Note:
Course content may be changed, term to term, without
notice. The information below is provided as a guide
for course selection and is not binding in any form,
and should not be used to purchase course materials.
COUC 725 Syllabus
COURSE SYLLABUS
COUC 725
COUNSELING RELIGIOUS CLIENTS
COURSE DESCRIPTION
Counseling issues and special needs of religious clients are discussed, including philosophical
and value differences and ethical issues. Students are encouraged to review techniques and
therapy styles for different religious groups.
RATIONALE
For too long a “faith gap” has existed between the consumers and the providers of mental health
services. Increasingly, therapists of all kinds spend much of their time and energy serving a
religious clientele—people who want their faith addressed and incorporated into their change
program. Faith-based counselors, especially, should understand the unique challenges related to
serving various theological camps and denominational groups, as well as be conversant about the
key themes and issues that transcend religious groupings.
I.
II.
PREREQUISITES
For information regarding prerequisites for this course, please refer to the Academic
Course Catalog.
REQUIRED RESOURCE PURCHASES
Click on the following link to view the required resource(s) for the term in which you are
registered: http://bookstore.mbsdirect.net/liberty.htm
III.
IV.
ADDITIONAL MATERIALS FOR LEARNING
A.
Computer with basic audio/video output equipment
B.
Internet access (broadband recommended)
C.
Microsoft Word
(Microsoft Office is available at a special discount to Liberty University students.)
MEASUREABLE LEARNING OUTCOMES
Upon successful completion of this course, the student will be able to:
A.
Identify core elements in the relationship between spirituality and health.
B.
Judge whether spiritual surrender represents a paradoxical path to control.
C.
Produce patterns of communication representing the role of spiritual and religious
validation in the counseling process.
D.
Seek resolution of problems by applying forgiveness in broken relationships.
E.
Judge the value of the “placebo effect” as a means for evoking hope.
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COUC 725 Syllabus
V.
F.
Share experiences and offer insights on the role of serenity in spiritual health.
G.
Predict and evaluate the value of spiritual competency for MH professionals.
H.
Produce demonstrations of cognitive-behavioral interventions with religious clients.
I.
Judge the quality of interventions proposed in the literature for various denominational
groups.
COURSE REQUIREMENTS AND ASSIGNMENTS
A.
Textbook readings
B.
Course Requirements Checklist
After reading the Syllabus and Student Expectations, the student will complete the
related checklist found in Module/Week 1.
C.
Discussion Board forums (7)
Read and complete all activities posted under each week’s module. Each
Discussion Board requires an initial thread of at least 300-350 words and a reply
to at least two other student’s initial threads, of at least 200-250 words per reply.
Initial threads are due by 11:59 p.m. (ET) on Thursday and replies are due by
11:59 p.m. (ET) on Sunday of each module/week in which they are assigned.
D.
Mid-class Paper
Students will develop a 6–7-page paper on one of the religious groups listed
within the Big-five categories found in the text by Richards and Bergin. Then,
students will be put into groups and will post his/her paper on their group’s Group
Discussion Board page, where the group will then interact will each other’s
papers. This paper is due by 11:59 p.m. (ET) on Wednesday of Module/Week 6.
E.
Hypothetical Integration Plan
Students will research for and develop a 15-page Hypothetical Integration Plan
paper (following 6th edition APA guidelines) by 11:59 p.m. (ET) on Wednesday
of Module/Week 8.
VI.
COURSE GRADING AND POLICIES
A.
Points
Course Requirements Checklist
Discussion Board forums (7 at 80 pts ea)
Mid-class Paper
Hypothetical Integration Plan
Total
B.
10
560
190
250
1010
Scale
A = 940–1010 A- = 920–939 B+ = 900–919 B = 860–899 B- = 840–859
C+ = 820–839 C = 780–819 C- = 760–779 D+ = 740–759 D = 700–739
D- = 680–699 F = 679 and below
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COUC 725 Syllabus
C.
D.
Policies
1.
