The study of the Persian mystical fable’s capacity to be rewritten as spiritual literature for children in the light of the theory of relational consciousness

2019 ◽  
Vol 24 (1) ◽  
pp. 58-72
Author(s):  
Samira Qayyoumi ◽  
Zahra Jalaeifar
Keyword(s):  
Relational Consciousness

Spirituality in Rehabilitation Counseling of Adults With Physical Disabilities: Views of Practitioners Across Countries

2017 ◽  
Vol 62 (3) ◽  
pp. 131-143 ◽  
Author(s):  
Samta P. Pandya
Keyword(s):  
Logistic Regression ◽  
Rehabilitation Counseling ◽  
Physical Disabilities ◽  
Significant Others ◽  
Macro Level ◽  
Social Goal ◽  
The Social ◽  
Facilitative Role ◽  
Relational Consciousness ◽  
Cross Country

The purpose of the study is to understand the views of practitioners across countries, on spirituality for rehabilitation counseling of adults with congenital and acquired disabilities. A survey of 1,269 practitioners in the field of disability across 15 countries was conducted. Results showed that practitioners had a favorable view of spirituality. Logistic regression results highlight several cross-country nuances in practitioners’ views toward spirituality for rehabilitation counseling, and more so, differentials in terms of adults with congenital and acquired physical disabilities. Practitioners who focused on a client-centered approach vis-à-vis those who diversified also into macro-level work of networking and advocacy, and specifically those who had high self-reported spirituality, proposed that for adults with congenital physical disabilities, spirituality enabled living with disabilities, as against a rationalization and justification of the disability. They favored mindfulness techniques as the modes of working with the clients and reported that by cultivating relational consciousness, spirituality enabled meeting the social goal of rehabilitation counseling. Furthermore, practitioners from affluent nations placed a premium on the deconstructing potential of spirituality and its facilitative role in enabling the clients themselves, and significant others, to transcend the ability/disability binary. The study foregrounds the importance of spiritually sensitive approaches in rehabilitation counseling.

The spiritual strengths of young children

2018 ◽  
Author(s):  
Rebecca Nye
Keyword(s):  
Early Childhood ◽  
Meaning Making ◽  
Ways Of Knowing ◽  
Present Moment ◽  
Connotative Meaning ◽  
Psychological Theories ◽  
Education And Care ◽  
Relational Consciousness ◽  
Imaginative Play ◽  
Existential Issues

This chapter outlines childhood’s spiritual strengths and needs. Psychological theories and empirical research suggest that spiritual capacity is a natural condition of early childhood, arising in everyday experience. Contemporary scholarship identifies key strengths that underpin childhood spirituality. These include children’s heightened sensitivity to non-verbal, embodied, and emotional ways of knowing, and a less dominating verbal and intellectual approach to experience. This privileges children’s spiritual capacity for ‘relational consciousness’, and is evident in attention to mystery, delight, despair, wonder, the present moment, a sense of place, and connotative meaning-making. Without sensitive approaches to nurture in education and care, these capacities are vulnerable to erosion. Four areas of spiritual need are proposed: for child-led listening, for adult presence and humility, for space (physical, emotional, and auditory), and a need for imaginative play. Together, these can provide safe ways to explore the profound existential issues common in even the youngest children.

scholarly journals Reflective Role-Playing in the Development of Dialogic Skill

2017 ◽  
Vol 15 (2) ◽  
pp. 137-155 ◽  
Author(s):  
Lone Hersted
Keyword(s):  
Collaborative Learning ◽  
Participatory Research ◽  
Educational Practice ◽  
Role Playing ◽  
Self Reflection ◽  
Bodily Awareness ◽  
Relational Consciousness ◽  
Goal Articulation ◽  
Reflective Skills ◽  
Relational Skills

Whether an organization prospers depends importantly on the relationships among its participants, and central to the success of relationships is the process of dialogue. This article describes an action-based educational practice for enhancing dialogical and relational skills among members of an organization. The effort draws on concepts of participatory research, collaborative learning, and dramatic acting. Specifically, the practice combines collaborative role-playing, polyphonic reflection, goal articulation, and facilitator cooperation to achieve educational ends. The project was carried out together with approximately 60 organizational members over a period of 18 months. Results suggest that this combination of practices enhanced dialogic, relational, and reflective skills among leaders and employees of the organization. Among the various results, particular attention is here paid to the outcomes of reflective role-playing for acquiring bodily awareness, changing and expanding perspectives, developing critical self-reflection, and enhancing relational consciousness.

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