Growth & Development of the Pastoral Counselor – EDCO 826
CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 11/05/2020
Drawing upon Master’s level study of the person in life and ministry, additional factors are explored to develop an Evangelical Christian growth and development strategy for the doctoral level pastoral counselor. Research and assessment provide the foundation for this course as participants develop an understanding of their primary and functional purpose in ministry’s highly relational network.
For information regarding prerequisites for this course, please refer to the Academic Course Catalog.
Ministry’s highly relational network presents a myriad of challenges for today’s people helpers, especially church counselors. Pertinent research suggests efficient and effective people-helping engagement requires informed self-awareness and research-based preventative-care strategies to be employed under the influence of a well-defined primary and functional relational purpose. This course provides students with pertinent material to develop a paradigm and process to flourish in the pursuit of growing in favor with God and others.
Measurable Learning Outcomes
Upon successful completion of this course, the student will be able to:
- Employ appropriate technology, meaningful interaction, and content from the readings, lectures and pertinent research according to current APA guidelines to support a collaborative, cumulative learning process.
- Articulate his/her primary and functional purpose in life.
- Define words/phrases used in his/her Evangelical Christian, research-based definition of growing in favor with God and others.
- Discuss essential resources for growing in favor with God and others.
- Compare his/her experience and/or current approach to growth and development with his/her Evangelical Christian, research-based definition of growing in favor with God and others.
- Evaluate his/her relational style in service to the development and management of his/her primary and functional purpose in life.
- Apply truths, insights, and techniques gleaned from assigned readings, assessments, lectures, meaningful interaction, and pertinent research to a personal growth and development strategy within a specific relational context.
Textbook readings, self-administered assessments (3) and lecture presentations/notes
Course Requirements Checklist
After reading Course Guides, the student will complete the related checklist found in Module/Week 1.
Research-based interactive forums are employed to resource the collaborative, cumulative learning experience:
Question & Answer Center (QAC) forum
Three student self-reports are assessed through posts in the Question & Answer Center: 1) subscription to QAC, 2) completion of a self-narrated Class Introduction (via Jing, Office Mix, or other audio/video software), and 3) completion of 3 self-administered assessments. Specific instructions are provided in the Question and Answer Center and Class Introduction forums of the course. See Course Schedule for due dates.
Subject Matter Conversations (3)
Subject Matter Conversations (SMC) are meaningfully developed through Webex or Skype for Business forums. For example, as part of the collaborative, cumulative learning process, the first of 3 SMCs (e.g., Week/Module 1, Tuesday 8:00 p.m. ET) will focus on getting acquainted and acclimated. The second of 3 SMCs (e.g., Week/Module 4, Tuesday 8:00 p.m. ET) will focus on assessment interpretations (e.g., Adjective Checklist Test). The last SMC (e.g., Week/Module 6, Tuesday 8:00 p.m. ET) will focus on current and/or classic self-care/resiliency literature. Students present an annotated bibliography highlighting the role of helpful physical, psychological, spiritual, and relational influences which foster higher levels of resiliency. Specific instructions for the last SMC will be provided in Assignment Instructions.
In the event a Subject Matter Conversation is missed due to extenuating circumstances or technical issues, the SMC will be assessed via QAC through a substantive response to the recorded SMC. Specific instructions are provided in the assignment folder of the course. Review dress code expectation ̶ Syllabus VI. F. Dress Code. See Course Schedule for dates and times.
Content Building Forum (4)
Due to the nature of these collaborative, cumulative research-based forums, assignment expectations create a “paper-like feel” (i.e. more is expected than in typical discussion based forums). The student will write a research-based thread in response to prompts in each forum. Each thread must be at least 600 words and noticeably integrate course-related knowledge. In the same week/module, the student will write a research-based reply to 1 other classmate’s threads. Each reply must noticeably integrate course related knowledge and be at least 250 words. Since these forums inform the cumulative learning experience, thoughtful integration of insights must be noticeably supported from the readings and/or assessments, pertinent research, and when appropriate, the Bible. Current APA citations and References should be used in each post. All posts must be written with clarity and conciseness, without spelling and grammar errors, and adhere to content-building forum instructions and rubric. Specific instructions are provided in the assignment folder of the course.
Practical Book Reviews (2)
The student will write 2 book reviews to resource the cumulative learning process. Practical Book Review 1 will solely address the Ortberg text and Practical Book Review 2 ̶ Issler text. The body of each review must be at least 5 pages. Specific instructions are provided in the assignment folder of the course. See Course Schedule for due dates.
Bounce Journal (Parts 1-3)
In service to the development of a preventative self-care strategy, the student will write a journal with a 3 part submission (i.e., 1 journal entry per submission, at least 2 pages) from Bounce: Living the Resilient Life. Specific instructions are provided in the assignment folder of the course. See Course Schedule for due dates.
Bounce-Forward Final Project
In service to growing in favor with God in a predetermined relational context, the student will integrate pertinent insights from all readings, assessments, lectures, and subject matter conversations. An evolving structure (i.e., annotated outline via Microsoft Office doc./docx. document, at least 10 pages) will guide its future application. Central to the development of relational forward progress, a predetermined rational meaningful detachment (e.g., a hobby) will be strategically applied in the action phase. Specific instructions are provided in the assignment folder of the course.