Prayer,Self‐Examination,and Christian Catechesis in Augustine and Luther

Augustine and Luther are well known for their self‐examinations of religious experience, especially its trials and temptations. Their theologies of prayer offer a distinctive window into this self‐examination because they traverse the juncture between doctrine and practice, thereby addressing both the theological and pastoral concerns on sin and grace at the heart of their discussions of religious experience. While emanating from their personal spiritual lives, their theologies of prayer also are firmly rooted within the corporate context of the church and Christian catechesis.     

Virtual Empathy? Anxieties and Connections Teaching and Learning Pastoral Care Online

Is it possible to teach pastoral care online? McGarrah Sharp and Morris describe their process of transforming a residential on‐campus pastoral care course into the first online offering of the course at their seminary. They begin by describing a series of pedagogical choices made with the intent of facilitating dynamic movement between peer‐to‐peer, small group, and whole class discussions throughout the semester. Before and during the course, anxieties arose at many levels of instruction for the professor, teaching assistant, and students. Anecdotes and examples from the online course show how the online course design and facilitation was able to name and respond to anxieties as part of integrating pastoral care course content and practice – a key learning goal for the course. The authors are persuaded that online pedagogy can help identify how anxieties create space for developing empathy as much, if not more than, a traditional on‐campus format.     

Ministry and Stress: Listening to Anglican Clergy in Wales

This study set out to examine the experiences of stress in ministry among a sample of Anglican clergy serving in Wales. Building on recent quantitative studies of work-related psychological health among Anglican clergy in England, the study employed mainly qualitative methods to illustrate eight issues: the clergy’s overall assessment of their present health, their understanding of the characteristics of stress, their assessment of the levels of symptoms of stress within their own lives, their identification of the causes of stress within their experience of ministry, the people on whom they call for support in times of stress, their strategy for and styles of recreation, their assessment of the pastoral care provision available to clergy, and their views on enhancing initial clergy training to equip clergy to cope with stress. Data provided by 73 clergy (10 female and 63 male) portray a group of professionally engaged men and women who are well aware of the stress-related dynamics of their vocation, who are displaying classic signs of work-overload, and who are critical of and resistant to strategies that may confuse the pastoral care of stressed clergy with the accepted management role of the Church’s hierarchy of bishops and archdeacons.     

Negative Parental Influences on Religious Conversion: Implications for Pastoral Care

This essay discusses the contribution that psychoanalytic psychology has made to research on religious conversion and asks what implications it might have for pastoral practice. Some of conversion??s most dramatic manifestations occur amid familial instability, or negative parental influences, that stand to be misinterpreted by religious leaders if their full psycho-spiritual context is not understood. The Freudian tradition has provided some context as to why people with rocky upbringings might undergo dramatic change. The data supports the conclusion that these radical conversions are much less a sign of direct supernatural influence than they are of a need for the converts to receive pastoral care in working through a ??crisis stage?? of faith development.     

Discourse and Recognition as Normative Grounds for Radical Pedagogy: Habermasian and Honnethian Ethics in the Context of Education

The idea of radical pedagogy is connected to the ideals of social justice and democracy and also to the ethical demands of love, care and human flourishing, an emotional context that is sometimes forgotten in discussions of power and inequality. Both this emotional context and also the emphasis on politics can be found in the writings of Paolo Freire, someone who has provided much inspiration for radical pedagogy over the years. However, Freire did not create any explicit ethical foundation for radical pedagogy. This paper argues that, when constructing normative grounds for radical pedagogy, Habermas’s discourse ethics can be an important source, with the caveat that discourse ethics on its own is not sufficient grounding enough where radical pedagogy is concerned. Habermasian critical theory should be supplemented with Axel Honneth’s theory of recognition, as Freire’s focus on love and human flourishing corresponds well with Honneth’s theory’s three modes of recognition: love, rights and respect (solidarity stemming from mutual relations of respect).     

Pastoral hermeneutics and the challenge of a global economy: care to the living human Web

The author discusses the relationship between a pastoral hermeneutics and the current social context as determined by international communication and globalization. He explores the influence of telecommunications on the human quest for meaning and the implication of this for pastoral care and counseling. A paradigm shift is proposed in terms of care to the living human web. A pastoral assessment which interprets the undergirding philosophy and belief system of globalization and its influence on human dignity is suggested; and a pastoral ministry which takes up its prophetic task and voices the needs of people in terms of a "globalization from below" is explicated.     

