As a Christ-centered institution whose auspices is the Seventh-day Adventist Church, Loma Linda University welcomes students, faculty and staff from a broad spectrum of religious persuasions, as is represented by as many as 60 different faith communities at any given time. Education at the University emphasizes mission-focused learning through the integration of health, science and faith. As part of this focus, the University upholds the importance of developing and maintaining a personal relationship with God and encourages students to make use of the numerous faith-based resources near the University that can support their various spiritual and religious needs.

On-campus students have the opportunity to engage with the following:

  • Prayer services are offered each Wednesday in the University Church, centrally located on the main campus.
  • University-sponsored special events featuring field experts in religion and spirituality, and concerts.
  • The School of Behavioral Health hosts a Spiritual Integration Hour centered on the integration of faith/religion/spirituality and the social sciences.
  • Students are also invited to check with their department, as student groups within the School organize spiritual engagement opportunities such as the Wholeness Hour sponsored by the twice-quarterly Department of Social Work and Social Ecology's Phi Alpha Honor Society and the weekly Wellness Hour sponsored by the Department of Counseling and Family Sciences.

Spiritual Integration

The LLU School of Behavioral Health integrates spirituality, understood as the search for the sacred (Pargament, 2007), into the biopsychosocial model (Engel, 1977) to wholistically understand and help humanity. Our spiritual integration follows the teaching, healing, and social justice principles of Jesus Christ while staying consistent with empirical science. We incorporate spiritual and religious variables in our research using accepted social science methods and empirical data to evaluate theory and engage in scientific inquiry. We view our patients' spirituality and religiosity as potential treatment resources and train clinicians to use them competently and ethically according to discipline best practice guidelines. We view our patients' spiritual and religious traditions as an important lens through which to understand their environmental context, culture, and efforts to seek healing, growth, fairness, and justice. We respect all humanity regardless of worldview or religious tradition. (View references and resources below.)

References and Resources

References

  • Engel, G. L. (1977). The need for a new medical model: A challenge for biomedicine. Science, 196(4286), 129–136. https://0-doi-org.catalog.llu.edu/10.1126/science.847460
  • Pargament, K. I. (2007). Spiritually integrated psychotherapy: understanding and addressing the sacred. Guilford Press.

Resources

Religious and Spiritual (R/S) Competencies for SBH Clinical Trainees

The School of Behavioral Health views spirituality as foundational for clinical work in an integrated biopsychosocial-spiritual approach that operates from clients'/patients' perspectives. Bringing spirituality into clinical work is not an overt goal but is viewed as a domain that might be useful in helping clients with their presenting problems, and SBH clinicians seek input on this from clients/patients. SBH clinicians are also sensitive to clients'/patients' spiritual issues that may arise without a religious context, such as meaning, purpose, and the sacred. Finally, SBH clinicians recognize that their spirituality is a resource for their therapeutic relationships with clients/patients. To put these into practice, SBH clinicians are trained to have certain attitudes, knowledge, and skills.

Full List of Competencies

Attitudes

  • Demonstrate empathy, respect, and appreciation for diverse religious, spiritual, or secular backgrounds and affiliations in behavioral health settings
  • View R/S as important aspects of human diversity, along with factors such as race, ethnicity, gender identity, sexual orientation, socioeconomic status, disability, and age
  • Are aware of how their own R/S background and beliefs may influence their clinical practice and supervision, as well as their attitudes, perceptions, and assumptions about the nature of therapeutic and supervisory processes

Knowledge

  • Know that many diverse forms of R/S exist, and explore R/S beliefs, communities, and practices that are important in behavioral health
  • Can describe how R/S can be viewed as overlapping, yet distinct, constructs
  • Understand that some R/S experiences may be difficult to differentiate from pathological symptoms
  • Recognize that R/S beliefs, practices, and experiences develop and change over the lifespan
  • Are aware of internal and external R/S resources and practices that research indicates may support biopsychosocial health and recovery
  • Are aware of R/S experiences, practices, and beliefs that research indicates may negatively impact biopsychosocial health
  • Can identify legal and ethical issues related to R/S that may surface when working in behavioral health settings

Skills

  • Can conduct empathic and effective behavioral health services with diverse R/S backgrounds, affiliations, and levels of involvement
  • Can conduct sensitive clinical supervision with supervisees from diverse R/S backgrounds, affiliations, and levels of involvement while encouraging reflection, congruence, and development
  • Inquire about R/S background, experiences, practices, attitudes, and beliefs as a standard part of understanding clinical history
  • Encourage the exploration and use of R/S strengths and resources
  • Can identify and address R/S problems in clinical practice, and make referrals when necessary
  • Stay abreast of research and professional developments regarding R/S specifically related to behavioral health, and engage in ongoing assessment of their own R/S competence
  • Recognize the limits of their qualifications and competence in the R/S domains, including any responses to R/S that may interfere with clinical practice, so that they (a) seek consultation from and collaborate with other qualified clinicians or R/S sources (e.g., priests, pastors, rabbis, imams, and spiritual teachers), (b) seek further training and education, and/or (c) make appropriate referrals to more qualified individuals and resources

Sources

Adapted From
Other Sources