to try to understand the

784
00:25:17,185 --> 00:25:19,627
reasons for these gaps or

785
00:25:19,627 --> 00:25:22,211
these barriers.  So, to do

786
00:25:22,211 --> 00:25:25,193
so, you know, we ran a series

787
00:25:25,193 --> 00:25:27,443
of focus groups and expert

788
00:25:27,443 --> 00:25:29,821
informative interviews with

789
00:25:29,821 --> 00:25:32,200
72 leaders from, you know,

790
00:25:32,200 --> 00:25:34,274
our targeted professions.  So

791
00:25:34,274 --> 00:25:36,167
these included people like

792
00:25:36,167 --> 00:25:38,206
program officers, you know,

793
00:25:38,206 --> 00:25:40,516
in professional organizations,

794
00:25:40,516 --> 00:25:42,010
directs of clinical

795
00:25:42,010 --> 00:25:44,212
training, accreditation and

796
00:25:44,212 --> 00:25:45,928
licensing board members,

797
00:25:45,928 --> 00:25:47,455
officers in different

798
00:25:47,455 --> 00:25:48,949
professional groups,

799
00:25:48,949 --> 00:25:50,218
right?  So these

800
00:25:50,218 --> 00:25:51,596
are people that were in

801
00:25:51,596 --> 00:25:53,302
positions of influence.  And

802
00:25:53,302 --> 00:25:55,190
also like highly knowledgeable

803
00:25:55,190 --> 00:25:56,647
and experienced when it

804
00:25:56,647 --> 00:25:58,453
came to just the ins and out

805
00:25:58,453 --> 00:26:00,195
of mental health training.

806
00:26:00,195 --> 00:26:01,746
This slide just simply

807
00:26:01,746 --> 00:26:03,185
shows the geographic

808
00:26:03,185 --> 00:26:05,200
spread of our participants.

809
00:26:05,200 --> 00:26:07,142
Right.  We did in-depth

810
00:26:07,142 --> 00:26:09,460
qualitative interviews with

811
00:26:09,460 --> 00:26:12,207
each of these leaders to try to

812
00:26:12,207 --> 00:26:14,088
understand from their view

813
00:26:14,088 --> 00:26:15,930
what are the barriers and

814
00:26:15,930 --> 00:26:18,213
facilitators and opportunities

815
00:26:18,213 --> 00:26:19,881
for promoting training.  And

816
00:26:19,881 --> 00:26:21,398
in doing this qualitative

817
00:26:21,398 --> 00:26:23,218
research we learned there are

818
00:26:23,218 --> 00:26:24,734
logistic barriers as well

819
00:26:24,734 --> 00:26:26,277
as psychologically-driven

820
00:26:26,277 --> 00:26:28,190
reasons for a lack of training

821
00:26:28,190 --> 00:26:29,675
in spirituality and

822
00:26:29,675 --> 00:26:31,595
religion within graduate

823
00:26:31,595 --> 00:26:33,195
education programs.

824
00:26:33,195 --> 00:26:34,721
So, from a logistic view,

825
00:26:34,721 --> 00:26:36,398
if you're a gradual faculty

826
00:26:36,398 --> 00:26:38,200
member, such as myself, this

827
00:26:38,200 --> 00:26:39,928
is not going to be surprising

828
00:26:39,928 --> 00:26:41,505
to you at all.  Right?  We

829
00:26:41,505 --> 00:26:43,205
found, we heard from nearly

830
00:26:43,205 --> 00:26:43,494
every single participant

831
00:26:43,494 --> 00:26:43,850
that there is just not enough

832
00:26:43,850 --> 00:26:44,206
space in their curriculum to

833
00:26:44,206 --> 00:26:50,212
add anything else.

834
00:26:50,212 --> 00:26:52,059
Right?  And even if they wanted

835
00:26:52,059 --> 00:26:53,638
to, they have this problem

836
00:26:53,638 --> 00:26:55,217
because they don't have a

837
00:26:55,217 --> 00:26:56,322
colleague or a faculty

838
00:26:56,322 --> 00:26:57,704
member who actually has the

839
00:26:57,704 --> 00:26:59,187
expertise and the comfort to

840
00:26:59,187 --> 00:27:00,139
teach the content.  Right?

841
00:27:00,139 --> 00:27:01,109
So, these are sort of like

842
00:27:01,109 --> 00:27:02,190
the practical realities that

843
00:27:02,190 --> 00:27:06,595
many graduate programs

844
00:27:06,595 --> 00:27:10,198
are dealing with.

845
00:27:10,198 --> 00:27:11,550
From a psychological view,

846
00:27:11,550 --> 00:27:12,717
participants discussed

847
00:27:12,717 --> 00:27:14,202
discomfort about like maybe

848
00:27:14,202 --> 00:27:15,789
prioritizing certain world

849
00:27:15,789 --> 00:27:17,372
views and traditions over

850
00:27:17,372 --> 00:27:19,207
others within their courses.

851
00:27:19,207 --> 00:27:21,543
Maybe upsetting nonreligious

852
00:27:21,543 --> 00:27:23,751
students who have possibly

853
00:27:23,751 --> 00:27:26,214
had painful experiences with

854
00:27:26,214 --> 00:27:27,744
an organized religion of

855
00:27:27,744 --> 00:27:29,432
some sort.  Or I think, as

856
00:27:29,432 --> 00:27:31,186
our mental health proFengs

857
00:27:31,186 --> 00:27:32,854
become more and more mindful

858
00:27:32,854 --> 00:27:34,432
about issues of oppression

859
00:27:34,432 --> 00:27:36,191
and social injustice and how

860
00:27:36,191 --> 00:27:38,045
that operates at systemic

861
00:27:38,045 --> 00:27:40,083
levels, many of our faculty

862
00:27:40,083 --> 00:27:42,197
were highly concerned about

863
00:27:42,197 --> 00:27:44,173
maybe making things worse

864
00:27:44,173 --> 00:27:45,946
along these lines.  By

865
00:27:45,946 --> 00:27:48,203
teaching on these subjects.

866
00:27:48,203 --> 00:27:49,204
Right?  So, these are kind

867
00:27:49,204 --> 00:27:50,107
of major concerns.  You

868
00:27:50,107 --> 00:27:51,206
know, that many faculty and

869
00:27:51,206 --> 00:27:54,391
programs are kind of

870
00:27:54,391 --> 00:27:58,213
grappling with.  Right?

871
00:27:58,213 --> 00:28:00,471
So, what we did, you know, with

872
00:28:00,471 --> 00:28:02,551
this qualitative information

873
00:28:02,551 --> 00:28:04,186
that we gathered, you

874
00:28:04,186 --> 00:28:06,410
know, on our fourth initiative

875
00:28:06,410 --> 00:28:08,074
was, we then drew upon

876
00:28:08,074 --> 00:28:10,192
principles of dissemination

877
00:28:10,192 --> 00:28:13,030
and implementitation science

878
00:28:13,030 --> 00:28:15,615
to develop what we call a

879
00:28:15,615 --> 00:28:18,200
targeted system's change

880
00:28:18,200 --> 00:28:20,285
roadmap that attempted to

881
00:28:20,285 --> 00:28:22,831
kind of envision a course, you

882
00:28:22,831 --> 00:28:25,207
know, for possible pathways

883
00:28:25,207 --> 00:28:26,875
towards solutions that might

884
00:28:26,875 --> 00:28:28,481
overcome the barriers that

885
00:28:28,481 --> 00:28:30,212
I shared just a moment ago.

886
00:28:30,212 --> 00:28:32,491
If you were to consider all

887
00:28:32,491 --> 00:28:34,640
of the possible strategic

888
00:28:34,640 --> 00:28:37,219
priorities or objectives that

889
00:28:37,219 --> 00:28:39,135
might be relevant for increasing

890
00:28:39,135 --> 00:28:40,602
training in spirituality

891
00:28:40,602 --> 00:28:42,190
and religion, many of our

892
00:28:42,190 --> 00:28:43,637
leaders who are more

893
00:28:43,637 --> 00:28:45,990
scientifically minded, I imagine

894
00:28:45,990 --> 00:28:48,196
like many of you listening to

895
00:28:48,196 --> 00:28:50,307
this talk today.  Many of

896
00:28:50,307 --> 00:28:52,884
them shared that hey, you need

897
00:28:52,884 --> 00:28:55,203
better evidence.  We don't

898
00:28:55,203 --> 00:28:56,705
yet have rigorous enough

899
00:28:56,705 --> 00:28:58,616
evidence to really demonstrate

900
00:28:58,616 --> 00:29:00,208
the need for training in

901
00:29:00,208 --> 00:29:01,209
spiritual religious

902
00:29:01,209 --> 00:29:02,603
competencies.  Right?  So,

903
00:29:02,603 --> 00:29:04,212
focus on research.  Do better

904
00:29:04,212 --> 00:29:04,533
studies.  Do more rigorous

905
00:29:04,533 --> 00:29:04,873
research.  Right?  That was

906
00:29:04,873 --> 00:29:05,213
one of the priorities that

907
00:29:05,213 --> 00:29:10,218
immerged.

908
00:29:10,218 --> 00:29:12,145
Another priority, I highlighted

909
00:29:12,145 --> 00:29:13,731
a moment ago, many of the

910
00:29:13,731 --> 00:29:15,190
faculty said, hey, you

911
00:29:15,190 --> 00:29:16,155
need to focus on

912
00:29:16,155 --> 00:29:17,379
faculty development.

