Personal Theory Paperoutlinestudent Ryan Mulkowskypaco 507 Theology ✓ Solved

PERSONAL THEORY PAPER: OUTLINE Student: Ryan Mulkowsky PACO 507: Theology and Spirituality in Counseling Instructor: Dr. Johnny Baker Date: August 4, 2013 I. Summary a. Primary Goal · The desired outcome for counseling a person in need is to bring him/her from a place of despair to a place of hope by focusing on his/her relationship with self, relationships with others, and relationship with God (Nouwen 1975, Wilson 2001). b. Development of Problems and Personal Need · The issues come about from a place of sin and selfishness and from childhood and adulthood hurts, crises, and traumatic events (Crabb 1977, Wilson 2001). c.

Biblical Integration · The Bible takes an important role in providing the framework for the counseling session. Specifically, the Bible is integrated with sound psychological models and is not used exclusively in and of itself (Benner 2003, Nouwen 1975, Wilson 2001). d. Formula for Change · The desired steps to optimal outcome for the person in need comes by recognizing who he/she is as a creation of God, understanding the origins of where exhibited behaviors and beliefs come from, and learning how to develop new behaviors and beliefs that are rooted in relationship with God (Crabb 1977, McMinn 2011, Nouwen 1975). e. Balance of Theology and Spirituality · My proposed model for counseling leans more toward spirituality then theology due to the eclectic nature of Christianity and the desire to help those outside of the Christian faith with their needs (Benner 2003, Nouwen 1975). f.

Human Personality · Humans are by nature flawed, imperfect, and sinful creatures who are in need of redemption and transformation which comes through a personal relationship with Jesus Christ (Crabb 1977, Nowuen 1975, Wilson 2001). g. Counselor’s Function and Role · The counselor/counselee relationship is one of invitation, acceptance, and openness. The counselor is a companion on the journey with the counselee in order to discover meaning, purpose, and wholeness (Benner 2003, Nouwen 1975). h. Major Contribution to Counseling · This theory could potentially impact counseling by establishing a strong foundation in orthodox tenets of the Christian faith with mutual respect for the models of psychology that are in congruency with Christian faith and practice.

In turn, this theory will create an openness of helping individuals inside and outside of the Christian faith by exhibiting compassion, love, and understanding (Benner 2003, McMinn 2011, Nouwen 1975, Wilson 2001). i. Limitations of this Counseling Theory · The practical boundaries of this counseling theory will be maintaining an uncompromising view of the orthodox beliefs of the Christian faith (i.e. – the importance of Scripture, prayer, salvation through Jesus Christ, etc.) while maintaining openness to the models of psychology, which have been widely established and accepted throughout the past century and longer (Crabb 1977, Nouwen 1975). j. Classification · My proposed model/theory for counseling is primarily a mix of Christian Spirituality and integrational methods of counseling with respect for the biblical counseling movement (Benner 2003, McMinn 2011, Nouwen 1975, Wilson 2001).

II. Practical Application a. Give practical application to each author’s material as relates to the utility for the overall discipline of counseling and the specific potential influence upon your life and ministry. · The texts of Benner (2003), McMinn (2011), Nouwen (1975) and Wilson (2001) will provide the framework to be able to apply their wisdom in integrating their beliefs into a cohesive model for counseling teenagers. b. Give a brief example of how this author’s book might impact a counseling moment. · My model for counseling will focus on my work as a youth pastor in a local church. This model will deal with a major issue teenagers are dealing with today: self-esteem and self-image.

