INSTRUCTIONS FOR INTEGRATIVE PAPER
This assignment must be sent back as scheduled and agreed. The paper should be margin 1 inch from the top and bottom and from left and right. On style, follow Kate Turabian’s A Manual for Writers of Research papers, Theses, and Dissertations: Chicago Style for Students and Researchers, 7th ed., rev. Wayne C Booth et al. (Chicago: University of Chicago Press, 2007). Please use all resources in completing assignment and site all others resources you may use with footnotes and endnotes in this 20 page paper. The following resources needed:
CASE STUDY INFORMATION
1. Case Study Alzheimer’s Disease and Family Systems: -(Need to understand assignment instructions pages 2-4)
2. Case
3. Verbatim and Analysis Paper written 2/24/15
BOOKS
4. Anderson and Foley book Mighty Stories, Dangerous Rituals. San Francisco: Jossey Bass, 1998.-ISBN 0787956481; 978-078956486
5. Doehring, Carrie. The Practice of Pastoral Care: A Postmodern Approach, revised and expanded edition.Louisville: Westminister/John Know Press, 2015.-ISBN 978066423840
6. Lester, Andrew. Hope in Pastoral Care and Counseling.Louisville:WJKP.1995.(ISBN-0-664-25588-4
7. Nelson, James B. Thirst: God and the Alcoholic Experience.Louisville:WJKP,2004.-ISBN 06642268-4
8. Patterson, Katherine.The Great Gilly Hopkins.New York:Harper Collins, 1978.ISBN0-06-440201-0
9. Kelley, Melissa, Grief: Contemporary Theory and the Practice of Ministry. Minneapolis: Fortress, 2010. (ISBN:978-8006-9661-1
10. Kujawa-Holbrook, Sheryl A. & Karen B. Montagno, EDs. Injustice and the Care of Souls: Taking Oppression Seriously in Pastoral Care. Minneapolis: Fortress Press, 2009. (ISBN: 9780800662356
11. Lartey, Emmanuel. In Living Color: An Intercultural Approach to Pastoral Care and Counseling 2nd ed. New York: Jessica Kingsley Press, 2003. (ISBN: 1843107507)
12. Suchocki, Marjorie. In God’s Presence: Theological Reflections on Prayer. St. Louis: Chalice Press, 1996. (ISBN: 0-8272-1615-7)
13. McGoldrick, Monica. The Genogram Journey: reconnecting with your Family. W.W. Norton, 2011 (ISBN 9780393706277)
OTHER RESOURCES
14. Dictionary of Pastoral Care and Counseling-by Rodney J. Hunter-expanded edition editor Nancy J. Ramsay
15. Intersectionality: A model for Addressing the Complexity of Oppression and Privilege-by Nancy J. Ramsay
16. The Politics of Apology and Forgiveness by Joretta L. Marshall
INSTRUCTIONS FOR INTEGRATIVE PAPER-MINISTRY OF PASTORAL CARE INTEGRATIVE FINAL CASE STUDY
You readily changed some appointments and agreed to go over. You also asked if you could let the care team and Ruth’s Sunday School class know about Carl’s death.
In this context please proceed with the following.
1. In around 2 pages describe:
a. Your own personal and familial narrative about loss and grief as it informs your own grief in this time;
b. How your own intersecting social identities (gender, sexuality, socio-economic class, ethnicity and so forth may inform your experience of this time of grief for Carl and his family; and
c. how you will be mindful of your grief and care compassionately for yourself after this multi-year journey with Carl and his family so that you can focus your attention to the family’s grief when with them.
2. In around 5 pages articulate:
a. Your embedded theology regarding the sort of suffering that Carl and family who cared for him experienced over these past 7 or so years.
b. Your more deliberate theological reflection about hope and theologies of suffering that are helpful to you in this occasion and ideas and perspectives that you believe will be of use for various members. Please note resources that inform your more deliberate reflection on hope and suffering such experienced by Carl and his family as his Alzheimer’s disease progressed.
c. How will these resources inform your prayers with them? Write the prayer you will offer when you join them at the house the mornings before the services.
3. In around 8 pages articulate your goals for the family’s experience of your care on behalf of Christ’s church and their life-long congregation over the immediate time of planning and leading the memorial service.
a. What do you hope they will experience through your presence and that of members of the congregation who will be supporting them in this especially challenging time of immediate grief and preparing for the memorial service?
b. How do resources such as Lartey, Suchocki, Anderson and Foley, Lester, Farley, and Marshall help shape your intentions for practices of care for various members of the family?
c. In particular, how will you seek to be present with Katrina’s adolescent children for whom this is their first experience with the death of a family member?
