ASHLAND THEOLOGICAL SEMINARY A VIDEO RESOURCE FOR TEACHING MEDITATIVE PRAYER IN THE CHRISTIAN TRADITION TO PEOPLE LIVING WITH TOURETTE SYNDROME A DISSERTATION SUBMITTED TO THE FACULTY OF ASHLAND THEOLOGICAL SEMINARY IN CANDIDACY FOR THE DEGREE OF DOCTOR OF MINISTRY BY JEROME BEERS ASHLAND, OHIO NOVEMBER 12, 2020 To my precious son, Jesse James Beers, living courageously with Tourette Syndrome Contemplative prayer is primarily a prayer of the heart. It is a cry de profundis, out of the deep. A recondite connection is formed between the human soul and the Divine Spirit which transcends the physical plane. Olivier Clement APPROVAL PAGE Accepted by the faculty and the final demonstration examining committee of Ashland Theological Seminary, Ashland, Ohio, in partial fulfillment of the requirements for the Doctor of Ministry degree. ________________________________ ________________ Academic Advisor Date _________________________________ ________________ Director of the Doctor of Ministry Program Date ABSTRACT The purpose of this project was to create a resource on spiritual exercises that would provide support for families participating in the Pennsylvania Tourette Syndrome Alliance. The design of the project was to survey a panel of experts. They were given access to the resource and directions in how to use it. A set of statements and open-ended questions were provided for them to record their impressions. The results of the project revealed positive reviews by the experts. They recorded strong affirmation that the goals of the project were achieved. CONTENTS LIST OF TABLES ………………………………………………………… vii ACKNOWLEDGMENTS …………………………………………........... viii Chapter 1. INTRODUCTION AND OVERVIEW ………………………… 1 2. BIBLICAL, THEOLOGICAL, AND HISTORICAL FOUNDATIONS …………………………………… 27 3. REVIEW OF THE LITERATURE ……………………………. 72 4. DESIGN, PROCEDURE, AND ASSESSMENT ……………. 104 5. REPORTING THE RESULTS ………………………............. 116 6. SUMMARY AND REFLECTIONS …………………………… 138 Appendix 1. PROPOSAL ………………………………………………………. 168 2. ASSESSMENT TOOL …………………………………………… 195 3. RESOURCE CURRICULUM GUIDE …………………………… 201 REFERENCES.……………………………………………..…………….. 203 vi LIST OF TABLES Table 1. Goal #1: Interpersonal Challenges of Person Diagnosed with Tourette Syndrome …………………………………………………. 117 Table 2. Goal #7: Preparation for the Day Spiritual Exercise for Person with Tourette Syndrome …………………………………………………. 119 Table 3. Goal #9: Pursuing a Connection with God through Prayer for Tourette Syndrome Family ……………………………………………… 121 Table 4. Goal #8: End of Day Spiritual Exercise for Person with Tourette Syndrome …………………………………………………. 122 Table 5. Goal #2: Interpersonal Challenges the Family of a Person Diagnosed with Tourette Syndrome ……………………………………. 124 Table 6. Goal #5: Responding to a Tic Episode through Spiritual Exercises …………… 126 Table 7. Goal #4: Increasing Positive Communication within the Family that has a Member with Tourette Syndrome …………………. 128 Table 8. Goal #3: Assisting the Person with Tourette Syndrome to Express Feelings to their Family ……………………………………….. 130 Table 9. Goal #6: How Families may Provide Emotional Support for the Person Living with Tourette Syndrome ………………………………… 131 Table 10. Composite Scores for all Goals ………………………………………… 133 vii ACKNOWLEDGEMENTS This resource and project are the culmination of a twenty-five-year odyssey. Some have walked the whole path with me, while others have made significant contributions at key moments. I am deeply grateful to each person who supported me, named and unnamed. To Dr. Terry Wardle, whose teaching introduced me to deeper levels of ministry in the power of the Holy Spirit. To Dr. Anne Halley who may not know the powerful ways Jesus healed me through her class. To Dr. Dawn Morton who kindly motivated me at critical junctures. To Dr. Shane Johnson, my advisor and patient guide. To Dr. David Babb, my Field Consultant who listened gracefully to my initial presentation and supported my sojourn. To my Wellspring Wesleyan Family and Pastor Dawn Glatfelter who lavished me with grace. To Carolyn Brown who connected me to educational experts. To John and Carole Beers and Jim and Audre’ Nelson, Jesse’s grandparents who prayed relentlessly for him and me. To Josiah, Jael, and Jerome, my children who know the joy and the pain. And their spouses and children who joined the journey. To Julie Beers, my life partner who first encouraged me to begin this quest and stood by me every step of the way. To the Father, Son and Holy Spirit, my Healer, and my Hope. viii CHAPTER ONE INTRODUCTION AND PROJECT OVERVIEW After a long and arduous journey, my son Jesse graduated from high school. He has a job, but not a driver’s license, therefore he walks to work every day. His route takes him through a bank parking lot where he recently