and the Gate Categories. It is understood by program faculty that the counseling skills that are targeted in the Pastoral Counseling degree program are those consistent with the field of pastoral counseling. Restatement of Program Learning Outcomes Program Learning Outcomes Former Degree Goal [2011-2012] Former Degree Goal as noted in the 2012-2013 Academic Catalog Gate System Categories Required MA in Pastoral Courses Associated with PLOs Demonstrate knowledge of major theories of pastoral care and counseling and life cycle development. Articulate an understanding of the foundational elements of pastoral counseling process. Demonstrate knowledge of major theories of pastoral care and counseling and life cycle developmental concepts. Demonstrate awareness and sensitivity to multicultural dynamics and issues of difference [race, gender, age, economics, etc.] Student is asked to discuss a major theory from which he/she works during the Gate interview, and in writing in the theological integration paper. PC510 CO622 Demonstrate the ability to integrate theological tenets with psychological knowledge and skills in offering pastoral care and counseling. Understand and use scripture and theology as foundational for the practice of pastoral counseling. Commit to cultivate holy love of God and neighbor demonstrated by Articulate an understanding of theological foundations for pastoral care and counseling. Demonstrate the ability to integrate theological tenets with psychological knowledge and skills in offering pastoral care and Practice integration Manifests maturing spiritual formation. PC510 PC515 CO601
a knowledge of and practice in the Christian disciplines including works of service, with particular attention to a Wesleyan understanding of the means of grace. [Seminary’s QEP] counseling. Commit to cultivate holy love of God and neighbor demonstrated by a knowledge of and practice in the Christian disciplines including works of service, with particular attention to a Wesleyan understanding of the means of grace. [Seminary’s QEP] Demonstrate pastoral counseling knowledge and skills in a variety of settings. Apply personal faith, and moral reflection to facilitate work with others. Demonstrate knowledge and skills appropriate for counseling in church and settings. Demonstrate pastoral counseling knowledge and skills in a variety of settings including parish, para-church ministries, and workplace chaplaincy. Maintain appropriate professional boundaries Demonstrate appropriate use of self Demonstrate a mastery of adequate clinical skills Demonstrate humble respect for persons of diverse opinions CO 601 PC520 PC660 PC655 CO610 CO730 PC670 Identifies self as a pastoral counselor. Be developing an identity as a pastoral counselor. Student prepares a professional identity essay at PC510 PC515
prepared you … 3. … to apply appropriate counseling techniques to assist various types of clients. 6 12 0.57 2 0.10 0 1 3.20 0.62 8. … to apply principles of diversity in my work with clients. 10 9 0.43 0 0.00 0 2 3.53 0.51 11. … to apply ethical standards of the pastoral counseling profession. 10 9 0.43 0 0.00 0 2 3.53 0.51 13. … to maintain appropriate professional boundaries in pastoral counseling settings. 13 7 0.33 0 0.00 0 1 3.65 0.49 *Not Applicable excluded from Mean and SD. Analysis: Data indicate that PLO #3 has been met. Recommendations: Implement the use of this evaluation for CPE supervisors. Actions: Orlando Director of Training will implement the evaluation for CPE supervisors. Program Learning Outcome #4 Identify themselves as pastoral counselors. Measure: 4.1: Successful applicants will achieve a faculty rating no lower than a 3 on a 4-point 8 5 5
From PLOs to Program Improvement Increase the number of stakeholders that respond to the Stakeholders Survey to evaluate the MA in Pastoral Counseling. During 2013-2014 the Counseling Department faculty will explore avenues for increase the response rate to the MA in Pastoral Counseling Stakeholders Survey During Gate 2 and Gate 3 interviews both raters will complete an assessment on student portfolio and interview performance when two raters are present. Complete and implement the development of common exam items where in PC510. Anticipated Use of Results The department anticipates that it will deepen its assessment processes during 2013-2014. Dissemination of Results These results will be posted to the Counseling Department’s web page, in the “File Cabinet”.
