PC501: Syllabus Rev. Jean L. Leih, MDiv., DMinSpring 2012 Bethel Seminary, St. PaulMarch 26-June 1 Room 201 j-leih@bethel.edu (preferred contact)Tuesdays, 8:00am-12:00 Phone: 952.241.4150 (off-campus office)

INTRODUCTION TO PASTORAL CARE

COURSE DESCRIPTION:

This course is designed to introduce the student to the shepherding function with emphasis on pastoral care and pastoral counseling. Basic care and counseling methods will be discussed in relation to typical situations faced in the pastoral ministry. Weekly clinical experience in nursing care, medical setting or other institution 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. Consider the soul care dimension of pastoral care and that which God may be inviting in the midst of one’s

circumstance and need. 5. Evaluate and appreciate the resources of both faith and science for meeting people's needs, performing

theological reflection and taking action with those resources.6. Evaluate individual cultural and ethnic influences and grow in understanding the impact of culture and

ethnicity in pastoral care and counseling relationships.

REQUIRED TEXTBOOKS:

Benner, David. Strategic Pastoral Counseling, 2nd ed. Grand Rapids: Baker, 2004. ISBN: 0801026318

Paget and McCormack. The Work of the Chaplain. Judson, 2006. ISBN: 0817014993

Patton, John. Pastoral Care: An Essential Guide. Abingdon, 2005. ISBN: 0687053226

Montilla, R. Esteban and Medina, Ferney. Pastoral Care and Counseling with Latino/as. Fortress, 2006. ISBN: 0800638204

Stairs, Jean. Listening for the Soul: Pastoral Care and Spiritual Direction. Fortress, 2000. ISBN: 080063239-7

Wimberly, Edward P. African American Pastoral Care and Counseling: The Politics of Oppression and Empowerment. Pilgrim, 2006. ISBN: 082981681X

Become familiar with the contents of the following for reference in class: Johnson, Brad & William Johnson. Pastor’s Guide to Psychological Disorders and Treatments. New York:

Haworth, 2000. ISBN: 0789011115

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

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RECOMMENDED READING:Floyd, Scott. Crisis Counseling: A guide for Pastors and Professionals. Grand Rapids: Kregel, 2008. ISBN:

0825425883Lebacqz, Karen and Joseph Driskill. Ethics and Spiritual Care. Nashville: Abingdon Press, 2000. ISBN: 0687071569

METHODOLOGY:

1. Information sharing, group participation in developing awareness and action plans, case studies, writing exercises, mobilization of inner and interpersonal resources, lectures, reading, practicum experience, supervision, deliberate theological reflection.

2. For three (3) of our class sessions the whole class will meet together for half of the class time and verbatim groups will meet the other half of the class time; field experience under supervision is held in a care-giving setting for 4 hours per week for 9 weeks outside of class time. Four(4) hours of the total ought to be spent in supervision sessions with a supervisor.

ASSESSMENTS: (SEE COURSE SCHEDULE FOR DUE DATES)

1. Integrative Essays (IP): Two Integrative Essays (5 pages, 265 words/page, 1,325 words each) will be handed in according to the Class Schedule. These essays are designed to encourage you to interact with our texts and class discussions - and how you plan on integrating these principles into your ministry setting.

Integrative Essay #1: Using the concepts in Patton, Pastoral Care, Benner, Strategic Pastoral Counseling, and Paget and McCormack, The Work of the Chaplain, integrate these readings with your own personal and Biblical perspectives and how you understand your role in providing Pastoral Care and Pastoral Counseling. Basically, how will those you shepherd experience your care?

Integrative Essay # 2: Using the concepts in Montilla and Medina, Pastoral Care and Counseling with Latino/as, and Wimberly, African American Pastoral Care and Counseling, 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, etc.?

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

2. Personal Growth Plan: (3-4 pages 750-1000 words) 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.”

First : 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.)?

Second : 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.

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This personal growth plan will become part of your Supervised Ministry File.

