short-term model

PACO 500

Final Project Instructions

Based on the solution-based, short-term model presented in the course, you will apply the distinctive features of a solution-based, short-term strategy to a counseling scenario. You will identify yourself as the pastoral counselor in a soul-care context and artificially move a predetermined care-seeker (i.e., one of five characters from Case Study: Bruce; Josh; Brody; Melissa; Justin) through an abridged counseling process. The project will culminate from the previous steps completed in the discussion boards; additional synthesis from classmates’ contributions and readings must be anticipated to successfully complete all four phases of the project. Unlike the other three phases, phase four is to be developed in the final submission (see Phase Four Instructions below).

The project must be written in annotated outline format. The following section of an annotated outline is an abridged sample from original discussion board content, with additional synthesis from classmate interaction, professor’s feedback, and course materials. Keep in mind that the project’s fluid annotated outline can be utilized to integrate additional truths, insights, and techniques via post-course learning opportunities. In other words, material is more readily inserted into an outline format than traditional paper; consequently, the project becomes an evolving resource to support ongoing soul-care ministry. For example, in a post-course devotional moment, you may discover an insight from Inspiration that prompts you to cultivate a non-judgmental attitude. That particular verse with a brief explanation could be inserted in Phase One (see below *).

1. PHASE ONE: GETTING THE PRESENT STORY

A. A wise pastoral counselor must remain mindful of Phase One Distinctive Features (i.e., Purpose; Goal; Chief Aim; Roles/Responsibilities; Guiding Assumptions):

In preparing to meet the counselee (i.e., Brody: second son from case study; Crossroads Case Study, 2013), what must the counselor remember?

· My purpose is to get the counselee’s story or portrait (Clinton & Hawkins, 2009, p. 10). The purpose will be fulfilled as the counselor makes it his goal to understand the problem being described (i.e., a problem or issue must not be downplayed but considered as vital information for assessment; Kollar, 2011, pp. 141-142). I should also anticipate the portrait revealing what is happening with emotions, actions, thoughts, body, and relationships (Hawkins, 2013, Pastoral Assessment narration).

· The helping relationship will become a safe and secure place under my watch as listening well becomes my chief aim (Hawkins, 2013, Analysis Grid narration). As a counselor with dominating-correcting tendencies that comes across at times as uncaring, hard, and fault-finding (i.e., D/C; Carbonell, 2008, p. 152), I may have to put “teeth marks” (Petersen, 2007, p. 54) in my tongue or, when I do need to say something, point my finger toward myself to remind me not to correct, accuse, judge, or label (p. 90) in order to convey a non-judging listening posture (p. 96). I definitely want to be the kind of counselor who can quickly build rapport and prepare for good things to happen in his presence. *“Oh Lord, help me to remember not to make snap judgments about anyone ahead of time” (1 Cor. 4:5 NLT) and to be considerate at all times with every counselee (i.e., let my sweet reasonableness be noticeably obvious: Phil. 4:5).

· To cultivate a context for change and demonstrate fit with Brody’s Sness: I will need to practice the appearance of patience and approachableness; probably, smile and use my hands a bit more than usual. I will need to see counseling Brody as a relational, expressive engagement rather than another counseling project. Since I tend to be problem-focused, a helpful guiding assumption would be to remember that he is not the problem, but the issue is the problem (Kollar, 2011, pp. 77–80). This assumption prompts me to cultivate a sense of counselee competency through a “not knowing” posture where unrecognized or forgotten strengths can be built upon (p. 182). Further personal competency can be established through timely use of a “yes set” which generates “r.a.m.” (i.e., response attentive moments) —a sense of agreement (i.e., a collaborative discovery of new competencies; p. 183).

· Core conditions for listening: Kollar (2011) speaks of Carl Rogers’ listening mnemonic: CUE (p. 142)

· Congruence (realness, genuineness, your body languages reflects what you are saying

· Unconditional Positive Regard (respect for the client; you hold the client in high regard at all times)

· Empathy (a complete understanding of the client’s thoughts and feelings).

Petersen’s closing discussion of these core conditions (Petersen, 2007, pp. 209–13) assures me that a focus on these core listening skills will help me leave a session in better shape than any skill I could use.

The final project must be written in 12 pt. Times New Roman font, double-spaced, and follow the style and format of APA Guidelines. With moderation, first person may be used in this assignment. The body must be 12–14 pages with at least 2 current APA citations per required reading (see References bullet below). The final submission will be uploaded as a file attachment as well as submitted through SafeAssign with the following file name (e.g., PACO500_SBSPC_[StudentInitials]). The following elements are required in the final submission.

