Pastoral Care and Counseling Psychology

Abraham Maslow and Humanistic Psychology

Faculty: Dr. John H. Morgan (Profile)

Description: This tutorial is designed to acquaint the student with Abraham Maslow and the fundamentals of his thought. Rather than settle for merely a secondary-source summary of who he was and what he thought, this course will concentrate on Maslow’s life and, by using a classic text, will explore the essentials of his thought. The introductory material presented in Morgan’s chapter on Maslow is a way of establishing the parameters of the tutorial. The biography is an in-depth look at Maslow’s life. The classic text is a primary source to expose the student to Maslow himself.

Required Reading:

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Alfred Adler and Individual Psychology

Faculty: Dr. John H. Morgan (Profile)

Description: This tutorial is designed to acquaint the student with Alfred Adler and the fundamentals of his thought. Rather than settle for merely a secondary-source summary of who he was and what he thought, this course will concentrate on Adler’s life and, by using a classic text, will explore the essentials of his thought. The introductory material presented in Morgan’s chapter on Adler is a way of establishing the parameters of the tutorial. The biography is an in-depth look at Adler’s life. The classic text is a primary source to expose the student to Adler himself.

Required Reading:

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Benedictine Spirituality in Our Time

Faculty: Dr. Anthony Burkart (Profile)

Description: Benedict, who crafted the “Rule of St. Benedict”, possessed a certain genius for the understanding of human nature, its strengths and frailties, and how this configured itself into the life of community. Although originally intended for the eremitic(monastic) community of his time its profundity possess a universality to all times and applicability to human community outside of cloistered life. Two aspects permeate the Benedictine approach, balance and living with paradox and contradiction in the rumble tumble of our daily lives. We will use two required texts. One is a nuts and bolts look at the “Rule” in our contemporary time. The other is an opportunity to read the “Rule” in a Lectio format(Lectio is an approach that allows the head to connect with the heart) and respond to it from your own personal experience and insights.

Required Reading:

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Carl Jung and Analytical Psychology

Faculty: Dr. John H. Morgan (Profile)

Description: This tutorial is designed to acquaint the student with Carl Jung and the fundamentals of his thought. Rather than settle for merely a secondary-source summary of who he was and what he thought, this course will concentrate on Jung’s life and, by using a classic text, will explore the essentials of his thought. The introductory material presented in Morgan’s chapter on Jung is a way of establishing the parameters of the tutorial. The biography is an in-depth look at Jung’s life. The classic text is a primary source to expose the student to Jung himself.

Required Reading:

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Carl Rogers and Person-Centered Psychotherapy

Faculty: Dr. John H. Morgan (Profile)

Description: This tutorial is designed to acquaint the student with Carl Rogers and the fundamentals of his thought. Rather than settle for merely a secondary-source summary of who he was and what he thought, this course will concentrate on Rogers’ life and, by using a classic text, will explore the essentials of his thought. The introductory material presented in Morgan’s chapter on Rogers is a way of establishing the parameters of the tutorial. The biography is an in-depth look at Rogers’ life. The classic text is a primary source to expose the student to Rogers himself.

Required Reading:

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Classical Schools of Psychotherapy

Faculty: Dr. John H. Morgan (Profile)

Description: This tutorial is designed to introduce the student or, in the case of the student already familiar with some or all of the theorists discussed here, to refresh the student’s memory of the major systems of classical thought in psychotherapy. The course will consist of three components in the treatment of each system of thought; namely, the biography of the theorist, the key aspects of his theoretical constructs, and a major text in each particular school of thought. Because there are eight schools of thought considered in the text and only six papers required for this course, the student may select the six theorists of most interest and write a 500-word paper on each of those six.

Required Reading:

  • PRIMARY SOURCE RECOMMENDED READINGS: The required text listed above gives a comprehensive bibliography for each of the eight schools of psychotherapy considered in this course. The student should select two texts from one or more of the schools of thought discussed in the required text. The theorists discussed are Sigmund Freud, Alfred Adler, Karl Jung, Viktor Frankl, Erik Erikson, Abraham Maslow, Carl Rogers, and Harry Stack Sullivan.