Students will read and abide by appropriate guidelines regarding cheating
and plagiarism found in the Student Expectations link found in Syllabus
and Assignment Instructions.
2.
All assignments must be completed on time to receive a passing grade.
3.
Assignments are due according to the Course Schedule.
Late Assignment Policy
If the student is unable to complete an assignment on time, then he or she must
contact the instructor immediately by email.
Assignments that are submitted after the due date without prior approval from the
instructor will receive the following deductions:
1.
Late assignments submitted within one week of the due date will
receive a 10% deduction.
2.
Assignments submitted more than one week late will receive a 20%
deduction.
3.
Assignments submitted two weeks late or after the final date of the
class will not be accepted.
4.
Late Discussion Board threads or replies will not be accepted.
Special circumstances (e.g. death in the family, personal health issues) will be
reviewed by the instructor on a case-by-case basis.
E.
Dual Relationship
The faculty is responsible to interact with counseling students in a supervisory
capacity/role. As such, faculty may provide students professional principles,
guidance, and recommendations as it relates to the context of the student-client
setting. The faculty is responsible to avoid dual relationships with students such
as entering a student-counselor or student-pastor relationship. Thus, the faculty
does not provide personal counseling addressing student personal problems. If a
faculty member perceives that a student is in need of personal or professional
counseling, then that faculty member will recommend that the student pursue
either pastoral or professional assistance from a counselor in their community.
Limits of Confidentiality
In the event of a student’s disclosure, either verbally or in writing, of threat of
serious or foreseeable harm to self or others, abuse or neglect of a minor, elderly
or disabled person, or current involvement in criminal activity, the faculty, staff,
administrator, or supervisor will take immediate action. This action may include,
but is not limited to, immediate notification of appropriate state law enforcement
or social services personnel, emergency contacts, and notification of the
appropriate program chair or online dean. The incident and action taken will
become part of the student’s permanent record.
F.
Disability Statement
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COUC 725 Syllabus
Students with a documented disability may contact Liberty University Online’s
Office of Disability Academic Support (ODAS) at LUOODAS@liberty.edu to
make arrangements for academic accommodations. Further information can be
found at www.liberty.edu/disabilitysupport
VII.
BIBLIOGRAPHY
Allport, G. (1961). Pattern and growth in personality. New York, NY: Holt, Rinehart,
and Winston.
Collins, G. R. (1980). Christian counseling: A comprehensive guide. Waco, TX: Word.
Crabb, L. J. (1977). Effective biblical counseling: A model of helping caring Christians
become capable counselors. Grand Rapids, MI: Zondervan.
DiBlasio, F. A. & Proctor, J. H. (1993). Therapists and the Clinical Use of Forgiveness. The
American Journal of Family Therapy (21), 175–184.
Erickson, M. J. (1985). Christian theology. Grand Rapids, MI: Baker.
Foster, R. J. (1988). Celebration of discipline: The path to spiritual growth. San Francisco,
CA: HarperCollins.
Hunt, D. & McMahon, T. A. (1985). The seduction of Christianity. Eugene, OR: Harvest
House.
John of the Cross. (1993). Excerpts from The Dark Night of the Soul. In Devotional
Classics, Edited by Richard J. Foster and James Bryan Smith. San Francisco, CA:
HarperCollins.
Jones, S. L. & Butman, R. E. (1991). Modern psychotherapies: A comprehensive
Christian appraisal. Downers Grove, IL: InterVarsity Press.
Jung, C. G. (1972). On the Psychology of the Unconscious. In Two Essays on Analytical
Psychology. Princeton, NJ: Princeton University Press.
Lambert, M. J. & Bergin, A. E. (1986). The Effectiveness of Psychotherapy. Handbook
of Psychotherapy and Behavior Change (4th ed.)., edited by Allen E Bergin and
Sol L. Garfield, New York, NY: Wiley.
Linehan, M. M. (1993). Cognitive-behavioral treatment of borderline personality disorder.
New York, NY: Guilford.
