INTRODUCTION TO PASTORAL COUNSELING

PPC 502 (3 Credit Hours)

Syllabus

Spring, 2009

Professor

Dr. Joseph A. Bryan= t

Classroom: High P= oint CAPE 122=

Class Time: Saturday, 11:00 a.m.-1:30 p.m.

Office hours

Tuesday 10:00 AM-2:00 PM

Wednesday 10:00 AM-2:00 PM=

Thursday      10:00 AM &#= 8211; 2:00 PM; 7:00 PM- 9:00 PM
Friday        =      10:00 AM-2:00 PM
Saturday        =    By Appointment

100 High Point CAPE = 336.886.761= 3 = bryantja@shawu.edu=

Welcome!

Students at Shaw University Divinity School are engaging, inquisitive, creative teacher/learners, who are committed to learning because of one’s call and vocation, to serve and love God and the Church. This course invites you to expand and develop your understandin= g and knowledge of pastoral counseling.

MRE P= rogram Mission

MDiv Program Mission

The mission of the Master of Religious Education deg= ree is to equip persons for competent leadership in Christian Education to serve congregational ministries and other religious institutions. This purpose = is consistent with the mission of Shaw University Divinity School; the Maste= r of Religious Education program focuses on leadership in the “practice = of ministry,” particularly in the African American Church

The mission of the Master of Divinity degree is to p= repare persons for ordained ministry, for chaplaincy, general pastoral and relig= ious leadership responsibilities in congregations and other settings, and to prepare some students for admission to advanced programs oriented to theological research and teaching. The purpose is consistent with the mis= sion of Shaw= University Divini= ty School; the Maste= r of Divinity program focuses on leadership in the “practice of ministry,” particularly in the African American church

Program Goals =

MRE Program Goals

MDiv Program Goals

to equip students with the capacity for critical and constructive theological reflection regarding the conte= nt and processes of educational ministry;
to help students understand the education= al, social, and behavioral sciences that undergird educational practice,= as well as the cultural contexts in which educational ministry occurs;<= o:p>
to assist students with personal growth a= nd spiritual maturity; and
to provides skills in teaching and in des= ign, administration, and assessment of educational programming.

to provide students with an intellectual atmosphere and a comprehensive, discriminating understanding of our religious heritage;
to enhance s= tudent training for Christian ministry, mindful of global, and diverse cross cultural, and non-American Christianities, and interaction with other faith traditions;
to support students' development in the personal and spiritual capacities neces= sary for pastoral and religious leadership, advancing growth in personal = faith, emotional maturity, moral integrity, and public witness;<= /span>
to expand programmatic activities, services, and academic programming to enhan= ce student capacity for ministerial and public leadership.

Program Learning Outcomes<= /span>

MRE Program Learning O= utcomes (PLOs)	MDiv Program Learning = Outcomes (PLOs)
Graduates wi= ll demonstrate a capacity to articulate an understanding of the scriptural, histori= cal, and theological traditions of particular Christian traditions and of= the broader community of faith Graduates wi= ll evaluate teaching and learning theories for the purpose of developin= g a distinctly Christian philosophy of educating God’s people; Graduates wi= ll demonstrate a capacity for critical reflection on how their unique personalities, backgrounds, and gifts and abilities relate to the ministry of Christian education; Graduates wi= ll demonstrate a capacity to design and to carry out a lesson plan necessary for effective educational ministries	Graduates will demonstrate a capacity to articulate an understanding of the scriptural, historical, and theological traditions of particular Christian traditions and of the broader community of faith Graduates will develop a consciousness about = and a capacity to reflect critically on issues of diversity, globalizati= on, and cross cultural concerns; Graduates will demonstrate a capacity for critical reflection on how their unique personalities, backgrounds, = and gifts and abilities relate to the role of the minister as leader, gu= ide, and servant of the faith community; Graduates will demonstrate a capacity to crea= te programs and have a critical voice in ministerial and public leaders= hip

MRE Program Learning O= utcomes (PLOs)

MDiv Program Learning = Outcomes (PLOs)

