Previous Years' Course Catalogues

This interdisciplinary course will examine the major postmodern, constructivist psychotherapies and spiritual care issues, with introductory exposure to: Narrative Therapy (White, Epston); Brief Solution-Focused Therapy (de Shazer, Kim Berg); Symbolic-Experiential Family Therapy (Whittaker) and the Human Validation Process Model (Satir); Collaborative Language Systems Therapy (Goolishian, Anderson); Social Constructionist Therapy (Gergen & Lyddon); Integrative Meaning and Strengths-Based Therapies (Seligman, Frankl, Wong). 

This course will focus on spiritual care and psycho-spiritual therapy in a pandemic and will engage in experiential/practical learning opportunities to build spiritual care competence within the present context of the pandemic. The course will include case studies, small group discussion, reflection and integration groups, guest speakers, content-based lectures and will be focused around the development of peer support circles facilitated by each student. We will utilize online resources from leading spiritual care organizations. Themes to be explored through the context of pandemic will include the following: spiritual care in pandemics though history; moral, existential and spiritual distress and care in a pandemic; crisis management and debriefing skills; use of ritual and spiritual practice for individuals and groups online in pandemic; religious traditions and their approaches to pandemic care; caring for the caregiver; group process and facilitation, among others. Guest speakers from diverse sectors of spiritual care and psycho-spiritual therapy will share their experiences of serving through the pandemic. Case studies will all focus on different angles and contexts of care in a pandemic, related to weekly themes. Students will each be responsible for creating and facilitating a peer support circle which they will engage weekly throughout the course.

This course emphasizes the distinction between the authentic role of ministers in the Church and other caregiving professions, such as psychotherapy and professional counselling. Designed for students who have completed foundational courses like Introduction to Pastoral Care or Recovering the Church’s Role in Pastoral Care, the course equips students with advanced pastoral care skills in preparation for pastoral ministry within Church or para-church contexts, deepening their understanding of pastoral identity and practice.

The course aims to provide students with opportunities to learn, practice, cultivate, and demonstrate their ability to:

• Understand and embody the principles of bringing themselves to ministry with skill, authenticity, and integrity (i.e., competent use of self).
• Articulate a pastoral identity that is integrated with their ministry and lived out in their pastoral practice.
• Skilfully engage in a range of pastoral techniques essential for providing care to diverse populations.
• Competently and accurately assess the strengths and needs of those they serve pastorally.
• Integrate theoretical knowledge gained in the classroom with practical experiences
• Develop their own guiding image of pastoral care, grounded in Scripture and theology, reflecting the essential elements of pastoral care ministry.

The overarching goal of this course is for students to develop the skills necessary to become individuals who value and offer sensitive, effective pastoral care, are committed to ethical thinking, and consistently act with authenticity and integrity. As part of this journey, students will reflect on various images of pastoral care presented in Dykstra’s Images of Pastoral Care, exploring how pastoral care has been understood and practiced historically by key figures in the field. Building on these reflections, students will develop their own guiding image of pastoral care, integrating biblical, theological, historical, and practical insights to shape their pastoral care ministry.

Examining cl1iefly Wesley's "Sermons on Several Occasions" (i.e., tracts), the course delineates Wesley's theological identity. It locates Wesley in his immediate environment: theological, religious, intellectual and social. It honours Wesley's insistence on a "practical divinity" that subserves evangelism and Christian formation rather than speculation--without thereby sacrificing theological substance, academic integrity or ecumenical significance. It probes important aspects of his theological formation; e.g., his grasp of the Magisterial and English Reformation, his expertise in Patristics, his debt to the Puritans, his affinity with aspects of Eastern Orthodoxy, and his appreciation of Counter-Reformation spirituality.

Examining cl1iefly Wesley's "Sermons on Several Occasions" (i.e., tracts), the course delineates Wesley's theological identity. It locates Wesley in his immediate environment: theological, religious, intellectual and social. It honours Wesley's insistence on a "practical divinity" that subserves evangelism and Christian formation rather than speculation--without thereby sacrificing theological substance, academic integrity or ecumenical significance. It probes important aspects of his theological formation; e.g., his grasp of the Magisterial and English Reformation, his expertise in Patristics, his debt to the Puritans, his affinity with aspects of Eastern Orthodoxy, and his appreciation of Counter-Reformation spirituality.

This course examines the theory, research and practice of evidence-based spiritual care and psychotherapy in the field of aging. The course looks at a variety of theories on aging and ways of helping the elderly. There is a focus on various evidence-based modalities for working with the elderly including spiritually integrated psychotherapy, narrative, person-centered, and solution focused therapies. The course engages theories of human growth and invites students to examine their own awareness and safe and effective use of self in working with the elderly. Case studies from the literature will be integrated into the class discussions to explore topics such as stereotypes about aging, changes in lifestyles in later life, psychosocial, cultural and spiritual issues, dementia and mental health issues, death and dying. The course emphasizes the strengths, wisdom and resilience of the elderly.