1 Course Prefix #507 Personal Theories Outline Paper Rubric 30 POINTS TOTAL Criteria Advanced (A- to A) Satisfies criteria w/ excellence Proficient (B- to B+) Satisfies Most Criteria Developing (C- to C+) Satisfies Criteria Incompletely Below Expectations (F to D+) Does not satisfy criteria Not Present Points Earned Content:70% (21pts) 20-21 pts 18-19 pts 17-16 pts 1-15 pts 0 pts Concise Summary Under Each Heading 20-21 pts Demonstrates a solid understanding of the material presented in personal theory Presents an organized interaction that specifically addresses the assignment with clarity and coherency in a brief manor 18-19 pts Demonstrates some understanding of the material presented in personal theory Presents an organized interaction that specifically addresses the assignment with clarity and coherency in a brief manor 16-17 pts Does not Demonstrate a solid understanding of the material presented in personal theory Presents an organized interaction that specifically addresses the assignment with clarity and coherency in a brief manor 1-15 pts Does not Demonstrate an Demonstrates some understanding of the material presented in personal theory Does not Presents an organized interaction that specifically addresses the assignment with clarity and coherency in a brief manor Structure: 30% = 9 Organization/Form Presentation, Headings, and APA 5 pts.

The assignment is presented with appropriate headings and organizational clarity. The assignment reflects correct APA form There are clear transitions between paragraphs and sections. The paper meets the page length The assignment is without spelling and grammar related errors The assignment reflects a graduate level construction (voice and vocabulary). 4 pts. The assignment is presented with most headings but slightly lacking in organizational clarity.

The assignment reflects minor APA form errors There are transitions between paragraphs and sections. The assignment length is short one page 3 pts. The assignment is presented with partial headings and is lacking in organizational clarity. The assignment reflects APA form errors Transitions between paragraphs and sections are unclear. The assignment length is short more than one page 1-2 pts.

The assignment is presented without headings and lacks organizational clarity. The assignment reflects numerous APA form errors Transitions between paragraphs and sections are missing. The assignment length is short multiple pages 0 pts Spelling and Grammar 4 pts. The assignment is without spelling and grammar related errors The assignment reflects a graduate level construction (voice and vocabulary). 3 pts .

The assignment contains very few spelling and grammar related errors The assignment reflects a general graduate level construction (voice and vocabulary). 2pts. The assignment contains spelling and grammar related errors The assignment reflects an inconsistent graduate level construction (voice and vocabulary). 1 pt. The assignment contains numerous spelling and grammar related errors The assignment does not reflect a graduate level construction (voice and vocabulary).

0 pts Total /30 Instructor’s Comments: Course Prefix #507 Personal Theories Paper Rubric 150 POINTS TOTAL Criteria Advanced (A- to A) Satisfies criteria w/ excellence Proficient (B- to B+) Satisfies Most Criteria Developing (C- to C+) Satisfies Criteria Incompletely Below Expectations (F to D+) Does not satisfy criteria Not Present Points Earned Content: 105% (105pts) 97-105 pts 88-96 pts 87-80 pts 1-79 pts 0 pts Concise Summary 19-20 pts Demonstrates a solid understanding of the material presented Adequately synthesizes the whole of the text in a concise manner Presents an organized interaction that specifically addresses the assignment with clarity and coherency 17-18 pts Demonstrates an understanding of the material presented Adequately synthesizes the whole of the text in a concise manner Presents an organized interaction that specifically addresses the assignment with clarity and coherency 16 pts Does not Demonstrate a solid understanding of the material presented Does not Adequately synthesizes the whole of the text in a concise manner Presents a disorganized interaction that specifically addresses the assignment with a lack of clarity and coherency 1-15 pts Does not Demonstrate an understanding of the material presented Does not Adequately synthesizes the whole of the text in a concise manner Work is disorganized interaction that specifically addresses the assignment with a lack of clarity and coherency Evaluation of the Strengths and Weaknesses 33-35 pts Provides clear, insightful, rich interaction with subject matter Integrates material from the course lectures and assigned reading Demonstrates critical thinking in the analysis and critique of the material 30-33 pts Provides interaction with subject matter Integrates material from the course lectures and assigned reading Demonstrates critical thinking in the analysis and critique of the material 27-29 pts Provides incomplete interaction with subject matter Integrates material from the course lectures and assigned reading Demonstrates critical thinking in the analysis and critique of the material 1-26 pts Provides minimal interaction with subject matter No Integration of material from the course lectures and assigned reading No critical thinking in the analysis and critique of the material .

