Gathering our Voices - Survey

1. What is your name? *

First

Last

2. What is the best email to reach you? *

Program Information

3. What is the name of your program, organization, or training offering?

4. Where is your program or organization physically located?

If your program is exclusively online, please say "n/a"

5. What is the structure of your program?

Independent
Affiliated with an academic institution (University, Seminary, etc.)
Affiliated with a retreat center
Other

6. What three words best describe your program or the training that you offer?

7. How do those in your program meet?

Choose from drop-down menu

8. What credentials, certifications or degree, if any, do your students/trainees receive at the end?

9. How long should students expect it to take to complete your program or training?

Choose from drop-down menu

10. What is the format of your program? Choose all that apply:

instruction from one or more trained teachers or guides
student observation of teacher
supervision from one or more trained supervisors
practicum experience
retreats, workshops, pilgrimages or other special events
on-going education after completion
other formats - please describe

Content

11. Which of the curricular content below is included in your program? (Note that Spiritual Direction/Spiritual Companionship is shorthanded to “SD/SC” below)

	I don't know	Not Included	Touched Upon	Included	Significant Component
A. Defining SD/SC (what it is, and is not)	A. Defining SD/SC (what it is, and is not) I don't know	A. Defining SD/SC (what it is, and is not) Not Included	A. Defining SD/SC (what it is, and is not) Touched Upon	A. Defining SD/SC (what it is, and is not) Included	A. Defining SD/SC (what it is, and is not) Significant Component
B. Comparison of SD/SC to other helping professions	B. Comparison of SD/SC to other helping professions I don't know	B. Comparison of SD/SC to other helping professions Not Included	B. Comparison of SD/SC to other helping professions Touched Upon	B. Comparison of SD/SC to other helping professions Included	B. Comparison of SD/SC to other helping professions Significant Component
C. History, background of SD/SC (as appropriate to your spiritual tradition or orientation)	C. History, background of SD/SC (as appropriate to your spiritual tradition or orientation) I don't know	C. History, background of SD/SC (as appropriate to your spiritual tradition or orientation) Not Included	C. History, background of SD/SC (as appropriate to your spiritual tradition or orientation) Touched Upon	C. History, background of SD/SC (as appropriate to your spiritual tradition or orientation) Included	C. History, background of SD/SC (as appropriate to your spiritual tradition or orientation) Significant Component
D. Stages of spiritual development (as appropriate to your spiritual tradition or orientation)	D. Stages of spiritual development (as appropriate to your spiritual tradition or orientation) I don't know	D. Stages of spiritual development (as appropriate to your spiritual tradition or orientation) Not Included	D. Stages of spiritual development (as appropriate to your spiritual tradition or orientation) Touched Upon	D. Stages of spiritual development (as appropriate to your spiritual tradition or orientation) Included	D. Stages of spiritual development (as appropriate to your spiritual tradition or orientation) Significant Component
E. Teaching on spiritual/religious texts from one or more traditions	E. Teaching on spiritual/religious texts from one or more traditions I don't know	E. Teaching on spiritual/religious texts from one or more traditions Not Included	E. Teaching on spiritual/religious texts from one or more traditions Touched Upon	E. Teaching on spiritual/religious texts from one or more traditions Included	E. Teaching on spiritual/religious texts from one or more traditions Significant Component
F. Teaching on core doctrines from one or more traditions	F. Teaching on core doctrines from one or more traditions I don't know	F. Teaching on core doctrines from one or more traditions Not Included	F. Teaching on core doctrines from one or more traditions Touched Upon	F. Teaching on core doctrines from one or more traditions Included	F. Teaching on core doctrines from one or more traditions Significant Component
G. Spiritual practices/prayer (e.g lectio divina, chanting, body work, breath work, leading rituals, etc.)	G. Spiritual practices/prayer (e.g lectio divina, chanting, body work, breath work, leading rituals, etc.) I don't know	G. Spiritual practices/prayer (e.g lectio divina, chanting, body work, breath work, leading rituals, etc.) Not Included	G. Spiritual practices/prayer (e.g lectio divina, chanting, body work, breath work, leading rituals, etc.) Touched Upon	G. Spiritual practices/prayer (e.g lectio divina, chanting, body work, breath work, leading rituals, etc.) Included	G. Spiritual practices/prayer (e.g lectio divina, chanting, body work, breath work, leading rituals, etc.) Significant Component
H. Contemplative listening skills	H. Contemplative listening skills I don't know	H. Contemplative listening skills Not Included	H. Contemplative listening skills Touched Upon	H. Contemplative listening skills Included	H. Contemplative listening skills Significant Component
I. Contemplative responding skills	I. Contemplative responding skills I don't know	I. Contemplative responding skills Not Included	I. Contemplative responding skills Touched Upon	I. Contemplative responding skills Included	I. Contemplative responding skills Significant Component

11 (cont.) Which of the curricular content below is included in your program? (Note that Spiritual Direction/Spiritual Companionship is shorthanded to “SD/SC” below)