913
00:29:17,379 --> 00:29:18,568
You need to provide

914
00:29:18,568 --> 00:29:20,195
opportunities for faculty

915
00:29:20,195 --> 00:29:24,585
to kind of fill in some gaps

916
00:29:24,585 --> 00:29:29,375
possibly in their own training

917
00:29:29,375 --> 00:29:33,208
backgrounds and provide

918
00:29:33,208 --> 00:29:35,679
support and equipping for

919
00:29:35,679 --> 00:29:37,995
faculty to teach on the

920
00:29:37,995 --> 00:29:41,216
topics.  That is number four on

921
00:29:41,216 --> 00:29:43,159
our roadmap.  The two areas

922
00:29:43,159 --> 00:29:44,844
why focused most of our

923
00:29:44,844 --> 00:29:47,188
attention on the last couple of

924
00:29:47,188 --> 00:29:49,271
years was area one, try to

925
00:29:49,271 --> 00:29:51,314
define the basics fasseds

926
00:29:51,314 --> 00:29:53,194
of spiritual religious

927
00:29:53,194 --> 00:29:54,546
competent that's important,

928
00:29:54,546 --> 00:29:55,821
we heard from many of our

929
00:29:55,821 --> 00:29:57,198
leaders, hey, we recognize

930
00:29:57,198 --> 00:29:58,724
this is important, but we

931
00:29:58,724 --> 00:30:00,464
have no idea what this means

932
00:30:00,464 --> 00:30:02,203
or teach or target with our

933
00:30:02,203 --> 00:30:04,131
students or trainees.  And

934
00:30:04,131 --> 00:30:05,944
then also, a very common

935
00:30:05,944 --> 00:30:08,209
message that we received from

936
00:30:08,209 --> 00:30:10,378
the leaders was a need for

937
00:30:10,378 --> 00:30:12,670
high quality training tools

938
00:30:12,670 --> 00:30:15,216
and materials that they could

939
00:30:15,216 --> 00:30:17,129
utilize in their work.  Right?

940
00:30:17,129 --> 00:30:18,626
So, very common message

941
00:30:18,626 --> 00:30:20,188
was:  Hey, we're really

942
00:30:20,188 --> 00:30:21,678
busy.  We don't have time

943
00:30:21,678 --> 00:30:23,435
you know the development like

944
00:30:23,435 --> 00:30:25,193
new materials ourselves.  We

945
00:30:25,193 --> 00:30:26,780
don't even know if we have

946
00:30:26,780 --> 00:30:28,520
the expertise to do it.  But

947
00:30:28,520 --> 00:30:30,198
if you give us really high

948
00:30:30,198 --> 00:30:31,771
quality training tools

949
00:30:31,771 --> 00:30:33,305
and resources we will

950
00:30:33,305 --> 00:30:35,203
make use of them.  Right?

951
00:30:35,203 --> 00:30:37,205
So we ended up focusing much

952
00:30:37,205 --> 00:30:39,025
of our work over the last

953
00:30:39,025 --> 00:30:41,209
couple of years, you know, on

954
00:30:41,209 --> 00:30:41,900
these two areas.  I just want

955
00:30:41,900 --> 00:30:42,556
to hit the high points from

956
00:30:42,556 --> 00:30:43,211
some of these efforts from

957
00:30:43,211 --> 00:30:49,217
our team.

958
00:30:49,217 --> 00:30:50,833
Just like early on, one of

959
00:30:50,833 --> 00:30:52,416
the key questions that we

960
00:30:52,416 --> 00:30:54,189
grappled with when it comes

961
00:30:54,189 --> 00:30:56,360
trying to define the essential

962
00:30:56,360 --> 00:30:58,498
facets of spiritual religious

963
00:30:58,498 --> 00:31:00,195
competence was sort of

964
00:31:00,195 --> 00:31:02,390
this question:  At minimum

965
00:31:02,390 --> 00:31:04,710
how much competence related

966
00:31:04,710 --> 00:31:07,202
to spirituality and religion

967
00:31:07,202 --> 00:31:08,469
is enough for the average

968
00:31:08,469 --> 00:31:09,863
mental health professional?

969
00:31:09,863 --> 00:31:11,206
Imagine people here today

970
00:31:11,206 --> 00:31:12,954
listening to this talk,

971
00:31:12,954 --> 00:31:15,354
participating in the scientific

972
00:31:15,354 --> 00:31:17,212
interest group, you are

973
00:31:17,212 --> 00:31:18,908
probably not the average

974
00:31:18,908 --> 00:31:20,632
mental health or medical

975
00:31:20,632 --> 00:31:20,779
pr

976
00:31:20,779 --> 00:31:23,218
ofessional.  Right?  We're a bit

977
00:31:23,218 --> 00:31:24,612
of a specialized group.

978
00:31:24,612 --> 00:31:26,462
Right?  I think it is awesome.

979
00:31:26,462 --> 00:31:28,189
Right?  But we need to also

980
00:31:28,189 --> 00:31:28,857
think about our colleagues

981
00:31:28,857 --> 00:31:29,432
who probably are never

982
00:31:29,432 --> 00:31:30,191
going to participate in this

983
00:31:30,191 --> 00:31:34,873
scientific interest group, as

984
00:31:34,873 --> 00:31:40,201
much as we want them to.  Right?

985
00:31:40,201 --> 00:31:41,848
So, what's enough for the

986
00:31:41,848 --> 00:31:43,393
average person.  Right?

987
00:31:43,393 --> 00:31:45,206
So along these lines, many

988
00:31:45,206 --> 00:31:46,549
healthcare and medical

989
00:31:46,549 --> 00:31:47,542
professions will

990
00:31:47,542 --> 00:31:48,686
draw a distinction

991
00:31:48,686 --> 00:31:50,211
between, you know, what

992
00:31:50,211 --> 00:31:52,262
we might consider generalist

993
00:31:52,262 --> 00:31:54,501
training.  More basic training

994
00:31:54,501 --> 00:31:56,217
that is universal that

995
00:31:56,217 --> 00:32:00,317
is expected of everyone, right?

996
00:32:00,317 --> 00:32:04,169
And kind of more specialized

997
00:32:04,169 --> 00:32:07,195
or advanced training.

998
00:32:07,195 --> 00:32:09,076
Right?  So you know, if we

999
00:32:09,076 --> 00:32:10,991
were to, I think draw on a

1000
00:32:10,991 --> 00:32:13,201
really helpful continuum that

1001
00:32:13,201 --> 00:32:15,166
Saunders and colleagues

1002
00:32:15,166 --> 00:32:17,513
developed over a decade ago

1003
00:32:17,513 --> 00:32:20,208
now, I think we can, you know,

1004
00:32:20,208 --> 00:32:22,080
assert that ideally, you

1005
00:32:22,080 --> 00:32:23,908
know, all mental health

1006
00:32:23,908 --> 00:32:26,214
professionals will hopefully

1007
00:32:26,214 --> 00:32:27,913
spirituality avoidant care.

1008
00:32:27,913 --> 00:32:29,389
Right?  This is whether

1009
00:32:29,389 --> 00:32:31,186
because of bias, ignorance,

1010
00:32:31,186 --> 00:32:32,750
lack of training, lack of

1011
00:32:32,750 --> 00:32:34,152
comfort, whatever, for

1012
00:32:34,152 --> 00:32:36,191
whatever reason, spiritualitily

1013
00:32:36,191 --> 00:32:37,961
avoidant care is exactly what

1014
00:32:37,961 --> 00:32:39,578
it sounds like.  Instances

1015
00:32:39,578 --> 00:32:41,196
when a clinician, avoids,

1016
00:32:41,196 --> 00:32:44,070
neglects spiritual religious

1017
00:32:44,070 --> 00:32:46,530
aspects of their client

1018
00:32:46,530 --> 00:32:49,204
and other person's life.

1019
00:32:49,204 --> 00:32:50,571
Right?  We want to take that

1020
00:32:50,571 --> 00:32:51,914
off of the map.  We look at

1021
00:32:51,914 --> 00:32:53,208
the other categories from

1022
00:32:53,208 --> 00:32:55,135
spiritual integrated care,

1023
00:32:55,135 --> 00:32:57,250
directed care, I'm not going

1024
00:32:57,250 --> 00:32:59,214
to go into the details of

1025
00:32:59,214 --> 00:33:01,645
the categories, except to

1026
00:33:01,645 --> 00:33:04,318
highlight as we move across

1027
00:33:04,318 --> 00:33:07,188
the continuum, right?  We're

1028
00:33:07,188 --> 00:33:08,857
going to expect kind of more

1029
00:33:08,857 --> 00:33:10,555
sophisticated, more advanced

1030
00:33:10,555 --> 00:33:12,193
level of expertise for the

1031
00:33:12,193 --> 00:33:13,640
person that is trying to

1032
00:33:13,640 --> 00:33:15,542
practice at this level.  Right?

1033
00:33:15,542 --> 00:33:17,198
And that at the end of the

1034
00:33:17,198 --> 00:33:19,769
day, if we're going to try

1035
00:33:19,769 --> 00:33:22,689
to make recommendations about

1036
00:33:22,689 --> 00:33:25,206
universal training, it's

1037
00:33:25,206 --> 00:33:27,292
probably going to need to

1038
00:33:27,292 --> 00:33:29,752
happen here at this spiritual

1039
00:33:29,752 --> 00:33:32,213
conscious level, right?  For

1040
00:33:32,213 --> 00:33:33,453
many of us, we may go well

1041
00:33:33,453 --> 00:33:34,714
-beyond this as far as our

1042
00:33:34,714 --> 00:33:36,217
expertise, but for the average

1043
00:33:36,217 --> 00:33:36,834
mental health professional

1044
00:33:36,834 --> 00:33:37,437
this is the level that we

1045
00:33:37,437 --> 00:33:38,186
choose to really prioritize in

1046
00:33:38,186 --> 00:33:41,495
our Spiritual and Religious

1047
00:33:41,495 --> 00:33:44,192
Competencies Project.