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Counseling Survivors of Disasters and Community Trauma

Faculty: Dr. Ann-Marie Neale (Profile)

Description: As a Mental Health Specialist with the American Red Cross, I had firsthand experience counseling victims of natural disasters as well as the volunteers who help them cope with the immediate crisis. We could not do our job nearly as effectively without the tireless efforts of local mental health professionals and clergy who gave selflessly of their time and their expertise. Whether or not professionals volunteer with agencies such as The Red Cross, Salvation Army or other relief organizations, they will still at times be faced with having to counsel victims of natural and other disasters as well as the many responders from mental health and other professions such as local police and firefighters. The main purpose of this six week e-course is to help familiarize the student with types of disasters, phases of disasters, the victims, and appropriate intervention and collaboration efforts for clergy, chaplains, and mental health counselors. This is an introduction course and is not meant to provide in-depth training or education. 

Required Textbooks:      Both are available on Amazon.com and BarnesandNoble.com
(They are also available in e-book format) 
  • Brenner, Grant H., Bush, Daniel H., & Moses, J. (Eds). Creating Spiritual and Psychological Resilience: Integrating Care in Disaster Relief Work. (New York: Routledge, 2010)
  • Myers, Diane & Wee, David F. Disaster Mental Health Services. (New York: Routledge, 2005  
Recommended Readings (not required for this course): All are available on Amazon.com and BarnesandNoble.com  
  • Dass-Brailsford, Priscilla (Ed). Crisis and Disaster Counseling: Lessons learned from Hurricane Katrina and Other Disasters. (California: Sage, 2009)
  • Halpern, James & Tramontin, Mary. Disaster Mental Health: Theory and Practice. (California: Thompson Brooke/Cole, 2006)
  • Herman, Judith M.D. Trauma and Recovery. (New York: Basic Books, 1997)
  • Roberts, Rabbi Stephen B. & Ashely, Rev, Willard W.C. (Eds). Disaster Spiritual Care: Practical Clergy Responses to Community, Regional, and National Disasters. (Vermont: Skylight Paths, 2008)
  • Saylor, Conway, F. (Ed.). Children and Disasters. (New York: Springer Verlag, 2010)
  • Seeley, Karen M. Therapy After Terror: 9/11, Psychotherapists and Mental Health. (Massachusetts: Cambridge University Press, 2008) 

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Erik Erikson and Developmental Psychology

Faculty: Dr. John H. Morgan (Profile)

Description: This tutorial is designed to acquaint the student with Erik H. Erikson and the fundamentals of his thought. Rather than settle for merely a secondary-source summary of who he was and what he thought, this course will concentrate on Erikson’s life and, by using a classic text, will explore the essentials of his thought. The introductory material presented in Morgan’s chapter on Erikson is a way of establishing the parameters of the tutorial. The biography is an in-depth look at Erikson’s life. The classic text is a primary source to expose the student to Erikson himself.

Required Reading:

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Ethics of Life And Morality I

Faculty: Dr. Anthony O. Nwachukwu (Profile)

Description: Describe the moral implication of being a Minister of the Word [of God]? 2. Conscience is to the human heart what morality is to life. Expatiate? 3. How does morality resemble ethics? 4. To what extent do you agree that brute animals are morally bound? 5. Bioethics is primarily the application of natural sciences to modern medicine. How does it relate to or different from religion and morality? 6. To be moral is to be religious. Explicate? 7. Every human action is moral, contextually or otherwise. Comment with examples? 8. Conscience plays the role of midwife in moral actions. How? 9. “Virtus in medium stat” [Virtue stands in the middle] – Aristotle. Examine the above statement in the light of today’s materialistic tendencies? 10. To have religion or worship God is a moral obligation. Discuss? 11. What is the meeting point of morality, religion, and conscience? 12. Who is a Moralist? How is he different from and related to a hypocrite? 13. “Everybody has his own life to live.” What is the moral implication of that statement? 14. Explain what constitutes a moral act or makes an act moral?

Required Reading:

WRITING ASSIGNMENT:

  1. Describe the moral implication of being a Minister of the Word [of God]?
  2. Conscience is to the human heart what morality is to life. Expatiate?
  3. How does morality resemble ethics?
  4. To what extent do you agree that brute animals are morally bound?
  5. Bioethics is primarily the application of natural sciences to modern medicine. How does it relate to or different from religion and morality?
  6. To be moral is to be religious. Explicate?
  7. Every human action is moral, contextually or otherwise. Comment with examples?

