CURRICULUM

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.

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.

Faculty: David Roth, S.T.L., Ph.D.

Through his work with “living human documents,” the process of developing clinical chaplaincy, and training others for clinical pastoral care, Anton Boisen concluded that theology belongs among the social sciences. Beginning at the time of his own initial experience as a patient, Boisen immersed himself in and drew from what were considered the most current behavioral and social science developments of the day. Much of the content and methods used in pastoral supervision and the training of chaplains today amount to second- or third-hand renderings of social science content, principally psychology from the mid-20th century. This course proposes to address the question: If Boisen were supervising the training of chaplains today, what behavioral and social science sources might he use to inform his work? Or: How can we begin to bring clinical pastoral care and training as Boisen envisioned it into the 21st century? This theory and methods seminar will introduce and aim to integrate some of the most important, recent, but largely overlooked or neglected, social and behavioral science resources of use to pastoral clinicians and those who supervise them.

Readings Include: Asquith, Glenn H. “Anton T. Boisen: A Vision for All Ages.” Pastoral Report (5 Jan, 2016); Boisen, Anton T. “Clinical Training for Theological Students.” Chicago Theological Seminary Register (1945) 1: 16-19; Boisen, Anton T. “Clinical Training in Theological Education: The Period of Beginnings.” Chicago Theological Seminary Register (1951) 1: 1-4.; Boisen, Anton T. “Cooperative Inquiry in Religion.” Religious Education (1945) 290-296; Cooper-White, Pamela. "Thick Theory," In Braided Selves: Collected Essays on Multiplicity, God and Persons. Eugene, OR: Cascade, 17-38, 2011; Delaney, Carol. 2004. Investigating Culture: An Experiential Introduction to Anthropology, Malden, MA: Blackwell Publishing, 2004; Dubisch, Jill. “You Are What You Eat: Religious Aspects of the Health Food Movement,” In Investigating Culture: An Experiential Introduction to Anthropology, by Carol Delaney, 311-319. Malden, MA: Blackwell Publishing, 2004; Geertz, Clifford. 1974. "Thick Description: Toward an Interpretive Theory of Culture," In The Interpretation of Cultures, 3-30. New York: Basic Books, 1973; Green, Zachary G & René J. Mollenkamp (2005). The BART System of Group and Organizational Analysis: Boundary, Authority, Role and Task. Privately printed; Pruyser, Paul W., "Evaluation and Diagnosis, Religious," In Dictionary of Pastoral Care and Counseling, 371-373, Rodney J. Hunter, ed., Nashville: Abingdon Press, 1990. Pruyser, Paul W. 1991. "Psychoanalytic Method in the Study of Religious Meanings," 141-152, In Religion in Psychodynamic Perspective. New York: Oxford U. Press; Rosaldo, Renato. "Introduction: Grief and a Headhunter's Rage," In Culture and Truth, by Renato Rosaldo, 1-21. Boston: Beacon, 1989; Sebeok, Thomas A. and Jean Umiker Sebeok. 1980. You Know My Method: A Juxtaposition of Charles S. Peirce and Sherlock Holmes. Bloomington, IN: Gaslight Publications. Videos include: An Ecology of Mind, written and directed by Nora Bateson; What Is A Mind,” Mark Solms, a Massive Online Open Course by Mark Solms, www.futurelearn.com/courses/what-is-a-mind.

Faculty: TBA

Core Bibliography: Wilfred Bion, Experiences in Groups; Joan Hemenway, Inside the Circle; Arthur Coleman and Marvin Geller, Eds., Group Relations Reader 2; Margaret Rioch, “All We Like Sheep --”.

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.

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.

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.

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.

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

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.

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.

Demonstrate knowledge of the fundamental principles of the psycho-therapeutic work of both Fromm-Reichmann and McWilliams.

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 .

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.

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).

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

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.

Faculty: David Roth, S.T.L., Ph.D.

This is the final seminar examining the relationship between the theoretical and the clinical by engaging the student in a review of program content and project methodology in preparation for the D.Min. Integration Paper. In this required seminar the student produces and receives feedback on an outline of the Integration Paper similar to that for CPSP Diplomate Supervisor certification at a high level of competency.

Core Bibliography: TBA.

Faculty: TBA