Doing No Harm in the Name of Jesus: Reflective Practice in Supervision (DP9800P)

Content

This unit explores reflective practice model developed by Hewson and Carroll which is the preferred model used in the supervision of psychologists and social workers in Australia in supervision. It examines key psychological and theological concepts in supervision in church settings. Further, it will equip students with the practical skills and theological reflection skills to use the model as qualified supervisors in church settings

Learning outcomes

Unit sequence

Pre-requisites DP8600P Life Abundantly in Christ DP8700P The Sacred Stories of Divine Dignity

Pedagogy

In order to address current grave concerns in pastoral practice and supervision in church settings, the learning and teaching strategy utilized in this unit draws extensively upon nearly 500 years of Jesuit educational philosophy and practice found in the Ignatian Pedagogical Paradigm (IPP).

The IPP understands learning and teaching as sequenced in exploration of context, experience, reflection, action, and evaluation. This process enables students’ readiness to engage in a learning process that is transformative of the whole person, mind and heart. The learning process that the IPP facilitates draws on the Christian view of the human person in its structure and content, for example, by emphasising the students’ dignity and creative contribution to the experience of learning. The vision of the IPP presupposes that learner and teacher enter into a mutual and reciprocal relationship whereby each searches for the insight of the other and in the service of shared learning.

The unit utilizes this strategy because it specifically offers a model of adult-learning that recognizes, supports, respects, and develops the wealth of experience and knowledge that students bring to this unit. This strategy aims at facilitating students’ appropriation of unit content in relation to their own learning needs and personal growth. As a result, this strategy generates readiness for personal transformation and meaningful professional impact

Indicative Bibliography

1. Bevans, Stephen. ‘The Mission has a Church: An invitation to the dance.’
2. Conners, M. E. “Attachment Theory: A “Secure Base” for Psychotherapy Integration.” Journal of Psychotherapy Integration 21, no. 3 (2011): 348-362.
3. Groome, T. H. c2002, ‘Who do we think we are? Living as graceful people’ in Groome, Thomas H., What Makes Us Catholic? Eight Gifts for Life. 1st ed., HarperSanFrancisco, Son Francisco, 00. 41-71.
4. Hewson, D. & Carroll, M. Reflective Practice in Supervision. Moshpit IndiPublishers, 2016.
5. Hewson, D. & Carroll, M. Reflective Practice in Supervision. Moshpit IndiPublishers, 2016. Toolkit.
6. Morgan, Alice. What is narrative therapy? An easy-to-read introduction. Adelaide: Dulwich Centre Publications, 2000.
7. Nouwen, H. “The Discipline: Contemplative Prayer” in Nouwen, H., In the Name of Jesus: Reflections on Christian Leadership. New York: Crossroads Publishing, 1989. Pp. 28-32.
8. O’Collins, G. Christology; A Biblical, Historical, and Systematic Study of Jesus (2nd Ed.). Oxford: Oxford University Press, 2009. Chapter 10, pp. 230-237.
9. Sachs, John R. The Christian Vision of Humanity: Basic Christian Anthropology. Collegeville: The Liturgical Press, 1991. Chapter 1.

Assessment