1048
00:33:44,192 --> 00:33:45,994
All right.  So, what are

1049
00:33:45,994 --> 00:33:47,981
basic facets of awareness,

1050
00:33:47,981 --> 00:33:50,198
attitudes, knowledge, skill,

1051
00:33:50,198 --> 00:33:51,631
that, you know, mental health

1052
00:33:51,631 --> 00:33:53,093
professionals may universally

1053
00:33:53,093 --> 00:33:54,202
seek to cultivate?  I

1054
00:33:54,202 --> 00:33:56,278
think, developed by our task

1055
00:33:56,278 --> 00:33:58,167
force with division 36 at

1056
00:33:58,167 --> 00:34:00,208
the American Psychological

1057
00:34:00,208 --> 00:34:01,768
Association, here are an

1058
00:34:01,768 --> 00:34:03,623
emerging set of professional

1059
00:34:03,623 --> 00:34:05,213
practice guidelines for

1060
00:34:05,213 --> 00:34:07,537
addressing spirituality and

1061
00:34:07,537 --> 00:34:09,643
religion that might also

1062
00:34:09,643 --> 00:34:12,187
apply to other mental health

1063
00:34:12,187 --> 00:34:13,367
disciplines.  This is a

1064
00:34:13,367 --> 00:34:14,674
task force that is led by

1065
00:34:14,674 --> 00:34:16,191
doctors, we're still kind of

1066
00:34:16,191 --> 00:34:16,516
working out some really key

1067
00:34:16,516 --> 00:34:16,860
details, but this is kind of

1068
00:34:16,860 --> 00:34:17,192
what we come up with right

1069
00:34:17,192 --> 00:34:24,199
now.

1070
00:34:24,199 --> 00:34:26,666
So if wetware thing about

1071
00:34:26,666 --> 00:34:28,986
attitudes or awareness,

1072
00:34:28,986 --> 00:34:31,206
we might hope that --

1073
00:34:31,206 --> 00:34:32,663
psychologists and other

1074
00:34:32,663 --> 00:34:34,404
mental health professionals

1075
00:34:34,404 --> 00:34:36,211
are self-aware how they own

1076
00:34:36,211 --> 00:34:37,998
spiritual religious background

1077
00:34:37,998 --> 00:34:39,819
might influence their practice

1078
00:34:39,819 --> 00:34:41,216
with spiritual diverse

1079
00:34:41,216 --> 00:34:42,671
people.  And in terms of

1080
00:34:42,671 --> 00:34:44,460
knowledge, I just highlighted

1081
00:34:44,460 --> 00:34:46,187
a moment ago, we would hope

1082
00:34:46,187 --> 00:34:48,007
that maybe all mental health

1083
00:34:48,007 --> 00:34:49,467
professionals have the

1084
00:34:49,467 --> 00:34:51,192
capacity to conceptualize

1085
00:34:51,192 --> 00:34:53,565
different ways that spirituality

1086
00:34:53,565 --> 00:34:55,457
can both support and also

1087
00:34:55,457 --> 00:34:57,198
diminish wellbeing and

1088
00:34:57,198 --> 00:34:57,511
recovery.  Right?  Again,

1089
00:34:57,511 --> 00:34:57,855
they're knowledgeable about

1090
00:34:57,855 --> 00:34:58,199
the double-sided nature of

1091
00:34:58,199 --> 00:35:04,205
spirituality and mental health.

1092
00:35:04,205 --> 00:35:06,368
From a skills standpoint,

1093
00:35:06,368 --> 00:35:08,746
we kept things pretty basic

1094
00:35:08,746 --> 00:35:11,212
here.  Right?  So, our task

1095
00:35:11,212 --> 00:35:13,336
force committee at this point

1096
00:35:13,336 --> 00:35:15,128
would suggest that maybe

1097
00:35:15,128 --> 00:35:17,218
at minimum we just want all

1098
00:35:17,218 --> 00:35:19,351
mental health professionals to

1099
00:35:19,351 --> 00:35:21,380
be able to discuss spiritual

1100
00:35:21,380 --> 00:35:23,191
and religious identities

1101
00:35:23,191 --> 00:35:24,816
in the same way that they

1102
00:35:24,816 --> 00:35:26,473
can attend to other areas

1103
00:35:26,473 --> 00:35:28,196
of diversity.  Like race,

1104
00:35:28,196 --> 00:35:29,740
gender, sexual orientation.

1105
00:35:29,740 --> 00:35:30,911
Right?  And ideally,

1106
00:35:30,911 --> 00:35:32,200
we want mental health

1107
00:35:32,200 --> 00:35:33,930
professionals to work within

1108
00:35:33,930 --> 00:35:35,567
their scope of competence,

1109
00:35:35,567 --> 00:35:37,205
when they encounter those

1110
00:35:37,205 --> 00:35:38,849
boundaries they have an

1111
00:35:38,849 --> 00:35:40,957
openness and a willingness to

1112
00:35:40,957 --> 00:35:43,211
collaborate with chaplains and

1113
00:35:43,211 --> 00:35:45,058
or spiritual care professionals

1114
00:35:45,058 --> 00:35:46,272
in the same way that

1115
00:35:46,272 --> 00:35:48,216
hopefully, we are collaborating

1116
00:35:48,216 --> 00:35:49,479
with other healthcare

1117
00:35:49,479 --> 00:35:50,710
professionals in the

1118
00:35:50,710 --> 00:35:52,186
service of our clients.

1119
00:35:52,186 --> 00:35:54,011
All right.  So I'm going

1120
00:35:54,011 --> 00:35:55,947
to kind of move into, you

1121
00:35:55,947 --> 00:35:58,192
know, that fifth area on the

1122
00:35:58,192 --> 00:36:01,052
roadmap now, which is focusing

1123
00:36:01,052 --> 00:36:03,189
on developing training

1124
00:36:03,189 --> 00:36:06,200
resources.  Right?  And all of

1125
00:36:06,200 --> 00:36:06,908
these training resources will

1126
00:36:06,908 --> 00:36:07,630
be uploaded to our repository

1127
00:36:07,630 --> 00:36:08,202
on our website, again,

1128
00:36:08,202 --> 00:36:11,205
hopefully, by the

1129
00:36:11,205 --> 00:36:14,208
end of the year.

1130
00:36:14,208 --> 00:36:16,379
I think as Dr. Fox highlighted

1131
00:36:16,379 --> 00:36:18,076
in his earlier talk for

1132
00:36:18,076 --> 00:36:20,214
this group, we led a request

1133
00:36:20,214 --> 00:36:22,577
for proposal competition

1134
00:36:22,577 --> 00:36:25,083
for our clinical training

1135
00:36:25,083 --> 00:36:28,189
initiative back in the fall of

1136
00:36:28,189 --> 00:36:31,299
2021.  Seems like a long time

1137
00:36:31,299 --> 00:36:34,249
ago.  And in doing so, here

1138
00:36:34,249 --> 00:36:37,198
are the five criteria that

1139
00:36:37,198 --> 00:36:40,201
really served as our compass

1140
00:36:40,201 --> 00:36:43,368
in trying to select proposals

1141
00:36:43,368 --> 00:36:46,207
we believe could have the

1142
00:36:46,207 --> 00:36:48,038
most wide-ranging impacts

1143
00:36:48,038 --> 00:36:50,200
into the mental health stream

1144
00:36:50,200 --> 00:36:52,213
into respect to generalist

1145
00:36:52,213 --> 00:36:54,034
training.  We received 70

1146
00:36:54,034 --> 00:36:55,962
applications and funded 11

1147
00:36:55,962 --> 00:36:58,186
teams over the past two years

1148
00:36:58,186 --> 00:36:58,552
to develop tools and resources

1149
00:36:58,552 --> 00:36:58,826
for practical courses,

1150
00:36:58,826 --> 00:36:59,187
clinical supervise and other

1151
00:36:59,187 --> 00:37:03,191
clinical training activities.

1152
00:37:03,191 --> 00:37:05,470
So if you are interested in

1153
00:37:05,470 --> 00:37:07,705
accessing these resources,

1154
00:37:07,705 --> 00:37:10,198
you simply need to go to the

1155
00:37:10,198 --> 00:37:12,473
home page of the website.

1156
00:37:12,473 --> 00:37:14,792
And you'll see the tab up

1157
00:37:14,792 --> 00:37:17,205
there.  That I is circled

1158
00:37:17,205 --> 00:37:18,873
labeled resources.  If you

1159
00:37:18,873 --> 00:37:20,639
click on the resources tab,

1160
00:37:20,639 --> 00:37:22,210
it will take you to our

1161
00:37:22,210 --> 00:37:23,042
repository.  Again that

1162
00:37:23,042 --> 00:37:24,182
repository is pretty bare right

1163
00:37:24,182 --> 00:37:25,213
now.  But again, hopefully,

1164
00:37:25,213 --> 00:37:26,739
by the end of the year we

1165
00:37:26,739 --> 00:37:28,602
will have that thing populated

1166
00:37:28,602 --> 00:37:30,218
with all of our training,

1167
00:37:30,218 --> 00:37:31,134
tools and resources.  But

1168
00:37:31,134 --> 00:37:32,105
I just want to highlight a

1169
00:37:32,105 --> 00:37:33,187
couple of the resources that

1170
00:37:33,187 --> 00:37:36,858
you'll be able to find

1171
00:37:36,858 --> 00:37:40,194
in that repository.

1172
00:37:40,194 --> 00:37:42,817
As of right now, if you

1173
00:37:42,817 --> 00:37:45,720
click on the website, the

1174
00:37:45,720 --> 00:37:49,203
one available resource is our

1175
00:37:49,203 --> 00:37:51,408
spiritual competence training

1176
00:37:51,408 --> 00:37:53,388
program and mental health

1177
00:37:53,388 --> 00:37:55,209
or SCT-M, H for short.

1178
00:37:55,209 --> 00:37:57,175
Along with Michelle and

1179
00:37:57,175 --> 00:37:59,348
Ken, our first subproject

1180
00:37:59,348 --> 00:38:02,216
initiative focused on enhancing,

1181
00:38:02,216 --> 00:38:04,256
evaluating and disseminating

1182
00:38:04,256 --> 00:38:06,259
this SCH-MH program for use

1183
00:38:06,259 --> 00:38:08,189
in graduate mental health

1184
00:38:08,189 --> 00:38:09,609
education.  This is a

1185
00:38:09,609 --> 00:38:11,471
program that was originally

1186
00:38:11,471 --> 00:38:13,194
developed for continuing

1187
00:38:13,194 --> 00:38:14,386
education, for practicing

1188
00:38:14,386 --> 00:38:15,695
mental health professionals

1189
00:38:15,695 --> 00:38:17,198
after they graduated from tear

1190
00:38:17,198 --> 00:38:18,187
graduate programs and moved

1191
00:38:18,187 --> 00:38:19,157
into independent practice.

