12/04/2026
*Spiritual Abuse, Mental Health & Spirituality in the Muslim Context - CONTRIBUTORS*
*The Scholar Culture & Hermeneutics of Authority -*
Dr Jolel Miah & Afsan Redwan
*Biographies*
*Dr Jolel Miah* is a Senior Lecturer in Health Psychology at the University of Westminster and a Health and Care Professions Council (HCPC)-registered Health Psychologist. His work explores the intersections of faith, identity, and psychological wellbeing, with a focus on how cultural and spiritual frameworks shape lived experiences of trauma, resilience, and recovery. Dr Miah’s research draws on both community-based methodologies and psychological perspectives, bridging academic inquiry with applied practice in mental-health contexts. He has contributed to projects addressing men’s mental health, racialised stress, and faith-sensitive therapeutic practice, and regularly collaborates with organisations seeking to develop culturally attuned approaches to counselling and pastoral care. His teaching and supervision centre on reflective practice, ethics, and the decolonisation of psychological knowledge, aiming to cultivate practitioners who can engage compassionately and critically with diverse communities.
*Afsan Redwan* is an FE leader and a doctoral researcher at Cardiff University, where his work examines English Qur’an Translation-Commentaries through the lens of disciplinary literacy and hermeneutics. His academic and professional practice converge around education, theology, and community development, focusing on how interpretive authority, inclusivity, and wellbeing intersect within Muslim and educational spaces. Afsan has led strategic initiatives in teaching, learning, and pastoral development across the Further Education sector, championing equitable access and faith-sensitive support for young people. His broader research interests include scriptural pedagogy, trauma-informed education, and the social psychology of belief, positioning him at the intersection of scholarship and applied leadership. Through writing, training, and curriculum design, he aims to cultivate reflective educators and spiritually literate practitioners capable of bridging intellectual, ethical, and c