Course Syllabus
Instructor: Kelly Arora, PhD
Course Synopsis:
This course helps students explore the role of spiritual caregivers within spiritually- and socially-complex health care settings. Spiritual care encounters with patients, families and hospital staff will invite students to explore the self within the encounter, the spiritual and emotional needs of care seekers, the dynamics within healing relationships, and theological themes that emerge from these experiences.
Canvas will be used for online access to course announcements, the syllabus, readings and reading discussions. If you need help with Canvas, please contact helpdesk@iliff.edu . The easiest way to navigate course information is to begin at the Modules level.
There are no textbooks required for this course. All required readings will be posted to the Canvas site within each Module (corresponding to the 10 weeks of class).
In this course, we will
- Reflect on our own experiences of illness, health, healing, and well-being
- Describe common ways people make meaning of illness and disability
- Examine the evolving role of the healthcare chaplain
- Observe patients, families and healthcare providers in clinical settings
- Practice culturally- and spiritually-sensitive care in the classroom and in the clinical setting
The learning process will include readings, discussions, analyses of film and literature, experiential exercises, case studies, guest speakers, student verbatim presentations, and clinical experiences.
Course Requirements
- Approximately 3 hours per week clinical patient observation/care at a local health care facility, including a mandatory orientation session provided by the facility (limited clinical slots are available at various hospitals in the Denver area; hospitals offer February/March orientation dates - see the Advising Center or email the instructor for details)
- Active participation in weekly in-class and online discussions and activities
- An illness narrative/values reflection paper
- Two verbatim case studies, one of which will be presented in class
- Eight brief online reading reflections
- Clinical experience check-ins with the instructor, as needed
- A final reflection paper
Grading Distribution
In-class, online and clinical attendance and participation 35%
Illness narrative/values reflection paper 15%
2 verbatim case studies 20%
Class presentation on a verbatim case study 5%
8 online reading reflections 15%
Final reflection paper 10%
Ground Rules
Self-Disclosure
Each person is responsible for his or her level of self-disclosure. There will be no pressure to disclose more or less, either in online discussions or within the classroom. The purpose of self-disclosure in the classroom context is not to process our own experiences, but to enhance group learning. Students can use their own support systems when they need to process their own experiences. Each student is expected to learn from class members’ reactions to what they disclose or choose not to disclose.
Instructor’s Availability
I am available as needed for general educational guidance in relation to this course. For more personal concerns emerging from the course, I can offer clarification and support, but I am not able to provide ongoing counseling or therapy. I will help students evaluate the extent to which counseling may be helpful and make appropriate referrals.
Confidentiality
All students must abide by professional confidentiality in all matters, which means that they will preserve anonymity by disguising the identity of cases when seeking consultation and case reporting. Personal disclosures are not to be discussed outside of our community of learners without agreement and permission. Students can, however, talk to people within their support systems about their own reactions, as long as the focus is on themselves and not the content of what course members share, and as long as any identifying information about patients, families, staff and other students is disguised.
Student disclosures to one another and to the professor will remain confidential, unless the law requires otherwise. In all cases, students must be aware of the mandatory reporting laws of the state in which they provide professional caregiving. If they are designated spiritual caregivers within their religious tradition, they need to also be aware of what their religious organization requires. If students have reason to suspect or have first-hand knowledge of recent, current, or ongoing child abuse or neglect perpetrated on a child currently under the age of 18 years, elder abuse, sexual and domestic violence, or threats of homicide or suicide in any of the pastoral situations they use for fulfilling the requirements of this course they need to seek immediate consultation with supervisors, denominational leaders, and the professor of this course so that proper reporting procedures can be ascertained. We will work together to establish an appropriate pastoral relationship with all parties facing these crises. State laws on mandatory reporting are available at State Laws on Mandatory Clergy Reporting Colorado mandatory reporting requirements may be found at Colorado Revised Statutes 19-3-304, 1a, 2(aa, II, III); 13-90-107c.
Language Framework
We will use inclusive language and language that respects diversity of sexual, gender, and sexual orientation.
Revising and Monitoring Ground Rules
It is important that we all share in monitoring and revising these ground rules so that online and classroom experiences feel safe and engender the trust necessary for positive learning experiences.
Disability Accommodations
Iliff engages in a collaborative effort with students with disabilities to reasonably accommodate student needs. Students are encouraged to contact their assigned advisor to initiate the process of requesting accommodations. The advising center can be contacted at advising@iliff.edu or by phone at 303-765-1146.
Course Summary:
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