1192
00:38:19,157 --> 00:38:20,201
This a program developed on

1193
00:38:20,201 --> 00:38:22,941
a planning grant also from

1194
00:38:22,941 --> 00:38:26,207
the John Templeton Foundation.

1195
00:38:26,207 --> 00:38:27,816
On the basis of kind of the

1196
00:38:27,816 --> 00:38:29,514
state of the evidence within

1197
00:38:29,514 --> 00:38:31,212
our psychology of religious

1198
00:38:31,212 --> 00:38:33,089
and spirituality area and

1199
00:38:33,089 --> 00:38:34,771
also according to best

1200
00:38:34,771 --> 00:38:37,218
practices with respect to adult

1201
00:38:37,218 --> 00:38:40,138
learning methods.  Here are

1202
00:38:40,138 --> 00:38:43,111
the modules.  You know, for

1203
00:38:43,111 --> 00:38:46,194
this training program.  You

1204
00:38:46,194 --> 00:38:47,159
know, so there are eight 45

1205
00:38:47,159 --> 00:38:48,141
minute online modules.  You

1206
00:38:48,141 --> 00:38:49,197
know, that deal with kind of

1207
00:38:49,197 --> 00:38:53,003
different topics.  You know,

1208
00:38:53,003 --> 00:38:56,817
related to spirituality and

1209
00:38:56,817 --> 00:39:00,208
religious competencies.

1210
00:39:00,208 --> 00:39:01,775
These were based, you know

1211
00:39:01,775 --> 00:39:03,494
-- strongly according to the

1212
00:39:03,494 --> 00:39:05,213
earlier research related to

1213
00:39:05,213 --> 00:39:05,546
identifying core areas of

1214
00:39:05,546 --> 00:39:05,873
attitudes, knowledge and

1215
00:39:05,873 --> 00:39:06,214
skills for psychology in

1216
00:39:06,214 --> 00:39:14,188
particular.

1217
00:39:14,188 --> 00:39:15,921
All right.  So, what did we

1218
00:39:15,921 --> 00:39:17,753
do for this first subproject

1219
00:39:17,753 --> 00:39:19,193
initiative.  Well, to

1220
00:39:19,193 --> 00:39:20,669
enhance and Taylor this

1221
00:39:20,669 --> 00:39:22,564
continuing education program,

1222
00:39:22,564 --> 00:39:24,198
called SCT-MH to make it

1223
00:39:24,198 --> 00:39:25,686
appropriate for use in

1224
00:39:25,686 --> 00:39:27,410
graduate education we had

1225
00:39:27,410 --> 00:39:29,203
three phases of tasks and

1226
00:39:29,203 --> 00:39:31,455
objectives.  So first

1227
00:39:31,455 --> 00:39:33,635
we conducted another

1228
00:39:33,635 --> 00:39:36,091
RFP competition.  This

1229
00:39:36,091 --> 00:39:38,212
one back in spring

1230
00:39:38,212 --> 00:39:39,881
of '22.  And we were able

1231
00:39:39,881 --> 00:39:41,651
to recruit 20 faculty from

1232
00:39:41,651 --> 00:39:43,217
accredited programs in

1233
00:39:43,217 --> 00:39:44,702
psychology, social work

1234
00:39:44,702 --> 00:39:46,281
and counseling.  We then

1235
00:39:46,281 --> 00:39:48,189
worked very closely with the

1236
00:39:48,189 --> 00:39:50,892
faculty instructor to teach

1237
00:39:50,892 --> 00:39:53,442
them how to teach the SCT

1238
00:39:53,442 --> 00:39:56,197
-MH program to students in

1239
00:39:56,197 --> 00:39:58,570
their programs.  We also

1240
00:39:58,570 --> 00:40:01,186
coached and guided them to

1241
00:40:01,186 --> 00:40:04,205
replace 15% of the content in

1242
00:40:04,205 --> 00:40:05,688
one of their required clinical

1243
00:40:05,688 --> 00:40:07,049
courses with our new hybrid

1244
00:40:07,049 --> 00:40:08,209
SCT-MM curriculum.  So

1245
00:40:08,209 --> 00:40:09,258
rather than developing

1246
00:40:09,258 --> 00:40:10,178
a standalone course

1247
00:40:10,178 --> 00:40:11,121
in spirituality and

1248
00:40:11,121 --> 00:40:12,213
religion, which a lot

1249
00:40:12,213 --> 00:40:14,107
of programs do and I think

1250
00:40:14,107 --> 00:40:15,886
it is great.  We have an

1251
00:40:15,886 --> 00:40:18,185
elective course in our program

1252
00:40:18,185 --> 00:40:19,391
that I get to teach every

1253
00:40:19,391 --> 00:40:20,766
few years.  Students seem to

1254
00:40:20,766 --> 00:40:22,189
really enjoy it.  That's not

1255
00:40:22,189 --> 00:40:24,462
going to be feasible for

1256
00:40:24,462 --> 00:40:26,684
most programs.  Also it

1257
00:40:26,684 --> 00:40:29,196
is not going to allow for

1258
00:40:29,196 --> 00:40:30,185
generalist training.  So we

1259
00:40:30,185 --> 00:40:31,342
wanted to develop an integrated

1260
00:40:31,342 --> 00:40:32,199
curriculum strategy in

1261
00:40:32,199 --> 00:40:34,092
which training and spirituality

1262
00:40:34,092 --> 00:40:35,461
religious competencies

1263
00:40:35,461 --> 00:40:37,204
would be infused within the

1264
00:40:37,204 --> 00:40:37,984
context of naturally occurring

1265
00:40:37,984 --> 00:40:38,569
required courses which

1266
00:40:38,569 --> 00:40:39,206
meant that every single

1267
00:40:39,206 --> 00:40:43,711
student was going to get

1268
00:40:43,711 --> 00:40:48,215
access to the material.

1269
00:40:48,215 --> 00:40:49,459
Okay.  In our implantation

1270
00:40:49,459 --> 00:40:50,725
phase, the faculty members

1271
00:40:50,725 --> 00:40:52,186
than taught the hybrid SCT-MH

1272
00:40:52,186 --> 00:40:53,895
curriculum in the context of

1273
00:40:53,895 --> 00:40:55,606
a course they were planning

1274
00:40:55,606 --> 00:40:57,191
to teach anyways.  Okay.

1275
00:40:57,191 --> 00:40:58,859
And in doing so, the faculty

1276
00:40:58,859 --> 00:41:00,558
were not necessarily experts

1277
00:41:00,558 --> 00:41:02,196
in spirituality and mental

1278
00:41:02,196 --> 00:41:04,198
health.  Right?  Some of

1279
00:41:04,198 --> 00:41:06,573
them were.  But many of them

1280
00:41:06,573 --> 00:41:09,203
weren't.  And that instead you

1281
00:41:09,203 --> 00:41:10,776
know, they operated as

1282
00:41:10,776 --> 00:41:12,811
facilitators of the training

1283
00:41:12,811 --> 00:41:15,209
program.  Okay?  And they used a

1284
00:41:15,209 --> 00:41:16,898
flipped classroom approach.

1285
00:41:16,898 --> 00:41:18,620
Meaning that students would

1286
00:41:18,620 --> 00:41:20,214
watch the weekly modules

1287
00:41:20,214 --> 00:41:22,134
outside of class.  And then

1288
00:41:22,134 --> 00:41:24,088
when they came to class, we

1289
00:41:24,088 --> 00:41:26,187
provided an instructor guide

1290
00:41:26,187 --> 00:41:27,456
book with weekly exercises

1291
00:41:27,456 --> 00:41:28,749
for the students to really

1292
00:41:28,749 --> 00:41:30,191
crystallize and deepen their

1293
00:41:30,191 --> 00:41:32,443
learning.  Such as

1294
00:41:32,443 --> 00:41:35,129
guided discussions or

1295
00:41:35,129 --> 00:41:38,199
role-playing exercises.

1296
00:41:38,199 --> 00:41:40,250
In our evaluation phase, you

1297
00:41:40,250 --> 00:41:42,115
know, we wanted to assess

1298
00:41:42,115 --> 00:41:44,205
feasibility, acceptability,

1299
00:41:44,205 --> 00:41:46,133
and effectiveness of using

1300
00:41:46,133 --> 00:41:48,096
this integrated curricular

1301
00:41:48,096 --> 00:41:50,211
strategy.  And to do so, we

1302
00:41:50,211 --> 00:41:52,356
used a wait list control group

1303
00:41:52,356 --> 00:41:54,177
design, meaning you know,

1304
00:41:54,177 --> 00:41:56,217
that we invited students to

1305
00:41:56,217 --> 00:41:58,514
complete an outcome evaluation

1306
00:41:58,514 --> 00:42:00,391
survey at the very start

1307
00:42:00,391 --> 00:42:02,189
of their course in the

1308
00:42:02,189 --> 00:42:04,891
spring of '23.  Right?  Over

1309
00:42:04,891 --> 00:42:07,839
the next six weeks, we coached

1310
00:42:07,839 --> 00:42:10,197
the faculty instructors

1311
00:42:10,197 --> 00:42:11,680
not to talk about spirituality

1312
00:42:11,680 --> 00:42:12,890
and religion at all with

1313
00:42:12,890 --> 00:42:14,201
students, which was not a

1314
00:42:14,201 --> 00:42:16,179
big deal, most of them were

1315
00:42:16,179 --> 00:42:17,895
not planning to do that

1316
00:42:17,895 --> 00:42:20,207
anyways.  We got to midcourse,

1317
00:42:20,207 --> 00:42:22,515
we repeated our assessments

1318
00:42:22,515 --> 00:42:24,864
again at the six-week point

1319
00:42:24,864 --> 00:42:27,214
from six weeks to 12 weeks

1320
00:42:27,214 --> 00:42:28,380
the faculty instructors

1321
00:42:28,380 --> 00:42:29,670
then each implemented the

1322
00:42:29,670 --> 00:42:31,218
hybrid SCT-MH curriculum.  We

1323
00:42:31,218 --> 00:42:35,999
assessed outcomes again

1324
00:42:35,999 --> 00:42:41,195
at the end of the class.