· Cover Sheet

· Abstract

The abstract must introduce the student counselor and his/her relational style, hallmark purpose for life, soul-care context, pre-determined care-seeker, his/her relational style, presenting behavioral position (e.g., attending, blaming, willing), and presenting story-portrait’s problem/issue. For example, “I am a single staff pastor of a small (approx. 165 active members), rural Southern Baptist Church in Shingle Hollow, NC. After thoughtful and prayerful consideration, this student-minister has chosen the hallmark purpose of being an imitator of (i.e., Paul’s prompt to God’s people: Eph. 5:1) and an influencer for (i.e., Paul’s prompt for others to follow his pattern of imitation; 1 Cor. 11:1) Christ. This purpose will guide the process of developing and managing this counselor’s C/S relational style, in order to demonstrate fit with care-seeker Bruce’s D/C style. A solution-based short-term strategy will be used to move the care-seeker from a blaming position to a more willing demeanor. The counselor acknowledges care-seeker’s anger resulting from the tragic loss of wife and daughter to a teenage street racer which concurrently revealed an existing interpersonal deficit with his second born, Brody.

· Table of Contents: The T.o.C. must identify the 4 phases of the solution-based, short-term counseling strategy, as well as sub-headings (e.g., phase distinctive features).

· Introduction: The purpose of the introduction is to acquaint the reader with the rationale for the project with the intent of being able to defend it. Describe why the project is important. Provide an overview of solution-based, short-term pastoral counseling from a research-based perspective and identify its strengths and suitability for a specific soul-care context. Briefly describe the design of the project and how it accomplished the objectives of the assignment.

· Phase One: Getting the Care-seeker’s Present Story (Review the readings, Discussion Board Forums, lecture notes (e.g., F.A.I.T.H. for SBSPC), presentations, articles, and/or web-engagements)

· Phase Two: Developing the Care-seeker’s Preferred Story/Solution (Review the readings, Discussion Board Forums, lecture notes (e.g., F.A.I.T.H. for SBSPC), presentations, articles, and/or web-engagements)

· Phase Three: Clarifying and Executing the Action Plan (Review the readings, Discussion Board Forums, lecture notes (e.g., F.A.I.T.H. for SBSPC), presentations, articles, and/or web-engagements)

· Phase Four: Connecting Care-seeker to Community (See Phase Four Instructions; review the readings, Discussion Board Forums, lecture notes (e.g., F.A.I.T.H. for SBSPC), presentations, articles, and/or web-engagements)

· Conclusion: The conclusion is basically the “So what?” of the paper. It creates an opportunity to have the last word on the matters addressed in the paper; to offer concluding thoughts; to reinforce important ideas; and to create a subject matter “take away” for the most inattentive reader. Bottom line, it is an opportunity to help the reader transition back into daily life with knowledge s/he did not have before reading the paper.

· References: on a separate page with at least the following sources used in the Final Project:

· How to Solve the People Puzzle

· The Quick Reference Guide to Biblical Counseling

· The Pastor’s Guie to Psychological Disorders and Treatments

· Solution-Focused Pastoral Counseling (2nd ed.)

· Why Don’t We Listen Better?

· DISC Profile and corresponding web-engagements

· Communication Skills Test

· 360º Interviews

· HumanMetrics Assessment

· Course lecture notes/handouts, web-engagements, and presentations

· Grading Rubric: on the page following references

Phase Four Instructions

The purpose of Phase Four is to connect the care-seeker to community. The purpose is fulfilled as the counselor makes it his/her goal to consolidate and support change underway. The chief aim in this phase is to connect well. As we read (Kollar, 2011, chs. 12–13), consolidation occurs through the timely application of supportive feedback in Phases Two through Four. Yet, the consolidation of change must continue to be supported through accountability from a faith-based community.

One of our guiding assumptions is that change is best supported and secured through the body of Christ (Kollar, p. 20). Your aim in this phase is to connect the care-seeker to appreciative-hopers and a responsible support ministry within a soul-care context. This will involve the following:

· After researching Romans 15:14; Ephesians 4:11–16; Hebrews 10:24–25 and the following resources, write a research-based rationale for supporting/securing the care-seeker through your local church’s membership and ministry.

· Identify people and/or small group ministry that would have a best-fit with the needs of your care-seeker.

· Read Dr. Rod Dempsey’s “460 Small Group Training” handout

· The following links will provide small group insights

http://www.outreachmagazine.com/features/4417-fix-my-small-groups-6-church-tested-solutions.html

5 Steps To Effective INVITES

4 Benefits of Planned Breaks

Integrate the rationale and responsible member/ministry information into your discussion of Phase Four and its corresponding distinctive features. Make sure to insert the care-seeker into a research-based connection within your soul-care context.

The Final Project is due by 11:59 p.m. (ET) on Friday of Module/Week 8.

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