An inquiry into the meaning and possibilities of becoming fully human from a contemporary theological perspective complemented by a multidisciplinary perspective.  This course grounds theories of conversion, asceticism, and ministry in an adequate understanding of the human with special attention to gender issues and social justice implications.

REGR 6399

Social and Cultural Foundations of Pastoral Counseling

Bingaman

An examination of the various theological, philosophical and educational models that inform the foundations of religious education.  The attempt will be made to show how these models have influenced different schools, theorists, practitioners and materials of religious education.  Criteria for evaluating the adequacy of competing models will be offered.

Inquires into the spiritual, moral and educational development of children and the implications of this development for religious education.  Emphasis is placed on developing a theology of childhood, and the influence of childhoodfaith development on adult spirituality.

A critique of current assumptions regarding the relationship of religion, family and education in an attempt to point toward appropriate models of religious education.  A consideration of what helps or hinders religious development within families, and the responsibility of church and society to foster growth in faith.

The course is intended as a dialogue with religious traditions other than one?s own by exploring some elements---perennial philosophy and rituals but especially the language of music----that various religions share in common. We will use scriptural texts and music examples as resources to assess continuity of traditions in contemporary practices. We shall focus on Hinduism, Islam, Buddhism, Sikhism, Jainism, and Christianity in South Asia and transplanted in North America. Participants will visit worship centers of various religions in the New York Metropolitan area. Musical aptitude is not a must, but an openness to evaluate behavior in a musical context will be helpful.

Meanings of adulthood, processes and principles of adult learning.  Challenges and tasks of adult psychological, social and religious development.  Framework for a spirituality of aging, focus on middle years and elderhood (fulfills Life Cycle II requirement).

This course will explore the development from birth and adolescence through the tasks and crisis of middle and later life.  Stage theories, cognitive, social and emotional development will be the focus of this course.  Special consideration will be given to spiritual life issues throughout the developmental process.

This course of study presumes a working knowledge of family systems theory and practice.  The theoretical approach employed for individual and family functioning will be Structural, Solution Focused and Narrative Family Therapy.  The course will focus on the clinical assessment and presentation by both students and course instructor of realfamily interactional issues.  There will be the consideration of the impact of culture and cultural differences in understanding and responding to the patterns of family interactions.

Ongoing issues as well as points of integration between psychology and religion/spirituality.  A transpersonalmodel of the human psyche building bridges between psychology and spirituality.

Explores various ways of envisioning how faith communities can structure their internal lives and their relationship to the world. Includes a historical survey of understandings of church and society from biblical times to the present, with specific emphasis placed on using the resources of Scripture and Christian Traditions to help faith communities discern what God is enabling and requiring of them in the world today.

Theological study of Christian experience and practice in their individual and community dimensions.  History of pastoral/practical theology and its contemporary developments.  Dialogue between present Christian communities and Christian tradition. 

Spirituality understood as living what one believes, lived dogma.  Its development beginning with second and third centuries through the patristic period to the twelfth century.  Focus on reading primary sources in their historical context as challenge to and source of contemporary spirituality.  Key figures: Irenaeus and Ignatius of Antioch, Origen, Athanasius, Ephrem, the Cappadocians, John Chrysostom, Leo, Benedict, Pseudo-Dionysius, Gregory the Great, John Damascene.  Desert mothers, deaconesses, and founders of religious orders in collaborative ministry with men.

This course examines and critically reflects on developments in Christian spirituality originating in key insights from Vatican Council II, the development of the social teaching of the church, the new cosmology, the rise of postmodernism, the emergence of the laity, and muliticulturalism.  It provides a theoretical framework for developing one\\\'s own spirituality in the light of these developments and an understanding of practices that support spiritual growth.  Topics to be included are: Definitions of spirituality, asceticism, vocational choices and commitments (including life-style, ministry, and work), Christian discipleship, prayer/meditation, compassion and solidarity, ssexuality and spirituality, and the effects of feminism.  Relevant to all educational and pastoral ministries. 

