TMMC3107: Issues in Pastoral Ministry

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• To explore, through the consideration of specific pastoral issues, the interrelation of theology with the human sciences as it relates to the pastoral ministry of the Church.
• To develop appropriate self- awareness and pastoral expertise.

• A critical consideration of the understandings of the human person offered through a range of disciplines.
• Key texts and models in pastoral care, and their application to the practice of pastoral care.
• Pastoral care issues to be analysed through the insights of both theology and human sciences e.g. mental health, ageing, family and relationships, guilt and forgiveness, addiction and self-esteem.
• Looking after yourself in ministry, boundaries, self awareness and supervision.

Subject-specific Knowledge:

• Demonstrate critical knowledge of a variety of approaches to personhood and how these understandings influence pastoral response.
• Demonstrate a systematic understanding of psychological concepts and processes for a number of pastoral issues and of how these inform the practice of pastoral care.

Subject-specific Skills:

• Research and evaluate a range of models of pastoral care, and how these models might be applied in different contexts and to a variety of issues.
• Analyse in depth a number of pastoral issues by drawing on psychological insights and those of other human sciences
• Consolidate and extend their ability to reflect theologically on a range of complex pastoral issues and integrate this with the practice of pastoral care.
• Integrate theology and insights from human sciences with ministerial practice.

Key Skills:

• Demonstrate their ability as self-reflective and critically aware practitioners.
• Critically evaluate ideas, models and approaches from within an interdisciplinary field.
• Acquire and synthesise information through reading and research from both primary and secondary sources and present this information clearly and effectively in written format.

• Teaching methods to be specified by each TEI, selecting from the following:
• Lectures provide content, a conceptual framework and a survey of approaches within a subject area that enable students to locate their learning in a wider context, to make connections with other disciplines, and to evaluate and apply their learning to different contexts.
• Seminars offer students an opportunity to present, evaluate and apply their knowledge to specific contexts, and to engage with teaching staff and peers in debate and reflection.
• Guided reading in conjunction with lectures encourages independent learning and underpins the knowledge and understanding gained in lectures and seminars.
• Tutorials enhance learning by offering feedback and encouraging students to reflect on their own response to the knowledge and skills they have acquired
• Small group learning creates an environment where students learn to articulate their knowledge and understanding effectively and in a way that is relevant to the group and its context.
• Programmed online learning materials guide students through knowledge content, its wider framework and different approaches to its application.
• Virtual discussion forums offer students the opportunity to articulate the knowledge and understanding they have acquired to others and to engage in informed debate.

Students will be expected to demonstrate engagement with the subject matter and the learning outcomes throughout the module by suitable formative assessments that encourage integrative and reflective skills. Methods of formative assessment are likely to include class discussion, self-assessment, short quizzes.

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