What is the Momentum of Spiritual Practice?

Such a qualified pupil scorched with the fire of an endless round of birth, death, etc., should repair – just as one with one’s head on fire rushes to a lake – with presents in hand, to a Guru, learned in the Vedas ad ever living in Brahman, and serve him – as the following and other Srutis say: “Let him order to understand this repair with fuel in his hand to a spiritual guide who is learned in the Vedas and lives entirely in Brahman” (Mundaka Upanishad 1-2-12). – Vedanta Saara 1.30 (Tomar, 2024).

Psychology and spirituality share a deep yet evolving relationship, as both seek to understand the human experience and meaning-making process. Traditionally, psychology, rooted in scientific paradigms, maintained a cautious stance toward spirituality. However, recent developments such as positive psychology, which focuses on growth, well-being, and strengths, have created space for spiritual constructs within psychological inquiry. Integrating spirituality into psychological frameworks enriches our understanding of resilience, adaptation, and purpose, making it a vital component of holistic health and therapeutic practice (Sargeant & Yoxall, 2023).

A study found that nurses’ spiritual perspectives and years of experience strongly influence how often they provide spiritual care, while knowledge of recovery-oriented practice does not. Nurses who identified as spiritual and religious offered such care more frequently, suggesting that fostering spiritual development may enhance mental health recovery support (Neathery et al., 2019).

Challenges

There is a significant challenge in providing spiritual care, including a notable gap between its perceived importance and actual practice. Major barriers identified were time constraints, insufficient education, and lack of organizational support, which hinder the integration of spirituality into healthcare settings. Additionally, cultural differences and diverse religious beliefs complicate the delivery of consistent spiritual care (Lee & Park, 2025). Students often face spiritual dissonance when transitioning to college, struggling to reconcile past beliefs with new perspectives. This conflict can be intensified for LGBTQ+ students and women confronting traditional norms. Many report feeling silenced in expressing spiritual views due to fear of judgment or lack of acceptance. Limited access to prayer spaces, dietary accommodations, and inclusive groups further restricts spiritual engagement on campus (Staples et al., 2022). Children’s spiritual growth is often hindered by multiple barriers. The first involves physical and emotional harm or constant stress, which undermines their sense of safety and belonging. Discrimination based on gender, race, class, poverty, disability, or religion further exacerbates these challenges. The second barrier stems from societal expectations and macro-cultural influences, such as materialism, consumerism, and unrealistic ideals of success and beauty, which discourage reflection and promote superficial values. School policies focused on performance and competitiveness narrow the curriculum, leaving little space for spiritual exploration. The third barrier is individual loss of curiosity and fear of embarrassment, often reinforced by overprotective or rigid adults who silence children’s voices (Eaude, 2024).

Solutions

Findings highlight the need for standardized training, institutional backing, and culturally sensitive approaches to overcome these obstacles in the workplace (Lee & Park, 2025). Supportive faculty and staff address these issues through open conversations, inclusive spaces for prayer and reflection, and accommodations for religious practices. Interfaith dialogues, student-led initiatives, and role modeling by staff foster belonging and acceptance. Advocacy for policy changes and cultural sensitivity helps create an environment where students can explore and practice spirituality freely (Staples et al., 2022). Children can overcome these barriers and require environments that foster agency, resilience, empathy, and reflectiveness. Adults play a key role by creating inclusive, hospitable spaces where children feel safe and can explore big questions without fear. This involves challenging narrow cultural definitions of success and possession, allowing children to question assumptions and encouraging open dialogue. A relational and holistic approach, where adults guide rather than control, is essential. While structural barriers like societal attitudes and rigid policies are hardest to change, sensitive and flexible adults can minimize their impact by prioritizing emotional connection and opportunities for curiosity and critical thinking (Eaude, 2024).

Indian vs Western concept

Comparative table of Indian vs Western concepts for Momentum of Spiritual Practice (Lau et al., 2020).

Absence of Spirituality

Without spiritual nourishment, individuals may experience loss of meaning, existential distress, and become lost in materialism and worldliness. The soul can suffer neuroses and illnesses when cut off from a sense of connection to ultimate reality and nature (Ryff, 2021). Avoiding existential anxieties by disengaging from spirituality can increase feelings of isolation, alienation, and trap individuals in cycles of superficial achievements lacking deep meaning (Cucchi & Qoronfleh, 2025). Lack of spiritual beliefs or practices is linked to suicidal ideation and attempts, associated with feelings of aimlessness, poor relationships, lack of dignity, and burden of shame (Ghahramani et al., 2025). Spiritual struggles or lack of supportive spiritual frameworks can worsen mental health challenges, increase depression, anxiety, feelings of guilt, and stigma, and intertwine with psychiatric symptoms (Milner et al., 2019).

