MIN 246 Practice of Chaplaincy Winter 2020

Instructor name: Justin Napier, BA, MA Contact information: Justin_Napier@BoothUC.ca Duration: December 09, 2019 to March 6, 2020 In person intensives January 13-17, 2020 (8:30 a.m. to 4:30 p.m.) Delivery Mode: Hybrid Credits: 3 credit hours Prerequisites: Admission to Certificate in Chaplaincy and Spiritual Care Voluntary Withdrawal Deadline: February 8, 2020

Time Extension Application Deadline: February 22, 2020

Description This course will provide a detailed study of the practice of chaplaincy and spiritual care. Among the topics considered will be the philosophy of chaplaincy, record-keeping, ethical issues, self-care and self-awareness, basic counselling skills, theological reflection and issues related to specialized ministry in chaplaincy. This course is designed to deepen the student’s practical skills in a variety of chaplaincy settings. A number of skill requirements will be explored including working with and training volunteers, ethics, functioning in multi-faith contexts, cultural competency, quality assurance, record keeping, safety and security, confidentiality, self-awareness, and chaplaincy in different settings. Objectives At the completion of the course students will be prepared to work in multi-faith contexts, train, supervise, and evaluate volunteers, and be able to offer ethical consultation. Added to these areas, students will understand and be able to prepare for the Salvation Army accreditation process. Students will also have a clear grasp of the legal realities that chaplaincy functions out of in Canada, specifically confidentiality and privacy. In the ever changing cultural make up of Canada, students will gain a new appreciation and understanding of how to minister with cultural groups different from their own. Students will also gain an appreciation for the capacity of self-awareness and self-reflection to shape the practical aspects of chaplaincy.

Required Reading Nouwen, Henri J.M. The Wounded Healer: Ministry in Contemporary Society. New York, NY: Image

Books, 1990. ISBN: 978-0385148030 Patton, John. Pastoral Care: An Essential Guide. Nashville; Abingdon Press, 2005. ISBN: 978-0687053223 Roberts, Stephen B, ed. Professional Spiritual & Pastoral Care: A Practical Clergy and Chaplains Handbook. Woodstock, Vermont: Skylight Paths Publishing, 2013. ISBN: 978-1683362449 Pre Intensive Week Reading For day 2 of the intensive week students will need to have read The Wounded Healer by Henri Nouwen and Pastoral Care by John Patton. Please read the entire book and be ready to discuss the assignment for Tuesday morning. Intensive Week Work – January 13th to 17th 1. Class Participation (10%) Class discussion is a core component of learning. It is expected that students will come prepared to engage in respectful class discussions, ready to offer their own personal wisdom and insights to the group. 2. Comparative Essay (20%) – Due January 14 (1200 words) The Wounded Healer & Pastoral Care: An Essential Guide Read The Wounded Healer (Nouwen, 1990) and Pastoral Care: An Essential Guide (Patton, 2005). Analyze and compare the books by answering the following questions:

1. How does each author understand the ministry of spiritual care? 2. How do the authors differ in their approach to spiritual care? 3. What are the primary strengths and weaknesses within each work? 4. What are some personal theological implications that you observe from the texts and how will

they impact your ministry and shape your philosophy of spiritual care? Note: Students will be expected to interact with the material on a theological, personal, and professional level; please do not regurgitate the content of the book. For sake of brevity, when referencing the author’s work throughout your paper, you can simply add the author’s last name and page number at end of your sentence in parenthesis. For example, (Patton, 68). However, be sure to attach a bibliography with the two books under discussion with your paper. 2. Reading assignments and class presentations (20%)

Throughout the intensive week, students will be given assigned readings along with questions that require written responses from students. These written responses are to be completed and posted in MyBoothOnline by the beginning of the following class, as the readings will be followed up with class discussion. Students will also have two in-class presentations. Details and requirements of the presentation will be discussed in class. Post Intensive Week Work 1. Book Report (20%) Professional Spiritual & Pastoral Care has 4 Parts. Each part will have a correlating assignment. Read the assigned chapters from each section, and report on the following: Part I Theology of Spiritual/Pastoral Care (5%) – Due January 24 (300 words) Read through the first two chapters and describe how your own personal theology is linked to your personal practice of chaplaincy. Reflect on how it impacts your daily practices in the field. Part II The Process of Spiritual/Pastoral Care (5%) – Due January 31 (300 words) Read chapters 4, 5, and 10. Discuss the significance of assessments, and how they will aid in your personal chaplaincy practice. Incorporate ideas from chapters 5 and 10, and discuss how the concepts of assessment, spiritual care plans and inspiring hope are connected. Part III Spiritual/Pastoral Care with Special Populations (5%) – Due February 7 (300 words) Choose and read one chapter that is pertinent to your field/placement and chapter 25 Complicated Grief: Exploring Arresting Grief and Survival Grief in Spiritual Pastoral Care. Discuss the perceived or experienced challenges in that specific field and the shape grief takes when dealing with specified cultures/populations. What are the challenges involved? How can you plan to care for those who are grieving in your field? Part IV The Infrastructure of Spiritual/Pastoral Care (5%) – Due February 14 (300 words) Read chapters 26, 27, and 29. Discuss the significance of strategic planning within The Salvation Army and what you think the chaplain’s role is in strategic planning. Based on components from chapters 27 and 29, discuss strategies you can apply to your personal practice that will enhance efficacy and improve pastoral care in your ministry unit. 2. Research Paper (30%) – Due March 2 (2,000 words) You may choose one of the following options: A) Create a ministry development plan for yourself. Describe your current situation, your vision for

future ministry, and the action steps necessary to accomplish your vision (spiritual, personal, relational and professional). Be sure to include rationale for the different components of the vision, related to course content, as well as any helping or hindering factors both professionally and personally.