Graduates wi= ll demonstrate a capacity to articulate an understanding of the scriptural, histori= cal, and theological traditions of particular Christian traditions and of= the broader community of faith
Graduates wi= ll evaluate teaching and learning theories for the purpose of developin= g a distinctly Christian philosophy of educating God’s people;
Graduates wi= ll demonstrate a capacity for critical reflection on how their unique personalities, backgrounds, and gifts and abilities relate to the ministry of Christian education;
Graduates wi= ll demonstrate a capacity to design and to carry out a lesson plan necessary for effective educational ministries

Graduates will demonstrate a capacity to articulate an understanding of the scriptural, historical, and theological traditions of particular Christian traditions and of the broader community of faith
Graduates will develop a consciousness about = and a capacity to reflect critically on issues of diversity, globalizati= on, and cross cultural concerns;
Graduates will demonstrate a capacity for critical reflection on how their unique personalities, backgrounds, = and gifts and abilities relate to the role of the minister as leader, gu= ide, and servant of the faith community;
Graduates will demonstrate a capacity to crea= te programs and have a critical voice in ministerial and public leaders= hip

Course Description

Fundamental assumption= s, principles, and methods of counseling are considered in the context of past= oral care. The course is designed = to equip the minister to address himself/herself effectively to the psychologi= cal, sociological, and theological needs of people in a variety of situations. <= /p>

Student Learning Out= comes include the following:

Student Learning Outcomes (SLO) At the completion of this course, students wi= ll be able to:	Assessment of Student Learning Outcomes<= /o:p> (Assessment Tools)	Linkage to MDiv Program Learning Outcomes (PLO statement number(s) that correspond to or support the SLO)	Linkage to MRE Program Learning Outcomes= (PLO statement number(s) that correspond to or support the SLO)
1. Discuss the theo= logical norms and traditions of pastoral care and counseling	Reaction papers and Presentations	1,3	1<= /span>
2. Use biblical nar= ratives, history, and culture to analyze the methodology, contexts, and theologica= l interpretations of pastoral counseling	Reaction papers and Presentations	1=	1,3
3. Identify interdi= sciplinary questions about the juxtaposition between power, gender, race, and class<= o:p>	Reaction papers and Presentations	2,3	4=
4. Distinguish the theological and ethical issues around characterization of contemporary counseling, and its impact on historical theology	Reaction papers, Presentation, and Class Discussion	1,4	1,4
5. Engage in theolo= gical and ethical reflection, aware of the interests and experiences the reader brings to the discussion	Reaction papers, Presentation, and Class Discussion	2, 4	3<= /span>
6. Construct one= 217;s own historical theological analysis	Constructive paper,= Research Papers	1,2	1,3

Required Texts:

<= /span>

Clinebell, Howard.= Basic Types of Pastoral Care & Counseling: Resources for the Ministry of Heal= ing and Growth (Revised and Enlarged).&nbs= p; Abingdon Press, Nashvil= le, TN. 1984. ISBN: 0-687-02492-7=

<= /span>

Gerkin, Charles V.= An Introduction to Pastoral Care. Abingdon Press, <= st1:City w:st=3D"on">Nashville, TN. 1977. ISBN: 0-687-01674-6

<= /span>

Killens, Jr. James= L. Pastoral Care in the Small Membership Church. Abingdon Press, Nashville, TN. 2005. ISBN: 0-687-34326-= 7

<= /span>

Ramsay, Nancy ed. Pastoral Care and Counseli= ng: Redefining the Paradigms. Abingdon Press, Nashville, TN. 2004. ISBN: 0-687-02224-= X

<= /span>

Way, Peggy. Cre= ated by God: Pastoral Care for All God’s People. Chalice Press. St. Louis, Missouri. 2005. ISBN: 978-0-827204-97-

<= /span>

Wimberly, Edward P= . Counseling African American Marriages and Families. Westminister John Knox Press. = Louisville, Kentucky. 1997.

ISBN: 0-664-25656-= 2

<= /span>

Wimberly, Edward P= . Recalling Our Own Stories: Spiritual Renewal for Religious Caregivers. Jossey-Bas= s A Wiley Company. San Francisco, CA.