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Ethics of Life And Morality II

Faculty: Dr. Anthony O. Nwachukwu (Profile)

Description: Describe the moral implication of being a Minister of the Word [of God]? 2. Conscience is to the human heart what morality is to life. Expatiate? 3. How does morality resemble ethics? 4. To what extent do you agree that brute animals are morally bound? 5. Bioethics is primarily the application of natural sciences to modern medicine. How does it relate to or different from religion and morality? 6. To be moral is to be religious. Explicate? 7. Every human action is moral, contextually or otherwise. Comment with examples? 8. Conscience plays the role of midwife in moral actions. How? 9. “Virtus in medium stat” [Virtue stands in the middle] – Aristotle. Examine the above statement in the light of today’s materialistic tendencies? 10. To have religion or worship God is a moral obligation. Discuss? 11. What is the meeting point of morality, religion, and conscience? 12. Who is a Moralist? How is he different from and related to a hypocrite? 13. “Everybody has his own life to live.” What is the moral implication of that statement? 14. Explain what constitutes a moral act or makes an act moral?

Required Reading:

WRITING ASSIGNMENT:

  1. Conscience plays the role of midwife in moral actions. How?
  2. “Virtus in medium stat” [Virtue stands in the middle] – Aristotle. Examine the above statement in the light of today’s materialistic tendencies?
  3. To have religion or worship God is a moral obligation. Discuss?
  4. What is the meeting point of morality, religion, and conscience?
  5. Who is a Moralist? How is he different from and related to a hypocrite?
  6. "Everybody has his own life to live.” What is the moral implication of that statement?
  7. Explain what constitutes a moral act or makes an act moral?

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Franklian Psychology and Christian Spiritual Formation

Faculty: Dr. Randy L. Scraper (Profile)

Description: The purpose of this tutorial is to acquaint the student with the ways in which Viktor Frankl’s Logotherapy and Logo philosophy interact with Christian Spiritual Formation. The student will learn how Franklian psychology provides one axis of a meaning matrix that helps pastors and educators better understand Christian spiritual maturity. The primary texts expose Dr. Frankl’s mature thinking on the subjects of ultimate meaning and how his life and work continue to benefit a meaningful understanding of the human spirit. Dr. Scraper’s book defines and describes the origination and use of a meaning matrix that includes Franklian psychology in better understanding Christian spiritual maturity.

Required Reading:

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Franklian Psychology in Peacemaking Through Mediation

Faculty: Dr. Henry A. Chan (Profile)

 
Description: We live in a world of much conflict among individuals and groups in every setting of human relationships. In these cases, peace is on everybody's mind, and mediation is frequently considered as an alternative form of peacemaking. This course will identify the basic elements of a mediation as well as consider the psychology of Viktor E. Frankl in respect to the mediator and the parties to a dispute during the course of a mediation.
 
Required Reading:

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Harry Stack Sullivan and Interpersonal Psychoanalysis

Faculty: Dr. John H. Morgan (Profile)

Description: This tutorial is designed to acquaint the student with Harry Stack Sullivan and the fundamentals of his thought. Rather than settle for merely a secondary-source summary of who he was and what he thought, this course will concentrate on Sullivan’s life and, by using a classic text, will explore the essentials of his thought. The introductory material presented in Morgan’s chapter on Sullivan is a way of establishing the parameters of the tutorial. The biography is an in-depth look at Sullivan’s life. The classic text is a primary source to expose the student to Sullivan himself.

Required Reading:

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The Human Person in Modern Western Thought

Faculty: Dr. John H. Morgan (Profile)

Description: Erich Fromm is a depth psychologist who is called the “psychologist of love,” a love that is responsible, responsive, and comprehensive. His insights greatly compliment the Christian idea of love as more than compassion and includes social justice in the world and integrity in human relationships. Morgan’s book compliments the great classic of Fromm on the art of loving responsibly.

Required Reading:

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Irish Spirituality

Faculty: Dr. Anthony Burkart (Profile)

Description: Ours is an age in which the institutional church struggles amidst the rapidly changing templates of our world’s circumstances.
The church, its clergy and laity wrestle with its role, how to act that out in the world, worship and its meaning and living breath in our lives, gender identities, issues of sexuality and the roots of the Christian tradition and transformational teachings of Jesus.

