Meaning-Making Forum 1 (Week 4)

Meaning-Making Forums 1-4 are this course’s unique final project. Be fully engaged in Phase One! After reviewing the readings, presentations, lecture notes, articles, and web-engagements, and previous assignments, artificially move your predetermined careseeker (i.e., Crossroads’ Careseekers: Bruce, Joshua, Brody, Justin, or Melissa) through Phase One.

NOTE: These research-based forums require that you draw upon ALL of the course readings and learning activities to date, in order to substantively develop each phase in our Solution-based, Short-term, Pastoral Counseling (SbStPC) process.  Noticeably support each core assertion.

• Ministry or Agency-based Context. Introduce classmates to your actual or anticipated role in a ministry or agency-based context and your predetermined careseeker. 
• Guiding Purpose Statement. Concisely point out how a Guiding Purpose Statement will help you be and become more like Christ in every relational context, especially this pastoral counseling scenario.
• Rapport and Relational Alignment. Briefly discuss how to build rapport and shift your relational style in order to best align with the careseeker’s style (i.e., use DISC language) and current behavioral position (i.e., attending, blaming, or willing).
• Phase One Distinctive Features. Narrate movement of careseeker through Phase One’s distinctive features (i.e., purpose, goal, chief aim, role/responsibility, use of guiding assumptions) and apply pertinent insights and techniques from ALL the readings, previous assignments, and the Bible.
• Phase One Marker. Describe a marker that indicates you have been invited into the careseeker’s story. 
• Food for Thought: After reviewing the readings and SbStPC Handout’s “The Art of Triage and Referral” websites, point out the essential elements in pastoral care triage and referral?

TIPS:

• Carefully Follow Meaning-Making Forum Guidelines & Tips!
• Make sure to use headings (6) so that the most inattentive reader may easily follow your thoughts.
• Use the annotated outline approach. Bullets should have concise, complete, well-developed sentences or paragraphs.
• Foster a “noble-minded” climate for investigating claims via well-supported core assertions (i.e., consider the validation pattern of the Bereans; Acts 17:11).  Noticeably support assertions to facilitate reader’s further investigation and to avoid the appearance of plagiarism.
• Since you have the required materials (e.g., Solution-Focused Pastoral Counseling), abridge related citations (Kollar, p. 47) and do not list the required source in a References’ section.
• Secondary sources must follow current APA guidelines for citations and References.
• Make every effort to prove that you care about the subject matter by proofreading to eliminate grammar and spelling distractions.

A substantive thread (at least 450 words) is due by 11:59 p.m. (ET) of the assigned week/module in Course Schedule (Friday). One substantive reply (at least 150 words) to a classmate (via QUOTE function) is due by 11:59 p.m. (ET) of the assigned week/module in Course Schedule (Sunday).

PACO 500

Meaning-Making Forum Rubric (Based on 125 Point Total)

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Meaning Making Forum

1) Ministry or Agency-based Context

· Assistant youth minister in a church. My husband and I will be serving as Associate Youth Pastors working with the teens in our church. The predetermined care seeker is Brody Murakami.

2) Guiding Purpose Statement

· My guiding purpose statement is looking to become more like Christ I aim to be a patient and gentle person who counsels with kindness while still firmly standing on the Word of God. The reason for a guiding statement helps keep the Counselor focused on Christ and focused on what he/she needs to do to become more like Him. In this scenario the guiding purpose statement helps the Counselor focus on what kind of Counselor they want to be and how that goes along with how Christ wants us to see others who are in need.

3) Rapport and Relational Alignment

· Rapport building – Being that Brody is a teenager rapport building is done differently than with an adult. The Counselor would begin with a self-introduction and giving him surface background information, i.e., birthplace, hobbies, etc. Then ask Brody surface background information as well, i.e., what school he attends, does he have friends, and his hobbies, etc. The Counselor would ask if Brody knew why he was brought to see the Counselor and what help he may need. Ask about his relationships with his current family members.

· Relational Alignment

Brody sounds like an S personality in that he inadvertently asked for and actively received support from his mother and sister. He would be described as sensitive, shy, cooperative, and helpful. As an IS personality I have these same qualities, as well as, being interactive, intuitive and being an upbeat communicator. To merge my style with Brody’s I need to ease into our counseling relationship because his personality may have a difficult time with directness. S-type personalities respond better to someone who allows them to “work at own pace” (Uniquely You Report, p. 4). I would also need to use my positive energy and ability to interact well with others to draw Brody out of his passivity in expressing himself.

4) Phase One Distinctive Features

· Goal: Brody appears to be navigating the grief process on his own. His two biggest support systems been taken away unexpectedly and the person he needs the most help from, his father Bruce, is also trying to navigate through their own process. The goals for this counseling process would be to show support to Brody as he tries to work through the loss of his mother and sister and to aid him in navigating through the grief process in a healthy way.