experienced a tic explosion. He stood outside the financial institution shouting and jerking. The bank tellers noticed his activity and assumed he was either mentally ill, dangerous or both. They quickly called 911 and summoned the police. Jesse has Tourette Syndrome, a condition which causes him to have motor, vocal and mental tics. Tics are involuntary movements, sounds or thoughts which manifest themselves in his body and mind. Sometimes the tics are loud and violent. People who witness them are often shocked, confused, or frightened. And tics are only the tip of the iceberg. Tourette Syndrome has twelve common associated disorders which include ADD, OCD, ADHD, executive dysfunction, sensory issues, perception challenges and more. Jesse has been diagnosed with eleven of these conditions. A manager and other employees emerged from the bank. From a distance, they informed Jesse that the police were on their way then disappeared back inside. Jesse’s mind swirled with a bevy of thoughts. “Should I go in the bank and try to explain?” “Am I going to get arrested?” “This is so unfair.” 1 “I’m going to be late for work.” In his short life Jesse had already been picked up four times by the police for Tourette’s related incidents. Twice they had driven him to the station. Each time they were understanding but the ordeals were still stressful for a young boy. Now he stood in a bank parking lot awaiting another encounter with law enforcement. Between tics, he managed to call me on his cell phone. The moment I answered I could hear vocal tics and sense the panic in his voice. I immediately and gently directed him toward a meditation practice called, “The Three R’s.” Jesse sat on a parking curb and took several deep, cleansing breaths. He focused on my voice as I quietly encouraged him to close his eyes and rest in the Presence of God. Rest is the first of the three R’s. I spoke the promises of Scripture over Jesse, words of assurance, of peace, of support. Next, I invited him to see Jesus coming toward him. I asked him to intentionally open his heart and mind to receive the love of God. I could hear his breathing stabilize. His tics were beginning to dissipate. Finally, I encouraged Jesse to respond to God with words of gratitude. He began to whisper thanks for the loving care of Jesus. By the time the police arrived, Jesse was comfortable, controlled and prepared to be his own advocate. Later that day, the bank met with my wife Julie, myself, and Jesse to apologize for their misunderstanding. We saw it as another beautiful teaching opportunity. Now when Jesse strolls across the lot, the tellers wave from the window. This project is committed to the use of Christian meditation as an efficacious response to the many struggles of Tourette Syndrome. 2 Purpose Statement and Research Question The purpose of this project was to create a resource on spiritual exercises that will provide support for families participating in the Pennsylvania Tourette Syndrome Alliance. The research question was: In what ways does this resource on spiritual exercises provide support for families participating in the Pennsylvania Tourette Syndrome Alliance? Overview The focus of this project was to create a resource on spiritual exercises that provides support for families participating in the Pennsylvania Tourette Syndrome Alliance. Tourette Syndrome is an inherited, neurological disorder characterized by tics – involuntary, sudden movements, or vocalizations that occur repeatedly. There are as many as twelve identified comorbid conditions associated with Tourette Syndrome. These Other Health Impairments (OHI) include ADD, OCD, ADHD, sensory issues and more. The resource consists of five animated videos, five discussion guides and five meditation podcasts. The user begins by viewing an animated video dramatizing a particular challenge for a person living with Tourette Syndrome. By following the daily life of a boy named Jesse, the viewers encounter various scenarios common to Tourette Syndrome. Educational information, response strategies, feelings and difficulties are enacted through the videos. Common vocabulary words associated with Tourette Syndrome are defined. The videos are intended to be viewed by the diagnosed individual, their family, a school or church class or other social groups. It is designed as a community activity. 3 The second piece is a Question and Answer discussion guide developed to educate, facilitate communication, and encourage empathy. The facilitator leads the conversation and is provided the questions, answers (where appropriate) and additional prompts and explanations. Some questions are specific and relate to the characters and events in the story. This provides a non- threatening, positive and factual way to begin