This book provides academic and clinical institutions for developing their educational programmes in psychology, psychotherapy, and counselling from an Islāmic paradigm. Examining the educational approach in the decolonisation of psychology curricula, the book proposes a vertically and horizontally integrated, embedded curriculum model. This model meets the changing needs of practitioners, incorporating indigenous cultural aspects and emerging technologies to reflect new and creative ways of thinking about delivering education in the post Covid-19 era. The chapters also demonstrate how curriculum development, based on the principles of Islamic education, helps institutions to establish purpose, define activities, and guide decision making in educational development. A series of steps for implementing this need-driven educational programme has been suggested. This practical, concise, and evidenced-based text will be a key resource for educators and trainers. It will help them understand how to re-design or suggest changes to curriculum structure, shape, and content in Islāmic psychology, psychotherapy, and counselling for undergraduate, postgraduate and continuing professional development levels of education.

Integrating the Islamic faith with modern psychotherapy is at the forefront of the spiritually integrated psychotherapy movement. To bring this work to wider attention and to promote its continuation, Dr. Carrie York Al-Karam has brought together the present volume of nine essays, each of which is written by a Muslim clinician who practices Islamically integrated psychotherapy (IIP)—a modern approach that unites the teachings, principles, and interventions of the faith with Western therapeutic approaches. As delineated in the Introduction, IIP has emerged from a variety of domains including the psychology of religion and spirituality, multicultural psychology and counseling, transpersonal psychology, Muslim Mental Health, and Islamic Psychology. The individual chapters then describe a variety of ways IIP is practiced by Muslim clinicians in their service provision with Muslim clients. The contributors discuss a wide range of topics, such as how Islam can be viewed as a system for psychological wellbeing, or a “science of the soul”; what marital counseling can look like from an Islamically-integrated perspective; Prophet Mohammed as a psycho-spiritual exemplar in a new approach called The HEART Method; the use of Quranic stories in family therapy; as well as using Islamic teachings when working with Muslim children and adolescents. A description of the various approaches is supplemented with discussions of their theoretical underpinnings as well as research-based recommendations for advancing clinical application. What emerges is a vital resource for Muslim and non-Muslim clinicians alike as well as the lay Muslim reader wanting to know more about how the Islamic faith and psychotherapy are engaging with each other in a modern clinical context.

This text outlines for the first time a structured articulation of an emerging Islamic orientation to psychotherapy, a framework presented and known as Traditional Islamically Integrated Psychotherapy (TIIP). TIIP is an integrative model of mental health care that is grounded in the core principles of Islam while drawing upon empirical truths in psychology. The book introduces the basic foundations of TIIP, then delves into the writings of early Islamic scholars to provide a richer understanding of the Islamic intellectual heritage as it pertains to human psychology and mental health. Beyond theory, the book provides readers with practical interventional skills illustrated with case studies as well as techniques drawn inherently from the Islamic tradition. A methodology of case formulation is provided that allows for effective treatment planning and translation into therapeutic application. Throughout its chapters, the book situates TIIP within an Islamic epistemological and ontological framework, providing a discussion of the nature and composition of the human psyche, its drives, health, pathology, mechanisms of psychological change, and principles of healing. Mental health practitioners who treat Muslim patients, Muslim clinicians, students of the behavioral sciences and related disciplines, and anyone with an interest in spiritually oriented psychotherapies will greatly benefit from this illustrative and practical text.

First Published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.

When students from a Muslim boarding school were convicted for the 2002 terrorist bombings in Bali, Islamic schools in Southeast Asia became the focus of intense international scrutiny. Some analysts have warned that these schools are being turned into platforms for violent jihadism. Making Modern Muslims is the first book to look comparatively at Islamic education and politics in Southeast Asia. Based on a two-year research project by leading scholars of Southeast Asian Islam, the book examines Islamic schooling in Malaysia, Indonesia, Thailand, Cambodia, and the southern Philippines. The studies demonstrate that the great majority of schools have nothing to do with violence but are undergoing changes that have far-reaching implications for democracy, gender relations, pluralism, and citizenship. Making Modern Muslims offers an important reassessment of Muslim culture and politics in Southeast Asia and provides insights into the changing nature of state-society relations from the late colonial period to the present. It allows us to better appreciate the astonishing dynamism of Islamization in Southeast Asia and the struggle for Muslim hearts and minds taking place today. Timely and readable, this volume will be of great interest to teachers and specialists of Islam and Southeast Asia as well as the general reader seeking to understand the great transformations at work in the Muslim world. Contributors: Esmael A. Abdula, Bjørn Atle Blengsli, Joseph Chinyong Liow, Robert W. Hefner, Richard G. Kraince, Thomas M. McKenna.

This is an open access book. The COVID-19 pandemic in the last two years has influenced how educational system works. Online learning became the primal policy taken by all institutions in the world to lower the risk of the virus spread. Despite the drawbacks of the online learning, teachers and students were accustomed with the distant learning through web meetings, Learning Management Systems (LMS) and other online learning platforms. In that time, topics under digital learning and education 5.0 were the main stakes in academic disseminations. This year some institutions start to conduct their teaching and learning process classically as before the pandemic, others are still continuing online and not few are in hybrid. This leaves a question: what learning reform should be made in post-pandemic era? This conference invites researchers, experts, teachers and students to discuss the coping solutions of the question. It is important for them to contribute to the understanding of re-imaging online education for better futures, innovative learning design, new skills for living and working in new times, global challenge of education, learning and teaching with blended learning, flipped learning, integrating life skills for students in the curriculum, developing educators for the future distance learning, humanities learning in the digital era, assessment and measurement in education, challenges and transformations in education, technology in teaching and learning, new learning and teaching models. Not limited to these, scholars may add another interesting topic related to learning reform in post-pandemic era to present.