B) Choose a specific area of spiritual care practice that you want to explore more deeply that will

strengthen your ministry skills. Include theological understanding, spiritual care best practices and possible application. This topic will need to be approved by the instructor.

Please note, all research papers must have a minimum of 10 sources included in the bibliography, and footnotes are not included in the final word count. Submission of Assignments The book reports and research paper are to follow Turabian Format, 12 point font Times new Roman, double spaced. If you are unfamiliar with this format, the Library can provide you with assistance in locating resources. Papers are due on the day indicated (before midnight in the drop box assigned to the paper in MyBoothOnline). Late submission of assignments will be deducted one grade point for every late day. Letter Grades & Grade Points

A+ (95%-100%) Exceptional performance with evidence of outstanding original thinking, superior organization, exceptional capacity to analyze and synthesize, a superior grasp of the subject matter with sound critical evaluations, evidence of an extensive knowledge base. A final grade of A+ may be awarded only with the approval of the Academic Dean. (4.5)

A (90-94%) Excellent performance with evidence of excellent original thinking, excellent organization, excellent ability to analyze and synthesize, an excellent grasp of the subject matter with sound critical evaluations, evidence of an extensive knowledge base. (4.0)

B+ (82-89%) Very good performance with evidence of original thinking, very good organization, demonstrated ability to analyze and synthesize, a very good grasp of the subject matter, evidence of good critical judgment, a very good understanding of the relevant issues under examination, very good familiarity with the relevant literature. (3.5)

B (75-81%) Good performance with evidence of a good grasp of the subject matter, evidence of critical capacity, good analytical ability, a good understanding of the relevant issues under examination, evidence of good familiarity with the relevant literature. (3.0)

C+ (67-74%) Satisfactory performance with evidence of a satisfactory grasp of the subject matter, evidence of critical capacity, demonstrated analytical ability, an understanding of the relevant issues under examination, evidence of familiarity with the relevant literature. (2.5)

C (60-66%) Adequate performance with evidence of an adequate grasp of the subject matter; some evidence of critical capacity, an ability to develop solutions to simple problems found in the material; evidence of familiarity with some of the relevant literature. (2.0)

D (50-59%) Marginal performance with evidence of marginal familiarity with the subject matter and some evidence that critical and analytical skills have been used. (1.0)

F (0-49%) Inadequate performance with little evidence of even a superficial understanding of the subject matter; serious weaknesses in critical and analytical skills; limited or irrelevant use of the literature; failure to satisfy course requirements. (0)

The University College does not use a standard percentage scale to correspond to the letter grade and grade points. If an instructor intends to use a percentage scale, that scale will be included in the course syllabus.

Academic Policies Academic Integrity It is a serious offense to present a piece of work for course credit as one’s own if the work or a portion thereof was done by some other person (plagiarism). Actions of plagiarism harm both the student and the reputation of the University College. Plagiarism or any form of cheating in examinations or term tests (e.g. crib notes) is subject to serious academic penalty that may include loss of part or all of the marks for an assignment/test, failure in the course, dismissal from the University College, or other serious consequences. Plagiarism or cheating in a course in which a student is cross-registered with the University of Manitoba may lead to disciplinary action by the University according to its policies.

To plagiarize is to take ideas or words of another person and pass them off as one’s own. In short, it is stealing something intangible rather than an object. Obviously it is not necessary to state the source of well-known or easily verifiable facts, but students are expected to acknowledge the sources of ideas and expressions they use in their written work, whether quoted directly or paraphrased. This applies to diagrams, statistical tables and the like, as well as to written material and materials or information from Internet sources. Failure to do so constitutes plagiarism. It will also be considered plagiarism and/or cheating if a student submits an assignment in whole or in part by someone other than him/herself, or copies the answer or answers of another student in any test, examination, or take-home assignment.

At the beginning of their program of study, all students are required to complete the prescribed plagiarism tutorial.

Instructors are required to report all allegations of plagiarism or cheating to the Academic Dean before a grade is assigned. The original assignment is submitted to the Academic Dean.

The Academic Dean will chair a joint meeting of student and instructor to hear both the allegations and the student’s response to the allegations. The Academic Dean will then make a determination whether or not plagiarism or cheating has in fact occurred and decide on appropriate disciplinary measures. The student and instructor will be notified of the Academic Dean’s decision in writing. A copy of the decision will be sent to the Registrar and University College President. The student has the right to appeal the decision of the Academic Dean (see Academic Appeals). Use of Personal Computers, Electronic Devices and Cell Phones in Booth Classrooms We consider the Booth classroom environment to be a special place of focused engagement between professors and students. As such, electronic devices are allowed in the classroom only for the purposes of course instruction. The use of computers, the internet (including email), downloaded material, or other electronic devices such as cell phones require the express permission of the instructor. Social networking sites such as Facebook, Twitter, blogging and other related activities are not permitted in Booth classrooms. The use of personal computers and other electronic devices in the classroom is a privilege which may be withdrawn at the discretion of the instructor.