Research literature suggests that there are age and gender effects on numinous constructs, but little is known about how spirituality and religiousness evolve over time and differ between genders. The purpose of this study was to determine whether observed gender and age effects would be evidenced on the Assessment of Spirituality and Religious Sentiments (ASPIRES) and whether the underlying factor structure of the ASPIRES was consistent across age and gender groups. These sample data (N = 1,534 women and 697 men) demonstrated that (a) there are significant age and gender effects on the ASPIRES scales, and (b) the underlying factor structure of the scales remains unchanged in all groups, suggesting that the groups appear to understand and experience spirituality and religiousness in a similar manner. The results of this study demonstrate that although the expression of spirituality and religious sentiments may vary across age and between genders, the fundamental meaning of these constructs remains the same.

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Digital media play an increasingly dominant role in reinforcing and challenging power inequality in social and institutional relationships. This paper describes how a service-learning component engaged students in community-based interactions that not only deepened their understanding of course content but also increased their commitment to diversity, community issues, and personal development. A close look at three case studies shows that integrating service learning into a first year seminar on digital media and social justice had positive outcomes for students when intentionally paired with community partners offering course-related projects.

Background As a national health care system becomes overwhelmed, healthcare workers (HCWs) are challenged in unique ways. Healthcare workers have been found to experience heightened levels of anxiety, depression, stress, burnout, and suicidality, along with decreased attention to self-care. The present study reviews a health education and capacity-building workshop in Vietnam, which focused on teaching HCWs how to develop positive coping and self-care strategies. Methods The three-hour workshop was presented to 856 HCWs in August, 2021, and had learning objectives related emotional intelligence, burnout, compassion fatigue, PTSD, and practical tips for self-care. Participants were surveyed eight weeks after the workshop to measure their implementation of self-care practices. Participants provided numerous comments about the helpfulness of the self-care skills they learned. Results Eighty-six percent of participants either agreed or strongly agreed with the statement, I have applied what I learned about self-care to my self-care routine. Discussion Participants in the sample clearly reported that they were implementing self-care strategies; their comments strongly support that this practice was not only functional, but also meaningful. The workshop presentations specifically targeted the areas of building social support, developing positive coping styles and self-care, improving lifestyle habits, and focusing on service to community and meaning-making. The fact that the vast majority of participants reported using these skills in their work and professional lives is an important outcome. Conclusion The available evidence demonstrates that participants in the workshop have implemented new strategies in their self-care practices. International collaborators in other countries are encouraged to partner with in-country teams to market and organize similar programs, and to be prepared to address the ongoing needs of the communities they support.