PC501: Syllabus Rev. Jeffrey Sanders, M.Div s1

PC501: Syllabus Rev. Jeffrey Sanders, M.Div. Winter 2010 Bethel Seminary, St. Paul Jan. 11-March 22, 2010 E-mail: [email protected] Intensive: Feb. 15-19, 2010 Phone: 651-635-8662 M-Th 8:30-4:00, F 8-12

INTRODUCTION TO PASTORAL CARE

COURSE DESCRIPTION:

This course is designed to introduce the student to the shepherding function with emphasis on pastoral counseling. Basic counseling methods will be discussed in relation to typical situations faced in pastoral ministry. Ten hours of volunteer visitation is included in the requirements of this course.

MAIN OBJECTIVES: 1. Prepare ourselves and others for effective care in and around the Body of Christ: overcome obstacles for care; 2. Learn to observe and assess needs, then plan and mobilize multiple resources of the church and community; 3. Develop a systematic process for approaching and responding to persons, families and groups with the more frequently present critical needs; 4. Evaluate and appreciate the resources of both faith and science for meeting people’s needs, performing theological reflection and taking action with those resources. 5. Evaluate and grow in the understanding of cultural and ethnic influences and their impact on pastoral care and counseling relationships.

REQUIRED TEXTBOOKS: Benner, David. Strategic Pastoral Counseling, 2nd ed. Grand Rapids: Baker, 2003. ISBN: 0801026318 Johnson, Brad & William Johnson. Pastor’s Guide to Psychological Disorders and Treatments. New York: Haworth, 2000. ISBN: 0789011115 Montilla, R. Estaban & Ferney Medina. Pastoral Care and Counseling with Latino/as. Minneapolis: Fortress, 2006. ISBN: 0800638204 Paget & McCormack. The Work of the Chaplain. Judson, 2006. ISBN: 0817014993 Patton, John, Pastoral Care: an essential guide. Nashville: Abingdon, 2005. ISBN: 0687053226 Wimberly, Edward P. African American Pastoral Care and Counseling: the politics of oppression and empowerment. Cleveland: Pilgrim, 2006. ISBN: 082981681X

RECOMMENDED READING: Floyd, Scott. Crisis Counseling: a guide for pastors and professionals. Grand Rapids: Kregel, 2008. ISBN: 0825425883 Lebacqz, Karen and Joseph Driskill. Ethics and Spiritual Care. Nashville: Abingdon Press, 2000. ISBN: 0687071569

COURSE REQUIREMENTS: *****LOG ON TO THE DISCUSSION BOARD BY January 18th AND FOLLOW THE ASSIGNED INTRODUCTION TO CLASS DIALOG.

1. Follow guidelines for discussion board use and assignments posted on the discussion board. Complete readings as assigned. Discussion board postings will be required on Weeks Two, Four and Ten. Postings are to be made by Monday (Midnight CST) with follow-up posting by Friday.

2. Weekly reading reflection summaries: Interaction is an essential part of this course and weekly reflections will prepare you for assignments and class discussion on-line and during our intensive week. Turn in a reflection summary using the attached format each week reading is assigned (see Weekly Reflection Summary page in syllabus). These are due on Monday at Midnight (your time zone) at the beginning of the week after your reading is assigned [i.e. Patton is to be read during the first week of the quarter 1/11- 1/17 with the reflection summary due 1/18 at Midnight).

3. Integrative Essays – 4 pages, 1000 words a. Essay #1 - Using the concepts in Benner, Strategic Pastoral Counseling and Patton, Pastoral Care – integrate these readings with your own personal and Biblical perspectives and how you understand your role in providing Pastoral Care and Pastoral Counseling. How will those you shepherd experience your care? Due February 1st, 12 midnight your time. b. Essay #2 – Using the concepts discussed in class, integrate and identify your own emerging theoretical perspective and theological understanding of Christian community. What function/role does community play in pastoral care- what is your role in the community of believers? Integrate reflections from the Wimberly and Montilla & Medina texts. Due March 22nd, 12 midnight your time.

