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Descriptors:
Mental Health; Muslims; Foreign Countries; Religion; Qualitative Research; Religious Factors; Beliefs; Counseling

Abstract:
The purpose of the present study was to explore through qualitative methodology the practice of visiting shrines, a religious practice indigenous to Turkish Muslims, and its potential mental health benefits. Thirteen individuals were interviewed at two shrines in Istanbul, Turkey. The researchers focused on visitors' presenting issues, beliefs regarding the practice, the mental health benefits of the visit, and the behaviors that the visitors engaged in during their visit. The data were analyzed using the Consensual Qualitative Research method. Five domains emerged from the data: (i) "degree of religiosity and duties," (ii) "knowledge and beliefs about shrines," (iii) "purpose of visits," (iv) "activities during the visit," and (v) "experience and impact of the visit." The findings were discussed based on the mental health benefits of visiting shrines and the counseling and cultural implications. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Student Diversity; Cultural Pluralism; Cultural Awareness; Consciousness Raising; Interpersonal Communication; Social Bias; Perspective Taking; Religion; Individual Differences; Racial Differences; Institutional Role

Abstract:
There are significant concerns about campus relationships, primarily between white students and students of color, but also related to students of different religious backgrounds (e.g., Christian and Muslim). Despite the growing diversity in faculty and student bodies on campus, students could still navigate through college without having to interact in meaningful ways with others of different backgrounds. There are many priorities for colleges and universities to pursue at an institutional level. It may be more important for administrators to prioritize increased diversity in recruitment and retention of students (and faculty) than to take ownership of the challenge of making the experience of campus diversity positive and meaningful. Consequently, campus organizations or even individuals may need to undertake efforts aimed at increased intercultural understanding and interaction. It takes more than diversity of campus populations for individuals to interact in meaningful ways with others of different backgrounds. In this article, the authors share their experience launching a series of campus conversations focused on raising personal awareness and building relationships across difference. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Conflict; Religion; Religious Education; Teaching Methods; Controversial Issues (Course Content); Role; Educational Objectives; Critical Thinking; Assignments

Abstract:
What happens when a class assignment becomes a source of controversy? How do we respond? What do we learn? By describing the controversy surrounding an assignment on religion and representation, this article examines conflict's productive role in teaching about New Religious Movements (NRMs) and religion. It suggests that we consider how our personal and institutional dispositions toward conflict influence our pedagogies. Moreover, it urges us to consider how teaching conflicts within and/or between disciplines can enhance our learning objectives and stimulate students' ability to think critically. (Contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adolescents; Religion; Dialogs (Language); Self Concept; Religious Education; Biculturalism; Teaching Methods; Cultural Pluralism; Foreign Countries

Abstract:
This article focuses on the need for dialogue in the form of a "third space" for multi-faith realities. In exploring the idea of a "third space," the author draws on the use of the term borrowed from Homi Bahha. Third space, as it is defined in the context of this article, understands the complexities of hybridity, or multiple identities, as experiences by adolescents in the contemporary climate. Dialogue, it is argued, is a necessary component through which adolescents can speak to the complexities of bridging multiple worlds and identities. The argument ultimately rests in language and dialogue's ability within the third space to reframe and eliminate dichotomies and create a "pluralistic identity" in which the individual's holistic self is nurtured and developed. (Contains 8 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Individual Development; Communication Skills; Religion; Comparative Analysis; Religion Studies; Criticism; Cultural Pluralism; Peace; Undergraduate Study; Graduate Study; Role; Dialogs (Language); History; Intercultural Communication; Departments; Curriculum

Abstract:
Comparative Religion is seen as an important curricula because it could serve as a mechanism for enhancing cross-cultural religious communication. The authors seek to examine the role of Comparative Religion as an important science for enhancing dialogue skills. Such a communication skill, however, must be developed from both intra- and inter-civilizational levels. The authors have employed an historical and textual analysis to re-examine Comparative Religion and its methodology. The authors proposed new curricula in Comparative Religion studies including criticism of the methodologies used in Comparative Religion. This includes a new methodology that considers the existing multicultural religious phenomenon as well as post-September 11, 2001 developments and the plans for departmentalization of Comparative Religion. For further benefit toward peace, harmony, and accepting co-existence, this study also highlights suggestions for developing the undergraduate and postgraduate programs at the higher education level. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Religion; Religious Education; Cultural Pluralism; Psychological Patterns; Teaching Methods; Social Attitudes

Abstract:
The aim of this article is to consider the psychological mechanisms that may prevent individuals from achieving religious tolerance and religious pluralism. After defining these concepts and explaining why they are desirable outcomes, four psychological obstacles to the achievement of religious tolerance and religious pluralism will be explored by considering both research in psychology and the literature on religious education. The aim of identifying these obstacles is to enable us to suggest how they might be overcome through education, and what the implications for religious education are. (Contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Addictive Behavior; Religion; Religious Factors; Spiritual Development; Counseling Techniques; Therapy; Correlation; Age; Rehabilitation Counseling; Regression (Statistics); Attitude Measures