As students approach the end of their academic study, it is important to integrate theory and practice in preparation for a career in pastoral counseling and mental health counseling. Previous work in the areas of human development, multicultural counseling, psychopathology and diagnosis, group process, marriage and family, theology and spirituality, research, and ethics will be applied to the context of care and counseling in order to develop a methodology for clinical integration. Students will be expected to present case studies from their supervised practicum and internship, in order to identify strengths and areas of growth in their clinical work. By the end of the semester, we will be working toward the development of an adaptable and comprehensive method for applying theory to clinical practice.

Explores the personal and communal development of youth and young adults (11-30) through Church teaching and such disciplines as philosophy, psychology, sociology, education and religious education.  A comprehensive framework for nurturing the faith and spirituality of youth and young adults is presented as an organizing framework for the course.

An in-depth study of some key issues and crises in the life of young people.  Three major themes, social consciousness, sexuality and spirituality will be the focus of the presentations and discussions.  The themes are situated within the broader framework of our cultural context, developmental theories and the philosophy and principles of educational practice.  Implications will be drawn for catechetical, liturgical and service programming with young people.

Exploration of the experience of spiritualdirection for both the director and the one directed.  The contemporary ministry of spiritual direction within thehistory of the tradition: its theology, focus, process, and current models of direction.  Reflection on the students\\\' experience of direction.

This in-depth course will cover the relational context of diagnosis, leading to relational treatment.  Students will be expected to make friends with DSM IV, and begin to understand character development as related to personality organization; primary and higher-order defense process; mental status exam; familiarity with symptoms for various diagnostic categories and the significance of time frames as related to diagnosis.  A beginning structure will be developed for organizing a case and how one might begin to develop a treatment plan, think of prognosis, while offering assistance in an empathic, informed manner.

Placement in a setting allowing for an integration of theory and practice. Several clients seen weekly with on-site supervision. Staff meetings and case conferences attended as possible. Oversight by field placement director. Select admissionsonly.

Pastoral counseling in parish and community settings is most effectively and ethically conducted as "brief" counseling- in contrast to "long-term" pastoral psychotherapy.  The highly effective solution focused therapy method is particularly adaptable to pastoral counseling in these settings.  The goal of the course is to introduce the concepts of the method of solution-focus, and to teach students to begin to apply it in pastoral counseling.  M.A. (48 cr.) cohort only.

Integrates humanistic counseling theory with intragroup practice.  Focus on the listening skills of attending, accurate empathy, clarifying and focusing.  Use of audio and video.  Prerequisite or corequisite: REGR 6407 and/or REGR 6881 or equivalent.  No audit.

SPRING 2006

Ongoing dissertation consultation and direction.

A composition-critical analysis and interpretation of John\\\'s theology: his soteriology of salvation through faith in Jesus and love ofneighbor, his Christology, his ecclesiology and his spirituality.

This course will explore the issue of aspirations in education from the point of view of a secular theory that suggests there are 8 critical conditions for aspirations to flourish- Belonging, Heroes, Sense of Accomplishment, Fun and Excitement, Curiosity and Creativity, Spirit of Adventure, Leadership and Responsibility, and Confidence to Take Action.  Taking "aspiration" to be a form of self-transcendence, we will examine how these 8 Conditions affect education in faith.  Participants will be invited to reflect on their own experience and consider their contexts as practica for the 8 Conditions. 

Explores the self-understanding of the Christian community in its classical forms and contemporary modifications.  Biblical foundations and historical developments lay the foundation for revisioning the church in the modern world.  A study of the transformation of the church\\\'s self-perception, a re-shaping of its ministerial forms and redesigning of its mission in and for the world.  Examines the creative tension between community and change in light of some major issues confronting the Christian community at present. 

This course will invite participants to an understanding of the Trinity, the Incarnation, and Discipleship that shapes both the way we were educated in faith and the way we live our lives.

Focuses on developing a greater understanding of the social ministry of the Christian churches.  After a historical survey of Christian attitudes toward peace and justice, participants will explore ways of bringing a concern for peace and justice issues into liturgy, preaching, religious education and pastoral ministry.  The course also examines how to relate Christian understandings of peace and justice to everyday work, and civic, political and family life.