· Chief Aim: show support through active listening, patience, and normalization of feelings (Visser, p.3).

· Role/Responsibility: The counselor is to help the Brody navigate through the grief process and help him to see that through this God does care and loves him. “He heals the brokenhearted and binds up their wounds.” (Ps 147:3, NKJV). This will be done by showing support, building rapport, creating a safe space for the counselee to talk about his feelings, active listening, reframing of toxic thoughts, and ensuring he has a long-term support system. The first concern would be the fact that Brody has alluded to feeling like he died with his mother and sister. Also, that he would have preferred to have died with them than be alive without them. Due to these thoughts the counselor should have him clarify these statements and would initially ask if he is feeling guilty or depressed to the point of wanting to end his life. If he does contact his father and refer them to the local emergency room.

· Behavioral position – Explore whether Brody is there willingly or if being brought there by his father made him feel like he was being pushed off onto someone else. At this time, Brody’s behavioral position is seen as attending because he only confides in people he knows so going to see a counselor may be difficult for him.

· Guiding Assumption:

· Although the goal is to help Brody in navigating through the grief process the counselor could lean on guiding assumption number five, “The counselee is the expert and defines goals.” (Kollar, 2011, p. 63). Knowing what Brody’s goals are in this counseling process will not only make him feel like he is an active participant in this healing process but also let him know that what he thinks he wants and needs matters to the counselor. In addition, leaning on number 6, “Solutions are cocreated.” (Kollar, 2011, p. 63) would also help Brody in realizing that he is an active participant in this process and that his feelings and opinion matter to the Counselor.

· According to the case study this Brody “felt unnoticed and, subsequently, unwanted” (p.11). He also felt that “he was in the process of completely losing his father.” (Crossroads, p. 11). Brody appears to be struggling with whether he is important to his father, the person who he desperately wants approval from and a relationship with. It is important for the Counselor to help the Brody understand that “when my father and my mother forsake me, then the Lord will take care of me” (Ps 27:10).

5) Phase One Marker

·

A marker that would show to the Counselor that they have been invited into the Brody’s story is if he said, “what should I do about my father?”

6) Food for thought

· Triage:

· If the Counselor notices any medical implications or organic symptoms of depression, anxiety that have been long-lasted not just caused by a current situation the Counselor should refer the careseeker to a medical provider (Crabb).

· If the Counselor has come to a crossroad of not knowing how to continue with a careseeker then they should refer the careseeker to a mental health professional or another Pastoral Counselor (Crabb).

· If the careseeker expresses possible suicidal/homicidal ideations they should be referred to the nearest emergency room or call 911 and allow the police to handle the situation because they have special procedures on what they can do for people in a crisis (Eriksson).

· If there is a situation involving domestic violence then ask the careseeker if they would like help or information from a local domestic violence shelter in your area (Eriksson).

· It would be helpful to know the laws in your state and have the county numbers on hand if there is any discussion or expression of child abuse because the police and/or child protective services must be called (Eriksson).

· If you feel the careseeker’s issue will take more time than you have to offer, or there are unusual circumstances then consider referring them to another Counselor. (Eriksson)

· If the Counselor begins to feel like they are the only ones who can help the careseeker, the careseeker is leaning too heavily on the Counselor for mental stability, or a sexual attraction comes into play the careseeker should be referred out.

· Referral

· Have a list of local resources you can use, i.e., child abuse/domestic violence hotline numbers, local police department, local emergency room, and mental health professionals you trust.

· Speak to a local mental health professional agency and get a release form that you can have the careseeker sign it, so you may talk to the mental health professional for referrals.

· Ensure the careseeker knows that you are not pushing them off to someone else or that God cannot help them. They need to know that something medical could be going on and that needs to be taken care of first before anything else.

· Discuss with the careseeker prior to beginning counseling that if an issue of abuse or safety arises then you will need to contact an outside source for guidance so the careseeker will not feel that the Counselor is betraying their trust.

References

C Visser. (2011, July 3). The progress-focused approach. [web log comment]. Retrieved from http://www.progressfocused.com/2011/07/21-solution-focused-techniques.html.

Meaning Making Forum

1) Ministry or Agency-based Context

· Assistant youth minister in a church. My husband and I will be serving as Associate Youth Pastors working with the teens in our church. The predetermined care seeker is Brody Murakami.

2) Guiding Purpose Statement

· My guiding purpose statement is looking to become more like Christ I aim to be a patient and gentle person who counsels with kindness while still firmly standing on the Word of God. The reason for a guiding statement helps keep the Counselor focused on Christ and focused on what he/she needs to do to become more like Him. In this scenario the guiding purpose statement helps the Counselor focus on what kind of Counselor they want to be and how that goes along with how Christ wants us to see others who are in need.