Lamb, D. H., Presser, N. R., Pfost, K. S., Baum, M. C., Jackson, V. R.,& Jarvis, P. A. (1987). Confronting professional impairment during internship: Identification, due process, and remediation. Professional Psychology: Research and Practice, 8, 597-603. Palmer, R. B., White, G., & Chung, W. (2008). Deficient trainees: Gatekeeping in Christian practitioner programs. Journal of Psychology and Christianity, 27 (1), 30-40.
activities and experiences that you have had relevant to your counseling degree and your professional preparation since you entered Asbury Seminary. Prepare a document that includes all of the categories below: Name, address, contact information Professional Mission Statement [What is your purpose now in pursuing this degree? Keep this short – a few sentences] Professional Goals [e.g., attain license status as LPC, LMFT, LMHC, etc.; pursue doctoral studies in ____; enter chaplaincy; seek ordination in ____ (church/denomination); go on the mission field; open a private practice, etc.] Denominational/church affiliation [if appropriate to your circumstances, e.g. seeking ordination] Memberships in Professional Organizations [i.e., ACA, AAMFT, KCA, KAMFT, CAPS, AACC] Professional Development Activities. [List the workshops, seminars, conferences that you have attended that are related to your degree plan and professional goals] Work or volunteer experience since you entered Asbury Seminary that is relevant to your counseling degree and professional goals. Curriculum Map Rubric for Theological Integration Paper Exemplary Student exceeds assignment requirements & expectation 4 Accomplished Student meets assignment requirements and expectations 3 Developing Student somewhat meets assignment requirements & expectations 2 Beginning Student inconsistently meets assignment requirements & expectations 1 Composed paragraphs that clearly stated the paper’s purpose, explicitly identifying the key points to be compared and contrasted. Paragraphs contain necessary Composed paragraphs that clearly stated the paper’s purpose, identifying the key points to be compared and contrasted. Citations are missing. Composed one paragraph that summarized the paper’s purpose. Listed the key points from each reading to be compared and contrasted. Citations are missing. Composed one paragraph that listed the key points from each reading to be compared and contrasted. Citations are missing. Main purpose of the paper is not stated.
citation(s). Body Provides evidence of critical analysis using research, experience and factual evidence; evidence of thorough review of contemporary counseling research in light of biblical and theological understanding; engages scholarly literature in a manner that extends knowledge base past a simple book/article review; provides evidence of a faith/theological based approach to the understanding of the whole person and their human condition Provides evidence of critical analysis using research, experience and factual evidence; some evidence of thorough review of contemporary counseling research in light of biblical and theological understanding shown; tends to engage scholarly literature from a few sources review; there is some evidence of a faith/theological based approach to the understanding of the whole person and their human condition Provides some evidence of critical analysis using research, experience and factual evidence; little evidence of thorough review of contemporary counseling research in light of biblical and theological understanding shown; engages scholarly literature from a simple book/article review; almost no evidence of a faith/theological based approach to the understanding of the whole person and their human condition Provides little evidence of critical analysis using research, experience and factual evidence; no evidence of thorough review of contemporary counseling research in light of biblical and theological understanding shown; engages scholarly literature from a simple book/article review; lacks evidence of a faith/theological based approach to the understanding of the whole person and their human condition. Conclusions and Conclusions and recommendation are logical and reasonable; clearly states the advantages and limitations of the position Conclusions and recommendation are logical and reasonable; states a few advantages and limitations of the position presented. Conclusions and recommendation are logical and reasonable; there is a brief conversation about possible advantages and limitations of the Conclusions and recommendation are questionable and not reasonable; there is no clarity about any advantages or limitations of the
presented. position presented. position presented. Grammar and mechanics Sentence fluency is coherent, unified, varied; sentence structure complete; correct spelling, punctuation, capitalization; varied diction, word choices. Paper length requirement met. Sentence fluency correct, varied; Minor errors in structure (fragments, correct spelling punctuation, capitalization; limited diction, word choices. Paper length requirement met. Relatively few errors in sentence fluency; multiple fragments/run-ons, poor spelling, punctuation and capitalization; limited diction, uses trite words, slang, or contractions. Paper length 10% below minimum required. Significant errors in sentence fluency and structure, spelling, punctuation and capitalization; diction weak or inappropriate. Paper length 20% below minimum requirement. Format Appearance is readable and neat; correct use of APA, margins, font size/style, pagination, title page; reference page correctly formatted, double spaced, in-text citations correctly used. Appearance is readable and neat; most of paper uses correct APA margins, font size and style, pagination, title page; reference page generally consistent with APA style, in-text citations used correctly. Readability and neatness of paper are compromised by the number of errors; APA format is inconsistent and inadequate; reference page in inconsistent with APA format, required in-text citations are missing. Disorderliness of paper makes it difficult to read; several format errors; significant errors in APA format, many citations are missing. Edited vth 8/15/12 Note: This is the form your faculty will use to review your paper. You don’t need to do a thing with this chart Appendix D GATE 3 Portfolio Instructions -- Updated 11/1/12
