Student Discussion Response
PACO 507
Discussion Instructions
How Do We “Enlarge Our Pastoral Counseling Conversations?”
You will find 2 types of Discussions in this course. The first type consists of ungraded forums, which are designed to establish attendance, prompt interaction between students and instructor, and to address course-related questions (e.g., “Class Introductions” and “Course Community Center”).
· To establish a verifiable and viable presence in the first module/week of the course, you will need to complete the Course Requirements Checklist Survey and post an introductory thread in the Class Introductions forum.
· Depending on your instructor’s preference, your main hub of communication for course related questions will be the “Course Community Center.” Subscription to this forum (see forum prompt) may be required. If subscription is required, you will receive an email alert when a question/response is posted, thus enlarging your instructor’s facilitation platform. To avoid receiving an error message when clicking on these alerts, make sure to login to a Blackboard course before checking email.
· You may also use your Liberty University email (…@liberty.edu) to ask questions, especially of a personal nature.
The second type of Discussion is the graded Discussion. The remainder of this document provides direction regarding what may be expected of you in the graded Discussions of this course.
· You will meet the first expectation of a Discussion assignment by posting a thread within the forum. Your thread will set the stage for furthering class discussion.
· After posting the thread, you must reply to at least 2 classmates’ threads. You should also reply to those students who make a reply to your thread.
· Unless otherwise stated in a Discussion, threads must be within a scope of 400 words and your replies must be within a scope of 200 words. Responses to each Discussion question or interaction with classmates must be supported with in-text citations and references.
· Your instructor’s feedback will reference expectations and itemize strengths and weaknesses delineated in the Discussion Grading Rubric.
The overarching goal of each Discussion assignment is to promote critical thinking within the classroom and to produce knowledge that is useful to the completion of the final project. This is achieved by satisfying 2 directives.
· Remain closely connected to all of the readings by integrating what you have already learned into the current Discussion Board Forum (cite accordingly). In this course, all assignments connect and lean toward the final project.
· In other words, continue to push supporting truths, insights, and techniques into subsequent learning activities; do not disconnect from subject matter.
· Keep each learning experience fresh and well-grounded through reflection upon and integration of what has already been learned.
· Develop an atmosphere for learning by “digging deeper” and “exercising striking influence.” In other words, do not hesitate to respectfully challenge and/or resource weaknesses in a classmate’s thread or reply (cite accordingly).
· State areas of agreement (dig deep). Perhaps this already comprises the bulk of your response to classmates’ posts. However, often simply stating “I agree” does not help you, or your classmates learn. Digging deeper into the readings/presentations will help you to “contribute” and/or “add to” the discussion at hand, especially when assertions/affirmations/arguments are grounded through appropriate citation.
· State areas of disagreement (exercise striking influence) with your classmate’s post. Your instructor is not suggesting that you should launch into offensive attacks (we can disagree agreeably) but to demonstrate an influence that probes what is said and challenges thinking. You can make statements such as “While I agree with…I tend to disagree with...” (then state why). You can also say “I was intrigued with your statement that... but I’d like more explanation. What can you tell me about...?” Or, “I’d like to explore your concept of...further. My question is...”
Disagreement is perfectly acceptable within a Discussion if it is offered respectfully and substantively, as a well-thought out and supported response (cite accordingly) within assignment parameters. For your interaction to truly flourish, critical thinking and respectful challenges must influence your conversation.
· Consider the following as a foundational axiom for our developing conversation: Without timely and sometimes “striking” interaction, there is no significant growth. Inspiration supports this premise: “As iron sharpens iron, so a man sharpens the countenance of his friend” (Proverbs 27:17, NKJV). “Digging deeper and exercising striking influence” will add to your collective growth and development.
By way of illustration, think about gardening. Visit a nursery and ask a gardener how to plant azaleas. You may be shocked to hear that you must slice the sides of the root ball before planting. Sounds detrimental to the health of the plant, doesn’t it? Actually, cutting the sides of the root ball allows the roots to make a fresh connection with life-giving earth. If this does not occur, eventually the roots will continue to grow inward rather than outward, causing the azalea to languish and eventually die. Likewise, the use of striking influence empowers growth and development by challenging root-bound ideologies.
