COUN Spiritual Formation and Counseling Cincinnati Christian University Department of Behavioral Sciences Semester: Fall 2014

Transcription

1 COUN Spiritual Formation and Counseling Cincinnati Christian University Department of Behavioral Sciences Semester: Fall 2014 Tim Barber LPCC- S, CSAT- S, NCC Office Location: Counseling Center Phone Number: Credit Hours Time: Tuesdays, 6:00-9:10 Location: TBD Description The course will address questions related to the interaction of the mind with classical approaches to spiritual formation with attention to specific actions designed to facilitate healthy spiritual development in both counselors and clients. Topics include the impact of trauma, family of origin issues, and neuroscience on spiritual growth. Rationale: This course is based on the assumption that the design and function of the brain has implications for spiritual development. While attending to both the historical traditions of spiritual formation and the insights of recent neuroscience, this course provides a theoretical foundation for effective spiritual growth, both within the student and within the lives of those with whom the student encounters professionally. Course Objectives: The objectives of this course are designed to meet CACREP requirements of Section II, G,5,a,b,d,e; CMHC A, 1,2,5; C, 8; E.3.; and MAC standards 1,3. In particular, a student that successfully completes this will course be able to: 1. Articulate an orientation to wellness and prevention as desired counseling goals; (II.G.5.a) 2. Demonstrate an understanding of counselor characteristics and behaviors that influence helping processes; (II.G.5.b) 3. Demonstrate awareness of counseling theories that provide the student with models to conceptualize client presentation and that help the student select appropriate counseling interventions. (II.G.5.d) 4. Articulate a systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions; (II.G.5.e) 5. Understands the history, philosophy, and trends in clinical mental health counseling. (CMHC.A.1) 6. Articulate the role of religion and spirituality in the counseling process with attention to the legal and ethical implications. (CMHC.A.2) 7. Understands a variety of models and theories related to clinical mental health counseling, including the methods, models, and principles of clinical supervision. (CMHC.A.5) 8. Articulate the importance of family, social networks, and community systems in the treatment of mental and emotional disorders. (CMHC.C.8) 9. Demonstrate an understanding of multicultural issues relating to the use of counseling methods with people across age, gender, and ethnic boundaries. (CMHC.E.3) 1

2 MAC Objectives: 1. Demonstrate personal and spiritual growth, which includes a commitment to interpersonal awareness, self- reflection, and self- evaluation. (MAC 1) 2. Integrate theology and counseling, which includes theological reflection, addressing spiritual and religious themes in counseling when appropriate, and providing counseling within a Biblical context. (MAC 3) Indicator Assignments: One (or more) assignment(s) in this course are identified as Indicator Assignments, which are used to assess student knowledge and application of course materials. Each Indicator Assignment will be assessed according to CACREP, Clinical Mental Health Counseling (CMHC), and MAC Program standards. Students should upload each Indicator Assignment on Taskstream (LAT: for evaluation. All Indicator Assignments are denoted in the course syllabus. Requirements/Grading 1) This class will use the CCU Graduate School grading scale. The final grade will be based on a possible score of 100 points. Learning activities have the following point value: a) Completion of four (4) Indicator Assignments (18 points each). b) Participation in group activities throughout the semester (10 points). c) Completion of assigned reading (18 points). Learning Activities: 1. Indicator Assignments. Students shall submit written assignments in accordance with the course description to demonstrate competency in each of the learning objectives listed above. Four (4) such assignments are due throughout the semester. Assignments should be submitted as a.docx or.doc file via Moodle's assignment feature. Any other format will be returned to the student ungraded. While it is understood that only the instructor will read the submissions, discretion should be used regarding the level of personal disclosure. Disclose only that personal information you the student are comfortable disclosing. Indicator Assignments are due at the beginning of class on the day assigned in the Course Schedule. Indicator Assignments will be scored based on the rubric that will be provided. a) Indicator Assignment # 1: Addressing each of the course objectives covered in weeks 1-3 in your discussion, provide a 7-8 page paper in proper APA format that addresses each of the following issues: i) What are key counselor characteristics and behaviors, especially from a spiritual perspective, that you see as vital to facilitating change within the lives of those with whom you work? How have perspectives on this changed throughout the history of mental health counseling and what current trends do you see emerging? ii) How would you articulate a model, or models, of helping based on class discussion, assigned reading, and knowledge you have acquired from other course work? 2

3 iii) Using the concepts and principles discussed in weeks 1 3 how would you describe your own personal and spiritual thus far in life? What insights or needed changes can you identify? b) Indicator Assignment # 2: Addressing each of the course objectives covered in weeks 4-7 in your discussion, provide a 7-8 page paper in proper APA format that addresses each of the following issues: i) How have the discussions of neuroscience over the past weeks changed your perspectives of spiritual growth within yourself and within those with whom you work as a therapist? ii) Describe at least three important legal and ethical implications of counseling from a faith- based perspective and what you have learned about maintaining an ethical stance while being true to your personal beliefs and values. iii) What part do others (family, social networks, and community systems) play in the personal and spiritual growth of yourself as well as those with whom you work as a therapist? c) Indicator Assignment # 3: Addressing each of the course objectives covered in weeks 8-11 in your discussion, provide a 7-8 page paper in proper APA format that addresses each of the following issues: i) What connections do you see between developing an orientation toward wellness and prevention as desired counseling goals and the topics of weeks 8 11? How might this impact your own life and your work with others? ii) Describe the pros and cons of including classic spiritual disciplines in your work as a therapist. How might models and theories of mental health counseling inform your decisions to do so, or not do so? How might models of integration of theology and counseling inform this discussion? iii) What are three things you learned about yourself as a result of the reading, discussion, and work of this class in weeks 8-11? What will you do differently tomorrow in light of what you have learned about yourself? d) Indicator Assignment # 4: Addressing each of the course objectives covered in weeks in your discussion, provide a 7-8 page paper in proper APA format that addresses each of the following issues: i) Evaluate your ability at this point in your development as a professional counselor to assess and respectfully work with issues related to personal and spiritual growth that differ from you in culture, age, race, gender, sexual orientation, and ethnicity. What insights or needed changes can you identify? ii) Based on material throughout this semester, and weeks in particular, describe your reaction to the statement by Gerald May; To be alive is to be addicted, and to be alive and addicted is to stand in need of grace. iii) List and briefly describe five things that you have learned this semester that have the potential of changing your life and the life of those with whom you work? 3