In the past twenty five years there has been a renewed interest in Celtic Christianity for some quite specific reasons. The Celts never institutionalized, dove underground when the Roman Church attempted to absorb it. Gender made little difference in the functions within church life, women and men sharing in ecclesiastical functions and roles, bishopry and leadership, abbots and abbotress’s of monastic communities which usually incorporated whole villages. But perhaps most significant is that the contemplative tradition was never divorced from the life of the people allowing the head-heart connection to permeate the daily life of the church community.

Most scholars agree that the term “Celtic Christianity” is inaccurate and much to all encompassing. After the 5th century, the church in Ireland, Wales and Scotland took distinctly different turns and varied forms. So we will focus in Irish Celtic Christianity as such in it’s form and practice.

There remains an extensive list of books available but for the purpose of this brief course. We will look at two books as required reading and one which is optional but of immense interest, fun and entertaining.

Required Reading:

Optional Reading:

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The “Mature” Personality Theory Of Karen Horney, M.D.

Faculty: Dr. Ann-Marie Neale (Profile)

Premise: Dr. Karen Horney (pronounced Horn-eye) is one of the most prominent and well-respected psychiatrists, psychoanalytic therapists and personality theorists of the twentieth century. She is best known as one of the first psychoanalytic personality theorists to challenge the traditional (Freudian) psychoanalytic explanation for female personality development. In addition, Dr. Horney was a pioneer in the recognition that cultural influences are significant factors in understanding human development as well as subsequent behavior and motivation. She also differed from traditional psychoanalytic therapists in her emphasis on present day circumstances rather than childhood. Finally, Dr. Horney developed what has become known as her “Mature Theory,” in which she sought to explain and understand the origin of and treatment for what she called “basic anxiety,” a condition that she theorized originated in childhood and resulted in adult dysfunctional or neurotic behaviors. During her lifetime, psychoanalysts thought that neurosis was caused by repressed and unconscious memories. Today, the term “neurosis” is not used in psychiatric diagnosis. In today’s classification system, which is theory-free, neuroses are classified as Anxiety Disorders. Examples include Generalized Anxiety Disorder, Obsessive Compulsive Disorder or Panic Disorder. It is also possible to see similarities between Karen Horney’s descriptions of neuroses and what are today known as Personality Disorders. This e-course will cover the basic concepts of Dr. Horney’s Mature Theory which has been called her most significant and unique contribution to psychoanalytic personality theory. 

Required Textbooks:      Both are available on Amazon.com and BarnesandNoble.com
 
  • Horney, Karen. NEUROSIS AND HUMAN GROWTH: The Struggle Toward Self-Realization (New York: W.W. Norton and Company, Inc., 1991) 
  • Horney, Karen. OUR INNER CONFLICTS: A Constructive Theory of Neurosis (New York: W.W. Norton and Company, Inc., 1992)

Recommended Readings (not required for this course): All are available on Amazon.com and BarnesandNoble.com 
  • http://plaza.ufl.edu/bjparis/ikhs/index.html: This web-site contains informative articles about Dr. Horney’s theory and her contribution to the field. These are available free of charge for download in PDF format. 
  • Horney, Karen M.D. Feminine Psychology. (New York: W.W. Norton and Company, Inc., 1967)
  •  Horney, Karen M.D. New Ways in Psychoanalysis.  (New York: W.W. Norton and Company, Inc., 1966)
  •  Horney, Karen M.D. Self-Analysis. (New York: W.W. Norton and Company, Inc., 1970)
  •  Horney, Karen M.D. The Neurotic Personality of our Time. (New York: W.W. Norton and Company, Inc., 1964)
  •  Paris, Bernard J. Karen Horney: Psychoanalyst’s Search for Self-Understanding. (New Haven: Yale University Press, 1994)
  •  Quinn, Susan. A Mind Of Her Own: The Life of Karen Horney. (Plunkett Lake: Plunkett Lake Press, 2011)
  • [This is only available on Nook or Kindle]

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Mediation in the Workplace

Faculty: Dr. Henry A. Chan (Profile)

 
Description: Mediation is increasingly considered today as an alternative in conflict resolution whenever there is a dispute among individuals or groups, regardless of the setting -- parish, workplace, family, etc. When a mediation is scheduled, the mediators and the parties in a conflict do not leave their personal psychology outside the door of the mediation room. It is with them in the room. This course will examine the basic elements of a mediation as well as consider some major psychological concepts of Freud, Jung, Erikson and Maslow in respect to the mediator and the parties to a dispute during a mediation.
 
