Courses

The spiritual wellbeing of humanity is central to the missio Dei and the process of nurturing spiritual wellbeing in others is a vital component of Christian ministry. There are many ways in which spiritual care is provided and received both within and outside the community of faith. The reasons for this diversity in practice are varied and cannot be confined to a singular perspective based on historical typologies (cf. Gerkin, Halloway, Ramsay), ecclesiology (cf. Dulles), culture (cf. Lartey), etc.—although it is acknowledged that each of these perspectives provides insights concerning the practice of spiritual care. Students will reflect on the social locations of spiritual care and how this influences spiritual care practice. Students will reflect on selected historic models of spiritual care and how these models have undergone refinement, extension, diversification, and/or integration. Doctor of Practical Theology (DPT): DPT students should refer to the Advanced Elective Template in preparing their learning objectives for this course. Research Degree (MA, PhD) students who enroll in this course are expected to participate in class discussions. Research degree students will complete a major research assignment that integrates the practice of spiritual care with the focus of their research program and/or their vocational goals.

Knowing

• To describe how the social location of a person’s “practice” (e.g., agency, church, hospital) influences a person’s response to the spiritual and existential needs of counselees, congregants, and members of the community.
• To describe the implicit and explicit worldview assumptions of different approaches to engaging the spiritual needs of counselees, congregants, and members of the community.
• To describe how of the processes of refinement, extension, diversification, and/or integration shape contemporary responses to the spiritual and existential needs of counselees, congregants, and others.
• To identify and describe how contemporary models of spiritual care demonstrate continuity with historic approaches.

Being 

• To become aware of the student’s assumptions and biases with respect to providing spiritual care to others.
• To reflect on the student’s identity as a care provider and how this identity shapes their practice of spiritual care.

Doing

• To use case studies to practice framing the practice of spiritual care.
• To identify the student’s current or anticipated practice context and which model(s) of spiritual care may be suitable in that setting.