Chaplaincy and Mental Health Care in Aotearoa New Zealand: An Exploratory Study

This paper summarizes an initial exploratory study undertaken to consider the ministry of New Zealand chaplaincy personnel working within the mental health care context. This qualitative research (a first among New Zealand mental health care chaplains) was not concerned with specific health care institutions per se, but solely about the perspectives of chaplains concerning their professional contribution and issues they experienced when trying to provide pastoral care to patients, families, and clinical staff involved in mental health care. Data from a single focus group indicated that chaplains were fulfilling various WHO-ICD-10AM pastoral interventions as a part of a multidisciplinary and holistic approach to mental health care; however, given a number of frustrations identified by participants, which either impeded or thwarted their professional role as chaplains, a number of improvements were subsequently identified in order to develop the efficiency and effectiveness of chaplaincy and thus maximize the benefits of pastoral care to patients, families, and clinical staff. Some implications of this exploratory study relating to mental health care chaplaincy, ecclesiastical organizations, health care institutions, and government responsibilities and the need for further research are noted.     

Dragon talk: providing pastoral care for Chinese immigrants

This article describes how cultures and pastoral care education processes can be barriers between the patient, the pastoral caregiver, and the Clinical Pastoral Education (CPE) student. By providing sketches of interviews with Chinese patients, the author tries to explain why the attempt to unveil Chinese patients' feelings and needs through conversation can be a frustrating experience. Moreover, the author argues that the pedagogy of pastoral care education ought to be more culturally sensitive in regard to the diverse cultural backgrounds of both patients and CPE students.     

Intimate Violence Against Women: Trajectories for Pastoral Care in a New Millennium

This article reviews progress made in the theory and practice of pastoral care and counseling with regard to the issue of intimate violence against women since the 1970’s. It includes a comprehensive survey of sociological, psychological, and pastoral literature, and a summary of research on teaching about domestic violence in mainline Protestant seminaries. Social and theological themes, including gender, power, and social and political context, and the challenges of justice-making are traced historically. The article concludes with new recommendations for churches, pastoral caregivers, counselors, and theologians.     

Practicing the Common Good: The Pedagogical Implications of Catholic Social Teaching

A persistent question for pedagogy is that of whether and how the content of a course ought to shape the teaching method. Both the understanding of practical reason and the substantive concepts of modern Catholic social teaching support a classroom dynamic of a relatively egalitarian dialectic. The author grounds the case for this pedagogy in the understanding of practical reason as found in Aristotle and Thomas Aquinas, and shows that such an understanding is continued in modern Catholic social teaching. He then shows how the social teaching's substantive move to a more egalitarian social theory reinforces the egalitarian mode of reasoning. The author and others are attempting to practice this pedagogy in the context of the University of Notre Dame's new Program in Catholic Social Tradition. The investigation as a whole raises the question of whether colleges and universities that have actively maintained religious affiliations have a decided advantage in sustaining an academic culture where faculty and students can practice practical reason.     

Stewardship Models of Pastoral Care,Counselling and Supervision: The Commonians Meet Ricoeur at Worship

The common factors debate in psychology and, more recently, marriage and family therapy is slow to erupt in pastoral care and counselling. This article introduces the common factors debate into pastoral science by proposing the Stewardship Models of Pastoral Ministry and Supervision. The model integrates common factors research and pastoral practice using Ricoeur’s “economy of the gift” ethic. The model’s focus is pastoral care, counselling and supervision in congregations, a unique community context in search of an adequate pastoral praxis.     

Student Experiences of the Adolescent Diversion Project: A Community-Based Exemplar in the Pedagogy of Service-Learning

Service-learning partnerships between universities and surrounding communities striving to create systems-level change must consider an emphasis in critical community service; a community centered paradigm where students are taught to work with communities to better understand contexts surrounding a social problem, as opposed to merely volunteering to provide a service to a community. The Adolescent Diversion Project (ADP), which has been operating for over 30 years, demonstrates critical community service through the type of relationship built between students and the local community. This article describes: a qualitative study with ADP students, the historical context of ADP, what and how students learned through their involvement in ADP, and reframes the work of this project as a form of service-learning pedagogy. Inductive content analysis was employed to identify underlying themes across participants related to their personal experiences of ADP and its impact in their lives. Findings were compared with service-learning outcomes and other quantitative studies conducted with past ADP cohorts from the literature. Consistent with past studies, ADP students become more negative toward social systems involved with their youth. This finding may explain an increase in feelings of political commitment following involvement in ADP. Consistent with service-learning outcomes, results demonstrate that ADP should be further documented as not only an effective community-based program but also as an exemplar in the pedagogy of service-learning. This study highlights why service-learning opportunities for students are not just one way to teach students, they are opportunities to bridge relationships within communities, bring life to theoretical concepts, and build the foundations necessary for educated citizens that will one day take lead roles in our society.     

