Religion and Spirituality in Social Work Curriculum: A Survey of Canadian Educators

Abstract

While attention has been given to religion/spirituality in social work practice, only a handful of studies from various countries have examined the views of faculty. Findings from this first national, cross-sectional, online survey of Canadian social work educators teaching across the curriculum (N = 190) suggest an overall favourable view towards religion/spirituality in social work practice, and general support for including content on the topic within social work educational programmes. However, only one-third reported such content is included in their BSW or MSW curriculum, with most indicating inclusion at instructors’ discretion. Discriminant function analysis revealed two predictors of support for a specialised course: attitudes towards the role of religion/spirituality in practice and agreement with a rationale that content on religion/spirituality is relevant to human existence and behaviour. The greatest concerns about inclusion of this content were the possibility of faculty or students presenting their own biases and faculty lack of knowledge and experience. Implications include the importance of considering contextual issues in developing curricula, including the overall religiosity of the country and the diversity of religious/spiritual perspectives within the population, especially among marginalised groups. Another implication highlights the need for students gaining the necessary knowledge and skills to work effectively across religious/spiritual differences.

Curricula, religion, schools of social work, social work education, spirituality, teaching