This course will be a review of research in pastoral counseling.  It will introduce basic concepts and methods of qualitative research, consider ways of studying change as a result of pastoral care and counseling interventions and programs, and familiarize students with basic skills in evaluating research literature. 

This course addresses theological and spiritual issuesin the field of pastoral care and counseling and proposes a theological method for reflecting on these issues.

An inquiry into the sources of contemporary moral theology and into the principles of moral reasoning as they impact the pastoral counselor.  A focus on professional responsibilities, ethical issues and the development of skill in working through ethical conflicts in the counseling settings.

The who, what, where, when, and how of curriculum design in religious education.  What educative content do we make accessible to what learners under what governing structures?  Various philosophies, principles and processes of curriculum to be critically examined.

The relation of art and spirituality, how our spiritual lives are nourished and formed by the beautiful.  The spiritual quest expressed through painting, sculpture, architecture and the use of symbols through illustrations from the past and present.  The aesthetic dimensions of religious experience.

Introduces students to a variety of strategies, methods and techniques for teaching religion and theology in various environments.  Includes field observations and demonstrations.

Presentations and discussions based on the National Directory on Catechesis.  Implications for parish catechetical programs and the teaching of religion and theology in elementary and secondary schools.

A systemic approach to family treatment.  A survey of the major contributors to the field, using videotape demonstrations of family sessions.  Genograms will be used to explore family-of-origin issues.

From the ancient Greek to Freud, Jung and other major psychological perspectives, to the contemporary work of Stephen Johnson, we will examine why people are so different from one another.  Each theory will be compared and contrasted to the spiritual perspective.  It will be shown how various personality types resonate with various spiritual styles.

This course exploring the Western Christian Tradition will primarily focus on historical texts and figures from the 14th through the 16th century: The Anonymous writer of The Cloud of Understanding, Catherine of Siena, Ignatius of Loyola, Teresa of Avila, John of the Cross.

This course will elaborate the various issues that are central to the practice of Mental Health Counseling, e.g. Diagnosis, Mental Health, Self-Esteem, Death and Dying, Post Traumatic Stress, Depression.

An investigation of the basic structures of organization and principles of administration and supervision as they apply to parish and other religious education settings.  Emphasis is placed on the person and the role of leadership within evolving structures of parish and various learning communities.

Pastoral counseling in parish and community settings is most effectively and ethically conducted as "brief" counseling- in contrast to "long-term" pastoral psychotherapy.  The highly effective solution focused therapy method is particularly adaptable to pastoral counseling in these settings.  The goal of the course is to introduce the concepts of the method of solution-focus, and to teach students to begin to apply it in pastoral counseling.  M.A. (48 cr.) cohort only.

This course will meet weekly for three hours.  The first hour will be experiential and two hours will focus onvarious group theories, group facilitation, group leadership and an understanding of the challenges that may occur in setting up groups.  The various stages of Group development will be explored.  Students will be required to apply the theory to an actual group and/or apply it to a group that will be part of their ministry.  Basic Skills, Counseling Theories are prerequisites for this course.

Study of particular problems and issues in pastoral theology and practice through probing pastoral experiences, theological reflection, and examination of methods and approaches.  Students will prepare a ministry paper, demonstrating their theological knowledge and pastoral expertise with appropriate application to a selected pastoral problem or issue.

Integrates participants\\\' spiritual and theological resources with sound counseling practice in one-to-one work with clients.  Identifies and develops individual resources and self-understanding for discerning a call to this ministry, or refining skills for those already thus engaged.  Case studies, role plays, verbatims, individual and group supervision.  By invitation.  Prerequisites: REGR 6881 and REGR 8061.

FALL 2005

This course will examine the history of prophecy in ancient Israel, from its origins in the Mosaic period to its transformation in post-exilic times.  In addiction to this historical task, the course will also consider the theological issues raised by the present shape of the prophetic books.

An exploration of present-day theological reflection, contemporary spirituality, and pastoral practice for ministry of the sacraments of initiation (RCIA) and the healing sacraments (reconciliation and anointing).  The study and discussion will be biblical and ecumenical, interdisciplinary and multicultural.

An exploration of the theology of ministry as derived from biblical foundations, the history of theology, and contemporary theologians.  Self-understanding and kinds of ministry within the tradition for laity, religious and clerics appropriate to the contemporary church.