An Integrative Educational Strategy for Christian Leaders in a Multifaith World

Abstract. This paper asserts that training Christian leaders for faithful and effective leadership in religious communities, which is responsive to the reality of the diverse religious experiences of this country, requires that they learn the skills of integration, specifically the ability to integrate formation into a community within the context of a multicultural, multifaith world. The process of pastoral theological reflection, a process that seeks to methodically put into conversation the student's experience, social context, and religious tradition, holds promise in a Christian context as a way to accomplish such integration. After discussing the process of pastoral theological reflection, the paper examines a seminary ministerial formation curriculum, based on this integrative process, to discern how it might better engage multifaith realities in its formation of leaders for Christian communities.     

“For-giving” and Forgiving: Process and Practice in Pastoral Care

This article examines some of the basic psychodynamic understandings of forgiveness including forgiveness as aesthetic, ahistorical, tact, or the ability to for-give that Julia Kristeva (1995, 1989, 1987a, b) presents in her writings on depression and melancholia, analytic process and technique, and love and faith. These are supplemented by more recent examinations of forgiveness in the therapeutic community (Worthington 1998; Watts and Gulliford 2004; McCullough et al. 2000) as they relate to Christian belief, Christian practice and pastoral care. I argue that it is in the context of a caring relationship where and when individuals experience “for-giving” that they develop the ability to accept forgiveness (especially of the self) and thus become individuals who can extend forgiveness to others. Even those entering pastoral ministry who have no desire or little ability to engage in pastoral counseling will be served well if their own abilities to be “for-giving” are cultivated during their theological education. Thus, the application of “for-giving” extends far beyond the analytic process or technique that Kristeva envisions to include pastoral identity formation and pastoral ministry.     

Emotions of austerity: Care and commitment in public service delivery in the North East of England

In the context of an austerity agenda, constructed through the deployment of aversive emotions, we offer a more-than-rational understanding of uneven austerity politics for organisations providing public services with marginalised groups. The article highlights how emotions are at the heart of the experiences of those delivering services in the North East of England. It considers the emotional toll of changes under austerity on the professional lives of participants, but also those impacts which relate to wider interpretations of loyalty and care beyond individual participants. Due to the nature of occupational roles which involve an ethos and practice of commitment, and through relations with decision makers, colleagues, service users and community over time, participants are engaged in a range of emotional work. We explore how recent experiences have highlighted a continued and in some cases accelerated undermining of their work and communities of which they are, in different ways, a part. However, they are also seen as generative of a set of significant emotionally charged responses to such challenges, which variously challenge and conform to the dominant discourse of austerity.     

Counselling, counselling skills and encouraging pupils to talk: Clarifying and addressing confusion

The context in which counselling approaches operate in schools is outlined. The issues that arise from the location of counselling skills and the practice of counselling in the framework of pastoral care and of personal and social education are discussed both from a historical perspective and in terms of the current educational climate. Ways in which counselling and counselling skills might be more appropriately and effectively used in schools are considered.     

A Jungian Perspective on Therapy at the End of Life

This paper explores the insights of Carl Gustav Jung with respect to pastoral care and counseling. Particular focus is given to a reading of the theorist that raises the possibility for, and challenge of, pastoral psychotherapy at the end of life. Jung's writing offers an important lens for examining a critical challenge of our age–the means by which pastoral caregivers assist persons to live fully and meaningfully even at life's end. The author asserts that the role of the pastoral caregiver is crucial for helping people to bring their own lives to completion. has served as hospice chaplain, parish pastor, and campus minister. Currently, he is a Ph.D. student and CPE supervisor-in-training at Claremont School of Theology and Methodist Hospital of Southern California.     

Present at the Creation: The Clinical Pastoral Movement and the Origins of the Dialogue Between Religion and Psychiatry

The contemporary dialogue between religion and psychiatry has its roots in what is called the clinical pastoral movement. The early leaders of the clinical pastoral movement (Anton Boisen, Elwood Worcester, Helen Flanders Dunbar, and Richard Cabot) were individuals of talent, even genius, whose lives and work intersected one another in the early decades of the twentieth century. Their legacy endures in the persons they inspired and continue to inspire and in the professional organizations and academic programs that profit from their pioneering work. To understand them and the era of their greatest productivity is to understand some of what psychiatry and religion have to say to each other. Appreciating their legacy requires attention to the context of historical movements and forces current in America at the end of the nineteenth and the beginning of the twentieth century that shaped religious, psychiatric, and cultural discourse. This essay attempts to provide an introduction to this rich and fascinating material. This material was first presented as a Grand Rounds lecture at The New York Presbyterian Hospital, Payne Whitney Westchester in the Department of Psychiatry, Weill Cornell Medical College.