4. Personal Growth Plan – (3-4 pages, 750-1000 words)

“For students beginning seminary in the fall of the 08-09 school year: In addition to submitting this assignment to the course instructor, you are also required to upload your assignment to your Integrative Portfolio once the Integrative Portfolio technology is introduced.”

Charles Gerkin states, “many pastors evidence a lack of coherence in their work, resulting in a fragmentation of purpose, confusion among often conflicting methods of operation in various functions, valuing of one function and neglect of another…Pastors need a foundational, organizing image of the whole of pastoral ministry that can give coherence to and inform all of the various functional roles of the pastor.” a. Describe the foundational, organizing image that will guide your ministry (interpretive guide, others?). How does this image inform, or what are the implications of this image for your various roles (i.e. pastoral care, preaching/teaching, leadership, administration, vision, supervision, spiritual formation, etc)? b. What are your growing edges and concerns (personal reorientations)? Organize this section around any new realizations that occurred for you during the quarter that re-shaped your way of understanding and practicing pastoral care and counseling. Include implications of appropriate boundaries and ethical concerns in ministry. Due March 15th, 12 midnight your time. This personal growth plan will also become part of your Supervised Ministry File. 5. Volunteer visitation experience – Students will complete 10 one hour meetings with an individual, couple or family for pastoral visitation. This is to be arranged through a church, parachurch or community organization. Students who are on staff may inquire the professor re: the use of work experience. This visitation experience will need to be served in a setting outside your typical comfort zone. There are to be a variety of venues of experiences, (i.e. home, hospital, nursing home, your office) included. You will need to arrange for a mentor who will meet with you after every 2 hours of visitation experience to debrief. Provide your mentor with the attached information. Your mentor will be required to submit an evaluation of your experiences with them. You must provide me with your plan for visitation and contact information for your mentor by January 18th . Further information and guidelines will be posted on the assignment link.

6. Reflection of the pastoral experience – This will happen via discussion board as you answer the questions provided during the weeks you have a discussion board entries assigned (Weeks 2,4 and 10). You will respond to a question(s) provided and share your experiences with each other. We will also reflect on your pastoral experiences during our intensive week.

7. Verbatims –One verbatim of a pastoral experience is to be brought to the intensive for group processing (DUE 2/15). A second verbatim is to be emailed to the professor prior to the conference call (DUE 3/1 Midnight your time). You will need to sign up for a verbatim review time on wiki. These conference calls will be 2 hours in length. You may choose which of your visitations you use for your verbatims. Necessary instructions will be posted on the assignment link.

VERBATIMS: A verbatim, in essence, is a request for help for a difficult moment in care-giving for which the student wants to ask for helpful feedback from his/her supervisor and peers. The image in your head should not be that of a tape recorder, but rather, the processing of a difficult counseling experience with colleagues. After you experience the "difficult situation," you should sit down very soon with paper following the interview to note key words and transitions, and then write it all out as soon as you can get to a word processor. You should be pleasantly surprised how much of the conversation you remember. The most important thing: describing how you feel the "sticky spot" happened. When writing up your verbatim, follow the format that is included on the next page.

VERBATIM GROUPS: When verbatims are processed in your small group, the questions you should have in mind as you listen and interact should be as follows [review these each time you will be listening to a verbatim] : • Is the setting and the client's condition clear to you? • Is the presenter clearly aware of the client's emotions, mood, tone, physical, social and spiritual situation? • Is a pastoral identity evident in the presenter? • What issues of their own does the student bring to this situation? What personal work do they have to do? • Is there evidence the student has reflected on the theological issues involved in this situation? • Is there a helpful response made to the client? • Is there evidence the student is ready to improve his/her approach next time? Does the student have a plan? Each student will review two verbatims, one with your on-campus group leader during your intensive. The second verbatim is to be presented during a small group conference call. Both will be submitted to the professor at the end of the quarter in order to be registered as completed.

7. All written work is to be submitted in WORD.doc (No doc.x or zip files) format by midnight, your time, the day it is due. Documents are to be submitted to the “Assignment Link” on Blackboard. Use the following format for naming your files; name_assignment_PC5012010, i.e. Smith_essay1_PC5012009 Failure to follow these guidelines may result in your papers not being graded or corrected papers not being returned to you.