ISBN: 0-7879-0363-= 9

<= /span>

Wimberly, Edward P= . Using Scripture in Pastoral Counseling. Abingdon Press. Nashville, TN. 1994. ISBN: 0-687-00251-= 6

Reading Assignments:

Reading and understanding assignments is essential to a successful and growing educational experience. The process is quite simple: if one does not do the assignments, one will not pass the cour= se with a satisfactory grade. Read all assignments, secondary material= s, and handouts before the class m= eets. Knowledge of these materials is essential to understand the subject, follow lectures, participate in discussions, and do acceptable written work.

Class attendance and class participation are mandatory. Each student is responsib= le for all materials covered during class. Each student will co-facilitate one class. Facilitated and group participation are quintessential for understanding and total educational development. Lectures reinforce reading but will not repeat content verbati= m. Your registration in class is a contract with yourself = and the class to do your best.

Course Assignments

<= span style=3D'font-size:11.0pt;mso-bidi-font-size:10.0pt;font-family:"Times New = Roman"'>Students will write the following assignments: three reaction papers, one research paper, and a poster presentation. = SUBMIT ALL PAPERS VIA EMAIL to bryantja@shawu.edu:

Papers: Below p= lease see the list of the required paper assignments. The papers will reflect your critical thinking and examination of assigned subject matter. Each student is expect= ed to apply their writing skills to prepare his/her paper. Your grade will, in part, be determined by your treatment of the topic, your original, critical thinking, and your use of proper grammar and punctuation.

1.&n= bsp; Three five page, double-spaced reaction papers: to demonstrate competency of the theological, situational and practical applications of pastoral care and counseling. Paper #1 Due Februa= ry 21, 2009; Paper #2 Due March 21, 2009; Paper #3 Due April 25, 2009=

2.&n= bsp; One poster presentation related with supporting essay. Due April 25, 2009

3.&n= bsp; One= 15 page double-spaced research paper to develop a model of pastor care and counseling in a local parish. D= ue May 2, 2009

&nbs= p;

All paper= s must be typed or printed via a word processor. Papers less than or exceeding stipulated limit= s will not be acceptable. This= page limit applies only to the text = proper, not the table of contents or bibliography. All research papers are to use library resources: books, journal articles, and on-line, electronic resourc= es, preferably from documents found via NCLIVE (www.nclive.org); ATLA; or www.ccel.org. All sources must have proper documentation; that is footnotes and bibliography or works cited. Please us= e Turabian (Chicago Manual of Style), sixth edition as your style guide.

If an emerg= ency or debilitating illness occurs, arrangements for turning in the paper late = can be made with the professor with proper supporting documentation. The student is encouraged to plan ahead; when such emergencies are insurmountab= le, the student is responsible to notify the professor as soon as possible. The student will need to submit reports to makeup any class absences and will lose a letter grade when stud= ent misses three or more classes.

MRE students: Please focus on pedagogical strategies and faith formation, as theoretical = and applied discourse in your reading and written assignments. M.Div. students: Please focus= on historical theological as theoretical and applied discourse in your reading= and written assignments. The intersection of religion and history as historical theology, through faith seeking understanding and expression is germane to = all students.

Class Attendance

When a student is unable to attend class, it is the student's responsibility to = contact the professor in advance, whenever possible. The student is responsible to obtain the notes, handouts, or other material for the missed class. Students remain responsible for all assignments due during the missed class. An abse= nce does not excuse the student from any work or due dates. <= /p>

Attendance will be taken at the beginning of each class and students not present at th= at time will be marked absent. Students who come in late are required to inform the instructor immediately following that class period in order to be count= ed late rather than absent. University policy stated that each student is allo= wed as many unexcused absences per semester as the class meets per week; that i= s, one excused absence for this course. Emergency Policy: Classes will meet when the Divinity School is open. If I cannot meet the class because of harsh weather or emergency, a note will be posted on the classroom door. For information, call the SUDS office 336.886.7613.