Required Reading:

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Ministry in the Marketplace

Faculty: Dr. John H. Morgan (Profile)

Description: Those in ministry, whether among the clergy or the laity, all feel the pressures of the workplace and in the marketplace. The professional stress felt by those involved in ministry, whether in the parish, in the classroom, in the hospital, or in the world, is further aggravated by the growing confusion as to the nature and meaning of ministry today. The role of professional ministry is explored from three different perspectives in this course.

Required Reading:

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The Modern Search for Personal Meaning

Faculty: Dr. John H. Morgan (Profile)

Description: A medical psychiatrist and survivor of the Holocaust, Viktor Frankl is the creator of a counseling method called “logotherapy,” or “meaning therapy.” In contrast to Freud who concentrated on the deeply represented dark side of human personality, Frankl was extremely optimistic about healing the wounded person by concentrating on his “will to meaning” in a world in which the search for the purpose and direction of life was available to all who would seek it. His classic book is complimented by an introductory commentary on his system of thought in Morgan’s book.

Required Reading:

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Moral Development and Child Psychology

Faculty: Dr. John H. Morgan (Profile)

Description: Jean Piaget is considered the greatest child psychologist of the 20th century and his expertise in the field of educational psychology and the psychology of children is unsurpassed. His classic on educational method and child psychology is complimented by Morgan’s summary of Piaget’s understanding of children’s moral development.

Required Reading:

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Myth, Theology, and Pastoral Ministry

Faculty: Timothy Allen, Ph.D. (Profile)

Description: The Church as seen today in its ministerial functions relies too much on rational, scientific theologies for its explanations of pastoral phenomena. A specific example is the use of God-talk. Whereas many caregivers and theologians dismiss such language as theologically unsound, when examined in the categories of myth it can be seen to have a meaningful pastoral purpose. Myth helps explain the unexplainable and provides support in times when current "acceptable" theologies fail to adequately explain the event. This course demonstrates the importance and use of myth as a meaningful interpretive tool for pastoral ministry and theological explanations of religious phenomena.

Required Reading:

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Near Death Experiences and their Life-Transforming Impact

Faculty: Dr. Ann V. Graber (Profile)

Offered as either Telephone or E-Tutorial    

The primary objective of this course is to help lessen the fear of death and dying. To that end, we will look at some near-death experiences described by various individuals; research conducted on NDE’s and related phenomena; and the transformation of consciousness that often follows such experiences. Of particular interest will be how to prepare oneself for a peaceful transition; and, how to be present to others at this stage of spiritual growth on their journey homeward.
 
Required Reading:
  • The Journey Home ~ Preparing for Life’s Ultimate Adventure by Ann V. Graber (2009)    To request a physical copy of this book, click here
  •  On Life after Death by Elizabeth Kubler-Ross, M.D.  (1991)

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Pastoral Logotherapy I: Introduction

Faculty: Dr. Ann V. Graber (Profile)

Description: Beginning with an historical introduction, the course presents the underlying philosophy, personality theory, and psychotherapy formulated by Viktor E. Frankl, MD, PhD. Dr. Frankl’s logotherapy emphasizes the significance of the human spirit, the uniqueness and dignity of the human being, and meaning in life as the primary motivation for living. Logotherapy’s relevance to pastoral counseling will be highlighted in this course.

Required Reading:

  • Handbook: Introduction to Pastoral Logotherapy * (based on An Introduction to Logotherapy by Robert C. Barnes, revised for Pastoral Logotherapy by Ann V. Graber)
  • Man’s Search for Meaning by Viktor E. Frankl.
  • Recollections - an Autobiography by Viktor E. Frankl

* Texts indicated by an asterisk will be sent to students free of charge as pdf files following registration.

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Pastoral Logotherapy II: General Applications

Faculty: Randy L. Scraper (Profile)

Description: This course will cover general applications of the principles and techniques of Logotherapy: self-distancing, de-reflection, Socratic dialogue, paradoxical intention, and phenomenological existential methods used to facilitate change in attitude, personal growth, and gaining greater self-knowledge through life-review and life pre-view.  Logotherapy’s relevance to pastoral counseling will be highlighted in this course.

Required Reading:

  • Instructional Manual: General Applications of Pastoral Logotherapy by * Dr. Randy L. Scraper
  • The Will to Meaning by Viktor Frankl
  • The Unheard Cry for Meaning by Viktor Frank
  • Supplemental Reading:  Any additional pertinent text(s) assigned by the Instructor 

* Texts indicated by an asterisk will be sent to students free of charge as pdf files following registration.