1325
00:42:41,195 --> 00:42:42,782
These were the assessments

1326
00:42:42,782 --> 00:42:44,460
that we used in this study.

1327
00:42:44,460 --> 00:42:46,200
Here are the -- descriptive

1328
00:42:46,200 --> 00:42:47,740
features of our graduate

1329
00:42:47,740 --> 00:42:49,440
student sample.  If you're

1330
00:42:49,440 --> 00:42:51,205
familiar with the changing

1331
00:42:51,205 --> 00:42:52,895
landscape of religiousness

1332
00:42:52,895 --> 00:42:54,486
and spirituality here in

1333
00:42:54,486 --> 00:42:56,210
the United States, you'll

1334
00:42:56,210 --> 00:42:58,019
recognize it is not surprising

1335
00:42:58,019 --> 00:42:59,556
only about a third of the

1336
00:42:59,556 --> 00:43:01,215
students would identify as

1337
00:43:01,215 --> 00:43:02,931
being a very religious person

1338
00:43:02,931 --> 00:43:04,378
or a moderately religion

1339
00:43:04,378 --> 00:43:06,187
person.  Whereas about 2/3 of

1340
00:43:06,187 --> 00:43:07,831
the sample being a very

1341
00:43:07,831 --> 00:43:10,157
spiritual person or a moderately

1342
00:43:10,157 --> 00:43:12,193
spiritual person.  And only

1343
00:43:12,193 --> 00:43:15,529
about half of the students,

1344
00:43:15,529 --> 00:43:19,055
you know, had received prior

1345
00:43:19,055 --> 00:43:22,203
professional training in

1346
00:43:22,203 --> 00:43:23,488
spirituality and religion.

1347
00:43:23,488 --> 00:43:24,948
Right?  So this was is pretty

1348
00:43:24,948 --> 00:43:26,207
novice year set of folks

1349
00:43:26,207 --> 00:43:27,476
that you expect to find in

1350
00:43:27,476 --> 00:43:28,719
a graduate program.  This

1351
00:43:28,719 --> 00:43:30,211
slide simply shows our sample

1352
00:43:30,211 --> 00:43:31,553
sizes across the three

1353
00:43:31,553 --> 00:43:33,478
assessments.  The students were

1354
00:43:33,478 --> 00:43:35,216
not required to participate

1355
00:43:35,216 --> 00:43:36,833
in the research.  They were

1356
00:43:36,833 --> 00:43:38,358
required to do the SCT-MH

1357
00:43:38,358 --> 00:43:40,187
program because it is part of

1358
00:43:40,187 --> 00:43:41,799
a class they needed to

1359
00:43:41,799 --> 00:43:43,959
complete.  But we did provide

1360
00:43:43,959 --> 00:43:46,193
gift cards and thankfully, we

1361
00:43:46,193 --> 00:43:47,695
had a 90% response rate.

1362
00:43:47,695 --> 00:43:49,415
So 309 students at our type

1363
00:43:49,415 --> 00:43:51,198
of assessment.  And then we

1364
00:43:51,198 --> 00:43:52,248
were able to retain about 90%

1365
00:43:52,248 --> 00:43:53,206
of that type I sample over

1366
00:43:53,206 --> 00:43:54,201
the course of our next two

1367
00:43:54,201 --> 00:43:57,386
assessments which we

1368
00:43:57,386 --> 00:44:01,208
felt really good about.

1369
00:44:01,208 --> 00:44:04,474
All right.  What did we find?

1370
00:44:04,474 --> 00:44:07,116
Well, I think, first of

1371
00:44:07,116 --> 00:44:10,217
all, you know, our current

1372
00:44:10,217 --> 00:44:12,570
troll waiting period worked.

1373
00:44:12,570 --> 00:44:14,538
So if you look at these

1374
00:44:14,538 --> 00:44:17,191
trajectory lines from time one

1375
00:44:17,191 --> 00:44:18,928
the time two.  They look

1376
00:44:18,928 --> 00:44:20,915
pretty flat, but in student

1377
00:44:20,915 --> 00:44:23,197
self-efficacy deceased, but we

1378
00:44:23,197 --> 00:44:26,414
did not see any improvement

1379
00:44:26,414 --> 00:44:29,811
in or out come measures from

1380
00:44:29,811 --> 00:44:33,207
time one the time two.  But

1381
00:44:33,207 --> 00:44:35,363
from time two the time's

1382
00:44:35,363 --> 00:44:37,834
three.  We found in general

1383
00:44:37,834 --> 00:44:40,214
across the board students

1384
00:44:40,214 --> 00:44:41,335
perceived significant

1385
00:44:41,335 --> 00:44:42,749
improvements across all of

1386
00:44:42,749 --> 00:44:44,218
our outcomes.  We also had

1387
00:44:44,218 --> 00:44:45,772
qualitative process based

1388
00:44:45,772 --> 00:44:47,354
assessms I'm not going to

1389
00:44:47,354 --> 00:44:49,190
share today, but in general,

1390
00:44:49,190 --> 00:44:50,646
most students perceived this

1391
00:44:50,646 --> 00:44:52,026
approach as being relevant

1392
00:44:52,026 --> 00:44:53,194
to their training and

1393
00:44:53,194 --> 00:44:56,822
helpful to their training the

1394
00:44:56,822 --> 00:45:00,201
we felt pretty good about.

1395
00:45:00,201 --> 00:45:02,166
All right.  This SCT-MH

1396
00:45:02,166 --> 00:45:04,513
outcome study was published

1397
00:45:04,513 --> 00:45:07,208
last month in plus one, if you

1398
00:45:07,208 --> 00:45:08,794
want a copy of the article

1399
00:45:08,794 --> 00:45:10,410
and read the details about

1400
00:45:10,410 --> 00:45:12,213
the study, click here on the

1401
00:45:12,213 --> 00:45:12,855
QR code, otherwise you are

1402
00:45:12,855 --> 00:45:13,535
welcome to email me, I will

1403
00:45:13,535 --> 00:45:14,215
be glad to share a copy of

1404
00:45:14,215 --> 00:45:18,219
the study.

1405
00:45:18,219 --> 00:45:20,655
All right.  I know I'm moving

1406
00:45:20,655 --> 00:45:22,966
towards the top of the hour

1407
00:45:22,966 --> 00:45:25,192
here, but I want to share

1408
00:45:25,192 --> 00:45:26,428
kind of one more clinical

1409
00:45:26,428 --> 00:45:27,686
training resource that we

1410
00:45:27,686 --> 00:45:29,196
developed.  This one from our

1411
00:45:29,196 --> 00:45:31,458
second subproject initiative.

1412
00:45:31,458 --> 00:45:33,131
Mainly because like I

1413
00:45:33,131 --> 00:45:35,202
want to kind of provide a

1414
00:45:35,202 --> 00:45:38,181
picture about the type of

1415
00:45:38,181 --> 00:45:41,939
training programs and resources

1416
00:45:41,939 --> 00:45:45,212
that you'll expect to find

1417
00:45:45,212 --> 00:45:47,365
in our repository.  So to

1418
00:45:47,365 --> 00:45:49,731
do so, I'm going to preview

1419
00:45:49,731 --> 00:45:52,186
the work that Dr. Black and

1420
00:45:52,186 --> 00:45:53,148
her team did just to give

1421
00:45:53,148 --> 00:45:54,090
you kind of a picture of

1422
00:45:54,090 --> 00:45:55,189
the type of project that we

1423
00:45:55,189 --> 00:45:57,524
attempted to fund and

1424
00:45:57,524 --> 00:46:00,194
support in our project.

1425
00:46:00,194 --> 00:46:02,296
You know, so if you remember

1426
00:46:02,296 --> 00:46:04,133
those guiding principles

1427
00:46:04,133 --> 00:46:06,200
that I had, you know, on a

1428
00:46:06,200 --> 00:46:08,329
slide a moment ago, I think,

1429
00:46:08,329 --> 00:46:10,345
Stephanie and her team did

1430
00:46:10,345 --> 00:46:12,206
a great job of adhering

1431
00:46:12,206 --> 00:46:13,793
closely to the principles.

1432
00:46:13,793 --> 00:46:15,595
Right?  So, from a conceptual

1433
00:46:15,595 --> 00:46:17,211
view, this project didn't

1434
00:46:17,211 --> 00:46:19,689
attempt to treat spirituality

1435
00:46:19,689 --> 00:46:21,431
and religion at this

1436
00:46:21,431 --> 00:46:24,218
standalone disparate area.  You

1437
00:46:24,218 --> 00:46:25,913
know, of diversity or

1438
00:46:25,913 --> 00:46:27,723
wellness.  Right?  But

1439
00:46:27,723 --> 00:46:30,190
rather used the multicultural

1440
00:46:30,190 --> 00:46:31,819
orientation framework which

1441
00:46:31,819 --> 00:46:33,599
is one of the major paradigms

1442
00:46:33,599 --> 00:46:35,195
for guiding multicultural

1443
00:46:35,195 --> 00:46:36,797
diversity training right

1444
00:46:36,797 --> 00:46:38,567
now in psychology programs

1445
00:46:38,567 --> 00:46:40,200
and other mental health

1446
00:46:40,200 --> 00:46:41,695
professions.  So from a

1447
00:46:41,695 --> 00:46:43,417
conceptual standpoint they

1448
00:46:43,417 --> 00:46:45,205
attempted to work within a

1449
00:46:45,205 --> 00:46:47,368
framework that is already

1450
00:46:47,368 --> 00:46:49,746
getting used a lot.  Right?