Class Participation<= /b>: Course enrollment indicates students’ ac= tive participation in a positive manner in the learning process. Participation includes: demonstrating critical thinking, active learning, development and= use of listening and speaking skills needed for career success, and the ability= to engage a discipline’s conversation. Such participation includes asking questions, active listening, seeking out and valuing the opinion of others,= and showing respect for peers and the instructor. Participation includes eviden= ce that the student prepares for class by reading the assigned material prior = to class and by contributing to class discussions, and asking questions about = the readings and lectures. Students will be assigned participation points prima= rily based on the Student Participation Rubric below:

Student Participation Rubr= ic

Cri= teria

Exe= mplary

5

Out= standing

4

Sat= isfactory

3

Ade= quate

2

Uns= atisfactory

1

Interaction/

participation in classroom

learning

activities

Demonstrates critical thinking skills, evidence that student read assigned material, asks focus= ed and appropriate questions, always interacts, responds regularly to questi= ons; freely volunteers opinions, initiates appropriate questions, does not dominate discussion

Demonstrates beginni= ng critical thinking skills, some evidence that student read assigned materi= al, often interacts in class; responds often to questions, often volunteers opinions, contributions less developed and focused contributions

Occasionally, demons= trates critical thinking skills, occasionally interacts and responds to questions when prompted, contributions not as clearly focused, contributions lack focus, rambling, or tangential, questions sometimes digressive=

Rarely demonstrates = critical thinking skills, rarely participates or volunteers point- of-view, provid= es minimal answers when called upon, does show interest in class and discuss= ion, some evidence that material was read

Does not participate= or respond to questions; almost never volunteers to contribute or provide information, little or no evidence that read assigned material or complet= ed assignments, may be disruptive to class

Engagement

in the

electronic/

email learning

forum

Demonstrates compete= ncy in using electronic/email, including Blackboard learning forum assignment. Completes all tasks for every assignment within allotted time, provides complete written comments relat= ed to assignments or tasks, fo= llows directions accurately of assignment or task

Follows directions w= ith minimal difficulty, most of= time no difficulty accessing and using electronic learning forum

Misses no more than = two assignments, minimal difficulty accessing and using electronic learning forums

Misses more than two assignments. Some difficulty accessing and using electronic learning forums

Never logs onto Blac= kboard or check email, assignments not completed, no demonstrated competency in using electronic learning forum

Professional

attitude and

demeanor       &nbs= p;            &= nbsp;           &nbs= p;

No disruptive classr= oom behavior, no cell phones or electronic devices during class, respectful a= nd courteous to others, recognizes and respects other students’ points-of-view, alert in classroom, enthusiastic for work

Rarely disruptive and disrespectful on rare occasions, alert in the classroom on most occasions, enthusiastic most of the time, no cell phones or electronic devices<= /o:p>

Minimally disruptive= and disrespectful, sometimes lethargic in the classroom

Disruptive and   disrespectful,<= /span>

rarely enthusiastic<= o:p>

Not respectful and courteous,

alert or<= /span>

enthusiastic in the classroom

Punctuality

0-2 times tardy

3-4 times tardy

5-6 times tardy

7-8 times tardy

9-10 times tardy

Course Grade Evalu= ation

Assignment=

Percentage= of Final Course Grade

Attendance and class participation

20%

Reaction Papers

30%

Project and Paper

30%

Poster Presentation

20%

Total

100 %

Note: The minimum passing grade for this required course is C.

Grading Scale

The following point system will be used for all assignments:<= /p>

A         = 90-100

B        &= nbsp; 80-89

C        &= nbsp; 70-79

D         = 60-69

F        &= nbsp; 59 and below

No grades are “given” in this course. Each student earns her/his g= rade.

I        &= nbsp; A student receives an “I” only when extraordinary circumstances (extended illness, death in the family, etc.) prevent the stu= dent from completing all the assignments before the end of the semester.

All written assignments need to conform to the guidelines in the Divinity School’s “Guidelines for Written Assignments,” available in the Divinity School Office. The following criteria will be used in evaluating all written assignments.

A  &nbs= p;      Indicates the student has significantly exceeded the minimum expectatio= ns for the assignment. The student has consulted the relevant scholars and has consistently entered into dialogue with these scholars, offering his/her critique of the relevant sources. All the required parts of the assignment = are present, and the written presentation is consistently above average, with no errors in spelling or grammar.

B  &nbs= p;      Indicates the student has exceeded the minimum expectations for the assignment. The student has consulted relevant scholars and has entered into dialogue with most of them, offering his/her critique of the sources. All t= he required parts of the assignment are present, and the written presentation = is above average, with no errors in spelling or grammar.