Integrative Papers and Personal Growth Plan are to be double-spaced, one-inch margins, Times New Roman, 12-pt font. Your name and PO Box number are to be on your papers. Please include citations either as footnotes, or in-text citation, and include bibliography. For writing format consult Kate Turabian’s latest edition of her Manual for Writers of Term Papers, Theses and Dissertations.

3. Reading reflection summaries (six): Interaction is an essential part of this course, so come each session prepared to ask questions, to engage with questions others raise, and to participate actively in discussion. Turn in a reflection summary (typed, single-spaced) each week reading is assigned (see Reading Reflection Summary page in syllabus). These papers are not included in the one-day grace period and must be turned in at the end of class. These papers will not be accepted electronically except for Paget and McCormack.

4. Supervisory Feedback on Field Experience: Since supervisors vary greatly in their evaluations and previous experience as a supervisor [they will receive a form to fill out], the professor will use the supervisory feedback with judgment.

5. Participation: Complete readings according to the assigned schedule, and use concepts from the readings explicitly in class discussion and written assignments. Attend class sessions and participate in large-group and small-group discussion in respectful, hospitable ways. Participation also includes the handing in of verbatims on time.

6. Attendance: More than one unexcused absences from class will cause deductions.

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

8. 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.

9. 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. The weekly reflection summaries do not have the buffer day. They must be turned in at the end of each class period in paper form.

10. 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.

11. Course Evaluations: Student course assessments are an important part of course development and enhancement. In order to recognize the value of your input and to encourage you to provide that input, your completion of the course assessment will be included as a factor in your final course grade. Review the course syllabus (see below) for how this will be calculated. For any questions regarding the course evaluation process, please go to https://bethelnet.bethel.edu/ureg/bssp/eval_index.

12. 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 Disability Services at 651-638-6833. You may visit www.bethel.edu/disability for further, detailed information.

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GRADING FOR THE COURSE:Two aspects of this course (Personal Growth Plan, Supervisor's Feedback) 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+ 71-73A- 92-95 C+ 80-82 D 68-70B+ 89-91 C 77-79 D- 65-67B 86-88 C- 74-76 F 0-64

Assignment valuation: Reading Reflection summaries (6) 18points Integrative Essay #1 15 points Integrative Essay #2 15 points Verbatim #1 (In Class) 10 points Verbatim #2 (Supervisor) 10 points Personal Growth Plan 10 points Evaluations: 36 hours completed at practicum site 20 points Course Evaluation (Required to receive final grade) 2 points

Total Course Points Possible 100 points

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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, 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 complete two verbatims. One will be turned in to the professor and discussed with your on-campus group (see due date in course schedule). The second verbatim is to be presented to your practicum site supervisor at some later date and discussed there. The practicum site supervisor will confirm in their evaluation that the student handed in and discussed the second verbatim with them in order for the assignment to be considered completed and points assigned.

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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 column 1, dialogue in column 2. 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. You need to include adequate dialogue (2-3 pages) for processing in the verbatim groups and with your mentor.

Example:

MY FEELINGS & INNER RESPONSE

DIALOGUE

P2: Really, I felt anxious. She appeared angry to me, and I wondered why she wanted to see me.

P1: Good Morning, Mrs. JohnsonC1: Good Morning, Chaplain. How are you this morning?P2: I’m fine. 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. You will need to have at least two pages of dialogue recorded.

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?

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PRACTICUM NOTES

Make nine copies of this form to be able to comment on each practicum visitation. These reflections will be valuable when completing your Personal Growth Plan. Complete the notes after each visit.

Student Name: ___________________________________________________ Date: _____________________

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 your 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 principle 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 supervisor next time we meet?

5. What did I learn about my style of approach from the supervisor when I addressed #4's issues?

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READING REFLECTION SUMMARY

Name ______________________________________________________________________________________

Name of Book and/or Article: ___________________________________________________________________

Each student must take responsibility for engaging the rest of the class in discussion with regard to the readings for the week. Bring one copy of this completed form (typed, single-spaced) each week reading is assigned and turn it in at the end of class.

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?

