HOLISTIC PRACTICE “BORN AGAIN”: DOES SOCIAL WORK NEED A SPIRITUAL PERSPECTIVE ...

100 Pages·2012·0.51 MB·English

HOLISTIC PRACTICE “BORN AGAIN”: DOES SOCIAL WORK NEED A
SPIRITUAL PERSPECTIVE?

A Project

Presented to the faculty of the Division of Social Work
California State University, Sacramento

Submitted in partial satisfaction of
the requirements for the degree of

MASTER OF SOCIAL WORK

by

Kayleigh Ellen Lembke

SPRING
2012
HOLISTIC PRACTICE “BORN AGAIN”: DOES SOCIAL WORK NEED A
SPIRITUAL PERSPECTIVE?

A Project

by

Kayleigh Ellen Lembke

Approved by:

__________________________________, Committee Chair
Kisun Nam, Ph. D., MSW

____________________________
Date

ii
Student: Kayleigh Ellen Lembke

I certify that this student has met the requirements for format contained in the University
format manual, and that this project is suitable for shelving in the Library and credit is to
be awarded for the project.

__________________________________, Graduate Coordinator, _________________
Dale Russell, Ed.D., LCSW Date

Division of Social Work
iii
Abstract
of

HOLISTIC PRACTICE “BORN AGAIN”: DOES SOCIAL WORK NEED A
SPIRITUAL PERSPECTIVE?
by

Kayleigh Ellen Lembke

Spirituality and religion are complex areas in any individual’s life. Research suggests that
most American’s have some affiliation with a spiritual or religious side of themselves.
The goal of this study was to explore the relationship of participants (CSUS college
students) with spirituality and/or religion in regards to stress. Research has shown stress
to be one of more predominate challenges of college students and an experience felt by
most if not all adults. Though the primary purpose of research for this project was to
identify the effects, if any, of spiritual and/or religious practices on the symptoms of
stress, the larger implications for the social work profession was explored in detail to see
how and if spirituality and/or religion might fit in accordance with holistic practice, the
values, code of ethics, and professional guidelines of social work. The findings of this
study support the inclusion of some form of spiritual/religious dialogue with clients for
the social work profession and practical ways of incorporating spirituality and/or religion
within practice.
____________________________, Committee Chair
Kisun Nam, Ph.D., MSW

_______________________
Date
iv
DEDICATION

“Give me a sharp sense of understanding, a retentive memory, and the ability to
grasp things correctly and fundamentally.”
~ St. Thomas Aquinas

I would like to dedicate this thesis project to my Higher Power. Without the
guidance and loving support of Him I would never have made it through. He took me
along the path through the twists, turns, thorns, and peaceful pastures. Without His hands
on mine this would never have been written. Without His inspiration and Holy Spirit I
know this project would not have made it to the page.

I also want to dedicate this thesis project for all those who have doubted
themselves, thought they weren’t good enough, couldn’t do it, or struggled to see and
embrace the amazing abilities, talents, insights, and gifts that they behold.

Finally, I dedicate this project to every homeschooler who has been told they
won’t make it in the “real world,” or in “real school.” Those who have been told they
aren’t good enough, they aren’t smart enough, they aren’t “this” or “that.”
This one made it, and you can too.