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Pastoral Logotherapy III: Reflection on Fundamental Areas of Life

Faculty: Dr. Ann V. Graber (Profile)

or Dr. Jeremiah Murasso (Profile) 

Description: This course will focus on vital areas of interest to pastoral care givers and invite reflection on these fundamentals of human existence: The meaning of Life, Death, Suffering, Work, and Love. Further exploration of the medicine chest of logotherapy with wholeness and self-transcending growth as therapeutic goals, as well as application of logotherapy in crisis intervention will be covered.

Required Reading:

  • Instructional Manual: Pastoral Logotherapy -- Reflection on Fundamental Areas of Life *
  • The Doctor and the Soul by Viktor Frankl
  • Synchronization in Birkenwald * by Viktor Frankl
  • Any additional pertinent texts assigned by the Instructor

* Texts indicated by an asterisk will be sent to students free of charge as pdf files following registration.

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Pastoral Logotherapy IV: Assist in Man’s Search for Ultimate Meaning

Faculty: Dr. Ann V. Graber (Profile)

Description: Further logotherapeutic approaches to facilitate growth and transformation through activation of creative, experiential and attitudinal values will be presented. Overcoming meaninglessness, despondency and despair in the unavoidable vicissitudes of life will be addressed. The focus will be on activating client's inner strengths, choosing life with meaning that leads to psycho-spiritual well-being and reaches toward ultimate meaning – God.    

Required Reading: 

  • Man’s Search for Ultimate Meaning by Viktor Frankl
  • The Feeling of Meaninglessness by Viktor Frankl
  • Viktor Frankl’s Logotherapy: Method of Choice inEcumenical Pastoral Psychology * by Ann V. Graber
  • Any pertinent supplemental materials suggested by the instructor or selected by the student

* Texts indicated by an asterisk will be sent to students free of charge as pdf files following registration.

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Personal Meaning and Spiritual Wholeness

Faculty: Dr. John H. Morgan (Profile)

Description: This course is designed for those interested in reading and discussing the works of the leading figures of the 20th century. The emphasis will be upon the concept of "meaning" as relates to the purpose and direction of personal existence and the pursuit of spiritual well-being. The student will read a major text in the field which consists of a careful analysis of the key thinkers, followed by three classic texts of the student's choice related to the assigned readings for each of six 500-word essays.

Required Reading:

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Preventing Church Conflict

Faculty: Mary Kendall Hope, Ph.D., Visiting Professor of Mediation (Profile)

This E-Tutorial explores the skills and concepts needed to assist a pastor or evangelical leader in preventing church conflict and promoting church growth. This course can further benefit the individual seeking practices that will meet the challenges of a current church conflict. The congregational behavior patterns that lead to church conflict are explored with an emphasis on methods to both decrease destructive behavior and prevention methods for further conflict. The five practices that lead to church growth are explored as a holistic approach to the long-term prevention of church conflict.

Required Reading:

Recommended Reading:

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Psycho-spiritual Soul Care and Spiritual Direction

Faculty: Dr. Ekman P. C. Tam (Profile)

Description: This E-Tutorial explores the concept and needs of “psycho-spiritual soul care” and puts emphasis on the challenges and possible ways of constructing a psycho-spiritual approach to spiritual direction. While the historical root and biblical foundation of spiritual direction will be addressed, some psychological and psychotherapeutic models will be considered for integration into the spiritual direction process.

Required Reading:

  • Tam, Ekman P. C. A Psycho-spiritual Approach to Christian Spiritual Direction Based on the Satir Model of Therapy. Hong Kong: Tao Fong Shan Christian Centre, 2007. (Send request to Ms. Cony Lui or Ada Chan of the Art Shop of Tao Fong Shan Christian Centre, Hong Kong. Email: artshop@tfscc.org.)
  • David G. Benner. Care of Souls: Revisioning Christian Nurture and Counsel. Grand Rapids, Michigan, Baker Books, 1998.

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Psychoanalysis and the Whole Person

Faculty: Dr. John H. Morgan (Profile)

Description: This is an introductory course for the uninitiated student in the general field of depth psychology. From the concept of the pleasure principle to the reality principle as developed by Sigmund Freud, the student will be introduced to the fundamental ingredients in modern psychoanalytic theory. The student will read a major classic by Freud in the field within the context of a discussion of the major points in Morgan’s book.

