Course Outline | Universal Chaplaincy

Level I focuses on refining chaplain-formation, reflections, and developing basic skills:

Unit 1: Refining our Awareness

Unit 2: Refining our Characters

Level II focuses on advancing chaplain formation, reflections, and competencies:

Unit 3: Refining our self-expressions

Unit 4: Refining our Actions

General Course Outlines

- Introduction to Pastoral Care and Chaplaincy

- Spiritual & Professional Development of the Chaplain

- Theories in Human Development and Personality

- Spiritual Care for multi-cultural communities

- Professional Ethics for Chaplaincy

- Methodologies of Spiritual Assessment

- Understanding Grief and Dying

- Crisis Intervention

- Conflict Resolution

- Forgiveness and Reconciliation in the Healing Process

- Psychology of Sufism

- Philosophy of Mysticism in Spiritual Care

- Sexuality and Spiritual Health

- Spiritual Care for Sexual Trauma

- Providing Spiritual Care for LGBTQ

- Qur’anic Hermeneutics

- Hadith Sciences

- Principals of Jurisprudence

- Fiqh for minorities

- Practical Application of Fiqah in Chaplaincy

- Sacred Art in spiritual care

Program Outcomes

Hakim-Formation:

309.1 to develop students’ awareness of themselves as ministers/hakims and of the ways, their ministry affects individuals.

309.2 to develop students' awareness of how their attitudes, values, assumptions, strengths, and weaknesses affect their ministry care.

309.3 to develop students’ ability to engage and apply the support, confrontation, and clarification of the peer group for the integration of personal attributes and Hakima functioning.

Hakim-Competence:

309.4 to develop students’ awareness and understanding of how persons, social conditions, systems, and structures affect their lives and the lives of others and how to address effectively these issues through their ministry.

309.5 to develop students’ skills in providing intensive and extensive spiritual care and counseling to individuals.

309.6 to develop students' ability to make effective use of their religious/spiritual heritage, theological understanding, and knowledge of the behavioral sciences and applied clinical ethics in their spiritual care of persons and groups.

309.7 to teach students the Hakima role in professional relationships and how to work effectively as a spiritual care provider, and a member of a multidisciplinary team.

309.8 to develop students’ capacity to use one’s theological, philosophical, and spiritual perspectives in ministering, teaching, engaging in interfaith dialogues, providing spiritual care, and spiritually counseling leaders, and managers.

Hakim-Reflection:

309.9 to develop students’ understanding and ability to apply the scientific method of learning.

309.10 to develop students' abilities to use both individual and group supervision for personal and professional growth, including the capacity to evaluate one’s ministry.

Unit1 Outline

I. Refining Self-Awareness

Getting to know one another: Sharing our lives’ stories:
- Understanding what formed our personalities and made us who we are today.
- Know your teachers: Amany & Rifqa will share their lives’ stories.

Introduction:

The difference of the Ḥakīma’s work from psychologists, counselors, social workers, and life coaches.
The difference between a regular conversation and a conversation with a Ḥakīma.
Methodologies of spiritual assessment.

Understanding our feelings: (based on the vocabularies in the Holy Qur’an for feelings):

The Seven Levels of Anger: causes, purpose, and cures.

The Seven Levels of Desires: causes, purpose, and cures.

The Seven Levels of Fear: causes, purpose, and cures.

The Seven Levels of Sadness: causes, purpose, and cures.

The Seven Levels of Joy: causes, purpose, and cures.

The Spiritual Purpose of Relationships:

The Epistemic tools of Acquiring Knowledge:

Senses
Feelings
Rationality
Imagination
Intuition

Sharing Midterm Self-Evaluation in class: Every student must submit a midterm self-evaluation report, and answer by answering questions to show their Hakim role formation, competency, and personal reflections on their participation in class with clients, peers, and supervisors.

The role of analogies in self-reflection and in raising self-awareness

Grief and Loss: Understanding and intervention
Crisis: Understanding & Intervention

Death & Dying

Facilitating end-of-life reflections.
Providing spiritual care for those who are afraid of death.
Helping in explaining Advanced Directives and life will.