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ACKNOWLEDGMENTS
I want to thank my Advisor, Dr. Kisun Nam; whose patience, support, and
guidance got me from start to finish. I want to thank my Independence High School
teachers: Mrs. Bertolucci, Mrs. Campbell, Mr. Goff, and Mrs. Latteri. Without whom I
wouldn’t have had the knowledge and skills to build upon to be successful through the
years. I want to thank and acknowledge my BSW practice teacher, John Davis. Who
helped me believe I could get a Masters.
I want to thank Cool and the Gang, otherwise known as Nathan, Kevin, Maureen,
Tiffany, and Emma. You guys have constantly supported me through the last two years
and I don’t know how I would have done it without all of you! To Kevin, my “unofficial”
thesis partner through endless bags of soda gummies, coffee dates, turkeys, and making
me work on thesis I thank you. Your support, humor, and friendship have meant the
world to me. I could not have finished without you making me.
To my family: my mom, Shelly, thank you for the endless proof reading and
foundational education that brought me where I am today; my dad, Bobby, who always
motivated me to do my best; my siblings, Roxanne, Josie, and Evan; “my roommates,”
Paige and Imogen; my boyfriend Nick (and “the boys,” Kodi and Aiden) who sacrificed
me to school day after day, year after year, and loved me anyway. Thank you for your
endless support and belief in me through all the tough and stressful times. I love you all
and am so thankful to be privileged to have you in my life.
Finally, I want to acknowledge and thank Him: my inspiration, my motivation,
and my Lord.
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TABLE OF CONTENTS
Page
Dedication ........................................................................................................................... v
Acknowledgments.............................................................................................................. vi
Chapter
1. THE PROBLEM ........................................................................................................... 1
Introduction ............................................................................................................. 1
Background of the Problem .................................................................................... 2
Statement of the Research Problem ........................................................................ 4
Purpose of the Study ............................................................................................... 5
Theoretical Framework ........................................................................................... 6
Definition of Terms................................................................................................. 8
Assumptions ............................................................................................................ 9
Justification ........................................................................................................... 10
Limitations ............................................................................................................ 10
2. REVIEW OF THE LITERATURE ............................................................................ 14
Introduction ........................................................................................................... 14
Spirituality............................................................................................................. 15
Conceptualization of Spirituality ................................................................. 15
Distinction Between Spirituality and Religion ............................................ 15
Stress ..................................................................................................................... 17
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Conceptualization of Stress.......................................................................... 17
College Students and Social Work .............................................................. 17
Spirituality, Stress, and Social Work .................................................................... 24
Interventions Utilizing Spirituality on Stress ............................................... 24
Social Work and Spirituality ........................................................................ 25
Summary: Spirituality Within a Holistic Framework ........................................... 31
3. METHODS/METHODOLOGY ................................................................................. 38
Hypothesis............................................................................................................. 38
Research Questions ............................................................................................... 38
Introduction ........................................................................................................... 38
Study Design ......................................................................................................... 39
Sampling ............................................................................................................... 40
Measurements Instruments ................................................................................... 40
Data Collection Procedures ................................................................................... 41
Analysis Plan ........................................................................................................ 42
Protection of Human Subjects .............................................................................. 42
4. DATA ANALYSIS AND FINDINGS ....................................................................... 44
Introduction ........................................................................................................... 44
Demographic Information ..................................................................................... 45
Stress ..................................................................................................................... 45
Spirituality............................................................................................................. 52
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Religion ................................................................................................................. 55
Spirituality, Religion, and Stress .......................................................................... 57
Utilizing Spirituality/Religion in Practice ............................................................ 61
Conclusion ............................................................................................................ 66
5. SOCIAL WORK IMPLICATIONS ............................................................................ 67
Introduction ........................................................................................................... 67
Hypotheses/ Research Questions .......................................................................... 67
Interpretation of Results ........................................................................................ 68
Implications for Social Work ................................................................................ 69
Recommendations ................................................................................................. 73
Conclusion ............................................................................................................ 74
Appendix A Human Subjects Application ...................................................................... 76
Appendix B Informed Consent ....................................................................................... 82
Appendix C Interview Questionnaire ............................................................................. 84
References ......................................................................................................................... 87

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1
Chapter 1
The Problem
Introduction
The college years are new and exciting times for countless young students. For
many, it’s the first time they are away from home, having to cook for themselves, and
learning that “balancing a check book” is not placing it on the top of their finger while
trying to keep it from falling. In addition, many students are having to do their own
laundry, pay their own bills, and get one of those “planner things” they’ve seen used by
their parents. With the amassing responsibility of new college students one of the most
common ailments is stress (Ratanasiripong, Sverduk, Hayashino, Prince, 2010). Other
common concerns of students are depression, anxiety, adjustment disorder, and sleep
hygiene (Kraft, 2009). Though many of these factors work in tandem together, stress is
often the manifestation and root cause behind the increasing intensity of these factors. A
prevailing social construct within society is that a “college degree equals success”
(Zagier, 2010). The “college degree equals success” (2010) mentality, at its core, is an
encouragement for higher education as means to a successful and secure future as an
individual. College is viewed as way for students to gain life-skills, begin networking, or
even meet their future spouse—it is often referred to as “the best years of your life.”
However, along the path of “the best years of your life,” college students have been
bombarded with situations and circumstances leading to an increase in stress. An increase
in stress can lead to thoughts of “not being able to handle it,” or “maybe college isn’t for
me.” These thoughts can then lead to dropout. Through that same social constructionist
lens of “college degree equals success” (2010), dropping out of college would mean