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CLASS SCHEDULE

DATE DISCUSSION TOPICS PREPARATION/ ASSIGNMENTS

3/27 Orientation to CourseTheological/Biblical Basis and ModelImages for Pastoral/Soul CareSelecting practicum site and arranging first communication with Supervisor

Read for 4/3Patton, Pastoral Care: An Essential GuideDevelop: Visitation Site and Set Up Supervisor Relationship within first weekSubmit: Patton Reflection Due 4/3

4/3 Personal ReadinessBasic Skills in Pastoral CareSkills Practice

Read for 4/10:Benner: Strategic Pastoral CounselingSubmit: Benner Reflection Due 4/10

4/10 Integration between emotional and spiritual developmentBenner Model DiscussionSkills Practice

Read for 4/17:Hawley and Dahl: “Applying the LFI Model to Ministry” [access via MOODLE]

4/17 Developmental and Systemic Issues For CaringLevels of Involvement in Pastoral CareDeveloping Congregational Systems of CareCongregational Care Case Study (In Class)

Read:Paget and McCormack: The Work of the ChaplainSubmit: Paget and McCormack Reflection Due 4/24 via email attachment

4/24 Reading Week: No Class Session Read: Stairs: Listening for the SoulHamilton-Poore and Sullender: “Psyche and Soul: Dialogue at the Crossroads of Pastoral Counseling and Spiritual Direction” [access via MOODLE]

Reflection on Stairs and article due 5/8 In class5/1 Reading Week: No Class Session Due May 1: Integration Paper #1

Upload via MOODLE or send via email attachment

5/8 Grief and LossDepression, Suicide, Anxiety and other mental health issuesAbuse and Violence

Verbatim Groups

Due 5/8: Stairs and article Reflection PaperRead:Montilla and Medina: Pastoral Care and Counseling with Latino/Asians

5/8: Class Verbatim Due (Bring 7 copies to class)5/15 Ethical Issues in Pastoral Care

Boundary Issues and Misconduct in Ministry and Pastoral CounselingPastoral Self Care

Verbatim Groups

Due 5/15: Montilla and Medina Reflection Paper

Read:Wimberly: African American Pastoral Care and Counseling

5/22 Pastoral Care and AddictionCulture and Ethnicity in Pastoral CareCase Study Preparation for Rituals of FaithVerbatim GroupsClass Dismissed at 11:40am for Convocation

Due 5/22: Integrative Essay 2

Due 5/22: Wimberly Reflection Paper

5/29 Pastoral Care and Pastoral FunctionsPre-Marital/Wedding & Funerals

Due 5/29: Personal Growth Plan(Also to Supervised Ministry File)

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Case Study Groups for Rituals of FaithCourse Evaluation SurveyYou will receive an email regarding the course evaluation this week. Evaluation surveys are open until one week after the end of term. Content of course evaluations remains anonymous.

Due: Student to meet with Supervisor for review of evaluation prior to June 1. Evaluations to Jean Leih by Monday, June 4.

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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,

1996Moesner, 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.

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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 ChristianityThe Journal of Psychology and TheologyAtkinson, David J., Editor; Field, David F.; Holmes, Arthur, et.al. The New Dictionary of Christian Ethics

and Pastoral Theology. Downers Grove : InterVarsity Press, 1994.

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SUPERVISOR LETTER

March 26, 2012

Thank you for your willingness to participate as a clinical supervisor for our pastoral care students at Bethel Seminary. It is a time consuming task, which requires self-sacrifice. It is greatly appreciated by both the student and the seminary. Unfortunately, this program is unfunded and we are unable to provide a teaching assistant to help or to fund your participation. However, your participation in the program can positively affect your institution by providing added resources for those clients who need pastoral care services.

Students are available beginning April 3 through June 1. All students in the class are required to complete 36 hours of pastoral care with a minimum of 4 hours of supervision to be included within the 36 hours. Each student must complete two verbatim assignments. The first will be completed and turned in to Jean Leih by May 8, 2012 and will be discussed in their classroom verbatim group. The second is processed with you, their supervisor at the practicum site, and is processed at a time of your choosing but at least by June 1, 2012.