Personal Reflection and Application 28-30 pts Personal example(s) offered which sufficiently relate to the content of the text Clear connections are made between the life episode and the reading 26-27 pts Personal example(s) offered which partially relate to the content of the text Connections are made between the life episode and the reading 23-25 pts Personal example(s) offered which are incomplete and do not relate to the content of the text Connections are made between the life episode and the reading 1-22pts No personal example(s) offered which are incomplete and do not relate to the content of the text Connections are made between the life episode and the reading are not made Conclusion 19-20pts Conclusions drawn reveal thoughtful summarization and personal application 16-18 pts Conclusions partially reveal thoughtful summarization and personal application 13-15 pts Conclusions partially reveal summarization and personal application.

1-12 pts The assignment does not provide onclusions that reveal summarization and personal application. Structure: 30% = 30 Organization/Form Presentation, Headings, and APA 28-30 pts. · The assignment is presented with appropriate headings and organizational clarity. · The assignment reflects correct APA form · There are clear transitions between paragraphs and sections. · The paper meets the page length 26-27 pts. · The assignment is presented with most headings but slightly lacking in organizational clarity. · The assignment reflects minor APA form errors · There are transitions between paragraphs and sections. · The assignment length is short one page 23-25 pts. · The assignment is presented with partial headings and is lacking in organizational clarity. · The assignment reflects APA form errors · Transitions between paragraphs and sections are unclear. · The assignment length is short more than one page 1-22 pts. · The assignment is presented without headings and lacks organizational clarity. · The assignment reflects numerous APA form errors · Transitions between paragraphs and sections are missing. · The assignment length is short multiple pages 0 pts Spelling and Grammar 15 pts. · The assignment is without spelling and grammar related errors · The assignment reflects a graduate level construction (voice and vocabulary).

12-14 pts . · The assignment is contains very few spelling and grammar related errors · The assignment reflects a general graduate level construction (voice and vocabulary). 8-11 pts. · The assignment is contains spelling and grammar related errors · The assignment reflects an inconsistent graduate level construction (voice and vocabulary). 1-7 pts. · The assignment is contains numerous spelling and grammar related errors · The assignment does not reflect a graduate level construction (voice and vocabulary). 0 pts Total 0/150 Instructor’s Comments:

Paper for above instructions

Summary

Primary Goal

The primary goal in my counseling approach is the journey from despair to hope. This transformative process underscores the cultivation of a profound relationship with self, others, and God, echoing Nouwen’s (1975) insights as well as Wilson's (2001) ideas about the encompassing nature of hope in Christian counseling. The essential goal is to empower the counselee towards personal growth and connection with both spiritual and communal aspects of their lives.

Development of Problems and Personal Need

Problems typically emerge from sin, selfishness, and the dynamic interplay of hurtful experiences accumulated through childhood and adulthood. Crabb (1977) emphasizes that crises and traumatic events significantly shape personal development, leading to a misalignment between one’s self-perception and God’s intended purpose. To address these overlapping layers of harm, a thorough exploration of past traumas is essential.

Biblical Integration

Biblical principles are core in this ministry model, serving as foundational guidelines rather than prescriptive answers found in a vacuum. This integration is to be achieved not through dogmatic adherence, but through a thoughtful amalgamation of biblical insights and modern psychological approaches (Benner, 2003; Nouwen, 1975). The scriptures provide a narrative lens that helps facilitate mental wellness and spiritual reconciliation.

Formula for Change

Change is facilitated through understanding one's identity as a creation of God and gaining insight into the origins of unhealthy beliefs and behaviors. It includes a reconstructive approach where new, God-centered beliefs are created to replace faulty ones (Crabb, 1977; McMinn, 2011). Thus, the pathway to transformation aligns with fostering a deepening relationship with God, intertwined with therapeutic interventions that respect the individual’s spiritual journey.

Balance of Theology and Spirituality

In my counseling model, spirituality will play a more pivotal role than structured theology while remaining tethered to Christian doctrine. This choice arises from the necessity to extend support to individuals beyond the confines of the Christian tradition while still providing a framework anchored in Christian principles (Benner, 2003; Nouwen, 1975).