Overall Score indicator

Score Wise Category Description (High)

A high Momentum of Spiritual Practice score reflects a state of sustained, deep engagement and consistent spiritual growth. Individuals scoring at this level have established a regular, disciplined practice that profoundly influences their daily life, choices, and well-being. They demonstrate transformative experiences, resilience in adversity, and integration of spiritual values with purpose-driven living. This momentum fuels ongoing renewal, inner peace, and connection with transcendent meaning, marking mature spiritual development and readiness for higher states of self-realization.

Score Wise Category Description (Moderate)

A moderate Momentum of Spiritual Practice score indicates an intermittent but genuine engagement with spiritual practices and progress toward deeper spiritual integration. Individuals may experience fluctuations in motivation or consistency due to life challenges or distractions but show evidence of reflection, intention, and partial transformation. They benefit from spirituality in coping and meaning-making, though full integration into daily routines or sustained momentum might be lacking. These individuals are actively cultivating practices such as meditation, prayer, or study and are on a trajectory toward greater spiritual stability and depth.

Score Wise Category Description (Low)

A low Momentum of Spiritual Practice score suggests limited or irregular engagement with spiritual disciplines and minimal impact on personal growth or coping. Individuals often struggle with maintaining focus, commitment, or meaningful connection to their spiritual path. Their experience may be characterized by superficial or sporadic practice, external pressures rather than intrinsic motivation, and difficulty in cultivating resilience or transformation through spirituality. This score reflects the initial stages of spiritual awakening, where foundational habits, community support, and intentionality are critical for building lasting momentum.

Note: Score indicators for Momentum of Spiritual Practice were referred from Fopka-Kowalczyk et al. (2022).

• Cucchi, A., & Qoronfleh, M. W. (2025). Cultural perspective on religion, spirituality and mental health. Frontiers in Psychology, 16. Read more.
• Eaude, T. (2024). Barriers to young children’s spiritual growth – and some pointers to how these can be overcome. International Journal of Children S Spirituality, 1–16. Read more.
• Fopka-Kowalczyk, M., Best, M., & Krajnik, M. (2022). The Spiritual Supporter Scale as a new tool for assessing spiritual care competencies in professionals: design, validation, and psychometric evaluation. Journal of Religion and Health, 62(3), 2081–2111. Read more.
• Ghahramani, M., Memaryan, N., Ghahari, S., & Malakouti, K. (2025). When spirituality fades: a qualitative exploration of spiritual deficiencies in suicide ideation and attempt. Mental Health Religion & Culture, 1–22. Read more.
• Lau, E., McClintock, C., Graziosi, M., Nakkana, A., Garcia, A., & Miller, L. (2020). Content analysis of spiritual life in contemporary USA, India, and China. Religions, 11(6), 286. Read more.
• Lee, Y., & Park, S. (2025). Advancements and challenges in spiritual care over the last decade. Holistic Nursing Practice. Read more.
• Milner, K., Crawford, P., Edgley, A., Hare-Duke, L., & Slade, M. (2019). The experiences of spirituality among adults with mental health difficulties: a qualitative systematic review. Epidemiology and Psychiatric Sciences, 29. Read more.
• Neathery, M., He, Z., Taylor, E. J., & Deal, B. (2019). Spiritual perspectives, spiritual care, and knowledge of recovery among psychiatric mental health nurses. Journal of the American Psychiatric Nurses Association, 26(4), 364–372. Read more.
• Ryff, C. D. (2021). Spirituality and Well-Being: Theory, Science, and the Nature connection. Religions, 12(11), 914. Read more.
• Sargeant, S., & Yoxall, J. (2023). Psychology and Spirituality: Reviewing developments in history, method and practice. Journal of Religion and Health, 62(2), 1159–1174. Read more.
• Shlokam.org. (2020, November 22). Yogasutra Verses in Sanskrit, English with Commentary. Shlokam. Read more.
• Staples, B. A., Shaheen, M., Mayhew, M. J., & Rockenbach, A. N. (2022). Challenge and Support: Worldview Champions promote Spiritual wellness. Journal of College and Character, 23(4), 313–332. Read more.
• Tomar, V. S. (2024). Self management through self evaluation. Prabhat Prakashan. Read more.