INTEGRATION SEMINAR: THEORY, PRACTICE, AND WORLDVIEW

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1 MF751 Syllabus Carla M. Dahl, Ph.D. Steven J. Sandage, Ph.D. Bethel Theological Seminary Spring Quarter Tuesdays, 1:00-5:00 p.m. INTEGRATION SEMINAR: THEORY, PRACTICE, AND WORLDVIEW Course Description This course is designed to encourage students to integrate theoretical, theological, and clinical elements into a coherent worldview that will facilitate congruence in professional therapy and ministry practice. Attention will be given to epistemological theories in shaping integrative knowledge; the moral nature of clinical practice, research, and theory; wholeness and holiness in the self of the therapist; and the value of paradigms such as virtue and wisdom for effective ministry to individuals and families. This course will be taught as a seminar course, with students taking primary responsibility for directing discussion and dialogue based on extensive reading. Course Objectives Students should be able to: 1. Articulate a coherent definition of relational integration. 2. Demonstrate a professional approach to discussion and dialogue, characterized by critical thinking, respectful assertiveness, and the capacity for integration. 3. Demonstrate an understanding of the theological, moral, and spiritual dimensions of marriage and family therapy. 4. Demonstrate an awareness of the importance of wholeness and holiness in the self of the therapist, both theoretically and experientially. 5. Analyze their personal integration story and identify goals for continuing integrative work. Required Reading and Listening Abernethy, A. D., Houston, T. R., Mimms, T., & Boyd-Franklin, N. (2006). Using prayer in psychotherapy: Applying Sue s differential to enhance culturally competent care. Cultural Diversity and Ethnic Minority Psychology, 12, Beck, Richard (2006). Defensive versus existential religion: Is religious defensiveness predictive of worldview defense? Journal of Psychology and Theology 34(2), Cooper-White, P. (2004). Shared wisdom: Use of the self in pastoral care and counseling. Minneapolis: Fortress Press. ISBN Hiebert, Dennis (2008). Can we talk? Achieving dialogue between sociology and theology. Christian Scholar's Review 37(2), Hollingsworth, A. (2008). Neuroscience and spirituality: Implications of interpersonal neurobiology for a spirituality of compassion. Zygon: Journal of Religion and Science, 43, Mangis, Michael W. (1999). An alien horizon: The psychoanalytic contribution to a Christian hermeneutic of humanity and confidence. Christian Scholar's Review 28(3),

2 2 Pargament, K. (2007). Spiritually integrated psychotherapy. New York: Guilford. ISBN Sandage, S. J., Jensen, M. L., & Jass, D. (2008). Relational spirituality and transformation: Risking intimacy and alterity. Journal of Spiritual Formation and Soul Care, 1, Sandage, S. J., & Shults, F. L. (2006). Transforming spirituality: Integrating theology and psychology. Grand Rapids, MI: Baker Academic. Volf, M. (1996). Exclusion and embrace: A theological exploration of identity, otherness, and reconciliation. Nashville: Abingdon. ISBN Course Requirements This is a four-credit course, and therefore we assume that you will be spending approximately 100 hours outside of class on readings and assignments. Since the first draft of your major project is already completed, much of these 100 hours will be spent on reading and preparing for discussion. 1. Readings: Complete all readings as assigned. Come prepared with written questions, application examples, theoretical and theological critique, integrative thinking (using the form attached). Please be prepared to (1) use this form as the basis for your contributions to the discussion, and (2) turn in your form at the end of the class session (typed, singlespaced). Note: You are all just a few weeks away from holding a master s degree and assuming the role of a new professional. We understand how powerful senioritis can be, and we also assume that you will all finish strong. Balancing the personal, professional, and academic responsibilities that you have will be a challenge one that you will face for the rest of your career in some way. This course has the potential to be provocative and exciting, as it offers you the opportunity to pull together a number of threads that you ve been holding for at least a couple of years and to find a new jumping-off place for your continuing growth and development. It also demands a great deal of reading, which is usually the first thing to go when we are stressed. We cannot over-emphasize the importance of scheduling into your already busy lives your reading for this course so that you do not fall behind and so that you are able to interact in meaningful ways with the material and with your peers. 2. Participation: Each student must take responsibility for engaging the rest of the class in discussion with regard to the readings. In addition, each student will serve twice as one of two discussants for another student s project presentation. The discussant role is described in more detail in the next section. 3. Integrative Project: This will involve two parts. You will revise your Integrative Project to reflect relevant course concepts and new understandings you come to during this course. This will be turned in as a paper on May 22 (no more than 30 pages approximately 7500 words).