8. Inclusive Language: In accordance with Bethel Seminary policy, inclusive language should be used in class discussion and papers. 9. Plagiarism: Zero Tolerance. If a student plagiarizes any of their work, it will result in failure for the course and will be reported to the Student Development Committee. 10. Late Papers: If you do not turn in an assignment when due, you will have until noon the following day to turn it in without penalty. This should be used only as a cushion for unexpected problems. After this “buffer day,” the assignment will lose 10% of its earned grade for each day that it is late. Late papers may not be graded or returned at the same time as those received on time. For writing format consult Kate Turabian’s latest edition of her Manual for Writers of Term Papers, Theses and Dissertations. 11. Academic Course Policies: Please familiarize yourself with the catalog requirements as specified in Academic Course Policies document found on the Syllabus page in Blackboard. You are responsible for this information, and any academic violations, such as plagiarism, will not be tolerated.

GRADING:

The Personal Growth Plan and Mentor evaluations are graded much more subjectively than some other courses in seminary. In these areas I am not looking as much for cognitive growth as for total personal growth that is clearly expressed in terms of developing one's whole self as a person involved deeply with people in pastoral care and counseling. I will be trying to determine whether or not the student gives evidence of having self-awareness and appropriate goals for his/her self in growing in pastoral care skills and knowledge.

Final Grades: Final grades for this course are based on the following percentage of accumulated points:

A 96-100 B- 83-85 D+ 71-73 A- 92-95 C+ 80-82 D 68-70 B+ 89-91 C 77-79 D- 65-67 B 86-88 C- 74-76 F 0-64

CLASS SCHEDULE

Date Reading Assignments Week 1 Patton, Pastoral Care: An essential Develop visitation sites and set January 11 guide up mentoring relationship Hawley/Dahl article Introductory discussion board entry by 1/18 (midnight your time) Week 2 Benner, Strategic Pastoral Counseling DISCUSSION BOARD January 18 Visitation Plan and Mentor contact information due 1/20 Patton reflection due 1/18 Week 3 Paget & McCormack, The Work of the Integrative Essay #1 due 2/1 January 25 Chaplain midnight Benner reflection due 1/25 Week 4 Johnson & Johnson, Pastor’s Guide to DISCUSSION BOARD February 1 Psychological Disorders and Paget/McCormack reflection Treatments due 2/1 Week 5 INTENSIVE – other classes meet February 8 Week 6 INTENSIVE – This class meets Verbatim #1 Feb. 15 Johnson/Johnson reflection due 2/15 Week 7 Verbatim #2 (Due 3/1) Feb. 22 Instructions on the assignment link

Week 8 Montilla & Medina, Pastoral Care & CONFERENCE CALLS March 1 Counseling of Latino/as FOR VERBATIM REVIEW

Week 9 Wimberly, African American Personal Growth Plan due March 8 Counseling 3/15 midnight Montilla/Medina reflection due 3/8 Week 10 DISCUSSION BOARD March 15 Wimberly reflection due 3/15 Integrative Essay # 2 due 3/22 midnight VERBATIM FORMAT FOR PC501

Date of Processing this Verbatim: ______Date/Time of Visit:______Student’s Name______Age of Client: ______Gender of Client: ______Location of Visit (i.e. home, hospital, nursing home) ______

PRELIMINARY: Describe the physical setting and emotional tone of your visit. What sights, sounds, and emotions did you experience as you began the interview? Did you select this individual or were they chosen for you? How did you prepare yourself? What did you know about the person beforehand, and from what sources? Describe the client briefly. Were there others, either present or absent, who were important in this visit? How did their presence affect the interview?