McCullough, M. E. & Worthington, E. L., Jr. (1944). Models of Interpersonal
Forgiveness and Their Applications to Counseling. Counseling and Values (39),
3–20.
McMinn, M. R. & Wilhoit, J. C. (Winter 1996). Psychology, Theology and Spirituality:
Challenges for Spiritually Sensitive Psychotherapy, Christian Counseling Today.
Moon, G. W. (Winter 1994) Spiritual Directors, Christian Counselors: Where Do They
Overlap? Christian Counseling Today, 29–33.
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COUC 725 Syllabus
Olthuis, J. H. (1994). God-With-Us: Toward a Relational Psychotherapeutic Model.
Journal of Psychology and Christianity (13), 37–49.
Pargament, K. L. (1997). The psychology of religion and coping. New York, NY: The
Gilford Press.
Peck, S. M. (1983). People of the lie: The hope for healing human evil. New York, NY:
Touchstone Books. ISBN #0-671-52816-5.
Peterson, E. H. A. (1980). Long obedience in the same direction: Discipleship in an instant
society. Downers Grove, IL: InterVarsity Press.
Propst, R. L. (1980). The Comparative Efficacy of Religious and Non-religious Imagery for
the Treatment of Mild Depression in Religious Individuals. Cognitive Therapy and
Research. (4) 167–178.
Seamands, D. A. (1985). Healing of Memories. Wheaton, IL: Victor Books.
Smeades, L. B. (1984). Forgive and forget: Healing the hurts we don’t deserve. San
Francisco, CA: Harper and Row.
Sweeney, D. S. & Landreth, G. (1993). Healing a Child’s Spirit through Play Therapy: A
Scriptural Approach to Treating Children. Journal of Psychology and Christianity
(12), 351–356.
Tan, Siang-Yang. (1987). Cognitive-Behavior Therapy: A Biblical Approach. Journal of
Psychology and Theology (15), 103–112.
Vande Kemp, H. (1985). Psychotherapy as a Religious Process: A Historical Heritage. In
Psychotherapy and the Religiously Committed Patient. Edited by E. Mark Stern. New
York, NY: Haworth Press.
Vitz, P. C. (1977). Psychology as religion: The cult of self-worship. Grand Rapids, MI:
Eerdmans.
Willard, D. (1988). The spirit of the disciplines. San Francisco, NY: HarperCollins.
Worthington, E. L., Jr. (1986). Religious Counseling: A Review of Published Empirical
Research. Journal of Counseling and Development (64) 421–431.
Worthington, E. L., Jr. & DiBlasio, F. A. (1990). Promoting Mutual Forgiveness within
the Fractured Relationship. Psychotherapy (27), 219–223.
Zachrison, E. (1992). A Theology of Sin, Grace, and Forgiveness. Journal of Psychology
and Theology (11), 147–159.
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COUR ### Course Schedule
COURSE SCHEDULE
COUC 725
Textbooks: Richards & Bergin, Handbook of psychotherapy and religious diversity (2000).
WEEK/
MODULE
READING & STUDY
ASSIGNMENTS
1
2 articles
Course Requirements Checklist
Class Introductions
DB Forum 1
10
0
80
2
1 article
1 presentation
DB Forum 2
80
3
1 article
1 presentation
DB Forum 3
80
4
Richards & Bergin: chs. 3–9, Part
II
DB Forum 4
80
5
Richards & Bergin: chs. 10–12,
Part III & Part IV
DB Forum 5
80
6
Read sections of Richards &
Bergin, appropriate journals and
articles that relate to your group
members’ papers.
Mid-class Paper
190
7
Richards & Bergin: chs. 13 & 14
1 article
DB Forum 6
80
8
Richards & Bergin: chs. 15–18
1 article
DB Forum 7
Hypothetical Integration Plan
80
250
TOTAL
1010
POINTS
DB = Discussion Board
NOTE: Each course week begins on Monday morning at 12:00 a.m. (ET) and ends on Sunday
night at 11:59 p.m. (ET). The final week ends at 11:59 p.m. (ET) on Friday.