Contemporary rethinking of the doctrine of God in context of modern atheism, secularism and the encounter of world religions,seen in the light of the history of theology.  Doctrine of the Trinity, human knowledge of God, God and the world. 

An inquiry into the meaning and possibilities of becoming fully human from a contemporary theological perspective complemented by a multi-disciplinary perspective.  This course grounds theories of conversion, asceticism and ministry in an adequateunderstanding of the human, with special attention to gender issues and social justice implications.

This course will explore the multicultural dimensions of counseling.  It will elaborate the social and cultural goals of therapy from this perspective.  Various theories, research and practice of counseling will be developed, including the spiritual dimensions of the theory.

Faith and ministry of pastoral counseling.  Consideration of religious resources and identity, theories of the counseling process and  practical issues of therapeutic relationship, contract, setting, referral, etc.

A study of principal movements and individuals in the history of religious education from the biblical and apostolic periods to the present time.  An ecumenically oriented course that explores Catholic, Protestant and Orthodox developments.

An examination of the various theological, philosophical and educational models that inform the foundations of religious education.  The attempt will be made to show how these models have influenced different schools, theorists, practitioners and materials of religious education.  Criteria for evaluating the adequacy of competing models will be offered.

Inquires into the spiritual, moral and educational development of children and the implications of this development for religious education.  Emphasis is placed on developing a theology of childhood, and the influence of childhood faith development on adult spirituality.

A critique of current assumptions regarding the relationship of religion, family and education in an attempt to point toward appropriate models of religious education.  A consideration of what helps or hinders religious development within families, and the responsibility of church and society to foster growth in faith.

Meanings of adulthood, processes and principles of adult learning.  Challenges and tasks of adult psychological, social and religious development.  Framework for a spirituality of aging, focus on middle years and elderhood (fulfills Life Cycle II requirement).

Provides a framework for exploring foundational issues of morality and moral development, including how our understandings of the human person, community and attitude toward the natural environment shape our moral outlook.  Emphasis is placed on enabling religious educators and pastoral ministers to make moral formation an integral dimension of education in Christian faith.

This course will explore the development from birth and adolescence through the tasks and crisis of middle and later life.  Stage theories, cognitive, social and emotional development will be the focus of this course.  Special consideration will be given to spiritual life issues throughout the developmental process.

This course of study presumes a working knowledge of family systems theory and practice.  The theoretical approach employed for individual and family functioning will be Structural, Solution Focused and Narrative Family Therapy.  The course will focus on the clinical assessment and presentation by both students and course instructor of real family interactional issues.  There will be the consideration of the impact of culture and cultural differences in understanding and responding to the patterns of family interactions.

Ongoing issues as well as points of integration between psychology and religion/spirituality.  A transpersonalmodel of the human psyche building bridges between psychology and spirituality.

Theological study of Christian experience and practice in their individual and community dimensions.  History of pastoral/practical theology and its contemporary developments.  Dialogue between present Christian communities and Christian tradition. 

Spirituality understood as living what one believes, lived dogma.  Its development beginning with second and third centuries through the patristic period to the twelfth century.  Focus on reading primary sources in their historical context as challenge to and source of contemporary spirituality.  Key figures: Irenaeus and Ignatius of Antioch, Origen, Athanasius, Ephrem, the Cappadocians, John Chrysostom, Leo, Benedict, Pseudo-Dionysius, Gregory the Great, John Damascene.  Desert mothers, deaconesses, and founders of religious orders in collaborative ministry with men.

Explores the personal and communal development of youth and young adults (11-30) through Church teaching and such disciplines as philosophy, psychology, sociology, education and religious education.  A comprehensive framework for nurturing the faith and spirituality of youth and young adults is presented as an organizing framework for the course.

Exploration of the experience of spiritual direction for both the director and the one directed.  The contemporary ministry of spiritual direction within the history of the tradition: its theology, focus, process, and current models of direction.  Reflection on the students\\\' experience of direction.

A pastoral and interpersonal approach: clinical, DSM, IV, neurological, developmental and family perspectives.  Interviewing strategies, working alliances, honoring resistance and working through to termination.

