Discussion Thread Responses

PACO 506

(2) Student Discussion Postings

La Toya Maddox

Spirituality in Counseling

The article 'Spirituality in Counseling: A Faith Development Perspective" is a very informative, insightful and interesting read. The author takes James W. Fowler's Faith Development Theory (FDT) and utilized it in counseling. Principally, Fowler's Faith Development Theory "(FDT) is a stage model of spiritual and religious development that allows counselors to identify both adaptive qualities and potential encumbrances in spiritual or religious expression." What's more, Fowler also created seven Stages of Faith. Importantly, the author believes the combination of Fowler's Stages of Faith and FDT would be highly resourceful in counseling. Essentially, the incorporation of both Fowler's FDT and Stages of Faith will allow counselors to examine what level of faith their client is currently demonstrating, while being able to successfully plan to advance their stage to expound on their strengths to transition to another level; or evaluate their weaknesses without alienating spiritual growth. Particularly, in the case studies mentioned in the text, the levels of faith were instrumental in properly deciding how to move forward in counseling. Not to mention, the article also discussed assessing clients with unexpected life crises. Mainly, the author believes the understanding and acknowledgement of the level of faith and development of spiritual, as well as religious foundation assists in providing successful assessments for clients and plans for progression for stage transition and/or spiritual growth.

Altogether, the significance of Fowler's FDT model can be summed in Entwistle's (2015) text which states "without models our ability to understand our world would be severely limited." Fortunately, a limited client is unacceptable for me. My prayer is to make sure all my clients are psychologically healthy, spiritually advanced and emotionally strong.

William Norris

Train them up in the Way they should Go

The idea of integrating secular psychology and biblical, pastoral counseling is often considered confounding, confusing and downright agitating. The article, “Teaching Christian Integration in Psychology and Counseling Courses,” begins a simple redirection of the seemingly baffling step of integration by beginning the integration not as counselors begin their careers, but as they begin learning. Garzon, Hall, and Ripley ascertain that the proper method to fully integrating nouthetic counseling and secular psychology is by teaching by means of the attachment model, where said professor mentors said student through instruction and experience. [1] Randall Sorenson’s theory of what works best to successfully integrate psychological and nouthetic counseling stems from the idea of one’s relationship between the instructor and student and absorbing actual experiences within said process. [2] While a simplistic idea, the attachment method serves to begin true integration of secular psychology and biblical counseling in the best, most innocent place with the instruction of knowledge and meeting said knowledge with experiential activities. [3]

The attachment model helps to project the professor’s faith onto his/her student, leaving both professor and student open to emotional transparency and “clear boundaries on both ends.” [4] Allowing this interpersonal relationship provides students with the ability to see faith being intertwined from the beginning and thus allowing the proper scenery to utilize this in their chosen field after graduation. [5] In addition to a clearer openness and comprehensive relationship, four integrative levels are highlighted: (1) exploration between secular psychology and nouthetic counseling, (2) personal, experiential integration, (3) citing sources that explicitly integrate the two, and (4) emphases on the purpose of integrating the two and providing substance for doing so. [6]

Author Entwistle references this theory by citing K.E. Farnsworth’s description of integrating the two practices as a comprehensive solution. Farnsworth theorizes that this integration involve discovery, verification, and relation. [7] Sorenson’s attachment model conclusively involves the discovery, verification, and relation of Farnsworth’s process by the professor teaching (discovery), verification (experience), and relation (the intimate relationship between the professor and student). Essentially, this model by both Sorenson and Farnsworth encapsulates Christ’s Earthly ministry by showing the life lesson, experiencing the life lesson, and relating to the person in a loving way (Matthew 28:19-20).