RELI 1501 – THE HISTORY AND PHILOSOPHY OF THE CLINICAL PASTORAL MOVEMENT FROM 1920 TO THE PRESENT

Faculty: Raymond J. Lawrence, M.Div., S.T.M., D.Min.

Core Bibliography: Edward Thornton, Education for Ministry; Charles Hall, Head and Heart; Allison Stokes, Ministry After Freud; Robert C. Powell, M.D., Ph.D., C.P.E. [Clinical Pastoral Education]: Fifty Years of Learning, through Supervised Encounter with “Living Human Documents”; Raymond J. Lawrence, Recovery of Soul: A History and Memoir of the Clinical Pastoral Movement.

RELI 1502 – PSYCHOANALYTIC ORIGINS OF THE BOISEN MOVEMENT 

Faculty: Raymond J. Lawrence, M.Div., S.T.M., D.Min.

Core Bibliography:  Helen Swick Perry, Psychiatrist of America: The Life of Harry Stack Sullivan; Sigmund Freud, Introduction to Psychoanalysis; Sigmund Freud, Psychopathology of Everyday Life; and Sigmund Freud, The Question of Lay Analysis. 

RELI 1505 – CRITICAL INTERPRETATION

Faculty: Francine Hernandez, M.Div., D.Min.

The Critical Interpretation Class is designed to help the student make critical purchase of her/his theology, faith tradition, dogma, etc. with a particular focus on the questions of biblical, theological and socio-philosophical hermeneutics. This course will focus primarily on the reign of God in relation to diverse social structures and suffering in various local and world contexts. Students are expected to be apologists for their own stances, and open to the stances of their peers. They will view different academic works and discover ways to integrate those works into their personal theological understanding. 

Core Bibliography: James R. Beck, Bruce Demarest, The Human Person in Theology and Psychology, Grands Rapids: Kregel, 2005; John H. Cone, God of the Oppressed, Maryknoll, NY: Orbis, 2017; Paul Ricoeur, Hermeneutics & the Human Sciences, New York: Cambridge U., 1981; Nelson S. T. Thayer, Spirituality and Pastoral Care, Philadelphia: Fortress, 1985; Jens Zimmermann, Hermeneutics, New York: Oxford U. Press, 2015.

RELI 1506 – PSYCHOANALYTIC/PSYCHODYNAMIC THEORY

Faculty: John R. Muñiz, MBA, MPA, M.Div., D.Min.

This course begins by covering the fundamental concepts of psychoanalytic therapy.  Also, a basic vocabulary will be required for each student to master and implement in a psychoanalytic setting.  This course will discuss the values, assumptions, and clinical and research findings that guide the psychoanalytic enterprise.  This course will discuss ways both clinicians and patients can best prepare for therapeutic work and address the myriad, complex boundary issues that are likely to arise in the psychoanalytic process.  For example, the preparation required for the therapist and preparing the client for psychotherapy.  A review of the primary therapy processes will be conducted.  A unique feature of this course is the discussion that even the worst patient can benefit from psychoanalytic therapy and the importance of self-care for the clinical chaplain or psychotherapist. 

Core Bibliography: McWilliams, Nancy, Psychoanalytic Psychotherapy: A Practitioner’s Guide. The Guilford Press, New York, 2004; Bach, S. The How-to book for students of psychoanalysis and psychotherapy.  New York, NY: Routledge, Taylor & Francis Group, 2011. Druck, A. Ellman, C., Freedman, N., Thaler, A., Eds., A new Freudian synthesis: Clinical process in the next generation. New York, NY: Routledge, Taylor & Francis Group, 2011; Eagle, M.N. From classical to contemporary psychoanalysis: A critique and integration. New York, NY: Routledge, 2011; Fromm, E., The Crisis of Psychoanalysis: Essay on Freud, Marx, and social psychology.  Fawcett Premier, 1971; Gherovici, P., & Christian., C Eds., Psychoanalysis in the Barrios: Race, class, and the unconscious. New York:  Routledge, 1971; Mitchel, S.A., & Black, M., Freud and Beyond: A History of Modern Psychoanalytic Thought (Updated). New York: Basic Books, 2016.  

RELI 1507 – NEUROPSYCHOANALYSIS

Faculty: TBA

At the end of the 19th century as a neurologist frustrated by the technological limitations of his chosen field to study the workings of the mind, Freud founded psychoanalysis. With advances in neuroscience and a century of psychoanalytic learning, at the end of the 20th century the field known as neuropsychoanalysis was born. This module will introduce key learning from the field especially regarding the discovery of primal emotional systems (Jaak Pankseep) and matters of consciousness and the unconscious (Mark Solms) with an eye to how these advances can help chaplains and those who train chaplains in their work.

Core Bibliography: Solms, Mark. The conscious id. Neuropsychoanalysis (2013), 15:1, 5-19.  Solms, Mark. What is “the unconscious,” and where is it located in the brain? A neuropsychoanalytic perspective. Annals of the New York Academy of Sciences (2017), 1406: 90–97.  Solms, Mark & Turnbull, O. “What is Neuropsychoanalysis?” Neuropsychoanalysis (2011), 13:2, 133-145. Videos include: Understanding the Brain: Primary, Secondary and Tertiary Processes by Jaak Pankseep. 

RELI 1508 – EROS AND CULTURE

Faculty: Raymond J. Lawrence, M.Div., S.T.M., D.Min.

Core Bibliography: Leo Steinberg, The Sexuality of Christ in Renaissance Art and Modern Oblivion; Raymond J. Lawrence, The Poisoning of Eros; Marie Fortune, Is Nothing Sacred: When Sex Invades the Pastoral Relationship; Robert H. Rimmer, Ed., Adventures In Loving; Robert T and Anna K. Francoeur, The Future of Sexual Relations; Alayna Yates, Sex without shame: Encouraging the child’s healthy sexual development.

