Skip to main content
SpringerLink
Log in

SOPHIE (Self-Exploration Through Ontological, Phenomenological, Humanistic, Ideological and Existential Expressions): A Mentoring Framework

  • Chapter
  • First Online:
Mentorship, Leadership, and Research

Abstract

This chapter is based upon a presentation held as part of a “Developing Social Sciences Curriculum” Symposium held at the University of Huddersfield in the summer of 2017. Within this chapter we present a discussion of what we consider to be the key elements that shape the developing curricula and the impact of pedagogy upon the learner. We suggest that a combination of mentoring, solution focussed teaching and learning within a heutagogical approach will enhance the student experience. To achieve this, educators must adopt an holistic approach to education; however, educators and mentors in their interaction with learners and mentees generally do not have the skills to engage with the spiritual domain of holistic practice. This chapter concludes by offering a framework that can be used by an educator or mentor to facilitate effective holistic practice.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 54.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

    Google Scholar 

  • Barnett, R. (2007). A will to learn: Being a student in an age of uncertainty. Maidenhead: McGraw Hill/OUP.

    Google Scholar 

  • Barnett, R. (2012). The coming of the ecological university. Oxford Review of Education, 37(4), 439–455.

    Article  Google Scholar 

  • Barnett, R. (2014). Conditions of flexibility: Securing a more responsive higher education system. York: HEA.

    Google Scholar 

  • Barnett, R., & Coate, K. (2005). Engaging the curriculum in higher education. Buckingham: SRHE and Open University Press.

    Google Scholar 

  • Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Educating nurses: A call for radical transformation. Chichester, UK: Jossey-Bass/Carnegie Foundation for the Advancement of Teaching.

    Google Scholar 

  • Bernstein, J. L., Abad, A. P., Bower, B. C., Box, S. E., Huckstein, H. L., Mikulik, S. M., & Walsh, B. F. (2016). How students, collaborating as peer mentors, enabled an audacious group-based project. New Directions for Teaching and learning, 148, 25–37.

    Article  Google Scholar 

  • Bhoyrub, J., Hurley, J., Neilson, G. R., Ramsay, M., & Smith, M. (2010). Practice based learning approach. Nurse Education in Practice, 19(6), 322–326.

    Article  Google Scholar 

  • Braud, W., & Schlitz, M. (1991). Conscious interactions with remote biological systems: Anomalous intentionality effects. Subtle Energies, 2, 1–45.

    Google Scholar 

  • Brown-Du Paul, J., Davis, J. H., & Wursta, M. (2013). A high impact practice that works: Connecting mentors from the professional community to teacher education students. Community college Journal of research and Practice, 37, 807–815.

    Article  Google Scholar 

  • Canning, N. (2010). Playing with Heutagogy: Exploring strategies to empower mature learners in higher education. Journal of Further and Higher Education, 34(1), 59–71.

    Article  Google Scholar 

  • Carlin, N., Cole, T., & Strobel, H. (2012). Guidance from the humanities for professional formation. In M. Cobb, C. Puchalski, & B. Rumbold (Eds.), Oxford textbook of spirituality in healthcare. Oxford: Oxford University Press.

    Google Scholar 

  • Clutterbuck, D. (2014). Everyone needs a mentor (5th ed.). CIPD.

    Google Scholar 

  • Cook, C. (2013). Controversies on the place of spirituality and religion in psychiatric practice. In C. C. H. Cook (Ed.), Spirituality, theology and mental health (pp. 1–19). London: SCM.

    Google Scholar 

  • Cornelius, V., Wood, L., & Lai, J. (2016). Implementation and evaluation of a formal academic –peer mentoring programme in higher education. Active Learning in Higher Education, 17(3), 193–205.

    Article  Google Scholar 

  • DeCarvalhoa, R. J. (2000). The growth hypothesis and self-actualization: An existential alternative. The Humanistic Psychologist., 28(1–3), 59–66.

    Article  Google Scholar 

  • Flaming, D. (2004). Nursing theories as nursing ontologies. Nursing Philosophy, 5(3), 224–229.