	I don't know	Not Included	Touched Upon	Included	Significant Component
J. Supervision in SD/SC	J. Supervision in SD/SC I don't know	J. Supervision in SD/SC Not Included	J. Supervision in SD/SC Touched Upon	J. Supervision in SD/SC Included	J. Supervision in SD/SC Significant Component
K. Discernment in SD/SC	K. Discernment in SD/SC I don't know	K. Discernment in SD/SC Not Included	K. Discernment in SD/SC Touched Upon	K. Discernment in SD/SC Included	K. Discernment in SD/SC Significant Component
L. Psychological dynamics in SD/SC	L. Psychological dynamics in SD/SC I don't know	L. Psychological dynamics in SD/SC Not Included	L. Psychological dynamics in SD/SC Touched Upon	L. Psychological dynamics in SD/SC Included	L. Psychological dynamics in SD/SC Significant Component
M. Health and well-being in SD/SC	M. Health and well-being in SD/SC I don't know	M. Health and well-being in SD/SC Not Included	M. Health and well-being in SD/SC Touched Upon	M. Health and well-being in SD/SC Included	M. Health and well-being in SD/SC Significant Component
N. Interfaith/interspiritual dynamics in SD/SC	N. Interfaith/interspiritual dynamics in SD/SC I don't know	N. Interfaith/interspiritual dynamics in SD/SC Not Included	N. Interfaith/interspiritual dynamics in SD/SC Touched Upon	N. Interfaith/interspiritual dynamics in SD/SC Included	N. Interfaith/interspiritual dynamics in SD/SC Significant Component
O. How to find clients/establish a practice	O. How to find clients/establish a practice I don't know	O. How to find clients/establish a practice Not Included	O. How to find clients/establish a practice Touched Upon	O. How to find clients/establish a practice Included	O. How to find clients/establish a practice Significant Component
P. How to make a living as a SD/SC	P. How to make a living as a SD/SC I don't know	P. How to make a living as a SD/SC Not Included	P. How to make a living as a SD/SC Touched Upon	P. How to make a living as a SD/SC Included	P. How to make a living as a SD/SC Significant Component
Q. Digital or online SD/SC	Q. Digital or online SD/SC I don't know	Q. Digital or online SD/SC Not Included	Q. Digital or online SD/SC Touched Upon	Q. Digital or online SD/SC Included	Q. Digital or online SD/SC Significant Component
R. Group SD/SC	R. Group SD/SC I don't know	R. Group SD/SC Not Included	R. Group SD/SC Touched Upon	R. Group SD/SC Included	R. Group SD/SC Significant Component
S. Type-test theories (e.g. Enneagram, Myers-Briggs, Spirituality Types)	S. Type-test theories (e.g. Enneagram, Myers-Briggs, Spirituality Types) I don't know	S. Type-test theories (e.g. Enneagram, Myers-Briggs, Spirituality Types) Not Included	S. Type-test theories (e.g. Enneagram, Myers-Briggs, Spirituality Types) Touched Upon	S. Type-test theories (e.g. Enneagram, Myers-Briggs, Spirituality Types) Included	S. Type-test theories (e.g. Enneagram, Myers-Briggs, Spirituality Types) Significant Component
T. Decolonizing SD/SC, or SD/SC for collective liberation	T. Decolonizing SD/SC, or SD/SC for collective liberation I don't know	T. Decolonizing SD/SC, or SD/SC for collective liberation Not Included	T. Decolonizing SD/SC, or SD/SC for collective liberation Touched Upon	T. Decolonizing SD/SC, or SD/SC for collective liberation Included	T. Decolonizing SD/SC, or SD/SC for collective liberation Significant Component
U. SD/SC specifically with young people	U. SD/SC specifically with young people I don't know	U. SD/SC specifically with young people Not Included	U. SD/SC specifically with young people Touched Upon	U. SD/SC specifically with young people Included	U. SD/SC specifically with young people Significant Component
V. SD/SC specifically with LGBTQ people	V. SD/SC specifically with LGBTQ people I don't know	V. SD/SC specifically with LGBTQ people Not Included	V. SD/SC specifically with LGBTQ people Touched Upon	V. SD/SC specifically with LGBTQ people Included	V. SD/SC specifically with LGBTQ people Significant Component
W. SD/SC specifically with people in recovery	W. SD/SC specifically with people in recovery I don't know	W. SD/SC specifically with people in recovery Not Included	W. SD/SC specifically with people in recovery Touched Upon	W. SD/SC specifically with people in recovery Included	W. SD/SC specifically with people in recovery Significant Component
X. SD/SC specifically with Atheists, Agnostics, Nones	X. SD/SC specifically with Atheists, Agnostics, Nones I don't know	X. SD/SC specifically with Atheists, Agnostics, Nones Not Included	X. SD/SC specifically with Atheists, Agnostics, Nones Touched Upon	X. SD/SC specifically with Atheists, Agnostics, Nones Included	X. SD/SC specifically with Atheists, Agnostics, Nones Significant Component