of a faith/theological based approach to the understanding of the whole person and their human condition understanding of the whole person and their human condition understanding of the whole person and their human condition understanding of the whole person and their human condition. Conclusions and Conclusions and recommendation are logical and reasonable; clearly states the advantages and limitations of the position presented. Conclusions and recommendation are logical and reasonable; states a few advantages and limitations of the position presented. Conclusions and recommendation are logical and reasonable; there is a brief conversation about possible advantages and limitations of the position presented. Conclusions and recommendation are questionable and not reasonable; there is no clarity about any advantages or limitations of the position presented. Grammar and mechanics Sentence fluency is coherent, unified, varied; sentence structure complete; correct spelling, punctuation, capitalization; varied diction, word choices. Paper length requirement met. Sentence fluency correct, varied; Minor errors in structure (fragments, correct spelling punctuation, capitalization; limited diction, word choices. Paper length requirement met. Relatively few errors in sentence fluency; multiple fragments/run-ons, poor spelling, punctuation and capitalization; limited diction, uses trite words, slang, or contractions. Paper length 10% below minimum required. Significant errors in sentence fluency and structure, spelling, punctuation and capitalization; diction weak or inappropriate. Paper length 20% below minimum requirement. Format Appearance is readable and neat; correct use of APA, margins, font size/style, pagination, title page; reference page correctly formatted, double spaced, in-text citations correctly used. Appearance is readable and neat; most of paper uses correct APA margins, font size and style, pagination, title page; reference page generally consistent with APA style, in-text citations used correctly. Readability and neatness of paper are compromised by the number of errors; APA format is inconsistent and inadequate; reference page in inconsistent with APA format, required in-text citations are missing. Disorderliness of paper makes it difficult to read; several format errors; significant errors in APA format, many in-text citations are missing. Edited vth 8/15/12
GATE 3 MAPC CASE STUDY: KRISTEN Beginning Did not meet requirements or expectations in this skill (1 point) Developing Somewhat meets requirements and expectations in this skill (2 point) Accomplished Meets requirements and expectations in this skill (3 points) Exemplary Exceeds requirements and expectations in this skill (4 points) 1. Identify ethical and/or legal issues present in the scenario and possible responses to manage issues. Did not recognize ethical/legal issues and responses Or identified ethical concerns not present in case scenario. Recognized one issue present (as defined below) AND a reasonable response to manage issue. OR provided weak management responses to identified ethical/legal issues. Recognized 2-3 ethical issues present (as defined below) AND provided reasonable responses to managing issues. Recognized all 4 issues present (as defined below) AND provided reasonable responses to managing issues. My competency to treat client’s sociocultural identity. Reasonable Response: Seek supervision, seek competency through trainings and workshops. My competency to treat presenting issue of client. Reasonable Response: Seek supervision, seek competency through trainings and workshops. Possible suicidal ideation. Reasonable Response: Assess further, seek supervision or consult with colleagues, if necessary create a safety plan with client, if necessary hospitalize. Kristen is also in counseling with another counselor. Reasonable Response: AAPC Ethics: Inform client you cannot see her while in she is in treatment with another counselor unless the other counselor is aware this relationship, discuss treatment needs that will be non-overlapping with other counselor, seek informed consent to communicate with other counselor to ensure boundary of services offered by each. NOTES: 2. Diagnose a main treatment concern based on presenting Did not recognize a treatment concern. Only recognizes anxiety as reasonable focus of treatment. Recognizes anxiety as treatment issue; Recognizes anxiety as treatment issue;
4. What assessment tools (if any) would you use and why. Does not discuss any assessment process. Simply states a need to assess client(s) without clear idea of what is being assessed OR simply states no need to assess client without any clear reason to this assertion. Has reasonable idea on need to assess client for “diagnostic clarification” and/or “other issues”, with a basic defined process, but may not have a specific tool(s) in mind. OR provides a reasonable rationale for not using any formal assessment tools with this client. Coherently states need to assess either for “diagnostic clarification” or “other issues present”, what specific assessment tool(s) and process to be used. AND speculates on what elevations would be expected given client presentation. OR provides a strong rationale for not using any formal assessment tools, possibly based on stated theoretical orientation. NOTES: 5. Formulate a treatment plan: a. Problem Statement (i.e., simple pithy statement of client issue and evidence for issue) Does not provide a problem statement for the treatment plan. Provides weak problem statement on anxiety. Problem statement identifies anxiety as the problem without providing evidence of problem. OR provides a problem statement that is not a concise statement. Coherently states a concise one-sentence problem statement that identifies the problem (anxiety) and evidence of problem.