1451
00:46:49,746 --> 00:46:52,212
So, this is something that,

1452
00:46:52,212 --> 00:46:53,651
you know, that was very

1453
00:46:53,651 --> 00:46:55,307
practical.  Also, in terms

1454
00:46:55,307 --> 00:46:57,217
of kind of how they choose to

1455
00:46:57,217 --> 00:46:59,132
organize or implement the

1456
00:46:59,132 --> 00:47:01,239
training, I think Stephanie

1457
00:47:01,239 --> 00:47:03,190
and her team developed a

1458
00:47:03,190 --> 00:47:04,573
workbook and a set of

1459
00:47:04,573 --> 00:47:06,451
training videos that closely

1460
00:47:06,451 --> 00:47:08,195
adhered to the deliberate

1461
00:47:08,195 --> 00:47:10,099
practice model of clinical

1462
00:47:10,099 --> 00:47:12,188
training which is, you know,

1463
00:47:12,188 --> 00:47:14,201
an evidence-based approach

1464
00:47:14,201 --> 00:47:16,422
to helping students acquire

1465
00:47:16,422 --> 00:47:18,525
skill based competencies.

1466
00:47:18,525 --> 00:47:20,207
Right?  So, whether

1467
00:47:20,207 --> 00:47:21,313
conceptually or practically,

1468
00:47:21,313 --> 00:47:22,242
this project did a good

1469
00:47:22,242 --> 00:47:23,210
job of trying to infuse

1470
00:47:23,210 --> 00:47:24,361
spirituality competency

1471
00:47:24,361 --> 00:47:25,737
training within the context

1472
00:47:25,737 --> 00:47:27,214
of frameworks and approaches

1473
00:47:27,214 --> 00:47:27,524
that graduate programs are

1474
00:47:27,524 --> 00:47:27,851
already putting their trust

1475
00:47:27,851 --> 00:47:28,215
in and they are already using

1476
00:47:28,215 --> 00:47:34,188
a lot.

1477
00:47:34,188 --> 00:47:35,918
So what I want to do now for

1478
00:47:35,918 --> 00:47:37,618
the next few minutes I just

1479
00:47:37,618 --> 00:47:39,193
want to play a couple of

1480
00:47:39,193 --> 00:47:40,462
the videos, you know, that

1481
00:47:40,462 --> 00:47:41,556
Stephanie and her team

1482
00:47:41,556 --> 00:47:43,197
developed.  Right?  So if you're

1483
00:47:43,197 --> 00:47:45,485
familiar with deliberate

1484
00:47:45,485 --> 00:47:48,102
practice, the way that this

1485
00:47:48,102 --> 00:47:51,205
works is students are presented

1486
00:47:51,205 --> 00:47:53,400
with a client or a patient

1487
00:47:53,400 --> 00:47:55,720
vignette.  Right?  And then

1488
00:47:55,720 --> 00:47:58,212
they then need to respond to

1489
00:47:58,212 --> 00:47:59,818
that person as though, you

1490
00:47:59,818 --> 00:48:01,643
know, they were the therapist

1491
00:48:01,643 --> 00:48:03,217
or the clinician at that

1492
00:48:03,217 --> 00:48:04,834
moment.  So what this team,

1493
00:48:04,834 --> 00:48:06,542
in addition to the workbook,

1494
00:48:06,542 --> 00:48:08,188
they developed a series of

1495
00:48:08,188 --> 00:48:10,070
client vignettes and then,

1496
00:48:10,070 --> 00:48:12,058
you know, to make things as

1497
00:48:12,058 --> 00:48:14,194
clear as possible, they also

1498
00:48:14,194 --> 00:48:16,757
then worked with kind of

1499
00:48:16,757 --> 00:48:19,480
experts in this area, you

1500
00:48:19,480 --> 00:48:22,202
know, to provide example

1501
00:48:22,202 --> 00:48:23,685
responses, you know, for

1502
00:48:23,685 --> 00:48:25,446
someone who might be dealing

1503
00:48:25,446 --> 00:48:27,207
with religious or spiritual

1504
00:48:27,207 --> 00:48:28,491
concern in the context of

1505
00:48:28,491 --> 00:48:29,903
counseling or therapy.  I'm

1506
00:48:29,903 --> 00:48:31,211
going to clay the client

1507
00:48:31,211 --> 00:48:32,779
vignette.  For the sake of

1508
00:48:32,779 --> 00:48:34,436
time, I'm just going to may

1509
00:48:34,436 --> 00:48:36,216
one of the example therapist

1510
00:48:36,216 --> 00:48:36,843
responses.  Again, just to

1511
00:48:36,843 --> 00:48:37,457
give you a picture of the

1512
00:48:37,457 --> 00:48:38,218
types of projects that we, you

1513
00:48:38,218 --> 00:48:43,190
know, attempted to support.

1514
00:48:43,190 --> 00:48:49,196
[ Video playing ]

1515
00:48:49,196 --> 00:48:52,914
>> So these past few weeks

1516
00:48:52,914 --> 00:48:56,560
-- I haven't been able to

1517
00:48:56,560 --> 00:49:00,207
sleep.  I have been very

1518
00:49:00,207 --> 00:49:04,263
stressed because the last

1519
00:49:04,263 --> 00:49:08,725
few weekends I have been up

1520
00:49:08,725 --> 00:49:13,187
with friends.  I have been

1521
00:49:13,187 --> 00:49:16,928
drinking alcohol a lot.

1522
00:49:16,928 --> 00:49:21,398
And I -- slept with another

1523
00:49:21,398 --> 00:49:26,200
girl.  And I don't know what

1524
00:49:26,200 --> 00:49:30,001
this means.  I don't know

1525
00:49:30,001 --> 00:49:34,184
if -- I liked it.  But this

1526
00:49:34,184 --> 00:49:38,212
is not the way that I was

1527
00:49:38,212 --> 00:49:41,564
raised.  The way my mom and dad

1528
00:49:41,564 --> 00:49:44,651
raised me is to be Buddhist.

1529
00:49:44,651 --> 00:49:47,187
And we do not drink --

1530
00:49:47,187 --> 00:49:48,732
sex and relationships are

1531
00:49:48,732 --> 00:49:50,494
not okay.  I -- I don't know

1532
00:49:50,494 --> 00:49:52,192
if this is right or wrong.

1533
00:49:52,192 --> 00:49:57,197
Or if this is who I am now.

1534
00:49:57,197 --> 00:49:58,211
>> Dr. Currier:  Okay.  So

1535
00:49:58,211 --> 00:49:59,285
that's the client vignette.

1536
00:49:59,285 --> 00:50:00,200
Right?  So if you're a

1537
00:50:00,200 --> 00:50:02,478
practitioner yourself, you

1538
00:50:02,478 --> 00:50:04,619
may wonder how would you

1539
00:50:04,619 --> 00:50:07,207
respond in that moment?  I'm

1540
00:50:07,207 --> 00:50:09,016
just going to provide two

1541
00:50:09,016 --> 00:50:11,078
brief example responses from

1542
00:50:11,078 --> 00:50:13,213
a couple of the experts that

1543
00:50:13,213 --> 00:50:18,059
Dr. Black and her

1544
00:50:18,059 --> 00:50:23,190
team worked with.

1545
00:50:23,190 --> 00:50:25,407
>> Hmm.  Yeah.  It sounds

1546
00:50:25,407 --> 00:50:27,576
really confusing between

1547
00:50:27,576 --> 00:50:30,197
the person that you are as a

1548
00:50:30,197 --> 00:50:32,467
Buddhist woman and the daughter

1549
00:50:32,467 --> 00:50:34,186
of your parents and the

1550
00:50:34,186 --> 00:50:36,203
person that you are now in

1551
00:50:36,203 --> 00:50:39,206
school.  And they feel like

1552
00:50:39,206 --> 00:50:42,266
two different people almost

1553
00:50:42,266 --> 00:50:45,212
in your experience.  Am I

1554
00:50:45,212 --> 00:50:51,218
getting that right?

1555
00:50:51,218 --> 00:50:52,671
>> Mia, thank you for trusting

1556
00:50:52,671 --> 00:50:53,806
me with, you know, hour

1557
00:50:53,806 --> 00:50:55,189
you're feeling.  I can tell

1558
00:50:55,189 --> 00:50:57,925
this is really, it has been

1559
00:50:57,925 --> 00:51:00,303
something that you have

1560
00:51:00,303 --> 00:51:03,197
been thinking about that is

1561
00:51:03,197 --> 00:51:04,722
bothering you.  And I can

1562
00:51:04,722 --> 00:51:06,400
hear like the conflict that

1563
00:51:06,400 --> 00:51:08,202
you have inside of you.  And

1564
00:51:08,202 --> 00:51:10,772
that you're really worried

1565
00:51:10,772 --> 00:51:13,390
that your parents would be

1566
00:51:13,390 --> 00:51:16,210
disappointed and how things

1567
00:51:16,210 --> 00:51:18,212
are playing out.  And before

1568
00:51:18,212 --> 00:51:20,250
we go to the part of whether

1569
00:51:20,250 --> 00:51:22,216
or not this is who you are

1570
00:51:22,216 --> 00:51:24,427
now, do you thing we could

1571
00:51:24,427 --> 00:51:26,765
back up a little bit and we

1572
00:51:26,765 --> 00:51:29,189
could talk about, you know,

1573
00:51:29,189 --> 00:51:31,753
how did you parents raise you?

1574
00:51:31,753 --> 00:51:34,279
What were their expectations?

1575
00:51:34,279 --> 00:51:36,196
And what's making you

1576
00:51:36,196 --> 00:51:37,547
experiment with alcohol and

1577
00:51:37,547 --> 00:51:38,925
especially, you said, a lot

1578
00:51:38,925 --> 00:51:40,200
of alcohol, and -- let's

1579
00:51:40,200 --> 00:51:42,082
talk about that part first

1580
00:51:42,082 --> 00:51:43,997
and then we'll get to some

1581
00:51:43,997 --> 00:51:46,206
of your worries about who you

1582
00:51:46,206 --> 00:51:47,207
are and who you are becoming.