The students need to:

Get feedback on how their interactions with both clients and staff are perceived in the pastoral care setting.

Begin to learn to self-evaluate how their theology, personality and interactive style with people affect others.

Develop an understanding on how to approach persons who are sick, disabled, psychologically impaired or elderly.

Understand how you, the supervisor, developed empathy, understanding and skills both internally and externally to provide pastoral care to those in need.

Begin to process how they feel about being identified as a representative of the church and/or in the role of minister.

This course is introductory to pastoral care and counseling, therefore, the supervision process required is limited in depth and confrontational intensity of that of a Clinical Pastoral Education class, but is to provide the student with an experience that is similar to a CPE experience.The supervisor and student negotiate supervisory times, verbatim discussions and visitation hours.The student is encouraged to keep notations of their practicum experiences. Each student will write a Personal Growth Plan, in large part reflecting upon what they discovered about themselves on site. The supervisor is asked to complete and return the Student Evaluation Form at the end of the supervision experience by June 4, 2012.

IMPORTANT NOTE: Since your evaluation is so critical to the student’s personal, spiritual and pastoral growth, your contribution is extremely valuable. Your evaluation will become part of their Supervised Ministry File in the office of Formation, Supervised Ministry and Placement. The only individuals that have access to these files are: Greg Meland, Director of Supervised Ministry and Placement, and Mary Sanders, Associate Director of Personal and Professional Formation.

Your participation in the program is greatly appreciated. Bethel Seminary hopes that both you and your institution experience many positive rewards from the program.

Any questions that you have during the quarter can be addressed to me at j-leih@bethel.edu or 952- 241-4150.

We appreciate your supervision of our students! Completing this form will help us evaluate academic application. Please return the evaluation form via email at j-leih@bethel.edu or by mail to Jean Leih, 7975 Stone Creek Drive, #130, Chanhassen, MN 55317 by Monday, June 4, 2012. Thank you!

In Christ,

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Rev. Jean L. Leih, MDiv, DMin

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VERBATIM FORMAT FOR PC501 COPY FOR SUPERVISOR

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 column 1, dialogue in column 2. 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. You need to include adequate dialogue (2-3 pages) for processing in the verbatim groups and with your mentor.

Example:

MY FEELINGS & INNER RESPONSE

DIALOGUE

P2: Really, I felt anxious. She appeared angry to me, and I wondered why she wanted to see me.

P1: Good Morning, Mrs. JohnsonC1: Good Morning, Chaplain. How are you this morning?P2: I’m fine. 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. You will need to have at least two pages of dialogue recorded.

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?

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CLINICAL PRACTICUM EVALUATION

Name of Student: ______ Supervisor's Name: _________ Date completed: Site Name: Address

Did the student complete the 36 hour requirement? _____Yes _____No (# of hours completed _____)

Was a verbatim presented to supervisor/group at clinical site: ___ Yes ___ No

Did the student complete a verbatim and discuss it with you? _______Yes ______No

Rate the student's work with clients as evidenced by both your interaction with him/her, verbatim presentation, and evidence from feedback from your process with the student.

1. Was the student prepared for the supervisory 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 agreeHow would you rate the student in the following areas:a. Expresses empathy for the client 1 2 3 4 5b. Is able to grasp the client’s primary issue 1 2 3 4 5c. Is able to provide a “pastoral presence” 1 2 3 4 5d. Is tolerant of the client’s belief’s 1 2 3 4 5e. Receives feedback well 1 2 3 4 5f. Shows growth in pastoral care 1 2 3 4 5g. Exhibits good boundaries 1 2 3 4 5h. Can express growth areas for him/herself 1 2 3 4 5i. Listens to others well 1 2 3 4 5j. Is able to handle anxiety in the process 1 2 3 4 5k. 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. Was there anything of concern that I should be aware of?

Please return via email to Jean Leih at j-leih@bethel.edu or mail to Jean Leih, Restoration Ministries, 7975 Stone Creek Drive #130, Chanhassen, MN 55317 by June 4 in order for the student to receive grade credit.