Predicting Perceived Master’s Student Spiritual and Religious Competence Based on Perceived Supervisor Spiritual and Religious Integration Practices and Institutional AttendanceAndrew Secor, M.A.,LCPC, LCMFT, LCAC, NCC, RPT and Michelle Perepiczka, Ph.D., LMHC, CSC, RPTS, NCC

Abstract

This study will investigate predictive factors that are designed to show any influence between students’ perceptions of the faculty supervisor’s spiritual and religious integration practices and their perceived spiritual and religious competence along with institutional attendance at a faith-based or non-faith-based program. Each participant will be given a Demographic Questionnaire, the Spirituality in Supervision Scale (SISS), and the Spiritual and Religious Competence Assessment (SARCA). All of the factors will be examined using multiple regression analysis to determine if there is any significant correlation. I will analyze data using a correlational analysis of data from the SISS (McInnes Miller, 2003) and the SARCA (Fluellen, 2007) and multiple regression analysis with the criterion variable as perceived competence and predictor variables of perceived integration practices and institutional religious affiliation.

Instrumentation

Demographic Questionnaire

Type of academic institution, gender, program track, personal religious affiliation, institutional religious affiliation, state of residence, sexual orientation.

SISS – Supervisor Integration

.79-.89 Reliability (subscales)

Cronbach’s alpha – .94

4 Minutes completion time

SARCA

.87-.94 Reliability (subscales)

Cronbach’s alpha – .91

5 minutes completion time

Data Analysis

Data to be cleaned

The SISS and SARCA will be scored accordingly

Model assumptions: variables, normality, no multicollinearity

The sample will be described.

A linear multiple regression analysis will be performed to determine the predictive quality between the criterion variable and the predictive variables.

Measures of central tendency will be used to describe the variables.

R2 will be calculated to investigate the variance accounted for in the model, which is practical significance.

Correlations between variables with be analyzed.

Research Questions

Research Question:

What is the extent the perceived spiritual competency of master’s level graduate counseling students in CACREP accredited programs who are working with clients in field experience as measured by the SARCA is predicted by students’ perception of their faculty supervisors integrating spirituality into clinical supervision as measured by the SISS and attendance in a program housed within a faith-based or non-faith-based institution?

Null hypothesis:

Perceived spiritual competency of master’s level graduate counseling students in CACREP accredited programs who are working with clients in field experience is not statistically significantly predicted by students’ perception of their faculty supervisors integrating spirituality into clinical supervision and attendance in a program housed within a faith-based or non-faith-based institution as measured by the SISS, the SARCA,, and the demographic questionnaire.

Alterative hypothesis:

Perceived spiritual competency of master’s level graduate counseling students in CACREP accredited programs who are working with clients in field experience is statistically significantly predicted by students’ perception of their faculty supervisors integrating spirituality into clinical supervision and attendance in a program housed within a faith-based or non-faith-based as measured by the SISS, the SARCA, and the demographic questionnaire.

Purpose

The purpose of this quantitative, cross-sectional survey study is to describe if masters’ level graduate counseling students’ perception of their faculty supervisor’s spiritual and religious integration practices in clinical supervision predicts students’ perceived spiritual competence.  In addition, I will examine if the type of institution (faith-based or non-faith-based) predicts spiritual and religious competence among participants.

Problem

Professional counselors report a lack of training in the management of spiritual and religious issues in counseling (Vieten et al., 2013) even as many clients report that they desire their spiritual or religious beliefs be part of their counseling in some manner (Morrison, Clutter, Pritchett, & Demmitt, 2009; Shafrankse, 2014). Although existing researchers provided important findings regarding the incorporation of spirituality and religion in counseling, there is a lack of research that evaluates the perceived impact of religious and spiritual integration practices of clinical supervisors and the perceived spiritual and religious competence of counseling students. Such information benefits the field of counseling and counselor education because it helps supervisors train culturally relevant clinicians (Ross, Suprina, & Brack, 2013) and provides a method of increasing treatment efficacy in practice (Kim, Huh, & Chae, 2015).

Relevant Literature

Spiritual and religious competence is a skill endorsed by the ACA as stated by ASERVIC (ASERVIC, n.d.; Cashwell & Watts, 2010). While the ACA recognized the value of integration of these principles into training, as does CACREP, professionals and students continue to report inadequate training in this area of counselor training (CACREP, 2016; Gilliam & Armstrong, 2012; Vieten et al., 2013). The existing research base for this area includes assessment development, supervisor perspectives, and student perspectives about the importance of discussion about spiritualty and religion but does not examine students’ experiences of integration during faculty supervision while in training and if this training enhances competence (Fluellen, 2007; Hull, Suarez, Sells, & Miller, 2013; McInnes Miller, 2003). Given the history of separation between spirituality and religion in the counseling profession, this study offers the opportunity to explore this gap in the counseling supervision literature.

Social Change Implications

Information from this study could encourage social change by creating an awareness of the importance of spiritual and religious integration in training, which could increase exposure to these topics among counseling students. Findings from the present study could result in an increase in supervisors and supervisees discussing and implementing spiritual and religious integration practices with the aim of increasing the competence of their students. The results from this study could inform accreditation standards/competency practices.

Limitations

Convenience Sampling – Generalizability

Survey study

Nonresponse bias

Does not distinguish between practicum/internship students.

Sample and Recruitment

Convenience sample of master’s level counseling students in field experience at a CACREP program.

The sample size will consist of 90 participants. This number is based on the computer program G* power 3.1.9.2.

The alpha size is 0.05.

The power 0.95 and effect size of 0.20.

Three variables or predictors entered which provided an appropriate sample size of N=90.

Design and Rational

The proposed research will be a quantitative research study. A multiple linear regression will answer the research questions because this type of regression determines whether a predictive quality exist among two or more predictor variables and one criterion variable.

The selected research design for this study is a non-experimental design. This design allows the researcher to utilize a statistical measure to establish the predictive quality between the Criterion variable (perceived competence) and the Predictive variables (perceived supervisor spiritual/religious integration and institutional attendance).

Threats to Validity

Single Data Collection Point

Participant dropout

No comparison Group

Ethical Considerations

Anxiety evaluating faculty supervisors

Participants are students

Anonymity of responses via survey participation

Data Collection

Data collection via Surveymonkey

Email the program contacts

Program contact or faculty send the survey link to prospective participants.

Length of time to complete the survey is approximately 10 minutes

Informed consent, demographic questionnaire, two assessments: SISS and SARCA