Year
2024Credit points
10Campus offering
No unit offerings are currently available for this unit.Prerequisites
THMM509 Theology for Mission and Ministry
Incompatible
THCP512 - Effective Ministry: Communication and Processes in Groups
Teaching organisation
This unit involves 150 hours of focused learning. The total includes formally structured learning activities such as lectures, tutorials, online learning, video-conferencing, or supervision. The remaining hours typically involve reading, research, and the preparation of tasks for assessment. The unit will include online activities with face to face sessions, either weekly or over dedicated intensives, so as to facilitate the participation and interaction of students from a range of ecclesial ministries.
Adult learning theory frames this unit’s exploration of the collaborative ministry between pastoral ministers, members of faith communities and clergy in the exploration of their placement cultures. In particular, transformative learning theory informs the unit’s approach to learning about ecclesial cultures as an attitude or orientation to ministry, while guiding the development of appropriate pastoral ministry tools for pastoral planning.
Unit rationale, description and aim
Contemporary pastoral settings are complex and dynamic environments that require pastoral practitioners to be responsive to people, families and communities in situations where significant life-transitions are taking place. Pastoral practitioners require a sophisticated skill set at the intersection of spirituality, counselling/mediation and theology.
This unit aims to assist students to develop the theological and psychological understanding and skills needed for them to engage with complex pastoral settings. This will guide future behaviours, meet ministerial and employment needs, and support the flourishing of students and their community.
The focus of this unit is two-fold: understanding the diversity and complexity of working in pastoral contexts and—taking a capabilities approach—strengthening the core competencies of pastoral practitioners. The minister is one of the primary tools of ministry, so it is essential that ministers function as a bridge rather than a barrier between people in their meeting with God. This unit provides an opportunity for students to critique the patterns that they have developed in the ways in which they communicate and to study effective communication strategies in order to develop the repertoire of approaches from which they may choose in specific situations.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
| Learning Outcome Number | Learning Outcome Description |
|---|---|
| LO1 | Identify and describe the pastoral and ethical issues arising in pastoral relationships, in theory and in practice, articulating functional and dysfunctional patterns of communicating |
| LO2 | Demonstrate critical reflexive practice regarding complex pastoral scenarios, articulating an awareness of functional and dysfunctional patterns of communicating, including the development of personal insight |
| LO3 | Formulate theologically informed theoretical frameworks and strategies that enable fruitful ministerial analyses and interaction in group settings and organizational structures |
Content
Topics will include:
- Theological principles and methodologies for pastoral practice
- The social sciences and pastoral practice
- Ethics in pastoral practice
- Contemporary case studies in pastoral practice
- Critical reflection, pastoral journaling, and the role of the supervisor
- A spirituality of accompaniment
- Reading the signs of the times: pastoral practice in detraditionalised, pluralised societies
- Faith and cultural contexts
- Approaches to group dynamic and processes
Learning and teaching strategy and rationale
This unit involves 150 hours of focused learning. The total includes formally structured learning activities such as lectures, tutorials, online learning, video-conferencing, or supervision. The remaining hours typically involve reading, research, and the preparation of tasks for assessment. The unit will include online activities with face to face sessions, either weekly or over dedicated intensives, so as to facilitate the participation and interaction of students from a range of ecclesial ministries.
Adult learning theory frames this unit’s exploration of the collaborative ministry between pastoral ministers, members of faith communities and clergy in the exploration of their placement cultures. In particular, transformative learning theory informs the unit’s approach to learning about ecclesial cultures as an attitude or orientation to ministry, while guiding the development of appropriate pastoral ministry tools for pastoral planning.
Assessment strategy and rationale
A range of assessment procedures will be used to meet the unit learning outcomes and develop graduate attributes consistent with University assessment requirements. Such procedures may include, but are not limited to: essays, reports, examinations, student presentations, case studies and online interactive student performance tasks. Critical reflection and journaling on pastoral experience is chosen as a central thread throughout the unit, so as to facilitate the integration of theory and praxis. They will be sequenced in order to provide scaffolding for learning.
Assessment 1 enables students to explore a particular pastoral case or placement experience to demonstrate their appreciation of ethical and theoretical concepts involved in practical ministry.
Assessment 2 enables students to apply and process the data in their reflective journal in a critically analytical way to demonstrate their learnings from their pastoral placement.
Assessment 3 enables students to employ theoretical analysis and argument to develop and demonstrate their knowledge of theoretical and practical issues related to pastoral complexity.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Case Study Eg.: Students describe a case from their pastoral placement and critically analyse it using theoretical and practical skills learned in the unit | 30% | LO1 |
Placement and Critical reflective journal Eg.: Using the data from their journals, students demonstrate the development of critical reflective skills appropriate to the field of pastoral reflection developed during the course of the placement and the supervision | 40% | LO2 |
Theoretical paper or presentation Eg.: Analysis and examination of pastoral complexity including theoretical and ethical issues raised by a pluralist context | 30% | LO3 |
Representative texts and references
Allain-Chapman, J. Resilient Pastors: The Role of Adversity in Healing and Growth. London: SPCK, 2012.
Corey, G. & M. Corey. Groups Process & Practice. 7th ed. Thompson: 2005.
Dykstra, R., ed. Images of Pastoral Care: Classic Readings. St Louis, MO: Chalice Press, 2004.
Kujawa-Holbrook, S. and K. Montagno, eds. Injustice and the Care of Souls: Taking Oppression Seriously in Pastoral Care. Minneapolis, MN: Fortress Press, 2010.
Mezirow, J. “How Critical Reflection Triggers Transformative Learning,” in J. Mezirow and Associates, Fostering Critical Reflection in Adulthood: A Guide to Transformative and Emancipatory Learning. San Francisco: Jossey-Boss. 1990.
Taylor, E., & Cranton, P. (2012). The handbook of transformative learning theory, research, and practice (1st ed., Jossey-Bass higher and adult education series). San Francisco: Jossey-Bass
Bennis, W. & H. Shepherd. “Theory of Group Development” in Analysis of Groups, ed. G. Gibbard, J. Hartman & R. Mann. San Francisco: Jossey-Bass, 1978.
Egan, Gerard. The Skilled Helper: A Problem-Management and Opportunity-Development Approach to Helping. Edited by Robert J. Reese. Eleventh edition ed. Boston, MA: Cengage, 2019.
Gillette, J. & M. McCollorn. Groups in Context: A New Perspective on Group Dynamics. Reading, MA: Addison-Wesley. 1990.
McKay, M, M. David and P. Fanning. Messages: The Communication Skills Book. 3rd ed. Oakland: New Harbinger Publications, 2009.