RELI 1509 – CASE STUDY METHOD IN PASTORAL CARE AND CLINICAL PASTORAL PSYCHOTHERAPY

Faculty: Raymond J. Lawrence, M.Div., S.T.M., D.Min.

RELI 1510 – PSYCHOTHERAPY OF NANCY MCWILLIAMS AND FRIEDA FROMM REICHMANN

Faculty: Francine Hernandez, D.Min.

An introduction to the theoretical approaches to counseling and their practical applications in a variety of clinical settings. Students will examine and the discuss the methods of both Fromm-Reichmann and McWilliams. 

1. The focus will be on viewing the psychoanalytic therapy relationship through the eyes of the therapist as well through the eyes of the the patient considering subjective as well as inter-subjectivities.
2. Demonstrate knowledge of the fundamental principles of the psycho-therapeutic work of both Fromm-Reichmann and McWilliams.
3. Demonstrate the skills in utilizing specific pastoral care/counseling techniques inherent in the psychotherapeutic approach.
   Integrate psychotherapeutic approach to pastoral care and counseling models.

Core Bibliography: Fromm-Reichmann, Freida, Principles of Intensive Psychotherapy, Chicago: University of Chicago Press, 1960; McWilliams, Nancy, Psychoanalytic Psychotherapy: A Practitioner’s Guide, New York: Guilford Press, 2004 .

RELI 1511 – SUPERVISION IN CLINICAL PASTORAL CARE AND PASTORAL PSYCHOTHERAPY

Faculty: Charles Starr, M.Div., D.Min.

Core Bibliography: Eckstein and Wallerstein, The Theory and Practice of Supervision; William Mueller and Bill Kell, Coping with Conflict; B.L. Kell, Impact and Change.

RELI 1512 – THE RELATIONAL PASTORAL PSYCHOTHERAPEUTIC APPROACH OF PAMELA COOPER-WHITE

Faculty: TBA

Arguably the most original contributor to the field since Boisen, the scope and significance of Cooper-White’s contributions to the clinical pastoral literature cannot be overstated. This module will focus especially on theory and method in her published works.

Core Bibliography: Shared Wisdom: Use of the Self in Pastoral Care and Counseling (2004), Minneapolis: Augsburg Fortress; Many Voices: Pastoral Psychotherapy In Relational And Theological Perspectives (2007), Minneapolis: Augsburg Fortress; Braided Selves: Collected Essays on Multiplicity, God, and Persons, Eugene, OR: Cascade (2011).

RELI 1513 – PROFESSIONAL ETHICS IN SUPERVISION

Faculty: David Plummer, M.Div., D. Min. (ABD)

The following themes will be discussed, but the seminar is not limited to: Discrimination; Proselytization or Attempts; Exploitation – Emotional, Sexual, Financial, Social (either direction); Gifts; Scope of Competency; Collegial Consultation; Dual/multiple Relationships to be avoided; Misconduct; Impairment; Therapy with Trainees; Honesty about Competence/Advertising; Pre-existing Relationships; Confidentiality and Its Limits; Research and Publication; Informed Consent [to Supervise]; and Accountability [and the Role of CPSP Chapters]. 

Additionally, the classes will compare CPSP’s Code of Ethics and The Covenant with those of selected Religious Cognate Groups as well as selected Secular Cognate Groups.

This course will be dialogical in nature and format.

Core Bibliography:

CPSP’s Professional Ethics: LINK & The CPSP Covenant: LINK

The Religious Cognates:  

APC: LINK
ACPE: LINK 
NAJC & NACC & CASC:  LINK

Secular Cognates:

ACA:  LINK
AAMFT: LINK 
APA (Practice): LINK
APA Publishing: LINK

RELI 1514 –THEORY OF SUPERVISION

Faculty: Leonid Zakhariya

The Supervision in Clinical Pastoral Care and Pastoral Psychotherapy Class is designed to help students familiarize themselves with the concept of clinically based supervision, critically analyze self, self in relationship to the trainees and their respective patients, and the administrative corpus. This course will render you with the ability to revisit, revise, modify, and enhance your supervisory theory, consequently developing an integrated, dynamic supervisory stand in the context of psychoanalytical behavioral science that would be both, finally, therapeutic and clinically sound in its scope of practice.

Upon completion of the D.Min. the program, students will have sufficient knowledge to:

• Develop a robust and broad conceptual overview of supervision in clinical pastoral care, based on the principles of behavioral science (namely psychoanalysis) relevant to the interdisciplinary work in health care systems.
• Develop the person of the supervisor through the means of behavioral science (namely psychoanalysis) able to critically analyze self and the dynamism in the relationship between the agents of the clinical rhombus for a clinical-quality supervisory stand.
• Integrate conceptual principles of supervision and self to the supervisory task of training, developing healthy boundaries by differentiating therapy from the work of supervision according to the scope of practice.
• Demonstrate the ability to recognize, engage and face the conflicts that arise in supervisory relationships with an attitude of humility. Exhibit the capacity to analyze the role of the supervisor to the conflict, its effect on the supervisor, and its relevance to the training relationship. Foster a conflict-based psychoanalytical formative milieu for learning compatible with the task and the demand of clinical practice.
• Demonstrate the ability to stay truthful to the task of clinical supervision and model the courage to recognize one’s brokenness and supervisory limitations, seeking psychotherapy and receiving clinical supervision as needed, to staying truthful to the discipline of psychoanalysis, and to integrate psychoanalytical approach to the discipline of pastoral care in the task of recovery of the soul.

Core Bibliography: TBA.

 

RELI 1516 – THESIS/INTEGRATION PAPER 

 Faculty: TBA