The following elements discussed will empower you to be successful in the completion of your Discussion Board Forum assignments:
1. Regarding Threads and Replies: Keep in mind that what you post (threads/replies) is largely determined by each assignment’s prompt(s). It is absolutely essential that you carefully read each prompt and ask a specific question(s) when unsure how to proceed. Each Discussion Board Forum assignment will ask you to post a thread, and then reply to at least 2 classmates’ threads. The completion of a Discussion Board engagement is not dependent on receiving a classmate’s response to your thread but upon your initiative to reply to classmates’ threads. However, you are strongly encouraged to remain engaged as time allows.
2. Organizational Clarity: Each thread must be formatted with sufficient clarity that even the most inattentive reader can easily see what is being addressed. For example, if a Discussion Board prompt poses 3 questions, then each question must introduce its answer. Numbers and bold may be used to clearly present questions.
Similarly, each reply must clearly identify what is being addressed. For example, if the Discussion Board prompt directs how you are to respond, and/or a classmate’s thread presents a statement that you would like to challenge and/or clarify further, then it must introduce your response.
3. Substantive Engagement: Every thread’s basic premise(s) must be grounded in the readings, lecture notes, or PowerPoint presentations; good examples (pertinent personal or conceptual examples are acceptable) and thoughtful analysis (considering assumptions, analyzing implications, presenting clear rationales) must support your answers. Always use citations and references to ground central assertions, affirmations, and arguments. If a thought is not original with you, cite accordingly.
Every reply must follow the same pattern and remain closely connected to the readings. Make every effort to offer additional substantive thoughts regarding a classmate’s thread (i.e., more than just “I like this student’s idea.”). It must explain why you like the idea (or not) through a well-thought out and grounded response.
Current APA style in-text citations and references are a standard part of our grounding process. Use the APA manual to correctly construct in-text citations and references. Footnotes and/or bibliographies are not allowed.
4. Integration: When appropriate, integrate a Christian worldview and biblical themes. Much of this integration can be accomplished as you process information under the authority of the Word of God in the power of the Holy Spirit within your community of accountability for the purpose of pursuing the imitation of Christ. Maintaining an ongoing commitment to your personal and professional growth and development is challenging, especially in an academic environment. The following resources may help to fulfill this commitment:
Clinton, T., & Hawkins, R. (2009). The quick reference guide to biblical counseling. Grand Rapids, MI: Baker Books.
Cordeiro, W. (2007). The divine mentor: Growing your faith as you sit at the feet of the Savior. Grand Rapids, MI: Bethany House Publishers.
Jones, I. F. (2006). The counsel of heaven on earth: Foundations for biblical Christian counseling. Nashville, TN: Broadman & Holman.
Ortberg, J. (2010). The me I want to be: Becoming God’s best version of you. Grand Rapids, MI: Zondervan.
5. Sample of a Substantive Post:
A Sample Thread (Replies must follow a similar pattern):
In what ways do you see the presence or absence of soul care in your local church?
East Valdese Baptist Church’s (EVBC) published goal is to connect our faith, family, and friends to Christ (The Equipper, Feb. 2012). Our desire to meaningfully connect is supported by Benner’s (2003) premise that “the overarching goal of Christian soul care may be thought of as spiritual formation, the formation of the character of Christ within his people” (p. 15). Soul care is the overarching ministry of how believers at EVBC come alongside others, or connect with others in order to assist them in the process of spiritual growth.
Our soul care ministry also encourages believers to come alongside others as spiritual friends (e.g., providing comfort: 2 Corinthians 1:3–4; i.e., consistent patterns of loving one another: 1 John 4:7). The pastoral staff, deacons, and Sunday school/small group leaders seek to exemplify our spiritual friend’s paradigm. Further, we have a full-time chaplain who oversees the pastoral care aspect of soul care. Soul-care referrals, an important function of pastoral care and counseling, are often made to connect parishioners to small groups “who can provide love and support” (Benner, 2003, p. 35) the change desired. Occasionally, a referral to a local licensed professional Christian Counselor occurs in our pastoral counseling process.
I often work with Sunday school teachers and small group leaders because, as Benner points (2003) out, “spiritual concerns emerge most clearly within the context of daily life experiences and struggles” (p. 36). Preventive soul care is promoted as leaders learn how to facilitate the spiritual growth of their group members in the comforting spirit of 2 Corinthians 1:3–4. [Word Count - 267]
References
Benner, D. (2003). Strategic pastoral counseling: A short-term structured model
(2nd ed.). Grand Rapids, MI: Baker Academic.
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