Reflective Practice - Formation and Supervision in Ministry (E-Journal)
Not a member yet
751 research outputs found
Sort by
SECTION 2: CRITIQUES AND NEW VISIONS OF LEADERSHIP - EDITOR'S INTRODUCTION
Get PDFThis section invites readers to think more critically about leadership and to look at leadership from a moral perspective. Our question should not be simply, Is a particular religious leader or leadership style effective? We should also ask, Is it good? Does it create goodness
Is There a Heaven for a "G"? A Pastoral Care Approach to Gang Violence
Get PDFReviewed by Carrie Buckne
Disaster Spiritual Care: Practical Clergy Responses to Community, Regional and National Tragedy, 2nd ed. by Stephen B. Roberts and Willard W. C. Ashley Sr. eds.
No full textReviewed by Toby Nelso
Practicing Curiosity
Get PDF“It’s important to learn how to listen to other people.” “Ask open-ended questions.” “Conversations are the heart of ministry.
Deepening the Leadership Capacities of Seminarians
Get PDFClearly, some aspects of my approach are unique to me because my journey in ministry is solely my own. However, I hope other religious educators, even those within non-Christian contexts, will find points of commonality as I describe my ways of providing and teaching leadership. I appreciate the chance to describe the model I developed. It rests on four pillars that I will first summarize and then address in more detail as I outline the class plan and report on its results
Transference and Countertransference in Pastoral Care, Counseling and Supervision
No full textTransference and counter-transference are psychodynamic phenomena with an uneasy history. People often seek pastoral care and pastoral counseling for painful problems in living that confound them– problems they act out through reciprocal transferences toward each other. It is commonplace for our patients and trainees to be largely or completely unaware of these dynamics because of their unconscious origin and function. As transference and counter-transference dynamics occur and are then interpreted, a typical first reaction of patients, trainees and supervisors in training is to feel self-conscious, embarrassed, and ashamed. Making oneself vulnerable at deep emotional levels elicits the terror of being exposed and shamed to the core of one’s self. This fear regularly leads people to avoid situations in which a therapist or supervisor might interpret material outside of the person’s awareness, and these dynamics are at the root of resistance to intra-psychic self-understanding. The clinical fact of flight from the intra-psychic reality of our unconscious processes is the driving force of all our defenses
Stumbling into Theological Field Education: Exploring the Move from 'Knowing How" to "Teachiong How"
Get PDFFor this research project, I collected information on theological field education as shared by a diverse selection of field education directors. The primary research question aimed to surface evidence and experiences related to how directors perceive their work, the details of their program requirements, and the future needs of the discipline. In practical terms, how does one go from serving as a minister to teaching others the art of ministry? When considering vocational options, people rarely find a box to check for “theological field educator,” nor are high school students assigned an essay with the title “If I were a theological field educator.” This vocation becomes an option only after one has been in ministry for some time and has completed the necessary education in ministry. Generally, this means people who are good ministers are hired to train ministers. One problem becomes apparent quickly and is worth considering—the ability to do ministry well is a different thing entirely from teaching others to do ministry