Pastoral counseling in parish and community settings is most effectively and ethically conducted as "brief" counseling- in contrast to "long-term" pastoral psychotherapy.  The highly effective solution focused therapy method is particularly adaptable to pastoral counseling in these settings.  The goal of the course is to introduce the concepts of the method of solution-focus, and to teach students to begin to apply it in pastoral counseling.  M.A. (48 cr.) cohort only.

Application of theory and skills to weekly one-on-one counseling sessions with clients.  Group supervision through the possible use of audio tapes.  Prerequisites:  REGR 8061, REGR 8062, and REGR 6407.  Corequisite or prerequisite REGR 6403.  M.A. (48 cr.) cohort only.

Integrates humanistic counseling theory with intragroup practice.  Focus on the listening skills of attending, accurate empathy, clarifying and focusing.  Use of audio and video.  Prerequisite or corequisite: REGR 6407 and/or REGR 6881 or equivalent.  No audit.

A doctoral seminar to explore research methodologies in religious education, critically examine research in religious education, and offer guidance in the preparation of dissertation proposals.

SUMMER 2005

A method of theological thinking that can guide the thought and action of the pastoral caregiver in a variety of ecclesial contexts.  Relation to praxis and action theories.

The theological enterprise and its various methods of investigation: reflective and critical thinking about God present and active in our lives after the Second Vatican Council. Examination of the Council\\\'s sources for its theological positions and foundational concepts of God, creation, Christ, the human, sin and grace, church.

An exploration of the contemporary meaning of the Christian symbols of incarnation and atonement in relation to their biblical and traditional interpretations, with special attention to the catechetical and pastoral implications of recent work in the field.

Focuses on developing a greater understanding of the social ministry of the Christian churches.  After a historical survey of Christian attitudes towardpeace and justice, 0participants willexplore ways of bringing a concern for peace and justice issues into liturgy, preaching, religious education and pastoral ministry.  The course also examines how to relate Christian understandings of peace and justice to everyday work, and civic, political and family life.

Focus on mental health issues in adolescence, both healthy development and deviations from the norm.  Nature of pastoral counseling, role of adult counselor, conscience-formation, sexuality and issue dealing with referral.  Particular attention: drug abuse, dysfunctional family situations, different stress disorders.  Method: lecture, discussion, case study, role-playing.

A radical and universalistic monotheism, Islam challenged Judaism and Christianity in the seventh century to return to their roots.  Spread largely by lay non-professionals, it challenges more clericalized religious traditions.  The mystical movements of Islam and their anti-mystical modern critiques raise questions not only in Asia and Africa but in contemporary Europe and America.

Study of Ignatius Loyola’s contributions to the field of spirituality, theology, and education.  Return to primary sources:  his Autobiography, the Constitutions of the Society of Jesus, and the masterful “Spiritual Exercises”.  Ignatius’ unique brand of mysticism, “a mysticism of service”, provides criteria for choosing missions and ministries.

Contemporary foundations, issues, movements and persons impacting the practice of Christian spirituality in a post-modern context.  Issues discussed will include embodiment, prayer, work and sexuality.  Movements will include feminism, ecology and compassion/justice.

The religious, moral and emotional dimensions of adolescent spirituality, examining the factors influencing spiritual growth, the carriers of Catholic identity, and religious education methods to address development needs.

  ACADEMIC YEAR 2004 - 2005

A study of early Israel\\\'s religious traditions: Where did they come from? How did they develop? How did they become Scripture? A study of the origins of Israel and of its religion, using newer developments of biblical scholarship with themore established literary and theological methods.

This course will examine the history of prophecy in ancient Israel, from its origins in the Mosaic period to its transformation in post-exilic times. In addition to this historical task, the course will also consider the theological issues raised by the present shape of the prophetic books.

Introduction to the Pauline Letters situating them in Paul’s apostolic mission and considering their specific audiences.  Exploring their literary form.  Paying special attention to passages of greater theological and pastoral importance.

A composition-critical analysis and interpretation of John\\\'s theology: his soteriology of salvation through faith inJesus and love of neighbor, his Christology, his ecclesiology, and his spirituality.