This course examines the theory, research and practice of evidence-based spiritual care and psychotherapy in the field of aging. The course looks at a variety of theories on aging and ways of helping the elderly. There is a focus on various evidence-based modalities for working with the elderly including spiritually integrated psychotherapy, narrative, person-centered, and solution focused therapies. The course engages theories of human growth and invites students to examine their own awareness and safe and effective use of self in working with the elderly. Case studies from the literature will be integrated into the class discussions to explore topics such as stereotypes about aging, changes in lifestyles in later life, psychosocial, cultural and spiritual issues, dementia and mental health issues, death and dying. The course emphasizes the strengths, wisdom and resilience of the elderly.

This course examines the theory, research and practice of evidence-based spiritual care and psychotherapy in the field of aging. The course looks at a variety of theories on aging and ways of helping the elderly. There is a focus on various evidence-based modalities for working with the elderly including spiritually integrated psychotherapy, narrative, person-centered, and solution focused therapies. The course engages theories of human growth and invites students to examine their own awareness and safe and effective use of self in working with the elderly. Case studies from the literature will be integrated into the class discussions to explore topics such as stereotypes about aging, changes in lifestyles in later life, psychosocial, cultural and spiritual issues, dementia and mental health issues, death and dying. The course emphasizes the strengths, wisdom and resilience of the elderly.

This course examines the theory, research and practice of evidence-based spiritual care and spiritually integrated psychotherapy in the field of aging. The course looks at a variety of theories on aging and ways of helping the elderly. There is a focus on various evidence-based modalities for working with the elderly, including spiritually integrated psychotherapy, narrative, person-centred, and solution-focused therapies. The course engages theories of human growth and invites students to examine their own awareness and safe and effective use of self in working with the elderly. Case studies from the literature will be integrated into the class discussions to explore topics such as stereotypes about aging, changes in lifestyles in later life, psychosocial, cultural and spiritual issues, dementia and mental health issues, and death and dying. The course emphasizes the strengths, wisdom and resilience of the elderly.

The course utilizes an adult education approach in which students are expected to bring their experiences either from their own lives and/or from their clinical placements and their thoughts on the written material. There will be discussion, role plays, observation and feedback on role plays (using learning from the course) and self-awareness exercises in the course. The hope is that the course will facilitate transformation.

This clinical practicum provides students with the opportunity to acquire the knowledge and skill necessary for providing competent spiritually integrated psychotherapy. The course explores both theoretical and applied aspects of Supervised Psychospiritual Education (SPE). It is located at the intersection of the theology of caring, grief and loss, and social sciences. The course emphasizes multidimensional assessments and teaches interventions that are spiritual, therapeutic, supportive, and/or educational. Professional identity and professional ethics as well as the place of spiritual care and counselling in Canada are also examined. The course highlights significant aspects of the theologies of psycho-spiritual care and therapy.

This clinical practicum provides students with the opportunity to acquire the knowledge and skill necessary for providing competent spiritually integrated psychotherapy. The course explores both theoretical and applied aspects of Supervised Pastoral Education (SPE). It is located at the intersection of the theology of caring, grief and loss, and social sciences. The course emphasizes multidimensional assessments and teaches interventions that are spiritual, therapeutic, supportive, and/or educational. Professional identity and professional ethics as well as the place of spiritual care and counselling in Canada are also examined. The course highlights significant aspects of the theologies of psycho-spiritual care and therapy.
Written assignments are designed to help students integrate foundational theories (psycho-social, systemic, theological/religious, and spiritual) and grow in their competency in facilitating the therapeutic process, the safe and effective use of self, the building of collegial and inter-professional relationships, the development of professional responsibilities, and the assimilation of recent and relevant research.

This clinical practicum provides students with the opportunity to acquire the knowledge and skill necessary for providing competent spiritually integrated psychotherapy. The course explores both theoretical and applied aspects of Supervised Pastoral Education (SPE). It is located at the intersection of the theology of caring, grief and loss, and social sciences. The course emphasizes multidimensional assessments and teaches interventions that are spiritual, therapeutic, supportive, and/or educational. Professional identity and professional ethics as well as the place of spiritual care and counselling in Canada are also examined. The course highlights significant aspects of the theologies of psycho-spiritual care and therapy.
Written assignments are designed to help students integrate foundational theories (psycho-social, systemic, theological/religious, and spiritual) and grow in their competency in facilitating the therapeutic process, the safe and effective use of self, the building of collegial and inter-professional relationships, the development of professional responsibilities, and the assimilation of recent and relevant research.