Abstract:
A total of 84 individuals with addiction issues (e.g., drugs, sex, weight, food, and codependency) were asked about their willingness to incorporate religion or spirituality in their counseling. These respondents expressed willingness to deal with religion or spirituality in counseling if the counselor was knowledgeable about their religion or spirituality. Degree of willingness was significantly related to clients' religious background and age. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Child Abuse; Smoking; Adolescents; Child Welfare; Drinking; Depression (Psychology); Resilience (Psychology); Early Intervention; Caregivers; Sexual Abuse; Correlation; Symptoms (Individual Disorders); Young Adults; Welfare Services; Religion; Community Involvement; Prevention

Abstract:
Objective: It is well established that child maltreatment reflects a context of risk for multiple negative outcomes. Identifying factors that protect against negative outcomes is important for the development of strengths-based approaches that emphasize resilience, particularly for youth transitioning out of the child welfare system. The current study examined the relationship between an internal resilience measure, the Connor-Davidson Resilience Scale (CD-RISC; Connor & Davidson, 2003), and several external measures of resilience and behavioral outcomes (tobacco use and dependence, alcohol use and problems, and depression symptoms). In addition, two models of resilience were examined in the context of child maltreatment: a compensatory model and a risk-protection model. Methods: Ninety-three emerging adults (ages 18-25) who were making the transition out of child welfare completed self-report measures of child maltreatment, internal resilience (CD-RISC), external resilience (academic achievement, religious and community involvement, monitoring by caregivers, and presence of an adult mentor), alcohol and tobacco use, and depression symptoms. Results: Internal resilience was significantly associated with involvement in religion and community, and monitoring by caregivers. In addition, internal resilience was negatively associated with past year smoking and nicotine dependence, and with symptoms of depression. Hierarchical regression analyses were conducted to examine the direct and interaction effects of resilience on depression symptoms in the context of child maltreatment. When internal resilience was added to the model, it made a significant contribution to depression scores over and above child maltreatment (physical, sexual, and emotional abuse; emotional neglect). In addition, there was a significant Sexual Abuse x Resilience interaction, wherein high resilience was associated with a reduction in depression scores at higher levels of sexual abuse. Conclusions: These findings support internal resilience as both a compensatory and protective factor for depression symptoms in the context of sexual abuse among emerging adults transitioning out of child welfare. Prevention and early intervention within child welfare should include strengthening internal resilience, with continued monitoring of competencies through the transition from adolescence to emerging adulthood. (Contains 3 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Attitudes; Gender Differences; Genetics; Foreign Countries; Data Analysis; Comparative Analysis; Scientific Concepts; Religion; Parent Background; Educational Attainment; Multivariate Analysis; Monte Carlo Methods; Gender Bias; Social Environment; Cultural Context; Trend Analysis; Behavior Patterns; Questionnaires

Abstract:
Innatism is the belief that most of the human personality can be determined by genes. This ideology is dangerous, especially when it claims to be scientific. The present study investigates conceptions of 1060 students from Estonia and France related to genetic determinism of some human behaviours. Factors taken into account included students' religion, gender, parents' education level and the school curriculum. The data analysis used [chi][squared] for single comparisons but also multivariate analyses as between-class analysis and the Monte Carlo test to differentiate samples. The difference in the answers from students of the two countries is strongly significant, Estonian students' answers being more innatist and linked with more intolerant attitudes than French ones, although in both cases the majority is tolerant. For each country, very few factors differentiate students: only gender in France for the question on sexism and schools in Estonia. These findings show how sociocultural context is important for questions containing values interacting with scientific knowledge. The interpretation of the results infers significantly different trends among Estonian and French students' conceptions about the determinism of human behaviours and performances. (Contains 1 table and 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Role of Education; Religious Cultural Groups; Developing Nations; Foreign Countries; War; Religion; Role of Religion; Ideology; Islam; Ethnicity; Discourse Analysis; Political Attitudes; Curriculum; Futures (of Society); Conflict Resolution

Abstract:
This article addresses the role that education plays in conflict, with specific reference to the civil war in Sudan. It analyses the ideological basis of the Sudanese government (GoS) during the civil war, with special reference to the role of religion and ethnicity. It shows how the primary education system was based on the Islamist ideology of the GoS, with limited consideration of the country's various cultural and religious groups. It then discusses the political discourse of the Sudan Peoples' Liberation Movement/Army (SPLM/A) and the secular curriculum that SPLM's Secretariat of Education produced during the war. It identifies differences between the Islamist and the secular educational discourses as one reason why many young people in the South took up arms against the Islamist government. With South Sudan now emerging as an independent nation, a dramatic improvement in the education sector is needed both to heal conflicts in South Sudan and to provide hope for the future to people in the South. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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