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:

Online registration form

++Return to top

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:

Online registration form

++Return to top

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:

Online registration form

++Return to top

Caring for Older Adults: Being “Old” in Today’s World.

Faculty: The Rev. Richard Gilbert, D.Min., Ph.D. (Profile)

Description: We are experiencing a graying of society when, at the same time, older adults are afforded long lives due to better health care and access to it. At the same time, that same quality medicine can lead to a tougher, more complex end of life.

Maslow provides helpful guides for dealing with this population. We are dealing with the largest group of people in our nation, people over 65. That no longer is an acceptable term. While workplaces are suggesting 50 as the “new old,” older adults want to have the choice to work, to bring purpose to the lives of others and themselves. Costs for the care of older adults are rising, pension plans are disappointing many while many others have seen their pensions disappear. Social Security is taxed. We continue to consider many housing options to accommodate needs and support. Many congregations give lip service to older adults while focusing on the youth and young adults as “today and tomorrow’s future.”

Required Reading:

Online registration form

++Return to top

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:

Online registration form

++Return to top

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:

Online registration form

++Return to top

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.

Online registration form

++Return to top

Death, Dying and Bereavement

Faculty: The Rev. Richard Gilbert, D.Min. Ph.D., (Profile)

Description: What are dying, death and bereavement, the theme words for this course? What do they mean for those on that journey, for those closest to them, for the professionals who provide support? As those engaged in providing spiritual support, what do the dying and their loved ones seek? How are we available to them? What do dying, death and bereavement mean to us as pastoral caregivers, but, most of all, to each of us in our own life journey?

Required Reading:

Recommended Reading:

Online registration form

++Return to top

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:

Online registration form

++Return to top

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?

Online registration form

++Return to top

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?

Online registration form

++Return to top

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:

Online registration form

++Return to top

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:

Online registration form

++Return to top

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:

Online registration form

++Return to top

Living Ethically in an Unethical World, Workplace, Nation, Community …

Faculty: The Rev. Richard Gilbert, D.Min. Ph.D., (Profile)

Description: Ethics is a complex word and experience that often mystifies rather than clarifies, and easily frustrates when we need resolution and direction. Basic themes and theories:

  • Definitions, theories and principles that define and facilitate ethics
  • Ethics in various contexts: war, morality, health care, aging
  • Maslow’s Hierarchy of needs as a standard from which to explore issues
  • Being trapped in a black and white mentality that thwarts our best attempts at ethical thinking and acting
  • The land fill approach to ethical processes
  • Areas of caution around ethics: religion, spirituality, the law, societal pressures, culture, community values, government, education

Required Reading:

Recommended Reading:

Online registration form

++Return to top

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:

Online registration form

++Return to top

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:

Online registration form

++Return to top

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:

Online registration form

++Return to top

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:

Online registration form

++Return to top

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:

Online registration form

++Return to top

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:

Online registration form

++Return to top

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.

Online registration form

++Return to top

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:

Online registration form

++Return to top

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

Online registration form

++Return to top

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

Online registration form

++Return to top

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:

Online registration form

++Return to top

Social Psychology: Bearing Gifts in a Foreign Land

Faculty: The Rev. Richard Gilbert, D.Min. Ph.D., (Profile)

Description: Social psychology, anthropology, sociology, the community psychologist are different approaches to identifying and addressing areas of problems and needs in the community. Some approaches are about gathering data and story. Others work to build bridges, bring people and programs together, and lead to change.

  • The needs of any individual, system, group or workplace can frustrate, derail, even harm the people involved. Many situations find the problems compounded because people aren’t listening and there is no incentive to get involved.
  • While immediate, swift action is often called for (that, in itself, can have its own controversies), deliberate study, planning, conversation and negotiation are important for more positive steps forward.
  • Change, individual or collective, often is hard to come by. It is thrust upon us, does not acknowledge our own needs and schedules. And is threat to the “we always did it this way” mentality.
  • Communication + strategies + respect + trust = ?
  • Working with negotiating strategies that can work in any situation:
    • Plan the negotiation
    • Adopt a win-win approach
    • Maintain high aspirations
    • Use language that is simple and accessible.
    • Ask lots of questions, then with your eyes and ears .. (Tubbs, p. 337)
  • A natural successor to this course would be mission organization and team building.
  • The course also has natural ties to building healthy religious communities.

Required Reading:

Recommended Reading:

  • Bailey, J. & Burch, M. (2010) 25 essential skills & strategies for the professional behavior analyst: Expert tips for maximizing consulting effectiveness. New York: Routledge.

  • Foxworthy, J. & Hartt, B. (2009) How to really stink at work: A guide to making yourself fire-proof while having the most fun possible. New York: Villard.
    {A light look, with great wisdom, from Jeff Foxworthy}

  • Merriam, E. (1969) The inner city Mother Goose. New York: Simon & Schuster.
    {Try a library or used bookstore.}

  • Sember, B. & Sember, T. (2009) Bad apples: How to manage difficult employees, encourage good ones to stay, and boost productivity. Avon, MA: Adams Business.

  • Tubbs, S. (2009) A systems approach to small group interaction. 10th edition. Boston: McGraw-Hill. {If you seriously want to invest in making changes in the community you will find this book a great resource. The instructor can also recommend other titles.}

Online registration form

++Return to top

Understanding and Counseling Victims of Disasters

Faculty: Dr. Ann-Marie Neale, is Visiting Professor of Counseling and Psychology (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) 

Online registration form

++Return to top 

Understanding and Counseling Women with Alcohol Addiction

Faculty: Dr. Ann-Marie Neale, is Visiting Professor of Counseling and Psychology (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:

Online registration form

++Return to top 

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:

Online registration form

++Return to top

Viktor Frankl's Logotherapy: Spirit-Centered Counseling

Faculty: Dr. Ann V. Graber (Profile)

COURSE Description: The meaning-centered approach to counseling, named Logotherapy by its founder, was developed by the Viennese psychiatrist, philosopher, and man of faith, Dr. Viktor Frankl. His is the only major psychological theory that views the spirit of a human being as a primary resource in the healing process. Logotherapy is emerging on the cutting edge of today’s psychological forces. This course will explore the foundations of Logotherapy through Viktor Frankl’s book, The Will to Meaning. Ann Graber’s books will serve as supplemental reading providing historical background, demonstrating Logotherapy’s potential through practical applications.

Required Reading:

Online registration form

++Return to top

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:

Online registration form

++Return to top

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:

Online registration form

++Return to top