    Google Scholar 

  • Frankl, V. E. (1969). The will to meaning: Foundations and applications of logo therapy. New York/Cleveland: The World Publishing.

    Google Scholar 

  • Garvey, R., Stokes, P., & Megginson, D. (2017). Coaching and mentoring: Theory and practice (3rd ed.). London: Sage.

    Google Scholar 

  • Halsall, J., & Snowden, M. (2016). Where we are now. In The pedagogy of the social sciences curriculum (pp. 1–10). Springer International Publishing ISBN 978-3-319-33866-8.

    Google Scholar 

  • Hase, S., & Kenyon, C. (2013). Self-determined learning: Heutagogy in action. London, UK: Bloomsbury Academic.

    Google Scholar 

  • Johnson, M., & Cowin, L. S. (2012). Professional identity and nursing: contemporary theoretical developments and future research challenges. International Nursing Review. International Council of Nurses.

    Google Scholar 

  • Kang, C. (2003). A psycho spiritual integration frame of reference for occupational therapy. Part 1: Conceptual foundations. Australian Journal of Occupational Therapy, 50(2), 92–103.

    Article  Google Scholar 

  • Kierkegaard, S. (2000). The essential Kierkegaard. Princeton: Princeton University Press.

    Book  Google Scholar 

  • Martinsen, K. (2006). Care and vulnerability. Oslo: Akribe.

    Google Scholar 

  • McSherry, W., & Jamieson, S. (2011). Nurses knowledge and attitudes, an online survey of nurses’ perceptions of spirituality and spiritual care. Journal of Clinical Nursing., 20, 1757–1767.

    Article  Google Scholar 

  • Mead, G. H. (1934). Mind, self and society. Chicago: University of Chicago Press.

    Google Scholar 

  • Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 74, 5–12.

    Article  Google Scholar 

  • Narayanasamy, A. (1999a). ASSET: A model for actioning spirituality and spiritual care education and training in nursing. Nurse Education Today., 19, 274–285.

    Article  Google Scholar 

  • Narayanasamy, A. (1999b). Learning spiritual dimensions of care from an historical perspective. Nurse Education Today, 19, 386–395.

    Article  Google Scholar 

  • Newman, Μ. Α. (1999). Health as expanding consciousness. New York: National League for Nursing Press.

    Google Scholar 

  • Patel, N. V. (2003). A holistic approach to learning and teaching interaction: Factors in the development of critical learners. The International Journal of Educational Management, 17(6), p272–p284.

    Article  Google Scholar 

  • Roger, C. (1959). A theory of therapy, personality and interpersonal relationships as developed in the client-Centred framework. In S. Koch (Ed.), Psychology: A Study of a Science. Formulations of the person and the social context. Columbus: McGraw-Hill.

    Google Scholar 

  • Rogers, M. (2016). Utilising Availability and Vulnerability to operationalise spirituality. In Practising spirituality (pp. 145–164). London: Palgrave Macmillan ISBN 9781137556844.

    Chapter  Google Scholar 

  • Sartre, J. P. (1956). Being and nothingness: An Essay on Phenomenological Ontology. London: Routledge.

    Google Scholar 

  • Sawatzky, R., Ratner, P. A., & Chiu, L. (2005). A meta-analysis of the relationship between spirituality and quality of life. Social Indicators Research, 72, 153–188.

    Article  Google Scholar 

  • Snowden, M. (2016). Heutagogy in an Emerging Curriculum. In The pedagogy of the social sciences curriculum (pp. 25–38). Springer International Publishing ISBN 978-3-319-33866-8.

    Google Scholar 

  • Snowden, M., & Halsall, J. (2014). Community Development: A Shift in Thinking Towards Heutagogy. International journal of Multi Disciplinary Comparative Studies, 1(3), 81–91.

    Google Scholar 

  • Snowden, M., & Halsall, J. (2017). Exploring the Application of a Self-Determined Approach to Learning. International Journal of Innovation and Learning, 22(3), 293–303.

    Article  Google Scholar 

  • Snowden, M., Halsall, J., & Huang, Y. (2016). Self-determined approach to learning: A social science perspective. Cogent Education, 3(1). ISSN 2331–186X.