Understanding Groups Dynamics

Final Reflections - Sharing End of Unit Self-Evaluation: Every student must submit an end unit self-evaluation report, and answer by answering questions to show their Hakim role formation, competency, and personal reflections on their participation in class with clients, peers, and supervisors.

Unit 2 Outline

II. Refining Our Characters

Understanding the spiritual purpose and the meaning of sexuality

Providing spiritual care for the sexually assaulted, abused, and harassed

Providing spiritual care for LGBTQ

Providing Spiritual Care for pornography addicts

Providing Spiritual Care for Parents/Guardians

Character Building: Understanding Virtues & Ethical Theories

1- Revenge - Mitigating harm - Subservience

2- Diffidence – Modesty - Conceit

3- Extravagance – Generosity – Miserliness

4- Arrogance – Dignity – Worthlessness

5- Indulgence – Restrain – Deprivation

6- Recklessness – Courage – Cowardliness

7- Wastefulness – Frugality – Parsimony

8- Circumespection – Cautiousness – injudiciousness

9- Speculation – Intuition - Overthinking

10- Backbiting – Consulting – Helplessness

11- Impulsiveness - Patience – Passivity

12- Bribing – Gifting – Unappreciation

13- Compliance – Pardoning – Cynicism

14- Carelessness – Caring – Intruding

15- Indecisiveness - Confidence – Presumptuousness

16- Wishful Thinking - Hope – Despair

17- Boastfulness – Speaking of one’s blessings - Disparaging

18- Gloominess - Cheerfulness – Facetiousness

19- Envy – Aspiration – Apathy

20- Agony – Sadness – Indifference

21- Dictatorship - Leadership – Subordination

22- Love with Allah - Love in Allah – Hate

23- Dependency – Trusting – Independency

24- Rudeness - Politeness – Timidity

25- Scolding – Advising – Ignoring

26- Rushing – Initiating – Procrastinating

27- Flattering – Thankfulness – Ungratefulness

28- Lust – Desire - Celibacy

29- Greed – Enterprising – Inactiveness

30- Bias – Fairness - Unconcern

Sharing Midterm Self-Evaluation in class: Every student must submit a midterm self-evaluation report, and answer by answering questions to show their Hakim role formation, competency, and personal reflections on their participation in class with clients, peers, and supervisors.

Final Reflections - Sharing End of Unit Self-Evaluation: Every student must submit end unit self-evaluation report, and answer by answering questions to show their Hakim role formation, competency, and personal reflections on their participation in class with clients, peers, and supervisors.

Unit 3 Outline

III. Refining Our Expressions

Art as a Tool for Spiritual Care & Enlightenment

The Art of Living: Witnessing The Beautiful Names of God

Reflections on The Beautiful Names & Qualities of Allah and their empowerment of the human beings' qualities.
Sacred Geometry & Mandalas as Meditative and Emotional Healing Tool

Islamic Art and Spirituality.
Colors and Their Spiritual Meanings, and emotional healing qualities.

Poetry as Spiritual Meditation and its Emotional healing Quality.

Poetry in Palliative Care

Islam and Music in Spiritual Healing ”
Vocal Music Therapy for Chronic Pain

Therapeutic Storytelling

The World of Imagination and the Concept of Space.
The Significance of the Void in Islamic Art & its Thurabetic Effect.
The Art of Rising Above Trivialities

Midterm Self-Evaluation.

Symbols and Signs in Islamic Architecture
Substance and Sustenance in Space

The Spiritual Message of Islamic Calligraphy.
Calligraphy and meditation for stress reduction.
Painting and its therapeutic and meditative effects.
Art role in self-care.
Sufi Dance & Body Movements Spiritual Meditative and healing effect.
Acting and Role Playing and its Spiritual Healing and Meditative effect.

Final Reflections - Sharing End of Unit Self-Evaluation: Every student must submit an end unit self-evaluation report, and answer by answering questions to show their Hakim role formation, competency, and personal reflections on their participation in class with clients, peers, and supervisors.