Problem Statement should be a simple one-sentence statement of client issue with evidence provided. Example: Client reports feelings of anxiety as evidenced by obsessive thoughts, consistent worry about future, feeling tense, sleeplessness, and fatigue. NOTES: b. One Treatment Goal Statement (i.e., problem restated in the positive, broad behavioral outcome goal for the client to meet) Does not provide a treatment goal for the problem statement OR gives a treatment goal not related to the problem statement Treatment plan is minimally related to problem statement or client symptoms (e.g., Client needs to learn to accept life’s difficulties…) Gives a treatment goal that addresses anxiety or an identified anxiety symptom BUT is not stated as a behavioral outcome statement (e.g., Client wants to feel better) Coherently states in one-sentence a treatment goal that identifies a behavioral outcome related to treating client overall anxiety or specific anxiety symptoms. One Treatment Goal restates the problem in the positive overall goal for client to meet. Goal should be a behavioral outcome statement. (i.e., NOT “client will feel better) Example: Reduce overall feelings of anxiety while increasing coping strategies to manage stress. NOTES: c. Two Treatment Objective Statements (i.e., measurable behavioral outcome statement on what the client will do, and based on above stated theoretical orientation.) Does not provide any treatment objectives; OR treatment objective(s) not related to stated goal; OR objectives are what the counselor will do and not what the client will do. Provides only one (or 1 good) measurable behavioral outcome objective statement; OR objective(s) is weakly related to goal statement; AND objective(s) is weakly associated with stated theoretical Provides two reasonably measurable behavioral outcome objective statements; AND reasonably tied to goal statement; OR reasonably tied to theoretical orientation. Provides two measureable behavioral outcome objective statements; AND concisely indicating what the client will do; and AND logically connected to goal
NOTES: 6. Describe your course of treatment. Does not provide any course of treatment Course of treatment is given in very general of terms; OR course of treatment is inconsistent with stated theoretical orientation. OR course of treatment is inconsistent with presenting issue, stated goals, objectives, and interventions; INCLUDES 1-2 of below: Assessing psychsocial hx and presenting symptoms; Any other assessment (test) process; Establishing Rapport; Developing treatment plan with client; Aspects of implementing treatment plan; Expected treatment progress. Course of treatment is given in reasonable terms with some inconsistency based on stated theoretical orientation, AND/OR inconsistency in logic based on presenting issue, stated goal, objectives, and interventions; INCLUDES 3-4 of below: Assessing psychsocial hx and presenting symptoms; Any other assessment (test) process; Establishing Rapport; Developing treatment plan with client; Aspects of implementing treatment plan; Expected treatment progress. Coherently provides a course of treatment consistently formulated on client presentation, identified treatment issue, goals, objectives and interventions, and grounded in stated theoretical perspective. INCLUDES ALL: Assessing psychsocial hx and presenting symptoms; Any other assessment (test) process; Establishing Rapport; Developing treatment plan with client; Aspects of implementing treatment plan; Expected treatment progress. NOTES:
Appendix G MA Pastoral Counseling Curriculum Map PLO Gate 1: Baseline CO601 CO610 CO622 CO655 CO730 PC510 PC515 PC520 Gate 2 PC655 or PC660 PC670 Electives Gate 3 Alumni Survey Survey #1: theories Content exam Content exam Interview Supervisor evaluation Survey Survey #2: theological integration Admission essay Essay Paper Essay & Interview Supervisor evaluation Essay & Interview Survey Survey #3: skills Group interview faculty observation Counseling Practice Paper #2 Supervisor evaluation Case study Survey Survey #4: professional identity Admission essay Essay & Interview Essay & Interview Survey Survvey
Appendix H MAPC SLOs MAPC PLO COURSE Course SLOs Demonstrate knowledge of major theories of pastoral care and counseling and life cycle development.. Demonstrate the ability to integrate theological tenets with psychological knowledge and skills in offering pastoral care and counseling. Demonstrate pastoral counseling knowledge and skills in a variety of settings. Identifies self as a pastoral counselor CO601 Counseling Theories & Techniques II.G.5.d. Knows counseling theories that provide models to conceptualize client presentation and that help to select appropriate counseling interventions. Students will know models of counseling that are consistent with current professional research and practice in the field. Students will begin to develop a personal model of counseling; CO601 Integration Paper 5 Views Rubric II.G.5.e. Understand a systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions. CMHC A.1 Understands the history, philosophy, and trends in CMHC. CMHC A.5 Understands a variety of models and theories related to CMHC, including methods, models, and principles of clinical supervision. CO610 Ethics II.G.1.b. Understands professional roles, functions, and relationships with other human service providers, including strategies for interagency/interorganization collaboration and communications; II.G.1.d. Knows self-care strategies appropriate to the counselor role;