    Google Scholar 

  • Stern, J., & James, S. (2006). Every person matters: enabling spirituality education for nurses. Journal of Clinical Nursing. Blackwell Publishing Ltd.

    Google Scholar 

  • Strand, K., Carlsen, L. B., & Tveit, B. (2016). Nursing students’ spiritual talks with patients - evaluation of a partnership learning programme in clinical practice. Journal of Clinical Nursing. John Wiley & Sons Ltd.

    Google Scholar 

  • Swinny, B., & Brady, M. (2010). The benefits and challenges of providing nursing student clinical rotations in the intensive care unit. Critical Care Nursing Quarterly, 331, 60–66.

    Article  Google Scholar 

  • Swinton J. (2012). Healthcare spirituality: a question of knowledge. In M. Cobb, C. Puchalski, & B. Rumbold (Eds.), Oxford Textbook of Spirituality in Healthcare. Oxford: Oxford University Press.

    Google Scholar 

  • Thorup, C., Rundqvist, E., Roberts, C., & Delmar, C. (2012). Care as a matter of courage: Vulnerability, suffering and ethical formation in nursing care. Scandinavian Journal of Caring, 26, 427–435.

    Article  Google Scholar 

  • Tiew, L., Creedy, D., & Chan, M. (2013). Student nurses' perspectives of spirituality and spiritual care. Nurse Education Today, 33, 574–579.

    Article  Google Scholar 

  • Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 45(1), 89–125.

    Article  Google Scholar 

  • Tinto, V. (1987) Rethinking college: The causes and cures of student attrition. Chicago CUP.

    Google Scholar 

  • Tinto, V. (1997). Classrooms as communities: Exploring the educational character of student persistence. The Journal of Higher Education, 68, 599–623.

    Google Scholar 

  • Ware, S. M. (2008). Developing a self-concept of nurse in baccalaureate nursing students. International Journal of Nursing Education Scholarship, 51, 1–17.

    Article  Google Scholar 

  • Wallace M., Campbell S., Grossman S. C., Shea J. M., Lange J. W. & Quell T. T. (2008). Integrating spirituality into under-graduate nursing curricula. International Journal of Nursing Education Scholarship, 5(1), 1–13.

    Google Scholar 

  • Watson, J. (1999). Nursing human science and human care. A Theory of Nursing (reprint). Jones.

    Google Scholar 

  • Wattis, J., Curran, S., & Rogers, M. (2017). Spiritually competent practice in health care. London: CRC Press Taylor and Francis Group.

    Google Scholar 

  • Whitehead, D. (2003). Beyond the metaphysical: Health-promoting existential mechanisms and their impact on the health status of clients. Journal of Clinical Nursing, 12, 678–688.

    Article  Google Scholar 

  • Zahourek, R. (2005). Intentionality: Evolutionary development in healing. A grounded theory study for holistic nursing. Journal of Holistic Nursing, 23(1), 89–109.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Human and Health Sciences, The University of Huddersfield, Huddersfield, UK

    Gulnar Ali & Michael Snowden

Authors
  1. Gulnar Ali
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Michael Snowden
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Gulnar Ali .

Editor information

Editors and Affiliations

  1. School of Human and Health Sciences, The University of Huddersfield, Huddersfield, UK

    Michael Snowden

  2. School of Human and Health Sciences, The University of Huddersfield, Huddersfield, UK

    Jamie P. Halsall

Rights and permissions

Reprints and permissions

Copyright information

© 2019 Springer International Publishing AG, part of Springer Nature

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Ali, G., Snowden, M. (2019). SOPHIE (Self-Exploration Through Ontological, Phenomenological, Humanistic, Ideological and Existential Expressions): A Mentoring Framework. In: Snowden, M., Halsall, J. (eds) Mentorship, Leadership, and Research. International Perspectives on Social Policy, Administration, and Practice. Springer, Cham. https://doi.org/10.1007/978-3-319-95447-9_8

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-95447-9_8

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-95446-2

  • Online ISBN: 978-3-319-95447-9

  • eBook Packages: Social SciencesSocial Sciences (R0)

Publish with us

Policies and ethics

Search

Navigation