Exploration of the close relationship between the initiatory sacramental practice of adults, foundational from the time of the Fathers of the Church to Christian formation and liturgical catechesis. Biblical, liturgical, theological, social and existential aspects.

An exploration of present-day theological reflection, contemporary spirituality, and pastoral practice for ministry of the sacraments of initiation (RCIA) and the healing sacraments (reconciliation and anointing). The study and discussion will be biblical and ecumenical, interdisciplinary and multicultural.

The theological enterprise and its various methods of investigation: reflective and critical thinking about God present and active in our lives after the Second Vatican Council. Examination of the Council\\\'s sources for its theological positions and foundational concepts of God, creation, Christ, the human, sin and grace, church.

An exploration of the contemporary meaning of the Christian symbols of incarnation and atonement in relation to their biblical and traditional interpretations with special attention to the catechetical and pastoral implications of recent work in the field.

A study of contemporary meaning of the Christian symbols of incarnation and atonement in relation to their biblical and traditional interpretations, with special attention to the catechetical and pastoral implications of recent work in the field.

An inquiry into the meaning and possibilities of becoming fully human from a contemporary theological perspective complemented by a multidisciplinary perspective.  This course grounds theories of conversion, asceticism, and ministry in an adequate understanding of the human with special attention to gender issues and social justice implications.

Focuses on developing a greater understanding ofthe social ministry of the Christian churches. After a historical survey of Christian attitudes toward peace and justice, participants will explore ways of bringing a concern for peace and justice issues into liturgy, preaching, religious education and pastoral ministry; and how to relate Christian understandings of peace and justice to everyday work, civic, political and family life.

Development, disorders, and assessment of personality for pastoral ministry. Consideration of alcoholism and other dependencies, sexual issues and abuse, and issues around loss, death, and bereavement.

Faith and ministry of pastoral counseling.  Consideration of religious resources and identity, theories of the counseling process and practical issues of therapeutic relationship, contract, setting, referral, etc.

A study of principal movements and individuals in the history of religious education from the biblical and apostolic periods to the present time. An ecumenically oriented course that explores Catholic, Protestant and Orthodox developments.

An examination of the various theological, philosophical, and educational models that inform the foundations of religious education. The attempt will be made to show how these models have influenced different schools, theorists, practitioners, and materials of religious education. Criteria for evaluating the adequacy of competing models will be offered.

The power and possibilities of aesthetic experience to educate the wholeperson.  A wide range of artistic processes such as storytelling, drama and movement will demonstrate how the religious education of people of all age levels can be enhanced.

Inquires into the spiritual, moral, and educational development of children and the implications of this development for religious education. Emphasis is placed on developing a theology of childhood, and the influence of childhood faith development on adult spirituality.

A critique of current assumptions regarding the relationship of religion, family, and education in an attempt to point toward appropriate models of religious education. A consideration of what helps or hinders religious development within families, and the responsibility of church and society to foster growth in faith.

Meanings of adulthood, processes and principles of adult learning. Challenges and tasks of adult psychological, social and religious development. Framework for a spirituality of aging, focus on middle years and elderhood. (Fulfills Life Cycle II requirement)

Provides a framework for exploring foundational issues of morality and moral development, including how our understandings of the human person and community and attitude toward the natural environment shape our moral outlook. Emphasis is placed on enabling religious educators and pastoral ministers to make moral formation an integral dimension of education in Christian faith.

Development from birth through adolescence with the following areas emphasized: cognitive and language development; social and emotional development; moral and spiritual development. (*MAPCSC students)

The issues, tasks and crises of middle and later years are discussed. Emphasis will be placed on Erikson\\\'s later stages and Jung\\\'s notion of individuation. Special consideration will be givento spiritual life issues, the main developmental task of mid-life.

A systemic approach to family treatment. A survey of the major contributors to the field, using videotape demonstrations of family sessions. Genograms will be used to explorefamily of origin issues.

From the ancient Greek to Freud, Jung and other major psychologicalperspectives, to the contemporary work of Stephen Johnson, we will examine why people are so different from one another. Each theory will be compared and contrasted to the spiritual perspective. It will be shown how various personality types resonate with various spiritual styles.