INTERVIEW: Include a verbatim account of the most significant dialogue by all participants sequentially. Separate your non-verbal communications or pertinent feelings about what is happening in parentheses. Number the sequence of verbal interchanges as follows: P1, C1, P2, C2, etc. for Pastor and Client, respectively. To protect his/her privacy use an alternative name, do not identify the individual in the written material. Example: P 1: Good Morning, Mrs. Johnson. C1: Good Morning, Chaplain. How are you this morning? P2: I'm fine. (Really, I felt anxious, she appeared angry to me, and I wondered why she wanted to see me.) I understand you wanted to see me. C2: Yes. I'm kind of wondering about my son. I know he is drinking....

Rather than trying to record the whole interview, include some background about how the visit is initiated, and then record the most critical exchanges that reveal the problem area you want to discuss with others. Summarize in a brief paragraph how the visit ended.

EVALUATION: Go back over the conversation, meditate on it, then write up the following elements in numbered summary paragraphs at the end of the verbatim: 1. Initial impression of the person. 2. Change(s) in that impression. 3. Significant conversation shifts, emotions expressed, resistances to you, insights gained by either of you. 4. Perception the client seemed to have of your person and role. 5. Main problems presented and your response. 6. Would you change anything in this visit? 7. Do you plan to return? What are your goals? 8. Was there need for referral? To whom, and why? 9. Summary of your ministry to this person (include issues for counseling and pastoral care). 10.What issues arose in this interview, either implicit or explicit, for pastoral theology, ethics, and pastoral care? VISITATION NOTES

These reflections will be valuable when completing your verbatim, Personal Growth Plan, and during conversations with your mentors. They are NOT to be turned in and are solely for your benefit as you consider your visitation experiences.

Student Name: ______Date of Visit: ______Place of Visitation (i.e. home, hospital, nursing home)______Age of Client: ______Gender: ______Predominant Issue: ______

As you look back on your visit(s) today, do what AA people call "a fearless inventory" which will stretch you to grow in your pastoral care and counseling skills and awareness. [Rate with: 1 = failure, 2= poor, 3 = average, 4 = good, 5 = excellent]

1. Counseling elements I used, and how I would rate myself: ______a. active listening ______b. empathy and sensitivity to underlying emotional tone ______c. grasp of client's principal issue(s) ______d. allowing client to develop his/her own agenda with me ______e. my ability to track with the client ______f. ability to feel and communicate a "pastoral presence" ______g. tolerance for the other person's belief system ______h. perseverance with issues in face of my own uncertainty about them ______i. alertness to underlying/overt spiritual/theological issues ______j. alertness to client's needs for networking or social support

2. As a result of today's learning, what goals ought I set up for myself for improved effectiveness and skill?

3. What am I most thankful to God for out of today's experience?

4. What elements of today's experience would I like to bring up to my mentor next time we meet?

5. What did I learn about my style of approach from the mentor? (Will only be completed after meeting with mentor) Evaluation of Visitation Experience for Mentor

Student:______Hours completed (of 10 total) ______Mentor: ______Contact Information:______Professional Position:______Dates of Meetings with Student:______

Please address the following:

1. Was the student prepared for the mentoring process with a reflection of the time spent?

2. Using the following scale: 1- Strongly disagree, 2 – Somewhat disagree, 3- Neutral, 4 - Somewhat agree, 5 – Strongly agree How would you rate the student in the following areas:

a. Expresses empathy for the client 1 2 3 4 5 b. Is able to grasp the clients primary issue 1 2 3 4 5 c. Is able to provide a “pastoral presence” 1 2 3 4 5 d. Is tolerant of the client’s belief’s 1 2 3 4 5 e. Receives feedback well 1 2 3 4 5 f. Shows growth in pastoral care 1 2 3 4 5 g. Exhibits good boundaries 1 2 3 4 5 h. Can express growth areas for him/herself 1 2 3 4 5 i. Listens to others well 1 2 3 4 5 j. Is able to handle anxiety in the process 1 2 3 4 5 k. Exhibits interest in the process of pastoral care 1 2 3 4 5

3. What are your general impressions of the student’s ability to be in the pastoral care role?

4. What there anything of concern that I should be aware of?

Please return to Jeff Sanders at [email protected] or fax to 651-635- 2364 (attention Jeff Sanders) by March 22nd in order for the student to receive grade credit. Information for Mentors

Thank you for mentoring this student as they are enrolled in the class, Introduction to Pastoral Counseling at Bethel Theological Seminary. As they are doing visitation with those in their community it is essential that they have dialog with someone in the practice of pastoral care to help them process their experiences. During their intensive week in St. Paul we will be further dialoging about the practicum experience. Below are the guidelines for the students.