3 3 You will present a summary of your Integrative Project (considering it as a work in progress) to your peers. This will take the format of a paper presentation at a professional conference. Your presentation must not be more than 20 minutes long, in order to allow your discussants time to respond and to give the audience time for questions. All faculty and staff of the MFT program will be invited to attend the presentations. Be sure to your discussants your draft at least one week prior to your presentation. In your presentation, you will not be able to cover your entire project, and you should not read from it. Rather, choose one aspect of the project and focus on that in depth. Feel free to be creative in your presentation, but do not sacrifice content and professionalism for the sake of creativity. Plan your time carefully. As a discussant, your role is not to agree or disagree with the project (in fact, do not use the words, I really liked how you. ). You will need to spend some time reflecting on your colleague s project from the perspective of your own commitments and assumptions. Bring three integrative questions that come out of those commitments and assumptions that might extend the motif or idea into new areas, suggest alternative theoretical or theological considerations, or be developed in future work. The two discussants will engage the presenter in a fishbowl conversation for ten minutes before the rest of the audience raises questions. As the audience for these presentations, remember that respect for another s work is demonstrated by engaging with it. Listen carefully and develop integrative questions to ask during the follow-up time. Don t attempt to do your colleagues a favor by not requiring them to support or explain their perspectives. 4. Integration Journey: Write a paper about your own journey of integration (2500 words maximum for the paper; due May 19). Use course concepts explicitly as you identify: your current definition of integration and your preferred model(s); critical incidents and/or turning points in your integration journey; challenges and/or obstacles, both overcome and yet to overcome; your goals for personal, theological, theoretical, and clinical integration. At the Senior Lunch on May 26, we will ask each of you to offer a word or phrase that captures an important element of your integration journey and share a bit about why that has emerged as an important theme for you. Course Schedule March 24 March 31 Course overview; guidelines for dialogue and discussion; models of integration; epistemological considerations Integration: Family studies, psychology, and theology READ: Pargament; Abernethy et al.; Hiebert; Mangis

4 4 April 7 April 14 April 17 April 20-May 3 May 5 May 12 May 19 May 26 Thinking theologically, ethically, and therapeutically READ: Sandage and Shults (chs. 1,6-10; skim 2-5); Beck; Hollingsworth Two Integrative Project presentations Thinking theologically, ethically, and therapeutically READ and LISTEN: Volf; Sandage, Jensen, & Jass; Speaking of Faith Two Integrative Project presentations MAMFT Spring Conference (register at Research and reading weeks Self of the therapist: differentiation of self; family of origin; countertransference; nonanxious presence; stages of professional development READ: Cooper-White Two Integrative Project presentations Three Integrative Project presentations Two Integrative Project presentation DUE: Final Integrative Projects (bring two copies) DUE: Integration Journey Paper (bring two copies) Then all the people went away to eat and drink, to send portions of food and to celebrate with great joy, because they now understood the words that had been made known to them (Nehemiah 8:12) MFT Senior Lunch (note time: 12:30-2:30 p.m.) Grading The assignments in this course will be weighted as follows: Reading 10 (Preparation sheets and explicit reference to readings in discussions and projects) Participation 25 (Discussion leadership/participation; role of discussant for two project presentations) Integrative Project 40 Paper 30 Presentation 10 Integration Journey 25

