MIME-Version: 1.0 Content-Type: multipart/related; boundary="----=_NextPart_01C98073.B47439C0" This document is a Single File Web Page, also known as a Web Archive file. If you are seeing this message, your browser or editor doesn't support Web Archive files. Please download a browser that supports Web Archive, such as Microsoft Internet Explorer. ------=_NextPart_01C98073.B47439C0 Content-Location: file:///C:/A337D239/StevensonPPC502-S09.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" Stevenson PPC 502 Spring 09

 

= SHAW U= NIVERSITY

= Divinity S= chool

Introduction to Pastoral Counseling – PPC502 (3 credit hours)

Saturdays 7:30am-10:00am (Tupper 204)

 

 

Professor: Joe L. Stevenson, M.A., M.Div., D.Min       <= span style=3D'mso-spacerun:yes'>    

Office Hours: By Appointment           

Email:  jstevenson@shawu.edu=         =             &nb= sp;          =             &nb= sp;            =              Phone: 919-832-2784

 

 

 <= /o:p>

Mission of M.Div. and M.R.E. Degrees<= /p>

 

The= mission of the Master of Divinity degree is to prepare persons for ordained ministr= y, for chaplaincy, general pastoral and religious leadership responsibilities = in congregations and other settings, and to prepare some students for admissio= n to advanced programs oriented to theological research and teaching. The purpos= e is consistent with the mission of Shaw University Divinity School; the Master = of Divinity program focuses on leadership in the “practice of ministry,” particularly in the African American church.

 

The= mission of the Master of Religious Education degree is to equip persons for compete= nt leadership in Christian Education to serve congregational ministries and ot= her religious institutions. This purpose is consistent with the mission of Shaw University Divinity School; the Master of Religious Education program focuses on leadership in the R= 20;practice of ministry,” particularly in the African American church.=

 

Program Goals for M.Div. and M= .R.E. Degrees

 

The= program goals for the Master of Divinity degree program are to:

  1. Provide students with an intellectual atmosphere and a comprehensive, discriminating understand= ing of our religious heritage;
  2. Enhance student training = for Christian ministry, mindful of global, and diverse cross cultural, and non-American Christianities, and interaction with other faith traditio= ns;
  3. Support students' develop= ment in the personal and spiritual capacities necessary for pastoral and relig= ious leadership, advancing growth in personal faith, emotional maturity, mo= ral integrity, and public witness
  4. Expand programmatic activ= ities, services, and academic programming to enhance student capacity for ministerial and public leadership

 

The= program goals for the Master of Religious Education degree program are to:

  1. Equip students with the capacity for critical and constructive theological reflection regarding the content and processes of educational ministry;
  2. Help students understand = the educational, social, and behavioral sciences that undergird educational practice, as well as the cultural contexts in which educational minist= ry occurs;
  3. Assist students with pers= onal growth and spiritual maturity; and
  4. Provide skills in teachin= g and in design, administration, and assessment of educational programming.<= o:p>

 

 

 

Course Description:

&= nbsp;

As the core course in pastoral care for students in the M.Div. and M.R.E. degree programs, this course provides a basic introductio= n to the fundamental assumptions, principles, and methods of counseling in the context of Christian ministry.  The course is designed to equip the minister to address himself/herself effecti= vely to the psychological, sociological, and theological needs of people in a variety of situations.  Emphas= is is placed upon constructing and reflecting upon personal narratives in order to better understand pastoral identity and development.  The course introduces basic framew= orks and skills for pastoral practice and explores common issues presented in pastoral care.

 

Student Learn= ing Outcomes:

 

Student Learning Outcomes

 

At the completion of this course, students will be able to:

Assessme= nt of Student Learning Outcomes

(Assessm= ent Tools)

Linkage = to MDiv Program Learning Outcomes

Linkage = to MRE Program Learning Outcomes

1.=       Explain several psycho-theological frameworks for pastoral care and counseling.

Reflection pape= rs

1

1

2.=       Reflect biblically and theologically on common issues presented in pastoral care situations.

Reflection pape= rs

1

1

3.      Exhibit facility with founda= tional skills of listening, interviewing, and genogram construction.

Class participa= tion

2, 3, 4

2, 3

4.      Become acquainted with model= s for pastoral counseling for marriage and divorce, grief and loss, domestic violence, and gender issues.

Reflection pape= rs

1, 2

1

5.      Identify challenges posed by= the minister’s role as counselor, including establishment of boundaries, ethical behavior, and self-care.

Reflection pape= rs

Book review

3

3

 

 

&= nbsp;

Required Texts:

&= nbsp;

Stu= dents are expected to purchase the following texts:

  1. Benner, David. 2003.  Strategic Pastoral Counsel= ing: A Short-Term Structured
    Model.      Baker Academic.  (ISBN 08010263= 18)
  2. Culbertson, Philip. 2000.  Caring = for God’s People: Counseling and Christian Wholeness. Minneapolis, MN:  Fortress Press.  (ISBN 0800631870)<= /span>
  3. Nouwen, Henri. The Wounded Healer: Ministry in Contemporary Society. New York, NY:<= span style=3D'mso-spacerun:yes'>  Doubleday. (ISBN 0385148038)<= /span>
  4. Wo= lterstoff, Nicholas.  1987.  L= ament for a Son.  Wm. B. Eerdma= ns Publishing (ISBN 080280294X)
  5. Wo= rden, J. William.  Grief Counseling and Grief Therapy: A Handbook f= or the Mental Health Professional (4th Edition).  Springer Publishing

&= nbsp;

The following chapters are also required and will be provided via Blackboard:

1.      Beverly, Urias.  2003.  The Places You Go. Nashville, TN: Abingdon Press. (selections)

2.      Nichols, J. Randall.  2002.  Ending Marriage, Keeping Faith<= /i>. Eugene, OR: Wipf and Stock. (selections)

3.      Poling, James Newton.  1997.  Male violence against women and children. In The Care of Men, ed. Christie Cozad Neuger and James Ne= wton Poling, 138-162.  Nashville, TN: Abingdon Press.

4.      Powell, Kevin.  2001.  The sexist in me.  In Traps: African American Men = on Gender and Sexuality, ed. Rudolph P. Byrd and Beverly Guy-Sheftall, 221-222. Bloomington, IN: Indiana <= st1:PlaceType w:st=3D"on">University Press.

 

As an additional resource, it is recommended that studen= ts own a copy of the following:

1.      Turabian, Kate L.  1996.  A Manual for Writers of Term Papers, Theses, and Dissertations, 6th ed.  Chicago, IL:  <= st1:place w:st=3D"on">University of Chicago Press.

 

Format and Requirements:

&= nbsp;

Class sessions will involve a variety of teaching/learni= ng methodologies, including lecture, class discussion, role-playing, personal sharing, and small group exercises. Due to the intimate nature of the conversations that will be held in class, students are asked to maintain the confidentiality of their classmates.

&= nbsp;

Final grades will be based on the following requirements= :

&= nbsp;

1.      Class Participation (20%): Sin= ce the course involves the development of counseling skills, students are expected= to be present for all classes, to have prepared readings and written work, and= to participate actively in class discussions and exercises. Excessive unexcused absences, late arrivals, or poor participation will adversely affect final grades (Excessive means missing more than 20% of class sessions and poor participation means too little or too much talking in class).

 

2.      Reflection Papers (15%): Stude= nts must complete 3 of 4 reflection papers (double-spaced, 2-3 pa= ges, 1” margins, 12pt font) summarizing the major points in the readings f= or the week and posing 1-2 questions for class discussion. The reflection pape= rs must be submitted via the Digital Drop Box by noon on the day before class. D= ue dates for the reflection papers are: January 24, January 31, March 28, and April = 4.

 

3.      Book Review (20%): Students wi= ll read Henri Nouwen’s The Wounded Healer: Ministry in Contemporary Society and write a 4-5 page paper reflecting upon the major themes of the book. Wh= at is the significance of the book for this course? What does it imply about t= he role and life of the pastoral care provider? This paper is due via the Digi= tal Drop Box by the start of class on March 14.

 

4.      Spiritual Autobiography (30%):= For the final paper, students will write 10-12 page spiritual autobiography (double-spaced, 1" margins, 12pt font) describing how their unique per= sonalities, backgrounds, gifts and abilities, and faith traditions have shaped their understanding of their call and impact their functioning in ministry.  The paper is due via the Digital D= rop Box by 5pm on April 25.

&= nbsp;

Evaluation:<= /u>

 

The= following grading scale will be used:

A =3D 90-100

B =3D 80-89

C =3D 70-79

D =3D 60-69

F =3D 59 and below

 

Not= e:  The minimum passing grade for stud= ents in the Divinity School is C.

 

Use of Technology:

 

All students in this course are required to have regular access to email and to the internet.  The Shaw Blackboard site (h= ttp://shawu.blackboard.com) will be heavily used in this class.  All course handouts (including readings, guidelines for completing assignments, and grading rubrics) will be made available via Blackboard. Students will also submit assignments and receive feedback using Blackboard’s Digital Dropbox.  Email will be the instructor’s primary mode of contacting stud= ents outside of class hours.

 

Academic Inte= grity:

 

Students in this course are expected to abide by the Shaw University Code of Conduct. The university policy on plagiarism will apply = to all assignments given in this course (see Student Handbook).  Plagiarism involves the intentiona= l or unintentional representation of another person’s words and/or ideas as one’s own.  Students are expected to cite all materials, including scriptural references, using the formats described in Kate Turabian’s A Manual for Writers of Term Papers, Theses, and Dissertations.

 

If you need help determining whether to cite, see the gu= ide on avoiding plagiarism at http://libr= ary.duke.edu/research/plagiarism/index.html.

 

Class Decorum Policy

 

To enhance the learning atmosphere of the classroom, students are expected to dress and behave in a fashion conducive to learnin= g in the classroom. More specifically, students will refrain from wearing clothes that impede academic learning such as but not limited to, wearing body-revealing clothing and excessively baggy pants; hats/caps, headdress. Students will turn off telephones prior to entering the classroom. Students= who exhibit the behaviors described above, or similar behaviors will be immedia= tely dismissed from class at the third documented offense. The student will be readmitted to class only following a decision by the Dean of the Divinity School. The student may appeal the decision of the Dean to the Office of the Vice President for Academic Affai= rs, and then to the President of Shaw University. The decision of the President will be final. Failure to follow the procedures herein outlined will result= in termination of the appeal, and revert to the decision of the department cha= ir.

 

Each behavior construed by the teacher/professor as non-contribute to learning will be recorded, properly documented, and appropriately reported to the student and to the Dean of the Divinity School.  The report will be in written form= with a copy provided to both the student and the Dean of the Divinity School.  The instructor will retain a copy = for her own records.

 

Special Considerations:

 

Disabilities: Students with disabilities = that may require extended exam times or other accommodations should contact Stud= ent Disability Services (Counseling Center 546-8284). The instructor cannot alt= er the course requirements for any disability without certification from this office.

&= nbsp;

Psychological Services: If at any time you f= eel that emotional distress is interfering with your class performance, please speak with the instructor. If you would prefer to speak with someone else, contact the Counseling Center at 546-8284.=

 

 

COURSE SCHEDULE

This schedule and reading list= are subject to change.

 

DATE<= /p>

Student Learning Outcomes

Course Content & Readin= gs

Mode of Instructional Deliv= ery

Assignment

Due

Assessment Tool<= /span>

1/17

 

Introduction

Lecture

 

 

1/24

1, 5

Context and Mission of Care

Beverly= , The Places You Go p= p. 7-40

Brenner, Strategic Pastoral Counseling: A Short-Term Structured Model = Chapters 1-2

 

Lecture

Discussion

Reflection Paper on Readings

Reflection paper

1/31

1, 5, 6

A Theology of Wholeness

Culbertson, Caring for God’s People pp. 1-10, 256-276<= /p>

Discussion

Reflection Paper on Readings

Reflection paper

Spiritual autobiography

2/7

 

Biblical Foundations on Counseling

Lecture

Discussion

 

 

2/14

1

Psycho-Theological Frameworks

Culbertson, Caring for God’s People pp. 12-109

Lecture

Discussion

 

Class participation

2/21

3, 6

Worde= n, Grief Counseling and Grief =

       Th= erapy: A Handbook for the Mental

       He= alth Professional

 

Lecture

Small group exercises

 

Class participation

Spiritual autobiography

2/28

3, 6

Worde= n, Grief Counseling and Grief =

       Th= erapy: A Handbook for the Mental

       He= alth Professional

Lecture

Small group exercises

 

