Dr Gulnar Ali

University of East London

Meaning Making and Reflexive Practices

Prevalence of psychological trauma, moral injury, and stress-related disorders among university students are higher than ever, due to Covid-19 pandemic. Not acknowledging and neglecting spiritual distress, psychological trauma and recovery could result in dysfunctional coping, role-confusion, compassion-fatigue, substance use, and other harmful health seeking behaviours among students in higher education. Integrating spirituality and existential care competencies into higher education could foster meaning making and self-efficacy among students. However, a need for developing a shared understanding through more explicit representation of spirituality and existential care in psycho-social education, research and practice ethos; has been voiced over last three decades.

To construct spirituality in higher education; a reflective framework, SOPHIE (Self-exploration through Ontological, Phenomenological, and Humanistic, Ideological, and Existential expressions) was developed by the researcher in 2017. SOPHIE, has been applied as a practice methodology during several teaching and mentoring sessions, during and post COVID-pandemic 2020-2022. Reflexive activities such as: art as an agency, poetry writing and practicing gratitude and mindfulness, were used to explore person’s spiritual and existential care needs.

Participants were facilitated to explore moral values, existential quest and meaning making process to address their trauma and self-care needs. SOPHIE, as practice methodology; recognised the power of authenticity, self-awareness, intentionality, creativity and empowerment, as core domains of spiritual care. Acknowledging the scope of spirituality and existential care, in higher education and professional practices, is highly recommended.