biopsychosocial case conceptualization and treatment planning relevant to pastoral counseling. Form Form Understands the professional issues relevant to the practice of pastoral care and counseling. Supervisor Evaluation Form Supervisor Evaluation Form Demonstrates appropriate use of culturally responsive individual, couple, family, group and systems modalities for initiating, maintaining, and terminating counseling. Supervisor Evaluation Form Supervisor Evaluation Form Applies current record-keeping standards related to pastoral counseling. Supervisor Evaluation Form Supervisor Evaluation Form Demonstrates the ability to modify counseling systems, theories, techniques, and interventions to make them culturally appropriate for diverse populations. Supervisor Evaluation Form Supervisor Evaluation Form Demonstrates skill in conducting an intake interview, a mental status evaluation, a biopsychosocial history, a mental health history, and a assessment for treatment planning and caseload management. Supervisor Evaluation Form Supervisor Evaluation Form Is able to conceptualize an accurate multi-axial diagnosis of disorders presented by a client as it relates to practicum setting an pastoral counseling Supervisor Evaluation Form Supervisor Evaluation Form Differentiates between diagnosis and developmentally appropriate reactions during crisis, disasters, and other trauma-causing events. Supervisor Evaluation Form Supervisor Evaluation Form Gain insight of learned theological assumptions and biblical foundation and integration into the practice of pastoral counseling Supervisor Evaluation Form Supervisor Evaluation Form
Applicants will submit an essay in response to the prompt: Describe how relating to persons who are different from you [race, gender, age, economic, sexual orientation] has impacted you. Applicant Evaluation Rubric Applicants will submit an essay in response to the prompt: Discuss your career goals and how this degree helps you move toward them. Applicant Evaluation Rubric Gate 2: Successful completion of Gate 2 provides faculty approval to enroll in field placement when all academic requirements are fulfilled. Student will complete a portfolio that includes written documents that address PLOs Gate 2.3 Evaluation Rubric Gate 2.3 Evaluation Rubric Students will participate in an interview with a departmental faculty member and an interviewer invited by the department. Gate 2.3 Evaluation Rubric Gate 2.3 Evaluation Rubric Gate 3: Assessment during students’ final semester prior to graduation. Student will complete a portfolio that includes written documents that address PLOs Gate 2.3 Evaluation Rubric Gate 2.3 Evaluation Rubric Students will participate in an interview with a departmental faculty member and an interviewer invited by the department. Gate 2.3 Evaluation Rubric Gate 2.3 Evaluation Rubric Students will respond to a case study that they receive 30 minutes prior to their Gate 3 interview Case Study rubrics
Appendix I MA in Pastoral Counseling PLO by Gate Categories Artifacts MA in Pastoral Counseling PLOs Gate Policy Categories Gate 1: Admission Referral Letter Questions Gate 1: Admission Essays Questions Gate 1: Admissions Group Interview Questions Gate 2 & 3 Artifacts and Faculty Evaluation of Candidate Performance During Gate 2 or 3 Interview 1. Demonstrate knowledge of major theories of pastoral care and counseling and life cycle development. Practices integration Discussion of theory of choice during interview and in Gate 3 integration paper 2. Demonstrate pastoral counseling knowledge and skills in a variety of settings. Demonstrates mastery of adequate clinical skills Does not take over another when tension arises in their relationship. Easily gives up their perspective when tension arises in their relationship. Withdraws from another when conflict or tension arises in their relationship. Manages his/her anxiety that might otherwise interfere with relationships or job performance. Discuss the kind of person that would make you the most uncomfortable if that person were assigned to you as a client? Why? What would that other person experience that would clue him/her into your distress? Some people run away from the problems of others. Other people never met a problem that they didn’t feel obligated to fix. Pretend that there is a continuum in the room that runs from 1 to 5, and imagine where you would fall on that continuum if #1 was “running away” from others’ problems and #5 was feeling responsible to attend to every problem that someone you know is having. Why did your place yourself there. Gate 2 & 3 Peer Feedback Forms Gate 2 & 3 Candidate Self-evaluations Gate 2: Faculty observation from classroom experiences Gate 3 Case Vignette presentation Gate 3: Internship Supervisor evaluation form Gate 2: Professional Development Plan Gate 3: Reflection on Implementation of Professional Development Plan