4 Reading Assignments: Required Texts: Calhoun, A. A. (2005). Spiritual disciplines handbook: Practices that transform us. Downers Grove, IL: InterVarsity Press. Fadling, A. (2012). An unhurried life: Following Jesus' rhythms of work and rest. Downers Grove, IL: IVP. Thompson, C. (2012). Anatomy of the soul. Surprising connections between neuroscience and spiritual practices that can transform your life and relationships. Carol Stream, IL: Tyndale House Publishers. Required Chapters/Articles: ASERVIC. Competencies for Addressing Spiritual and Religious Issues in Counseling. Available for download at: competencies/ Hall, T.W. (2007). Psychoanalysis, attachment, and spirituality part I: The emergence of two relational traditions. Journal of Psychology and Theology. 35(1), Hall, T.W. (2007). Psychoanalysis, attachment, and spirituality part II: The spiritual stories we live by. Journal of Psychology and Theology. 35(1), Koonz, M. (2011). Prayer and the Cure of Souls in James E. Loder's Counseling Ministry. Edification: The Transdisciplinary Journal Of Christian Psychology, 5(2), Langberg, D. (2006). The spiritual life of the therapist: We become what we habitually reflect. Journal of Psychology and Christianity. 25(3), Muto, S. (2012). The art and discipline of formative reading: Revisiting Holy Scripture with humble receptivity. Journal of Spiritual Formation & Soul Care, 5(1), Thompson, M. (2005). "Putting it all together: Developing a rule of life." Soul feast: An invitation to the Christian spiritual life. Louisville: Westminster John Knox Press. (On Reserve). Teaching Methods This course will include lecture, class discussions, reading, and written assignments. Use of Electronic Media The use of laptop/notebook computers in the class is allowed, but discouraged, as their use tends to diminish active class participation. Abuse of such media (browsing the web, gaming, chatting, ing, etc.) will result in all laptops being banned from the class. Cell phones should be set to silent and if an emergency demands a call be placed or taken, the student should leave the classroom before beginning the conversation. Guidelines for Course Work IT IS YOUR RESPONSIBILITY TO DETERMINE IF THIS IS THE RIGHT TIME TO TAKE THIS COURSE. The course assignments are planned to support your learning and none of them should be dismissed as unimportant. Guidelines on Missed Work or Quizzes 4

5 Written assignments will be accepted late, but there will be a 2% per day penalty on all late work. Policy on Academic Integrity If you cheat on a quiz or turn in work that is not your own (plagiarism) you will receive a zero (0) for that work and the counseling academic committee may take additional action. Please refer to your CCU Student Handbook for complete details on the seminary policy on academic integrity. Christian Component: Throughout this course we will evaluate the material presented from a Christian perspective. We expect that you will evaluate all readings and class discussions from a Christian perspective and work to integrate biblical truth into your life, thought, and work. We will strive to provide a biblically based approach to ministry. Americans with Disabilities Act: If you have or believe you have a disability, you may wish to self- identify. You can do so by providing documentation to the Office of Student Retention, 2700 Glenway Ave. Cincinnati, OH Course Schedule: (The schedule below is subject to change at the discretion of the instructor.) DATE TOPIC ASSIGNED READING& ACTIVITIES Week 1 Syllabus Review and Course Introduction Thompson, Chaps. 1 & Defining Spiritual Formation Week Week Week Week Week Neuroscience, Attachment& Spirituality (Part 1) Neuroscience, Attachment & Spirituality (Part 2) Change at it's Deepest Level: The Renewing of Your Mind Sin, Pathology, and Mental Health; Sorting it all Out. Allowing Scripture to Shape your Life Thompson, Chaps. 3 & 4 Hall article (Part I) Thompson, Chaps. 5 & 6 Hall article (Part II) Thompson, Chaps. 7 & 8 Indicator Assignment # 1 Thompson, Chaps. 9 & 10 Thompson, Chaps Muto article COURSE OBJECTIVES 2,

6 Week Creating Your Spiritual Identity 8 Week Developing a Rule of Life Thompson, Marjorie Indicator Assignment # 2 1 Week Classic Disciplines of the Spiritual Life Calhoun, Parts. 1 & 2 Langberg article 2, 6 Week Classic Disciplines of the Spiritual Life Calhoun, Part. 3 6, 7 Week The Rhythm of Spiritual Living Fadling, in toto 9 Week Spirituality over the Lifespan Calhoun, Part. 4 Indicator Assignment # 3 4, 9 Week Multicultural Issues, Family Systems, & their Spiritual Legacy Calhoun, Part. 5 Hodge article 4, Thanksgiving Recess (No Class) Week Week Week Spirituality & Addictions Counseling Ethical Issues Related to Spirituality, Prayer, and Counseling Competencies for Addressing Spiritual and Religious Issues in Counseling Calhoun, Part. 6 Calhoun, Part. 7 ASERVIC Competencies Koonz article Finals Week Class Will Not Meet Indicator Assignment # 4 3, 4 6, 7 1, 8 6