4. In around 3 pages:
a. Identify the theories of grief that especially help you frame this family’s loss and note how you will draw on them in your practices of care.
b. Articulate the pastoral theological themes you will prioritize in this memorial service and note how those themes may relate to the theories of grief on which you draw. For example, how do your pastoral theological themes help shape the scriptures you choose and themes for the sermon in the memorial services? What scriptures will you read and what will be the text(s) for the service?
5. In around 3 pages:
a. Describe your plans as pastor for accompanying Ruth and Katrina and her family in the months ahead. How will you stay in touch with Tom?
b. What organizational arrangements are in place in the congregation to help assure that members of the church will be present to Ruth and Katrina’s family?
c. What are your hopes for the experience of grief for adult and teen-age members of this family over the next year, and how will you support them in this journey.
INSTRUCTIONS FOR INTEGRATIVE PAPER-MINISTRY OF PASTORAL CARE INTEGRATIVE FINAL CASE STUDY
This assignment provides you with an opportunity to demonstrate your capacities to draw on and use effectively the resources we studied and discussed this semester. The assignment is designed to help measure your achievement of the 5 course objectives listed in the syllabus.
a) Students will be able to demonstrate theological competence in articulating their self-understanding as practitioners of pastoral care
b) Students will be able to demonstrate introductory levels of theological and theoretical readiness for congregational care.
c) Students will be able to articulate a theologically informed ethical stance regarding the practice of care and counseling.
d) Students will be able to demonstrate an introductory level of competence in the listening skills required for pastoral care.
e) Students will develop an introductory level of familiarity with theological, theoretical, and social service resources useful in pastoral care and demonstrate integrative capacities for drawing from such resources in pastoral practice.
Ministry is best practiced consultatively and collaboratively. You may use your notes and books, and you may discuss your ideas with others. The work you turn in however must be your own response to the questions. If you do draw on additional print conversational resources either with explicit quotes or paraphrase, reference those sources using correct citation. This exam should be typed and around 20-22 double spaced pages.
This exam presumes that you are in a position of congregational leadership and that you have responsibility for pastoral care in its responsive, programmatic, and organizational dimensions. It also presumes that you are a worship leader.
This exam invites you to respond to Ruth and her family following Carl’s death at 84 and assisting them in preparing for a memorial service and then leading that service. Draw on your handout for the case and be aware of the following developments:
CASE:
Shortly after the situation in the case you addressed in your verbatim exercise when Carl was 83 and Ruth and her daughter recognized care for Carl needed to change, you helped Ruth determine that it was important to contact Tom and discuss the situation and invite him to come home for a visit. That visit helped Tom recognize changes in caregiving had become necessary for his mother’s health and safety as well as his father’s.
You assisted the family in arranging a family in arranging a family meeting with a medical social worker via Carl’s doctor. The social worker helped Ruth, Kristina, and Tom explore and decide on alternative arrangements for Carl’s care and identify financial options including Medicare and insurance that allowed Ruth to make the difficult transition. The family invited you to be present for the meeting.
You and Ruth and her adult children developed a ritual practice for making this move that included prayer at the home before the transition by ambulance and your presence with them again at the memory care facility where you and a few representatives of the care team who were familiar to Carl. You invited God’s blessing on Carl in this next phase of his life and comfort for Ruth and her family. Carl was a bit agitated by the transition, but he seemed to be calmed by your prayer and the wooden cross that Ruth suggested she bring from his carpentry room at home to a shelf in his room.
You and members of a care team continued to visit Ruth and Carl regularly over the next year. Carl continued to decline at a steady pace. Ruth spent part of every day with him; however, she resumed participation in church and she recovered physical strength after the stress of several years of caregiving. Carl developed pneumonia about a week ago, and declined rapidly. Ruth had discussed the living will that Carl had signed before his dementia advanced, and you knew no extraordinary measures would be used.
Katrina called you mid-morning on her mother’s behalf to let you know her father had died in the night. She reported that her mother had called Tom, and that he and his family would be coming the next day. She asked you to come by to meet with Ruth and her later in the afternoon to begin discussing preparations for the memorial service. (From earlier conversations, you knew Carl would be cremated.
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