PC501: Syllabus Rev. Jeffrey Sanders, M.Div

PC501: Syllabus Rev. Jeffrey Sanders, M.Div. Summer 2011 Bethel Seminary, St. Paul June 20-August 26, 2011 E-mail: [email protected] Intensive: July 25-29, 2011 Phone: 651-402-0479 M-Th 8:00-4:30, F 8-1

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 The Covenant Book of Worship. Chicago: Covenant Publications, 2003. ISBN: 910452-92-X

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 June 28th 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 CDT) 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 Tuesday 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 6/20-6/27 with the reflection summary due 6/28 at Midnight).

3. Integrative Essays – 4 pages, 1000 words

 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 July 12th, 12 midnight your time.  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 August 26th, 12 midnight your time.

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

This assignment has been identified as a required integrative assignment that you may wish to review and reference in future integrative coursework.

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.”

 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)?  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 August 23rd, 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 individual, couple or family for pastoral visitations. These meetings are intended to be with a variety of people (meeting no more than twice with one person, couple, or family). 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. Some options for venues for your visits could include homes, hospital, nursing home, your office, etc. You could, for instance choose to complete your meetings in a nursing care facility visiting different residents. You will need to arrange for a mentor who will meet with you three times during the visitation experience to debrief. Provide your mentor with the attached information (scroll toward end of syllabus). 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 June 28th Further information and guidelines will be posted on the assignment link. Your mentor evaluation (which also needs to include confirmation by your mentor that you’ve completed your 10 hours of service and that you presented/discussed your second verbatim) is due 8/26. You can upload that if preferable to your mentor.

6. Reflection of the pastoral experience – This will happen via discussion board as you answer the questions provided during the weeks you have 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 7/25, bring six hard copies to class). A second verbatim is to be shared with your mentor prior to your final meeting so the two of you can discuss it. The mentor will signify that you completd this assignment in their evaluation.

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 during intensive week, 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 to your mentor and discussed in your final meeting.

8. 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 Moodle. Use the following format for naming your files; name_assignment_PC5012011, i.e. Smith_essay1_PC5012011

Failure to follow these guidelines may result in your papers not being graded or corrected papers not being returned to you.

9. Inclusive Language: In accordance with Bethel Seminary policy, inclusive language should be used in class discussion and papers.

10. 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.

11. 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.

12. Academic Course Policies: Please familiarize yourself with the catalog requirements as specified in Academic Course Policies document found on the Registrar's website at: https://bethelnet.bethel.edu/ureg/bssp/acp/. 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 Summer 2011 PC501 Course Schedule

Week One – June 20-27: Read: Patton, Pastoral Care: An essential guide Hawley/Dahl article Develop: visitation sites and set up mentoring relationship (due 6/28) Post: Introductory discussion board entry by 6/28 Submit: Patton Reflection due 6/28

Week Two – June 28-July 4: Read: Benner, Strategic Pastoral Counseling Post: Discussion board Submit: Benner Reflection due 7/5

Week Three – July 5-11: Read: Paget & McCormack, The Work of the Chaplain Submit: Integrative Essay 1 due 7/12 Submit: Paget/McCormack reflection Due 7/12

Week Four – July 12-17: Read: Johnson & Johnson, Pastor’s Guide to Psychological Disorders and Treatments Post: Discussion board

Week Five – July 18-24: Intensive week one – other course meets

Week Six – July 25-August 1: Intensive week two – this course meets Submit: Verbatim 1 due 7/25 – Bring six copies to class to share with small group Submit: Johnson and Johnson reflection due 7/25

Week Seven – August 2-8: Read: Montilla & Medina, Pastoral Care & Counseling of Latino/as Submit: Montilla/Medina reflection due 8/9

Week Eight – August 9-15: Read: Wimberly, African American Counseling Submit: Wimberly reflection due 8/16 Submit: Verbatim 2 due to your mentor. Please present the verbatim to she/he so they can read it prior to your final meeting with them.

Week Nine – August 16-22: Submit: Personal Growth Plan due 8/23

Week Ten – August 23-26: Post: Discussion Board Submit: Integrative Essay 2 due 8/26 Submit: Mentor’s Report due 8/26 (this needs to include mentor confirmation of hours of visitation and second verbatim completed ) PC501: 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 (presented to/discussed with mentor) (10 pts) ______

6. PERSONAL GROWTH PLAN (15 pts) ______

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

TOTAL: (100 pts) ______

FINAL COURSE GRADE: ______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: Verbatim completed and discussed (y or n) ____ 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 mail to Jeff Sanders, Bethel Seminary, MSC #7036, 3949 Bethel Drive, St. Paul, MN 55112 by August 26th 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 Seminary St. Paul. 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. They will provide you with a verbatim (the second of two that are required for the course) based upon one of their conversations previous to the final meeting you have with them so you can discuss the verbatim with them.

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 August 26th, 2011 in order for the student to receive course credit.

Any questions that you have during the quarter can be addressed to me at j- [email protected] or (651)-402-0479.

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 Tuesday 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? 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.