Unit rationale, description and aim
Contemporary understandings in the related fields of supervision and spiritual direction have seen a growing recognition that human meaning making is a narratological cognitive enterprise. Because of this, this unit presents a narrative psychological approach to helping as foundational in developing a theory of practice that supports practical skills in supervision, spiritual direction and related fields. The unit draws on an understanding of the human person as possessing different dimensions, including spiritual and religious dimensions. Accordingly, the Christian theological tradition will be canvassed as a key source that accounts for the spiritual and transcendent dimensions of the human person. Students will be presented with an integrated pastoral psychology at the nexus of Christian theology and psychology in order to develop a values-based theoretical and practical framework for professional helping roles. Other approaches to helping will also be reviewed, including developmental attachment, systems, human development and psycho-dynamic theories. From a narrative-psychology perspective, students will explore the skills required to support and enable effective helping relationships. The aim of this unit is for students to develop cognitive, conative and spiritual frameworks to enable them to become effective helpers.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Describe a values foundation for professional prac...
Learning Outcome 01
Illustrate the key values and features of a narrat...
Learning Outcome 02
Assess critically the ways in which a narrative ap...
Learning Outcome 03
Content
Topics will include:
- The narrative psychological approach;
- Reflection on students’ personal and professional journey;
- Integration of psychological, theological and similar meaning perspectives in order that participants might enhance professional practice according to a coherent foundational values system;
- Review key psychological theories including systems theory, human development theory, psycho-dynamic theory and developmental attachment theory as they apply to helping roles;
- Reflection on the interpersonal relational principles in helping relationships;
- Critical reflective theory;
- Methods for reflecting theologically on ministry/helping experiences;
- Reflections on the relationship between professional and professional pastoral practice in supervision and related fields and therapeutic modalities;
- Different theological and psychological understandings of the human person and their interconnections;
- The application and integration of psychological and theological insights to professional practice.
Assessment strategy and rationale
To pass this unit, all assessment tasks must be attempted and the student must receive an overall grade of PASS. AI may not be used in this unit.
The assessment strategy of this unit has been designed to align constructively with the unit’s learning outcomes and teaching and learning strategy. There are two linked assessment tasks. Both tasks align with all three unit learning outcomes. They require students to engage in analytical, systemic and critical thinking in the course of further developing their practice frameworks. The report and essay formats have been selected as the most appropriate way to communicate your learning.
Assessment Task 2 will be partially completed under supervision in class in order to authenticate student work
Overview of assessments
Report (2000 words) This task is designed to ena...
Report (2000 words) This task is designed to enable the student to synthesise their journalled learnings from online workshops and readings on narrative psychology.
40%
Integrative Essay (3000 words) This task is desi...
Integrative Essay (3000 words) This task is designed to enable the student to demonstrate ways in which Christian anthropology or a compatible meaning framework relating to the value of the human person is expressed in the narrative approach of externalisation (understanding people as separate to problems). Students must draw explicitly on two case studies from their own experience. This task is to be at least partially completed in class.
60%
Learning and teaching strategy and rationale
This unit involves 150 hours of focused learning, which reflects the standard volume of learning for a unit in a university qualification of this Australian Qualifications Framework type.
The unit is normally offered in online scheduled mode, using a flipped classroom model. This means that students undertake preparatory learning activities independently and are well prepared to engage, question and collaborate with other students and teaching staff in the online classroom. After each session, students reflect critically on their personal experience and observations in light of feedback and materials in the unit. As the cycle is repeated, students bring new understandings to bear on further issues and ideas, so that each cycle of learning deepens the one before. Students co-construct a supportive and encouraging learning community through their active participation in classes.