Journal of religion and health
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Religious-spiritual (R/S) education helps medical students cope with caregiving stress and gain skills in interpersonal empathy needed for clinical care. Such R/S education has been introduced into K-12 and college curricula in some developed nations and has been found to positively impact student's mental health. Such a move has not yet been seen in the Indian education system. ⋯ How participants' R/S characteristics influence their support of R/S education in school is discussed. In conclusion, participants believe R/S education will fosters students' emotional health and interpersonal skills needed for social leadership. A curriculum that incorporates R/S education, which is based on AAR guidelines and clinically validated interpersonal spiritual care tools would be acceptable to both teachers and parents.
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This study examines physicians' beliefs, their perceptions of whether religion impacts health outcomes, and their propensity to discuss religion/spirituality with patients. It is not uncommon for patients to want religious/spiritual conversations, but the occurrence is infrequent. ⋯ As a result, "religious and spiritual" physicians include religion/spirituality most often (indirect path). After this variation is accounted for, "spiritual but not religious" physicians still include this content, but the "religious but not spiritual" and "neither religious nor spiritual" physicians tend to avoid talking about religiosity/spirituality with patients.
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Research exists about religiosity as a substance use protective factor. However, there is little attention of this issue regarding Israeli female college students. ⋯ Secular females who smoked, missed class because of party habits and reported easy access to cannabis had a higher probability of binge drinking. This study contributes to knowledge about religiosity and college student substance use, and it provides useful information for their mental health and well-being.