Readings: 

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Psychology of Religion: Its History and Theories I

Faculty: Dr. John H. Morgan (Profile)

Note: This two-course sequence is valued at 2 Units of Study. However, if a student takes only one of the two courses, either I or II, the single course is valued at 1 Unit of Study.

Description: This is a two-sequence course, Psychology of Religion I and Psychology of Religion II, and is designed to be an in-depth exposure to the rise of the discipline of the psychology of religion by way of exploring the history and theories of major books that became classics in this field. It is the argument in the course that these books constituted the establishment of the discipline of the psychology of religion and we will explore the topic as developed through these texts. Psychology of Religion I requires reading of the first five chapters of the primary text which covers William James, James Leuba, Sigmund Freud, Carl Jung, and David Roberts. Psychology of Religion II requires reading of the last five chapters of the primary text which covers Gordon Allport, Eric Fromm, Otto Rank, David Banak, and Abraham Maslow. In each of these two courses, the student will select one major text for a careful and thorough reading beyond Morgan’s primary text. 

Required Reading:

Dr. John Morgan’s books are provided without cost to the student at the time of registration. Dr. Morgan’s book is sent directly to the student from the Foundation.

Additionally, the student must select and read one of the following classic texts considered in Morgan’s book. These are available from Amazon.com and other online book services. It is the student’s responsibility to secure the required texts.

  • William James (1902) and The Varieties of Religious Experience        
  • James H. Leuba (1915) and The Psychological Origin and Nature of Religion
  • Sigmund Freud (1927) and The Future of an Illusion
  • Carl Jung (1938) and Psychology and Religion
  • David E. Roberts (1950) and Psychotherapy and a Christian View of Man

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Psychology of Religion: Its History and Theories II

Faculty: Dr. John H. Morgan (Profile)

Note: This two-course sequence is valued at 2 Units of Study. However, if a student takes only one of the two courses, either I or II, the single course is valued at 1 Unit of Study.

Description: This is a two-sequence course, Psychology of Religion I and Psychology of Religion II, and is designed to be an in-depth exposure to the rise of the discipline of the psychology of religion by way of exploring the history and theories of major books that became classics in this field. It is the argument in the course that these books constituted the establishment of the discipline of the psychology of religion and we will explore the topic as developed through these texts. Psychology of Religion I requires reading of the first five chapters of the primary text which covers William James, James Leuba, Sigmund Freud, Carl Jung, and David Roberts. Psychology of Religion II requires reading of the last five chapters of the primary text which covers Gordon Allport, Eric Fromm, Otto Rank, David Banak, and Abraham Maslow. In each of these two courses, the student will select one major text for a careful and thorough reading beyond Morgan’s primary text. 

Required Reading:

Dr. John Morgan’s books are provided without cost to the student at the time of registration. Dr. Morgan’s book is sent directly to the student from the Foundation.

Additionally, the student must select and read one of the following classic texts considered in Morgan’s book. These are available from Amazon.com and other online book services. It is the student’s responsibility to secure the required texts.

  • Gordon Allport (1950) and The Individual and His Religion
  • Eric Fromm (1950) and Psychoanalysis and Religion
  • Otto Rank (1932/1950 Eng. trans.) and Psychology and the Soul
  • David Bakan (1958) and Sigmund Freud and the Jewish Mystical Tradition
  • Abraham Maslow (1964) and Religion, Values, and Peak-Experiences

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Sigmund Freud and Psychoanalysis

Faculty: Dr. John H. Morgan (Profile)

Description: This tutorial is designed to acquaint the student with Sigmund Freud and the fundamentals of his thought. Rather than settle for merely a secondary-source summary of who he was and what he thought, this course will concentrate on Freud’s life and, by using a classic text, will explore the essentials of his thought. The introductory material presented in Morgan’s chapter on Freud is a way of establishing the parameters of the tutorial. The biography is an in-depth look at Freud’s life. The classic text is a primary source to expose the student to Freud himself.

Required Reading:

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Spiritual Shepherding - A Logotherapeutic Approach to Pastoral Care

Faculty: Dr.Randy L. Scraper (Profile)

Description: The purpose of this tutorial is to help the student gain a working understanding of spiritual shepherding as a viable Logotherapeutic approach to pastoral care. The course will examine the fundamental understanding of Logotherapy, the origination and use of “the three ways” of Christian spiritual development and the development of a meaning matrix that flows from the combination of these two understandings of the human spirit and the Christian spiritual life.