5 5 Because of the seminar nature of this course, attendance at all sessions is essential. Missed sessions cannot be made up and will affect your grade. Since the course is required for graduation, no late work will be accepted, and no Incompletes will be given. Guidelines for Course Interaction We expect that in this course, we will all work to create a spirit of respect, curiosity, and dialogue, partly by following these guidelines. Your presence in this class is taken to represent your commitment to the following guidelines and your willingness to be held accountable to them. Keep breathing and stay in the room. Presume welcome and extend welcome. Make a place for yourself and others in the conversation in informal interaction, in small group discussion, and in large group interaction. Refrain from fixing, saving, or setting straight others in the class. When the interaction gets tricky, turn to inquiry rather than advocacy (wonder about something instead of defending something). Pay attention to the distinction between dialogue (which begins with a question) and debate (which begins with an answer). Make sure your questions are real questions, not ones intended to make a point, demonstrate prior knowledge, or communicate a hidden agenda. Observe confidentiality, especially regarding material shared by other students.

6 6 Academic Course Policies (Please see catalog for full range of requirements.): Academic Integrity (88-9): Written material submitted must be the original work of the student. Academic dishonesty constitutes a serous violation of scholarship standards at Bethel and can result in denial of credit and possible dismissal from the school. Any act that involves misrepresentation regarding the student s academic work is forbidden. Academic dishonesty includes cheating on assignments or exams, plagiarism, fabrication of research, multiple submissions of work in different courses, misrepresentation of academic records, the facilitation of academic dishonesty, and depriving others of necessary academic resources. Course Papers (90): All assigned course and term papers in all degree programs (with the exception of those in Marriage and Family Studies) are to be submitted in thesis form in conformity with the most recent edition of Kate Turabian s A Manual for Writers Students submitting papers in the Marriage and Family Studies and Marital and Family Therapy programs should follow the requirements of the fifth edition of The Publication Manual of the America Psychological Association. In addition, students are expected to use inclusive language. Grades (91): Grades will be assigned using the full range of letter grades (A-F), representing the following levels of performance: A B C D F Excellent work submitted; evidence of outstanding ability to synthesize and use course knowledge; consistent evidence of creativity and originality; insightful contributions in class; consistent demonstration of integrative and critical thinking skills; regular class attendance; and respectful interaction. Good work submitted; evidence of substantial ability to analyze and use course knowledge; evidence of creativity and originality; thoughtful contributions in class; demonstration of integrative and critical thinking skills; regular class attendance; and respectful interaction. Acceptable work submitted; evidence of adequate ability to analyze and use course knowledge; appropriate contributions in class; attempts at integration and critique; regular class attendance; and respectful interaction. Poor work submitted; little evidence of ability to analyze and use course knowledge; inconsistent evidence of mastery of course content; few contributions in class; no attempts at integration and critique; inconsistent class attendance; and respectful interaction. Inadequate work submitted; insufficient evidence of ability to analyze and use course knowledge; inappropriate and/or disrespectful contributions in class; poor class attendance; or failure to complete course requirements. Incomplete Course Work (92): Students are expected to submit all work by the dates set by the course instructors and complete all course requirements on or before the last day of the quarter. The grade Incomplete is temporary and will be granted only in unusual circumstances (such as serious illness or critical emergencies) and will not be considered for a student who is simply behind in the assignments. Harassment Policies (93): Bethel Seminary is committed to providing a Christ-centered community where students, faculty, and staff can work together in an atmosphere free from all forms of harassment, exploitation, or intimidation, including racial and sexual harassment. All members of the Bethel community are expected to educate themselves about sexual and racial harassment. Accessibility: Please contact the instructor as soon as possible if disability-related accommodations are needed. Accommodations for students with documented disabilities are set up through the office of Disability Services. Contact Kathy McGillivray, director of Disability Services, at (651)

7 7 Weekly Seminar Preparation Name Each student must take responsibility for engaging the rest of the class in discussion with regard to the readings for the week. Bring this completed form (typed; single-spaced) to each class session. Things you found surprising and/or compelling in the reading: Theoretical and theological critique: Implications for you, personally and professionally: