Unit rationale, description and aim
This unit introduces students to the understanding and practice of supervision as a ministry within the context of the church. It explores the way supervision is a synthesis of relationship, process, event and skill that is an essential component of pastoral ministry designed to enhance the quality of the service people offer to others. In the Christian context, supervision as ministry assists learning about, and fosters, good ministry practice. Theological reflection becomes the language of supervision in Christian ministry.
Campus offering
No unit offerings are currently available for this unitLearning 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.
Demonstrate critical thinking about the nature of ...
Learning Outcome 01
Critique the value of group supervision as part of...
Learning Outcome 02
Formulate their own approach to supervision
Learning Outcome 03
Content
Topics will include:
• Exploring a theological framework for supervision.
• The nature of supervision, its boundaries and its context.
• Ethical practice in supervision.
• Learning Covenants and how adults learn.
• Preparation for supervision, the supervisory session and building the relationship.
• Theological reflection, models and methods, and integrity in theology.
· Transference and countertransference in supervision
· Evaluation and concluding the supervisory relationship
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. They will be sequenced in order to provide scaffolding for learning.
Overview of assessments
Short Written Paper eg: A 500 word paperer on th...
Short Written Paper eg: A 500 word paperer on the theological and ecclesiological foundations of supervision in a pastoral context.
10%
Reflective Journaling Presentation eg. Based on ...
Reflective Journaling Presentation eg. Based on their reflective praxis, students will present a case to the group for a facilitated group supervision. The learning from the supervision will then incorporated into a pastoral analysis of the case.
40%
Verbal or written presentation on Group Supervisi...
Verbal or written presentation on Group Supervision eg: Students will compile an understanding of the way group supervision operates, the dynamics that the students observed in the class practice, the benefits of group v individual supervision, and the pitfalls of supervision by group
50%
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.
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.