Restricted Research - Award List, Note/Discussion Page
Fiscal Year: 2023
339 The University of Texas Rio Grande Valley (142227)
Principal Investigator: Haas,Jessica
Total Amount of Contract, Award, or Gift (Annual before 2011): $ 40,000
Exceeds $250,000 (Is it flagged?): No
Start and End Dates: 8/1/22 - 12/31/23
Restricted Research: YES
Academic Discipline: Counseling
Department, Center, School, or Institute: Counseling
Title of Contract, Award, or Gift: Catalyzing a Cultural Shift toward integrating Religious and Spiritual Competencies in Mental Health Care Through Training and Systems-Level Change
Name of Granting or Contracting Agency/Entity:
The University of South Alabama
CFDA: n/a
Program Title: n/a
Note:
SAMs 1.1.1--This project has an approved IRB. Religion and spirituality are moving to the center of evidence-based practice and mainstream mental health care. An amassing base of research indicates: (1) R/S plays a powerful role in many peoples' identity, relationships, and well-being; (2) many clients want clinicians to discuss and possibly integrate their R/S in mental health care; and (3) treatment utilization, engagement, and outcomes can be enhanced when clinicians honor their client's R/S. However, lack of training in R/S in mental health graduate programs represents a critical barrier to spiritually competent care in the U.S. Because most faculty, students, and clinicians do not receive standardized training, they might not appreciate the cultural and clinical relevance of R/S, feel unsure how to address their clients' spirituality, and even perpetuate bias against spirituality in their professions. We have previously demonstrated that an 8-module (8 hours total) online program-Spiritual competency Training in Mental Health (SCT-MH)-can foster increases in attitudes, knowledge, and skills associated with spiritually competent mental health care among licensed mental health providers. We are now integrating an enhanced online SCT-MH program (online training with face-to-face content) into existing required clinical graduate courses for students in accredited mental health graduate programs (counseling, psychology, and social work). In turn, this grantfunded project seeks to determine the feasibility and effectiveness of this flexible, integrated curriculum content approach in fostering spiritual and religious competencies among graduate mental health students.
Discussion: No discussion notes