1583
00:51:47,207 --> 00:51:52,212
[ End of video ]

1584
00:51:52,212 --> 00:51:53,860
>> Dr. Currier:  All right.

1585
00:51:53,860 --> 00:51:55,725
So, pretty cool stuff.  Right?

1586
00:51:55,725 --> 00:51:57,217
So if that grabbed your

1587
00:51:57,217 --> 00:51:58,628
interest, I would encourage

1588
00:51:58,628 --> 00:51:59,748
you to check out, you

1589
00:51:59,748 --> 00:52:01,188
know, the videos and other

1590
00:52:01,188 --> 00:52:02,918
resources that Dr. Black and

1591
00:52:02,918 --> 00:52:04,492
her colleagues developed.

1592
00:52:04,492 --> 00:52:06,193
They are all up on YouTube

1593
00:52:06,193 --> 00:52:07,777
right now.  And it's been

1594
00:52:07,777 --> 00:52:09,390
publicly disseminated, we

1595
00:52:09,390 --> 00:52:11,198
will have it on our website

1596
00:52:11,198 --> 00:52:12,434
soon.  And also, before I

1597
00:52:12,434 --> 00:52:13,692
kind of bring things to a

1598
00:52:13,692 --> 00:52:15,202
close and move into Q & A.  I

1599
00:52:15,202 --> 00:52:17,423
want to highlight a couple

1600
00:52:17,423 --> 00:52:19,860
of other resources that were

1601
00:52:19,860 --> 00:52:22,209
team is developing.  Right

1602
00:52:22,209 --> 00:52:23,877
now we're in the process of

1603
00:52:23,877 --> 00:52:25,451
developing an open access

1604
00:52:25,451 --> 00:52:27,214
handbook for Octobersferred

1605
00:52:27,214 --> 00:52:28,954
university press.  You know,

1606
00:52:28,954 --> 00:52:30,538
oxpered university press,

1607
00:52:30,538 --> 00:52:32,185
that will provide a guide

1608
00:52:32,185 --> 00:52:32,498
book for using all of the

1609
00:52:32,498 --> 00:52:32,779
tools and resources we

1610
00:52:32,779 --> 00:52:33,186
developed on our project and in

1611
00:52:33,186 --> 00:52:37,190
 in

1612
00:52:37,190 --> 00:52:39,494
addition to providing or

1613
00:52:39,494 --> 00:52:41,748
guidance for addressing

1614
00:52:41,748 --> 00:52:44,197
spirituality and relinn,

1615
00:52:44,197 --> 00:52:45,886
competencies in for training

1616
00:52:45,886 --> 00:52:47,606
mental health professionals.

1617
00:52:47,606 --> 00:52:49,202
And Dr. Fox and are I are

1618
00:52:49,202 --> 00:52:51,597
currently leading a special

1619
00:52:51,597 --> 00:52:54,401
section for APA's psychotherapy

1620
00:52:54,401 --> 00:52:56,209
in spirituality and

1621
00:52:56,209 --> 00:52:58,974
religious competency training

1622
00:52:58,974 --> 00:53:01,499
for psychotherapy.  And --

1623
00:53:01,499 --> 00:53:04,217
this special issue is going

1624
00:53:04,217 --> 00:53:05,309
to feature many of the

1625
00:53:05,309 --> 00:53:06,572
empirical studies that we

1626
00:53:06,572 --> 00:53:08,188
funded in our second subproject

1627
00:53:08,188 --> 00:53:11,484
initiative as well as a number

1628
00:53:11,484 --> 00:53:14,172
of kind of other invited

1629
00:53:14,172 --> 00:53:17,197
submissions for people who

1630
00:53:17,197 --> 00:53:19,326
were not directly affiliated

1631
00:53:19,326 --> 00:53:21,497
with the spiritual religious

1632
00:53:21,497 --> 00:53:23,203
competencies project.

1633
00:53:23,203 --> 00:53:25,366
All right.  Again, here's

1634
00:53:25,366 --> 00:53:28,008
information about the website.

1635
00:53:28,008 --> 00:53:30,210
I encourage you to check

1636
00:53:30,210 --> 00:53:31,248
out the website.  Everything

1637
00:53:31,248 --> 00:53:32,193
I talked about today will

1638
00:53:32,193 --> 00:53:33,213
be up there at some point.

1639
00:53:33,213 --> 00:53:35,056
In the interim, thank you

1640
00:53:35,056 --> 00:53:37,084
for listening to this talk.

1641
00:53:37,084 --> 00:53:39,186
And here's my email address

1642
00:53:39,186 --> 00:53:40,874
if anybody would like to get

1643
00:53:40,874 --> 00:53:42,594
in contact with me.  Really,

1644
00:53:42,594 --> 00:53:44,191
at any point this year or

1645
00:53:44,191 --> 00:53:46,533
next year or whenever.

1646
00:53:46,533 --> 00:53:49,196
So thanks for listening.

1647
00:53:49,196 --> 00:53:51,246
>> Joan:  Great, well, thank

1648
00:53:51,246 --> 00:53:52,963
you so much, Dr. Joseph

1649
00:53:52,963 --> 00:53:55,202
Currier, for such a fantastic

1650
00:53:55,202 --> 00:53:57,529
and comprehensive presentation.

1651
00:53:57,529 --> 00:53:59,292
I wish we had even more

1652
00:53:59,292 --> 00:54:01,208
time than we do.  But it

1653
00:54:01,208 --> 00:54:02,638
looks like we have

1654
00:54:02,638 --> 00:54:04,344
about six minutes for

1655
00:54:04,344 --> 00:54:06,213
questions and answers.

1656
00:54:06,213 --> 00:54:06,840
People can put them in the

1657
00:54:06,840 --> 00:54:07,552
chat or raise your hand.  I'm

1658
00:54:07,552 --> 00:54:08,215
going to start us -- oh, I

1659
00:54:08,215 --> 00:54:14,187
see Chris, go ahead.

1660
00:54:14,187 --> 00:54:15,506
>> Yeah.  Couldn't find the

1661
00:54:15,506 --> 00:54:16,749
little yellow hand symbol

1662
00:54:16,749 --> 00:54:18,191
there.  Two questions, maybe

1663
00:54:18,191 --> 00:54:18,817
even partially a comment.

1664
00:54:18,817 --> 00:54:19,454
As you were talking later

1665
00:54:19,454 --> 00:54:20,193
on in particular, I couldn't

1666
00:54:20,193 --> 00:54:24,197
, I couldn't

1667
00:54:24,197 --> 00:54:25,821
help but think about the

1668
00:54:25,821 --> 00:54:27,477
Army chaplains and their

1669
00:54:27,477 --> 00:54:29,202
duty.  And of course, my

1670
00:54:29,202 --> 00:54:30,990
experience with this is simply

1671
00:54:30,990 --> 00:54:32,568
watching the sitcom, "M.A.

1672
00:54:32,568 --> 00:54:34,207
S.H.."  I don't have a lot

1673
00:54:34,207 --> 00:54:35,459
of knowledge in this, but

1674
00:54:35,459 --> 00:54:36,784
I imagine these folks were

1675
00:54:36,784 --> 00:54:38,211
never trained and they were

1676
00:54:38,211 --> 00:54:41,564
dealing with a lot of emotions.

1677
00:54:41,564 --> 00:54:44,210
I'm wondering if there's

1678
00:54:44,210 --> 00:54:47,187
literature out there about

1679
00:54:47,187 --> 00:54:48,423
their experiences and how

1680
00:54:48,423 --> 00:54:49,580
successful they were in

1681
00:54:49,580 --> 00:54:51,191
treating trauma on the field or

1682
00:54:51,191 --> 00:54:52,985
mental health issues in

1683
00:54:52,985 --> 00:54:54,654
realtime as they were

1684
00:54:54,654 --> 00:54:57,197
happening among these soldiers?

1685
00:54:57,197 --> 00:54:59,366
And also, I saw some stats

1686
00:54:59,366 --> 00:55:01,742
that you had about different

1687
00:55:01,742 --> 00:55:04,204
religions.  I'm wondering if

1688
00:55:04,204 --> 00:55:05,518
you could say anymore

1689
00:55:05,518 --> 00:55:07,236
about almost a bit like the

1690
00:55:07,236 --> 00:55:09,209
chaplains, they had to -- help

1691
00:55:09,209 --> 00:55:11,631
anyone in need regardless of

1692
00:55:11,631 --> 00:55:14,012
the religion in particular.

1693
00:55:14,012 --> 00:55:16,216
And then in your video I

1694
00:55:16,216 --> 00:55:17,814
saw a woman who perhaps was

1695
00:55:17,814 --> 00:55:19,501
from a Muslim tradition.  So

1696
00:55:19,501 --> 00:55:21,188
I'm wondering how, how that

1697
00:55:21,188 --> 00:55:22,505
works with different kinds

1698
00:55:22,505 --> 00:55:23,848
of religions and different

1699
00:55:23,848 --> 00:55:25,192
elements of spirituality?

1700
00:55:25,192 --> 00:55:25,660
>> Dr. Currier:  Yeah.  Thank

1701
00:55:25,660 --> 00:55:26,193
you for those questions.  Chris?

1702
00:55:26,193 --> 00:55:31,198
>> Yeah.