3) Rapport and Relational Alignment

· Rapport building – Being that Brody is a teenager rapport building is done differently than with an adult. The Counselor would begin with a self-introduction and giving him surface background information, i.e., birthplace, hobbies, etc. Then ask Brody surface background information as well, i.e., what school he attends, does he have friends, and his hobbies, etc. The Counselor would ask if Brody knew why he was brought to see the Counselor and what help he may need. Ask about his relationships with his current family members.

· Relational Alignment

Brody sounds like an S personality in that he inadvertently asked for and actively received support from his mother and sister. He would be described as sensitive, shy, cooperative, and helpful. As an IS personality I have these same qualities, as well as, being interactive, intuitive and being an upbeat communicator. To merge my style with Brody’s I need to ease into our counseling relationship because his personality may have a difficult time with directness. S-type personalities respond better to someone who allows them to “work at own pace” (Uniquely You Report, p. 4). I would also need to use my positive energy and ability to interact well with others to draw Brody out of his passivity in expressing himself.

4) Phase One Distinctive Features

· Goal: Brody appears to be navigating the grief process on his own. His two biggest support systems been taken away unexpectedly and the person he needs the most help from, his father Bruce, is also trying to navigate through their own process. The goals for this counseling process would be to show support to Brody as he tries to work through the loss of his mother and sister and to aid him in navigating through the grief process in a healthy way.

· Chief Aim: show support through active listening, patience, and normalization of feelings (Visser, p.3).

· Role/Responsibility: The counselor is to help the Brody navigate through the grief process and help him to see that through this God does care and loves him. “He heals the brokenhearted and binds up their wounds.” (Ps 147:3, NKJV). This will be done by showing support, building rapport, creating a safe space for the counselee to talk about his feelings, active listening, reframing of toxic thoughts, and ensuring he has a long-term support system. The first concern would be the fact that Brody has alluded to feeling like he died with his mother and sister. Also, that he would have preferred to have died with them than be alive without them. Due to these thoughts the counselor should have him clarify these statements and would initially ask if he is feeling guilty or depressed to the point of wanting to end his life. If he does contact his father and refer them to the local emergency room.

· Behavioral position – Explore whether Brody is there willingly or if being brought there by his father made him feel like he was being pushed off onto someone else. At this time, Brody’s behavioral position is seen as attending because he only confides in people he knows so going to see a counselor may be difficult for him.

· Guiding Assumption:

· Although the goal is to help Brody in navigating through the grief process the counselor could lean on guiding assumption number five, “The counselee is the expert and defines goals.” (Kollar, 2011, p. 63). Knowing what Brody’s goals are in this counseling process will not only make him feel like he is an active participant in this healing process but also let him know that what he thinks he wants and needs matters to the counselor. In addition, leaning on number 6, “Solutions are cocreated.” (Kollar, 2011, p. 63) would also help Brody in realizing that he is an active participant in this process and that his feelings and opinion matter to the Counselor.

· According to the case study this Brody “felt unnoticed and, subsequently, unwanted” (p.11). He also felt that “he was in the process of completely losing his father.” (Crossroads, p. 11). Brody appears to be struggling with whether he is important to his father, the person who he desperately wants approval from and a relationship with. It is important for the Counselor to help the Brody understand that “when my father and my mother forsake me, then the Lord will take care of me” (Ps 27:10).

5) Phase One Marker

·

A marker that would show to the Counselor that they have been invited into the Brody’s story is if he said, “what should I do about my father?”

6) Food for thought

· Triage:

· If the Counselor notices any medical implications or organic symptoms of depression, anxiety that have been long-lasted not just caused by a current situation the Counselor should refer the careseeker to a medical provider (Crabb).

· If the Counselor has come to a crossroad of not knowing how to continue with a careseeker then they should refer the careseeker to a mental health professional or another Pastoral Counselor (Crabb).

· If the careseeker expresses possible suicidal/homicidal ideations they should be referred to the nearest emergency room or call 911 and allow the police to handle the situation because they have special procedures on what they can do for people in a crisis (Eriksson).

· If there is a situation involving domestic violence then ask the careseeker if they would like help or information from a local domestic violence shelter in your area (Eriksson).

· It would be helpful to know the laws in your state and have the county numbers on hand if there is any discussion or expression of child abuse because the police and/or child protective services must be called (Eriksson).

· If you feel the careseeker’s issue will take more time than you have to offer, or there are unusual circumstances then consider referring them to another Counselor. (Eriksson)

· If the Counselor begins to feel like they are the only ones who can help the careseeker, the careseeker is leaning too heavily on the Counselor for mental stability, or a sexual attraction comes into play the careseeker should be referred out.

· Referral

· Have a list of local resources you can use, i.e., child abuse/domestic violence hotline numbers, local police department, local emergency room, and mental health professionals you trust.