1. They are to have approximately 10 visits over the 10 week quarter (10 hours total). 2. They are to meet with you at least three times during the quarter. They may meet with you more often if you or they prefer. 3. They are to come prepared to discuss the visit, their reactions, feelings, beliefs, or difficulties and to ask questions. 4. They should be exhibiting growth in their work over the quarter both in pastoral care and also in their ability to dialog about their experience. 5. Any concerns about their ability to see clients/parishioners should be addressed immediately with me. 6. They are to provide you with an evaluation form in a timely manner.

Your completed evaluation is part of their grade and needs to be received by March 22nd in order for the student to receive course credit.

Any questions that you have during the quarter can be addressed to me at [email protected] or at 651-635-8662.

On behalf of the student and myself, thank you for taking the time to help develop another person in ministry.

In Christ, Rev. Jeffrey Sanders, M.Div.

Weekly Reflection Summary Name______Percentage of reading completed ______

Each student must take responsibility for reading the assigned material and preparing for discussion (both online and during the intensive week). Assigned readings offer unique information and perspectives that are built upon through additional course assignments and discussion. Upload a completed reflection summary by Monday at Midnight (your time) after the week the reading is assigned. This will allow you to complete your reading and consider your responses to the below questions.

1. What was particularly clear and/or helpful in the readings for this week? (2-3 concepts)

2. About what in the readings do you have questions? (2-3 questions)

3. What was surprising in the readings?

4. What in the readings do you think God is inviting you to apply personally and/or professionally?

PC501: GRADING GRID [STUDENT'S GRADING SHEET] STUDENT NAME: ______

P.O.: ______

1. INTEGRATIVE ESSAY #1 (15 pts) ______

2. INTEGRATIVE ESSAY #2 (15pts) ______

3. VISITATION: Includes... 1. Mentor's report (5) 2. 10 hour completed (10) (15 pts) ______

4. VERBATIM #1 (In Class) (10 pts) ______

5. VERBATIM #2 (Via Conference Call) (10 pts) ______

6. PERSONAL GROWTH PLAN (15 pts) ______

7. READING REFLECTION SUMMARIES/ DISCUSSION BOARD/CLASS PARTICIPATION (20 pts) ______

TOTAL: (100 pts) ______

FINAL COURSE GRADE: ______ADDITIONAL BIBLIOGRAPHIC RESOURCES FOR THE COURSE

Balswick, Judith & Jack. Families in Pain. Working Through the Hurts. Baker/Revell, 1997. Bowman, George. Dying, Grieving, Faith & Family: A Pastoral Care Approach. Binghamton, NY: Hayworth Pastoral Press, 1998. Brister, C. W. Pastoral Care in the Church. 3rd ed. NY: Harper/Collins, 1992. Carr, Wesley, ed. The Dictionary of Pastoral Studies. Grand Rapids, MI: Eerdmans, 2002. Clark, David C. Clergy Response to Suicidal Persons & Their Families. Chicago, IL: Exploration Press, 1993. Clinton, Timothy and George Ohlschlager. Competent Christian Counseling: Pursuing and Practicing Compassionate Soul Care. Colorado Springs, CO: WaterBrook Press, 2001. Copen, Lisa J. "So You Want to Start a Chronic Illness/Pain Ministry." [booklet] San Diego: Rest Ministries, Inc., 2002. Cf. her web site: www.restministries.org. Dayringer, Richard. The Heart of Pastoral Counseling: Healing through Relationship. Rev. ed. Binghamton, NY: Haworth Pastoral