1703
00:55:31,198 --> 00:55:33,296
>> Dr. Currier:  Yeah, thanks

1704
00:55:33,296 --> 00:55:35,213
for those questions.  So I

1705
00:55:35,213 --> 00:55:37,204
-- I don't know, you know,

1706
00:55:37,204 --> 00:55:39,743
much about kind of outcome

1707
00:55:39,743 --> 00:55:42,427
research related to kind of

1708
00:55:42,427 --> 00:55:45,212
chaplain C practice back in

1709
00:55:45,212 --> 00:55:47,138
the Vietnam era.  I do

1710
00:55:47,138 --> 00:55:49,545
know that Army chaplains in

1711
00:55:49,545 --> 00:55:52,219
particular, Navy chaplains, I

1712
00:55:52,219 --> 00:55:54,312
think DOD has done an

1713
00:55:54,312 --> 00:55:56,847
incredible job with their

1714
00:55:56,847 --> 00:56:00,193
chaplain C training programs and

1715
00:56:00,193 --> 00:56:01,780
using chaplain assistance,

1716
00:56:01,780 --> 00:56:03,396
religious life specialists

1717
00:56:03,396 --> 00:56:05,198
within units.  So I do think

1718
00:56:05,198 --> 00:56:06,162
that's a major part of the

1719
00:56:06,162 --> 00:56:07,068
puzzle in addressing the

1720
00:56:07,068 --> 00:56:08,201
suicide epidemic and military

1721
00:56:08,201 --> 00:56:16,209
connected populations, right?

1722
00:56:16,209 --> 00:56:17,958
To your second question

1723
00:56:17,958 --> 00:56:20,203
around like -- how, how could

1724
00:56:20,203 --> 00:56:22,215
these spiritual religious

1725
00:56:22,215 --> 00:56:23,539
competencies be applied in,

1726
00:56:23,539 --> 00:56:24,760
essentially working with

1727
00:56:24,760 --> 00:56:26,186
whoever comes to us, right?

1728
00:56:26,186 --> 00:56:28,403
And working within

1729
00:56:28,403 --> 00:56:30,921
the context of their

1730
00:56:30,921 --> 00:56:34,194
beliefs and their values.

1731
00:56:34,194 --> 00:56:36,330
And I think this is, this

1732
00:56:36,330 --> 00:56:38,765
is one of the key -- kind of

1733
00:56:38,765 --> 00:56:41,201
defining features of, these

1734
00:56:41,201 --> 00:56:42,865
competencies is that we

1735
00:56:42,865 --> 00:56:44,778
want them to be, you know,

1736
00:56:44,778 --> 00:56:47,207
inclusive of all peoples.  So if

1737
00:56:47,207 --> 00:56:47,325
yo

1738
00:56:47,325 --> 00:56:49,232
u think about those competencies

1739
00:56:49,232 --> 00:56:50,752
I had up there, you know,

1740
00:56:50,752 --> 00:56:52,212
being self-aware of our

1741
00:56:52,212 --> 00:56:53,174
own religious backgrounds

1742
00:56:53,174 --> 00:56:54,077
and our backgrounds may

1743
00:56:54,077 --> 00:56:55,215
influence the way respond to

1744
00:56:55,215 --> 00:56:56,626
diverse people, being

1745
00:56:56,626 --> 00:56:58,475
knowledge clinical practice

1746
00:56:58,475 --> 00:57:00,186
about the different ways

1747
00:57:00,186 --> 00:57:02,063
spirituality religion may

1748
00:57:02,063 --> 00:57:04,281
help or harm military, right?

1749
00:57:04,281 --> 00:57:06,192
That, that if we possess

1750
00:57:06,192 --> 00:57:08,291
the companyitancies, ideally,

1751
00:57:08,291 --> 00:57:10,282
we're going to be effective

1752
00:57:10,282 --> 00:57:12,198
to work with folks across

1753
00:57:12,198 --> 00:57:13,815
the full spirituality

1754
00:57:13,815 --> 00:57:16,010
religious diversity spectrum

1755
00:57:16,010 --> 00:57:18,204
from people who are part of

1756
00:57:18,204 --> 00:57:20,653
different religious groups on

1757
00:57:20,653 --> 00:57:23,147
one end.  And also, including

1758
00:57:23,147 --> 00:57:25,211
people who may identify

1759
00:57:25,211 --> 00:57:27,285
as secular or -- and, I think

1760
00:57:27,285 --> 00:57:29,106
this is one of the -- the

1761
00:57:29,106 --> 00:57:31,217
exciting developments of our

1762
00:57:31,217 --> 00:57:32,976
project is that historically,

1763
00:57:32,976 --> 00:57:34,335
you know, when we have

1764
00:57:34,335 --> 00:57:36,189
attempted to address religion

1765
00:57:36,189 --> 00:57:37,434
or spirituality, right?

1766
00:57:37,434 --> 00:57:38,648
I think much along the

1767
00:57:38,648 --> 00:57:40,193
lines of culturally adapted

1768
00:57:40,193 --> 00:57:42,410
psychotherapy or interventions,

1769
00:57:42,410 --> 00:57:44,377
we're usually only focusing

1770
00:57:44,377 --> 00:57:46,199
on a particular group of

1771
00:57:46,199 --> 00:57:48,404
people.  Right?  I think that

1772
00:57:48,404 --> 00:57:50,421
can be very, very helpful.

1773
00:57:50,421 --> 00:57:52,205
But when push comes to

1774
00:57:52,205 --> 00:57:53,938
shove, like we're not going

1775
00:57:53,938 --> 00:57:55,574
to necessarily be able to

1776
00:57:55,574 --> 00:57:57,210
train the average mental

1777
00:57:57,210 --> 00:57:58,569
health professional in

1778
00:57:58,569 --> 00:58:00,455
essentially changing their set

1779
00:58:00,455 --> 00:58:02,215
for every single person who

1780
00:58:02,215 --> 00:58:04,180
may come to them.  Right?

1781
00:58:04,180 --> 00:58:05,943
So we want these to be

1782
00:58:05,943 --> 00:58:08,188
inclusive.  We want them to

1783
00:58:08,188 --> 00:58:08,913
increase responsiveness.  You

1784
00:58:08,913 --> 00:58:09,628
know, to spiritual religious

1785
00:58:09,628 --> 00:58:10,190
diversity in general.

1786
00:58:10,190 --> 00:58:11,191
>> Makes sense, thanks.

1787
00:58:11,191 --> 00:58:17,197
>> Dr. Currier:  Yeah.

1788
00:58:17,197 --> 00:58:18,906
>> Joan:  Great.  Thank you,

1789
00:58:18,906 --> 00:58:20,523
all are so many questions.

1790
00:58:20,523 --> 00:58:22,202
I saw -- MATEJ's hand goes

1791
00:58:22,202 --> 00:58:22,679
up.  So go ahead with

1792
00:58:22,679 --> 00:58:23,203
your question, please.

1793
00:58:23,203 --> 00:58:26,206
>> Hello.  Can you hear me?

1794
00:58:26,206 --> 00:58:30,947
>> Joan:  Yes.  Nice

1795
00:58:30,947 --> 00:58:35,215
to see you again.

1796
00:58:35,215 --> 00:58:36,811
>> Yeah.  Thank you.  I am

1797
00:58:36,811 --> 00:58:38,311
a doctor, from sovac you

1798
00:58:38,311 --> 00:58:40,186
European Europe.  So I joined

1799
00:58:40,186 --> 00:58:41,187
from urine.

1800
00:58:41,187 --> 00:58:43,064
>> Dr. Currier:

1801
00:58:43,064 --> 00:58:45,191
Good to see you.

1802
00:58:45,191 --> 00:58:47,739
>> I knew about the lecture.

1803
00:58:47,739 --> 00:58:49,969
Just out of interest, we

1804
00:58:49,969 --> 00:58:52,198
have some mental health

1805
00:58:52,198 --> 00:58:54,102
professionals in sovac

1806
00:58:54,102 --> 00:58:56,477
you, I'm doing residency in

1807
00:58:56,477 --> 00:58:59,205
psychology myself, I have been

1808
00:58:59,205 --> 00:59:00,154
interested in this area,

1809
00:59:00,154 --> 00:59:01,161
spirituality and religion

1810
00:59:01,161 --> 00:59:02,208
and health.  Would you be

1811
00:59:02,208 --> 00:59:04,426
potentially in the future

1812
00:59:04,426 --> 00:59:06,685
interested in training or

1813
00:59:06,685 --> 00:59:09,215
providing some materials in

1814
00:59:09,215 --> 00:59:10,105
these areas to, to train

1815
00:59:10,105 --> 00:59:11,143
or help train mental health

1816
00:59:11,143 --> 00:59:12,218
professionals in this area?

1817
00:59:12,218 --> 00:59:14,704
Like, with some simple

1818
00:59:14,704 --> 00:59:17,190
things to start with?

1819
00:59:17,190 --> 00:59:18,602
>> Dr. Currier:  Yeah.

1820
00:59:18,602 --> 00:59:20,235
Please, please reach out.

1821
00:59:20,235 --> 00:59:22,195
And like we're working -- you

1822
00:59:22,195 --> 00:59:23,880
know, with -- you know,

1823
00:59:23,880 --> 00:59:26,115
psychologists, you know, other

1824
00:59:26,115 --> 00:59:28,201
mental health professionals

1825
00:59:28,201 --> 00:59:29,684
in a number of other countries

1826
00:59:29,684 --> 00:59:30,944
right now.  To, you know,

1827
00:59:30,944 --> 00:59:32,205
work to culturally adapt

1828
00:59:32,205 --> 00:59:33,754
some of the resources that

1829
00:59:33,754 --> 00:59:35,391
we've developed.  You know,

1830
00:59:35,391 --> 00:59:37,210
and there are other resources

1831
00:59:37,210 --> 00:59:37,854
that I didn't have a chance

1832
00:59:37,854 --> 00:59:38,484
to talk about today.  That

1833
00:59:38,484 --> 00:59:39,212
might be highly applicable to

1834
00:59:39,212 --> 00:59:41,214
your setting.  Yes.

1835
00:59:41,214 --> 00:59:44,217
>> Thank you so much.

1836
00:59:44,217 --> 00:59:44,725
>> Dr. Currier:  I would love to

1837
00:59:44,725 --> 00:59:45,218
talk more in the future.  Yes.

1838
00:59:45,218 --> 00:59:49,189
>> Thank you very much.

1839
00:59:49,189 --> 00:59:51,300
>> Joan:  Thank you.  Doctor,

1840
00:59:51,300 --> 00:59:53,193
I saw you had a question.