Ongoing issues as well as points of integration between psychology and religion/spirituality. A transpersonal model of the human psyche building bridges between psychology and spirituality.

Explores various ways of envisioning how faith communities can structure their internal lives and their relationship to the world. Includes a historical survey of understandings of church and society from biblical times to the present, with specific emphasis placed on using the resources of Scripture and Christian Traditions to help faith communities discern what God is enabling and requiring of them in the world today.

Examines the concepts of cultural pluralism, values, traditions, and aspirations of various immigrant and ethic groups in a religious setting. Focus on faith, culture and education as facilitators in ministry.

Development of Christian spirituality from the 13^th century to the present: mendicants, lay movements, English mystics, 16^th-century Spanish mystics, 17^th-century French mystics, early modern and early 20^th-century figures.  Emphasis in reading primary sources of major figures in their historical contexts as challenge to a source of contemporary spirituality.  Visual expressions of medieval piety are also included.  Critical attention is given to the way women have been affected byor participated in the tradition.  REGR 6804 is closely related to this course, but may be taken before or after it

A practical and theoretical treatment of the tradition of Christian prayer and Eastern meditational practice. Included guided practices, reading and reflection.

This course explores the multiple aspects of ministry to the sick in a parish setting. It includes theoretical and practical aspects of tending to the emotional, psychological and spiritual needs of the sick. The training of pastoral care-givers is a major focus.

Focus on integrating theoretical knowledge, ministerial skills and personal experiences in relation to specific topics and issues. Not just how to minister, but explaining the meaning of loss, death and grief.

Explores the personal and communal development of youth and young adults (11-30) through Church teaching and such disciplines as philosophy, psychology, sociology, education and religious education.   A comprehensive framework for nurturing the faith and spirituality of youth and young adults is presented as an organizing framework for the course.

Offers a study of identity formation, sexual development, social consciousness, the influence of popular media culture, attitudes toward authority, and Generation X and Millennial Generation spirituality. Participants will explore ways of re- envisioning religious education and pastoral ministry torespond more adequately to contemporary youth culture.

Exploration of the experience of spiritual direction for both the director and the one directed. The contemporary ministry of spiritual direction within the history of the tradition: its theology, focus, process, and current models of direction. Reflection on the students\\\' experience of direction.

An investigation of the basic structures of organization and principles of administration and supervision as they apply to parish and other religious education settings.  Emphasis on the person and role of leader within the evolving structures of parish and various learning communities.

Practica and Seminar

An experiential and didactic introduction to group process.Group-as-a-whole, interpersonal and general group process models.  Applications to the different forms of Pastoral Ministry. Limited enrollment (3 hours)

A pastoral and interpersonal approach: clinical, DSM IV, neurological, developmental and family perspectives. Interviewing strategies, working alliances, honoring resistance, working through to termination.

Placement in a setting allowing for an integration of theoryand practice. Several clients seen weekly with on-site supervision. Staff meetings and case conferences attended as possible. Oversight by field placement director. Select admissionsonly.

Pastoral Counseling in parish and community settings is most effectively and ethically conducted as "brief" counseling - in contrast to "long-term" pastoral psychotherapy. The highly effective solution focused therapy method is particularly adaptable to pastoral counseling in these settings. The goal of the course is to introduce the concepts of the method of solution-focus and to teach students to begin to apply itin pastoral counseling. M.A. (48 cr.) cohort only (three hours).

Integrates humanistic counseling theory with intra-group practice. Focus on the listening skills of attending, accurate empathy, clarifying, and focusing. Use of audio and video. Prerequisite or co-requisite: REGR 6407 and/or REGR 6881 or equivalent. No audit (3 hours)

 REGR 6407 and 8061 prerequisites. No audit. (3 hours)

For formators at all levels of formation for vowed religious life and seminary formation.  It seeks to apply pastoral learning and skills to the specific ministry of formation.   Elements of the Formation Relationship, Vocation Discernment, Formative Communities, Issues and Concerns, Developing a Formation Plan.

A doctoral seminar to explore research methodologies in religious education, critically examine research in religious education, and offer guidance in the preparation of dissertation proposal