How do you react when your interpersonal relationships are in conflict or filled with tension? Demonstrates appropriate use of self Can identify his/her strengths. Can identify areas for growth. Possesses appropriate Can see how his/her life experiences influences his/her ministry. Describe the characteristics that you possess that you believe are consistent with being a good counselor. How do you see these characteristics functioning in a counseling session? Describe and discuss aspects of yourself that may prove to be hindrances to your capacity to counsel another person. How might these characteristics show up when you are counseling another person? Gate 2 & 3 performance during interview/faculty assessment based on professional judgment Maintains appropriate professional boundaries. Demonstrates a level of appropriate to the setting. Demonstrates a respect for others' boundaries. Demonstrates ability to accurately interpret others' interpersonal Describe how relating to persons who are different from you [race, gender, age, economic, sexual has impacted you. Faculty observation of candidate performance during Gate 2 & 3 interview
cues. Demonstrates humble respect for persons of diverse opinions View of others is free from cultural, gender, or racial stereotypes. Is able to engage others' respectfully when disagreements arise. Seeks out the perspectives of those who may hold different views than his/her view. What issues of diversity are you most uncomfortable with? How does your discomfort show up in your thoughts, feelings, and behaviors? Gate 2 Essay 2 – Diversity: Develop a 600-word essay that discusses how your interaction with persons who are different from you has impacted who you are today. Compare who you are today with who you were at the time you entered your counseling program in terms of how persons who are different from you [e.g., ethnicity, culture, economics, gender, sexual orientation, etc.] have impacted your personal growth and professional development. Use of references is strongly encouraged. Gate 3: Gate 3 Integration Essay 1). State your theory of choice to counseling (contemporary); 2). Review your theory of counseling by engaging scholarly literature in a manner that extends your demonstrated knowledge base past a simple book/article review. 3). Provide evidence of a biblical, faith/theological based approach to the
understanding of the whole person and their human condition;(in other words, show evidence of integration of psychology and the bible, theology/faith in your writing) 4). Provide some conclusions and recommendations that are logical and reasonable; that clearly state the advantages and limitations of the position you presented. 5). Include APA formatted reference list. 5-7 pages in length Demonstrate the ability to integrate theological tenets with psychological knowledge and skills in offering pastoral care and counseling. Practices integration Believes that psychology is a valuable component of effective counseling for Christians. Believes that the Bible is the only resource required for effective counseling. Shows an interest in how theological resources can inform counseling practice. Counselors of faith have at least two sources of that they can draw upon to counsel others. Imagine a continuum where #1 represents the position of “using Bible only” and #5 represents the position of “using studies only.” Where Counselors of faith have at least two sources of information that they can draw upon to counsel others. Imagine that #1 represents the position of “Bible only” and #5 represents the position of “psychological studies only”. Where would you place yourself on that continuum? Why? Gate 2 & 3: Updated Rule of Life Gate 2 Essay 1 - Integration: Review the integration paper that you prepared for CO601 or CO600. If you applied to one of the counseling degree programs in Fall 2012 or after that semester, you may update your Integration essay from your application material. Develop a 900 word [about 3 pages] essay that discusses how your understanding of the integration of theology and counseling has evolved, grown, and/or changed since you began your counseling program. This paper should include a clear
would you currently place yourself on this statement of the current theoretical position from which you intent to counsel. Use of citations and scholarly references is strongly encouraged. 4. Identifies self as a pastoral counselor. Manifests maturing spiritual formation Participates in Christian practices that deepen his/her spiritual life. Others would identify this person as one who is maturing in his/her faith. Regularly participates in a faith community. Discuss your career goals and how this degree helps you to move toward them. Gate 2 Essay 3 – Professional Identity: Develop a 600-word essay that discusses to degree to which you embrace a professional identity as a pastoral counselor. Begin by using a 1 to 5 scale to rate the degree to which you have embraced a professional identity with 1 being “I do not hold to his professional identity at all” and 5 being “I fully embrace this professional identity.” In what ways have you gained clarity over the course of your degree program about what this professional identity means to you today? Use of references is strongly encouraged.