Required Textbooks:
  • Instruction Manual for Spiritual Shepherding by Randy L. Scraper
  • Franklian Psychology and Christian Spiritual Formation by Randy L. Scraper (2009) (Wyndham Hall – E book available.)
  • Viktor Frankl’s Logotherapy by Ann V. Graber (2004) (Wyndham Hall)
Recommended Readings 
  • Spiritual Passages by Benedict J. Groeschel
  • Mysticism by Evelyn Underhill
  • Jesus as Counselor (Provided free of charge by the Foundation at the time of course registration)

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Understanding and Counseling Women with Alcohol Addiction

Faculty: Dr. Ann-Marie Neale (Profile)

Description: Alcohol Addiction continues to be a serious problem for women of all ages. Although the stigma attached to alcoholism is not as great for women today as it was a generation ago; nevertheless, this stigma still exists and influences how and if women seek treatment for their addiction. Although it is not possible to cover all the issues that impact women with alcohol addiction in a six week course; the key problems and potential ways counselors can be most helpful to those seeking assistance will be discussed in the course. Emphasis will be placed on the ways counselors can be sensitive to other avenues that women pursue in search of sobriety. Alcoholics Anonymous and Alanon Twelve Step Recovery Programs will be explored from a woman’s perspective.

Required reading and viewing:

 

Recommended Readings: Not required for the course
(All are available on Amazon.com and BarnesandNoble.com)
  • Alcoholics Anonymous (Fourth Edition). (New York: Alcoholics Anonymous World Services, 2001)
  • Brown, Sally & Brown, David. Mrs. Marty Mann: The First Lady of Alcoholics Anonymous. (Minnesota, Hazelden, 2001)
  • Cheever, Susan. Note Found in a Bottle: A Memoir. (New York: Washington Square Press, 1999)
  • Covington, Stephanie. A Woman’s Way Through the Twelve Steps. (Minnesota: Hazelden, 1994)
  • Fisher, Carrie. Wishful Drinking. (New York: Simon and Schuster, 2008)
  • Ketcham, Katherine & Ashbury, William F. Beyond the Influence: Understanding and Defeating Alcoholism. (New York: Bantam Books, 2000)
  • Knapp, Caroline. Drinking: A Love Story. (New York: The Dial Press, 1996)
  • Lamott, Anne. Traveling Mercies: Some Thoughts on Faith. (Anchor Books, 1999)
  • The National Center on Addiction and Substance Abuse at Columbia University. Women Under The Influence. (Baltimore: The Johns Hopkins University Press, 2006)

 

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Viktor Frankl and Logotherapy

Faculty: Dr. John H. Morgan (Profile)

Description: This tutorial is designed to acquaint the student with Viktor Frankl and the fundamentals of his thought. Rather than settle for merely a secondary-source summary of who he was and what he thought, this course will concentrate on Frankl’s life and, by using a classic text, will explore the essentials of his thought. The introductory material presented in Morgan’s chapter on Frankl is a way of establishing the parameters of the tutorial. The biography is an in-depth look at Frankl’s life. The classic text is a primary source to expose the student to Frankl himself.

Required Reading:

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Violence against Women and Children I

Faculty: Dr. Anthony O. Nwachukwu (Profile)

Description: 1. Violence is a universal issue. Discuss? 2. Explicate the nature of violence you have encountered in your country as such? 3. Is any form of violence justifiable? 4. Women and children are vulnerable in society. Why? 5. Comment on the possible factors that bring about violence in society? 6. There are some measures that can be taken to stop violence against women and children. Do you agree?

Required Reading:

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Violence against Women and Children II

Faculty: Dr. Anthony O. Nwachukwu (Profile)

Description: 1. Has your local church or government played any major role to stop violence against women and children? 2. Give a dimensional approach to this issue and why do you feel that way? 3. The biblical position on violence against humanity is a matter of great concern. Explain?4. "Man is a wolf to man" - Thomas Hobbes. To what extent can one justify the above statement with particular reference to the issue at hand? 5. Violence seems to be against women and children and not men. In your own opinion, why are they excluded in this discussion or debate today? 6. Can the Ministers of the Gospel Message be involved in any form of violence?

Required Reading:

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