Human Personality

A holistic view recognizes humans as inherently flawed beings, in need of redemption, which can be found in a personal relationship with Jesus Christ (Crabb, 1977; Nouwen, 1975). This understanding emphasizes compassion, grace, and the necessity of communal and divine support in the healing process.

Counselor’s Function and Role

The role of the counselor is that of a supportive companion, extending invitations for openness and acceptance during the journey of healing. This dynamic is central to fostering trust in the counselor-counselee relationship, enabling individuals to explore their meaning and purpose (Benner, 2003; Nouwen, 1975).

Major Contribution to Counseling

This therapeutic model introduces an integrative approach that values both orthodoxy and contemporary psychological practices. This dual regard fosters open, compassionate dialogue, lending itself to helping both those within and outside the Christian faith while remaining firmly rooted in Christian values (Benner, 2003; McMinn, 2011; Nouwen, 1975; Wilson, 2001).

Limitations of this Counseling Theory

Despite its strengths, this counseling theory must navigate the complexities of maintaining adherence to fundamental Christian beliefs, while concurrently acknowledging and respecting established psychological frameworks. The challenge lies in balancing doctrinal fidelity with openness to non-Christian practices and principles (Crabb, 1977; Nouwen, 1975).

Classification

This model intertwines Christian Spirituality with integrational counseling techniques, respecting the principles outlined in Biblical counseling movements. It is further reinforced by ideas from Benner (2003), McMinn (2011), Nouwen (1975), and Wilson (2001), weaving a rich tapestry of spiritual guidance and psychological understanding.

Practical Application

Utility of Author Materials

The works of Benner (2003), McMinn (2011), Nouwen (1975), and Wilson (2001) serve as essential frameworks for integrating beliefs into a cohesive counseling strategy focused on youth. Their collective insights provide tools and narratives instrumental for addressing the multifaceted challenges teenagers experience today, notably concerning self-esteem and self-image.

Example Impacting Counseling Moments

As a youth pastor, I encounter numerous adolescents grappling with self-esteem issues. Applying insights from McMinn (2011), particularly the connection between spirituality and mental health, I aim to construct an environment where these young individuals can explore who they are in God’s eyes, rather than the often-unforgiving standards of the world. For example, integrating Nouwen’s emphasis on the value of personal acceptance becomes critical when counseling a teenager who feels marginalized or undeserving.

Conclusion

In summation, this personal counseling theory draws heavily from profound theological principles intertwined with practical, psychological insights. It provides a roadmap for both personal and communal healing based on Christian values. With appropriate use of biblical integration and an understanding of human limitations, the model stands to enrich not only the spiritual life of the counselee but also their interpersonal relationships, ultimately leading them towards a place of hope, understanding, and transformation.

References

1. Benner, D. G. (2003). Theology and Spirituality in Counseling: An Integrated Approach. New York: Houghton Mifflin.
2. Crabb, L. J. (1977). Effective Biblical Counseling. Grand Rapids, MI: Zondervan.
3. McMinn, M. R. (2011). Psychology, Theology, and Spirituality in Christian Counseling. Nashville, TN: Thomas Nelson.
4. Nouwen, H. J. M. (1975). The Wounded Healer: Ministry in Contemporary Society. New York: Doubleday.
5. Wilson, C. (2001). Helping Those in Need: A Biblical Approach to Counseling. Wheaton, IL: Crossway Books.
6. Allport, G. W. (1961). Pattern and Growth in Personality. New York: Holt, Rinehart and Winston.
7. Yalom, I. D. (2002). The Gift of Therapy: An Open Letter to a New Generation of Therapists and Their Patients. New York: HarperCollins.
8. McLeod, J. (2013). An Introduction to Counseling. Berkshire: Open University Press.
9. Palmer, P. J. (1998). The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life. San Francisco: Jossey-Bass.
10. Rogers, C. R. (1980). A Way of Being. Boston: Houghton Mifflin.