11 (cont.) Which of the curricular content below is included in your program? (Note that Spiritual Direction/Spiritual Companionship is shorthanded to “SD/SC” below)

	I don't know	Not Included	Touched Upon	Included	Significant Component
Y. Shadow work	Y. Shadow work I don't know	Y. Shadow work Not Included	Y. Shadow work Touched Upon	Y. Shadow work Included	Y. Shadow work Significant Component
Z. Attunement to intuition	Z. Attunement to intuition I don't know	Z. Attunement to intuition Not Included	Z. Attunement to intuition Touched Upon	Z. Attunement to intuition Included	Z. Attunement to intuition Significant Component
AA. Rites of Passage	AA. Rites of Passage I don't know	AA. Rites of Passage Not Included	AA. Rites of Passage Touched Upon	AA. Rites of Passage Included	AA. Rites of Passage Significant Component
BB. Grief/Mourning	BB. Grief/Mourning I don't know	BB. Grief/Mourning Not Included	BB. Grief/Mourning Touched Upon	BB. Grief/Mourning Included	BB. Grief/Mourning Significant Component
CC. Race & Racism	CC. Race & Racism I don't know	CC. Race & Racism Not Included	CC. Race & Racism Touched Upon	CC. Race & Racism Included	CC. Race & Racism Significant Component
DD. Gender & Sexism	DD. Gender & Sexism I don't know	DD. Gender & Sexism Not Included	DD. Gender & Sexism Touched Upon	DD. Gender & Sexism Included	DD. Gender & Sexism Significant Component
EE. Trauma & Healing	EE. Trauma & Healing I don't know	EE. Trauma & Healing Not Included	EE. Trauma & Healing Touched Upon	EE. Trauma & Healing Included	EE. Trauma & Healing Significant Component
FF. Dreams	FF. Dreams I don't know	FF. Dreams Not Included	FF. Dreams Touched Upon	FF. Dreams Included	FF. Dreams Significant Component
GG. Death & Dying	GG. Death & Dying I don't know	GG. Death & Dying Not Included	GG. Death & Dying Touched Upon	GG. Death & Dying Included	GG. Death & Dying Significant Component
HH. Other topics not listed above	HH. Other topics not listed above I don't know	HH. Other topics not listed above Not Included	HH. Other topics not listed above Touched Upon	HH. Other topics not listed above Included	HH. Other topics not listed above Significant Component

If you selected "Other" above, what other topics or content do you include in your curriculum?

12. What is your average current enrollment?

13. What was your typical enrollment when your program began?

14. What is your full capacity for enrollment?

15. How would you describe the overall trends in your program enrollment over the years?

16. What are your priorities at this moment?

	Not a priority	Medium priority	Top priority
Identifying and recruiting students	Identifying and recruiting students Not a priority	Identifying and recruiting students Medium priority	Identifying and recruiting students Top priority
identifying and recruiting quality instructors/teachers/guides	identifying and recruiting quality instructors/teachers/guides Not a priority	identifying and recruiting quality instructors/teachers/guides Medium priority	identifying and recruiting quality instructors/teachers/guides Top priority
retention of staff or leaders	retention of staff or leaders Not a priority	retention of staff or leaders Medium priority	retention of staff or leaders Top priority
program development	program development Not a priority	program development Medium priority	program development Top priority
fundraising	fundraising Not a priority	fundraising Medium priority	fundraising Top priority
administrative management	administrative management Not a priority	administrative management Medium priority	administrative management Top priority
relevance of programming for next generation directees	relevance of programming for next generation directees Not a priority	relevance of programming for next generation directees Medium priority	relevance of programming for next generation directees Top priority
relevance of programming for communities of color	relevance of programming for communities of color Not a priority	relevance of programming for communities of color Medium priority	relevance of programming for communities of color Top priority
relevance of programming for Spiritual But Not Religious, mutifaith, or spiritually independent seekers	relevance of programming for Spiritual But Not Religious, mutifaith, or spiritually independent seekers Not a priority	relevance of programming for Spiritual But Not Religious, mutifaith, or spiritually independent seekers Medium priority	relevance of programming for Spiritual But Not Religious, mutifaith, or spiritually independent seekers Top priority
identification of our offering as a form of spiritual companionship (e.g. others may not see it this way)	identification of our offering as a form of spiritual companionship (e.g. others may not see it this way) Not a priority	identification of our offering as a form of spiritual companionship (e.g. others may not see it this way) Medium priority	identification of our offering as a form of spiritual companionship (e.g. others may not see it this way) Top priority

Would you like to share anything else about your current priorities and needs?

17. How would you describe the challenges facing your program at this time?

Ten years from now...

18. Ten years from now, what format do you envision for your program?

19. Ten years from now, what curricular content do you envision for your program?

20. Over the next ten years, what assistance or support from SDI would be most helpful for you?