Class participation

Spiritual autobiography

3/7

3, 6

Culbertson, Caring for God's People =

      pp. 38-4= 3

Wolte= rstoff, Lament for a So= n

Lecture

Small group exercises

 

Class participation

Spiritual autobiography

3/14

1

Peeling the Onion

(All students must bring an onion)

Class Exercise

 Book Review

Class participation

3/21

2, 4, 6

Marriage and Divorce

Culbertson, Caring for God’s People pp. 112-189

Nichols, Ending Marriage, Keeping Faith pp. 84-= 98

Lecture

Discussion

 

Class participation

Spiritual autobiography

3/28

2, 4, 6

Domestic Violence

Poling, “Male Violence against Women and Children”<= /p>

Powell, “The Sexist in Me”

Lecture

Discussion

Reflection Paper on Readings

Reflection paper

Class participation

Spiritual autobiography

4/4

2, 4, 6

Illness, Death, & Bereavement

Culbertson, Caring for God’s People pp. 218-253

Lecture

Discussion

Reflection Paper on Readings

Reflection paper

Class participation

Spiritual autobiography

4/11

 

NO CLASS:  Easter and Spring Break

 

 

 

4/18

 

NO CLASS:  Easter and Spring Break

 

 

 

4/25

2, 5, 6

Professional Issues

Culbertson, Caring for God’s People pp. 277-314

Lecture

Discussion

Spiritual Autobiography

Spiritual autobiography

5/2

2, 5, 6

Integration and Wrap-Up

Discussion

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reflection Paper Rubric

 

 

Excellent=

3 points<= /b>

Satisfactory

2 points<= /b>

Unsatisfactory

1 point

Summary of Content

Summary is accurate and well-integrated.  Accurately and appropriately summarizes main point of reading(s) in own words.  Attempts to integrate across mat= erial when multiple readings are assigned.

Summary lacks accuracy or integration.  Summary is generally accurate bu= t may miss key information, depend too heavily upon quoted material, contain inaccurate information, or misinterpret textual material.  Summary may focus exclusively up= on one reading without attempting to include others.

Summary lacks accuracy and integration.  Paper is off-topic or gives mini= mal effort to summarizing only one reading.&= nbsp; May consist largely of quoted material.

Reflection & Connections

There is evidence of critical engagement with and reflection upon the reading.<= /span>  Connections are made to personal thinking and experience. Implications for personal and pastoral practice = are explored.

There is weak evidence of critical engagement with and reflection upon the read= ing.  Paper may provide only cursory a= ttempt to connect reading with personal thinking/experience and pastoral practic= e.

There is no evidence of critical engagement with and reflection upon the readin= g.  Does not connect personal knowle= dge, attitudes, and behaviors with the reading.  Does not discuss implications for pastoral practice.

Organization & Clarity

Writing is unified and focused and ideas are consistently clear.  Writing flows well with few awkw= ard phrases and paragraphs.  Sen= tences and paragraphs consistently relate to each other and are well-developed.<= span style=3D'mso-spacerun:yes'>  Transitions are consistently smooth.  Language is profess= ional. 

Writing is acceptable but awkward, unclear, or unprofessional at times.  Paper is reasonably written but = may have some awkward phrases and/or paragraphs, abrupt or missing transition= s, unclear or undeveloped ideas, or unprofessional language. 

Lacks organization and logical flow.  May seem to be “rambling&#= 8221; rather than thoughtful, planned writing.=   Ideas are frequently unclear.

Citations

Cites all material, including Scriptural references, appropriately using Turabi= an footnotes.  Provides citations for all information that is quoted or paraphrased from another’s work.  Provi= des book, chapter, verse, and translation for all scriptural references and quotations.

Minor problems with citations.  May provide source for material = using inappropriate format.  May generally cite correctly but demonstrate minor lapses.<= /p>

Major problems with citations.  Does not cite when necessary.  May quote without providing page reference.

Grammar & Spelling

No grammar, spelling, or punctuation errors.

Minor grammar, spelling, and/or punctuation errors.  Errors do not interfere with readability.

Frequent or severe grammar, spelling, and/or punctuation errors.  Errors significantly interfere w= ith readability.

 

Total points:  <= /span>15

 

 

 

 

 

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P= PC502 syllabus

= 7

 

C= ourse Syllabus

Spring 2009

 

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