Press, 1998. Gerkin, Charles. An Introduction to Pastoral Care. Nashville, TN: Abingdon, 1997. Goldingay, John. Walk On: Life, Loss, Trust, and Other Realities. Grand Rapids, MI: Baker Books, 2002. Grossoehme, Daniel H. The Pastoral Care of Children. Binghamton, NY: The Haworth Pastoral Press, 1999. Haugk, Kenneth C. Christian Caregiving. A Way of Life. Minneapolis, MN: Augsburg/Fortress, 1985. Howe, Leroy. A Pastor in Every Pew: Equipping Laity for Pastoral Care. Valley Forge, PA: Judson Press, 2000. Hightower, James E., Jr., ed. Caring for People from Birth to Death. Binghamton, NY: The Haworth Pastoral Press, 1999. Hunsinger, Deborah van Deusen. Theology and Pastoral Counseling. A New Interdisciplinary Approach. Grand Rapids, MI: Eerdmans, 1995. Hunter, Rodney, ed. Dictionary of Pastoral Care and Counseling. Nashville, TN: Abingdon, 1990. James, John W., and Russell Friedman. The Grief Recovery Handbook. Rev. ed. NY: Harper Perennial, 1998. June, Lee N., ed. The Black Family: Past, Present, & Future. Grand Rapids, MI: Zondervan, 1991. Koenig, Harold, and Andrew Weaver. The Pastoral Care of Older Adults. Minneapolis: Augsburg/Fortress, 1998. Knutson, Lois D. Understanding the Senior Adult. A Tool for Wholistic Ministry. Bethesda, MD: The Alban Institute, 1999. Louw, Daniel. A Mature Faith: Spiritual Direction & Anthropology in a Theology of Pastoral Care and Counseling. Grand Rapids, MI: Eerdmans, 1999. Lester, Andrew. Hope in Pastoral Care and Counseling. Philadelphia, PA: Westminster/John Knox Press, 1995. McMinn, Mark. Psychology, Theology and Spirituality in Christian Counseling. Wheaton, IL: Tyndale House, 1996 Moesner, Jeanne Stevenson. Through the Eyes of Women. Thoughts for Pastoral Care. Minneapolis, MN: Augsburg/Fortress, 1996. Patton, John. Pastoral Care in Context: An Introduction to Pastoral Care. Philadelphia: Westminster/John Knox Press, 1993. Ramsey, Nancy J. Pastoral Diagnosis. Minneapolis, MN: Augsburg/Fortress, 1998. Schlauch, Chris. Faithful Companioning. Minneapolis, MN: Augsburg/Fortress, 1995. Steinbron, Melvin J. The Lay Driven Church. Ventura, CA: Regal, 1997. Tack, Theodore, and Ann Murphy. The History of Pastoral Care. Collegeville, MN: Liturgical Press, 2001. Watson, Jeffrey A. The Courage to Care: Helping the Aging, Grieving & Dying. Grand Rapids, MI: Baker Books, 1992. Wiersby, David. The Dynamics of Pastoral Care. Grand Rapids, MI: Baker/Revell, 2000. Wimberly, Edward P. African American Pastoral Care. Nashville, TN: Abingdon, 1991. Prayer in Pastoral Counseling: Suffering, Healing and Discernment. Louisville, KY: Westminster/John Knox Press, 1990. Wolfelt, Alan D. Death & Grief A Guide for Clergy. Muncie, IN: Accelerated Development, Inc., 1988. Zonnebelt-Smeenge, Susan J., and Robert C. DeVries. Getting to the Other Side of Grief Overcoming the Loss of a Spouse. Grand Rapids, MI: Baker Books, 1998.

SUGGESTED ANCILLARY READING SOURCES FOR CLASS TOPICS:

Good reference sources in our library for researching a particular topic: Baker's Encyclopedia of Psychology, second ed, edited by David Benner and Peter Hill. Christian Counseling Today (magazine of AACC) The Dictionary of Pastoral Care and Counseling, edited by R. Hunter. The Journal of Psychology and Christianity The Journal of Psychology and Theology Atkinson, David J., Editor; Field, David F.; Holmes, Arthur, et.al. The New Dictionary of Christian Ethics and Pastoral Theology. Downers Grove : InterVarsity Press, 1994.