C  &nbs= p;      Indicates the student has met the minimum expectations for the assignme= nt. The student has consulted relevant scholars and has represented their views well, at least occasionally offering a critique of the sources. The required parts of the assignment are present, and the written presentation is acceptable, with minimal errors in spelling or grammar.

D  &nbs= p;      Indicates the student has not met the minimum expectations for the assignment in one or more of the following ways: significant critical scholarship is not consulted; significant segments of the assignment are missing or inadequate; or the written presentation is inadequate in grammar, spelling, or format.

<= span style=3D'font-size:11.0pt'>F        &= nbsp; Indicates the work is not acceptable for graduate-level study.

Plagiarism

Plagiarism (using another’s work as your own, whether you put it in your own words or keep it in the original words)= and cheating are serious offenses and will be treated as such. A student who plagiarizes or cheats – whether giving or receiving information ̵= 1; will receive a grade of zero on that particular exam or paper, and may rece= ive a grade of F for the course. Plagiarism is unethical and against University and SUDS policy. To plagiarize is to LIE and STEAL. Any plagiarism is a request for a failing grade. To that end= you will sign your class statement of honor. Any papers identified as plagiariz= ed will result in a failing grade for that assignment.

Student Classroom Decorum Expectations

To enhance student learning and an engaging classroom atmosphere, students are expected to dress and behave in a manner conducive to classroom learning. M= ore specifically, students will avoid disruptive classroom behavior (i. e., talking to classmates, disrespectful responses to teacher instructions; swearing; wearing clothes that impede academic learning such as but not lim= ited to wearing body-revealing clothing and excessively baggy pants; hats/caps, and/or headdress). Students will turn off telephones prior to entering = the classroom. Students who exhibit the behaviors described above, or similar behaviors will be immediately dismissed from class at the third documented offense. The student will be readmitted to class only following a decision = by the Divinity School Dean. The student may appeal the decision of the Dean to the Vice President of Academic Affairs, and then to the President of Shaw University. The decision of the President will be final. Failure to follow = these procedures will result in termination of the appeal, and revert to the deci= sion of the Dean.

Schedule

Topical Outline

Calendar<= /p>
<= /span>

Date &nb= sp;            =         &= nbsp;   Reading Assignment     &nb= sp;            = Textbook        &= nbsp;         Pages

<= /span>

January 17        &= nbsp;        Introduction

<= /span>

            =             &nb= sp;           Pa= rt I.= Theological Norms

January 24        &= nbsp;        Preface and Chapter 1     =             &nb= sp;   Gerkin, Charles V.    11-51

            =             &nb= sp;            =             &nb= sp;            =             &nb= sp;         An Introduction to Pastoral Care

<= /span>

January 31        &= nbsp;        Chapter 2       =             &nb= sp;            =            Gerkin, Charles V.    53-77

            =             &nb= sp;            =             &nb= sp;            =             &nb= sp;         An Introduction to Pastoral Care

<= /span>

February 7        &= nbsp;        Chapter 3       =             &nb= sp;            =            Gerkin, Charles V.    79-95

            =             &nb= sp;            =             &nb= sp;            =             &nb= sp;         An Introduction to Pastoral Care

February 14        &= nbsp;      Chapter 1-6      &nbs= p;            &= nbsp;           &nbs= p;       Wimberly, Edward    7-127<= /o:p>

            =             &nb= sp;            =             &nb= sp;            =           Using Scripture in Pastoral Counseling

<= /span>

February 21        &= nbsp;      Chapters 1 & 2             =             &nb= sp;       Clinebell, Howard      13-45

            =             &nb= sp;            =             &nb= sp;          Basic Types of Pastoral Care & Counseling

February 21&n= bsp;            Reaction Paper #1 Due

<= /span>

February 28        &= nbsp;      Chapters 3        = ;            &n= bsp;            = ;        Clinebell, Howard      46-71

            =             &nb= sp;            =             &nb= sp;          Basic Types of Pastoral Care & Counseling

<= /span>

  &= nbsp;           &nbs= p;            &= nbsp;        Part II. Situational Norms

<= /span>

March 7        &= nbsp;           &nbs= p; Chapter 4       =             &nb= sp;            =            Clinebe= ll, Howard         72-102