· Speak to a local mental health professional agency and get a release form that you can have the careseeker sign it, so you may talk to the mental health professional for referrals.

· Ensure the careseeker knows that you are not pushing them off to someone else or that God cannot help them. They need to know that something medical could be going on and that needs to be taken care of first before anything else.

· Discuss with the careseeker prior to beginning counseling that if an issue of abuse or safety arises then you will need to contact an outside source for guidance so the careseeker will not feel that the Counselor is betraying their trust.

References

C Visser. (2011, July 3). The progress-focused approach. [web log comment]. Retrieved from http://www.progressfocused.com/2011/07/21-solution-focused-techniques.html.

PACO 500

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Meaning-Making Forum Rubric (Based on 125 Point Total)

Criteria

Levels of Achievement

Criteria

Advanced 92-100 (A- to A):
Satisfies criteria w/ excellence

Proficient 84-91 (B- to B+) :
Satisfies Criteria

Developing (C- to C+):
Satisfies most criteria

Below Expectations (F to D+):
Does not satisfy criteria

Not Present

Points

Earned

Content 70% (87.5 pts.)

Thread

65-70 pts.
· All key components of the Meaning-Making Forum prompt are answered in the thread.
· The thread has a clear, logical flow. All major points are stated clearly.
· All major points are supported by required evidence-based sources/readings to date and good examples or thoughtful analysis.

59-64 pts.
· All key components of the Meaning-Making Forum prompt are answered in the thread.
· The thread has a logical flow. Most major points are stated.
· Most major points are supported by required evidence-based sources/readings to date and examples or analysis.

53-58 pts.
· The Meaning-Making Forum prompt is addressed.
· The thread lacks flow and content. Major points are unclear or confusing.
· Major points include minimal examples or analysis.

1-52 pts.
· The Meaning-Making Forum prompt is addressed minimally or not at all.
· The thread lacks content. Major points are unclear, confusing or not discussed at all.
· Major points are not supported by examples or analysis.

0 points

Reply

16.5-17.5 pts.
· One Reply with Quote directly addresses a related thread.
· The reply is a significant contribution supported by at least 1 required evidence-based source, thoughtful analysis of subject matter and thread.

15.5 pts.
· One Reply with Quote directly addresses a related thread.
· The reply is a contribution that reflects evidence-based thoughtful analysis of subject matter and thread.

13.5-14.5 pts.
· One Reply with Quote addresses a related thread.
· The reply lacks flow and content. Reply is unclear or confusing.

1-12.5 pts.
· One Reply with Quote marginally addresses a related thread.
· The reply lacks relevancy or clarity.

0 points

Structure 30% (37.5 pts.)

Organization / Style/Sources

23-25 pts.
· The thread is presented with appropriate headings in bold, annotated outline with concise sentences, and organizational clarity.
· Thread’s minimum word count of 450 words is met or exceeded.
· The reply contains a salutation and meets or exceeds 150 word count.
· Required sources/readings to date are noticeably present with appropriate APA or Turabian citations/references with format errors.

21-22 pts.
· The thread is presented with most headings in bold, annotated outline with sentences, but slightly lacking organizational clarity.
· Thread’s minimum word count of 450 words is met or exceeded.
· The reply contains a salutation and meets or exceeds 150 word count.
· Required sources/readings to date are noticeably present with appropriate APA or Turabian citations/references with minimal format errors.

19-20 pts.
· The thread is presented with partial headings, without annotated outline and/or clear sentences, and/or lacks organizational clarity.
· Thread’s minimum word count of 450 words is met or exceeded.
· The reply does not contain a salutation and/or meet 150 word count.
· Most required sources/readings to date are present yet reflect several APA or Turabian citations/references errors.

1-18 pts.
· The thread is presented without headings and/or clear sentences, and lacks organizational clarity.
· Thread’s minimum word count of 450 words is not met or exceeded.
· The reply does not contain a salutation and meet 150 word count.
· Three or more required sources to date are not present; Sources present lack appropriate APA or Turabian citations/references.

0 points

Grammar/

Spelling

11.5-12.5 pts.
· Spelling, grammar are correct. Sentences are complete, clear, and concise.
· Paragraphs contain appropriately varied sentence structures.

9.5-10.5 pts.
· Sentences are reasonably complete, clear, and concise. Minor issues with proofreading/editing are noted.
· Paragraphs contain appropriately varied sentence structures.

8.5 pts.
· Sentences are less complete, clear, and concise. More pervasive / significant issues with proofreading / editing are noted.
· Paragraphs contain appropriately varied sentence structures.

1-7.5 pts.
· Writing is not at the graduate level. It was clear that the work had not been edited or proofread. Multiple issues are noted.
· Run-on paragraphs are observed. Sentence structure is not varied.

0 points

Total

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