            =             &nb= sp;            =             &nb= sp;          Basic Types of Pastoral Care & Counseling

<= /span>

March 14        &= nbsp;           Ch= apter 5       =             <= span style=3D'mso-tab-count:2'>        &= nbsp;           &nbs= p;   Clinebell, Howard   103-137

            =             &nb= sp;            =             &nb= sp;          Basic Types of Pastoral Care & Counseling

<= /span>

March 21 = ;            &n= bsp;     Reaction Paper #2 Due

<= /span>

March 21        &= nbsp;           Ch= apters 3-13      &nb= sp;            =             &nb= sp;   Killens, Jr. James           11-85=

            =             &nb= sp;            =             &nb= sp;          Pastoral Care in the Small Membership Church

<= /span>

March 28                &= nbsp;   Introduction – Movement I    Way, Peggy      &n= bsp;             1-65<= /span>

            =             &nb= sp;            =            Crea= ted by God Pastoral Care for All God’s People

<= /span>

April 4        &= nbsp;            &= nbsp;   Movement II            &= nbsp;           &nbs= p;            &= nbsp; Way, Peggy                 67-118

            =             &nb= sp;            =            Crea= ted by God Pastoral Care for All God’s People

<= /span>

April 25 = ;         Reaction Paper #3 Due

<= /span>

April 25 = ;         Pastoral Care and Counseling Fair, Poster Due

<= /span>

May 2 &= nbsp;          Research Paper Due

Cri= teria	Exe= mplary 5	Out= standing 4	Sat= isfactory 3	Ade= quate 2	Uns= atisfactory 1
Interaction/ participation in classroom learning activities	Demonstrates critical thinking skills, evidence that student read assigned material, asks focus= ed and appropriate questions, always interacts, responds regularly to questi= ons; freely volunteers opinions, initiates appropriate questions, does not dominate discussion	Demonstrates beginni= ng critical thinking skills, some evidence that student read assigned materi= al, often interacts in class; responds often to questions, often volunteers opinions, contributions less developed and focused contributions	Occasionally, demons= trates critical thinking skills, occasionally interacts and responds to questions when prompted, contributions not as clearly focused, contributions lack focus, rambling, or tangential, questions sometimes digressive=	Rarely demonstrates = critical thinking skills, rarely participates or volunteers point- of-view, provid= es minimal answers when called upon, does show interest in class and discuss= ion, some evidence that material was read	Does not participate= or respond to questions; almost never volunteers to contribute or provide information, little or no evidence that read assigned material or complet= ed assignments, may be disruptive to class
Engagement in the electronic/ email learning forum	Demonstrates compete= ncy in using electronic/email, including Blackboard learning forum assignment. Completes all tasks for every assignment within allotted time, provides complete written comments relat= ed to assignments or tasks, fo= llows directions accurately of assignment or task	Follows directions w= ith minimal difficulty, most of= time no difficulty accessing and using electronic learning forum	Misses no more than = two assignments, minimal difficulty accessing and using electronic learning forums	Misses more than two assignments. Some difficulty accessing and using electronic learning forums	Never logs onto Blac= kboard or check email, assignments not completed, no demonstrated competency in using electronic learning forum
Professional attitude and demeanor &nbs= p; &= nbsp; &nbs= p;	No disruptive classr= oom behavior, no cell phones or electronic devices during class, respectful a= nd courteous to others, recognizes and respects other students’ points-of-view, alert in classroom, enthusiastic for work	Rarely disruptive and disrespectful on rare occasions, alert in the classroom on most occasions, enthusiastic most of the time, no cell phones or electronic devices<= /o:p>	Minimally disruptive= and disrespectful, sometimes lethargic in the classroom	Disruptive and disrespectful,<= /span> rarely enthusiastic<= o:p>	Not respectful and courteous, alert or<= /span> enthusiastic in the classroom
Punctuality	0-2 times tardy	3-4 times tardy	5-6 times tardy	7-8 times tardy	9-10 times tardy

Assignment=	Percentage= of Final Course Grade
Attendance and class participation	20%
Reaction Papers	30%
Project and Paper	30%
Poster Presentation	20%

Total	100 %