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Module Descriptors

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Session: 2022/23

Last modified: 18/03/2022 20:33:49

Title of Module: Practice of Pastoral Care 7

Code: THEO07018 SCQF Level: 7
(Scottish Credit and Qualifications Framework)		 Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Education & Social Sciences
Module Co-ordinator:S  Younger

Summary of Module

This module will explore the basic principles and practices of Christian pastoral care, using biblical text, historical examples and contemporary case studies. Spiritual and pastoral caring can be described as the expression of the love of God towards others, in action and relationship, communally and individually. A ministry of faith, hope and love, based on the cardinal virtues, seeks to enable trustfulness and nourish faith, strengthen hopefulness by encouragement, and build personal affirmation by acts and attitudes of faithful love.

Such dispositions as imaginative compassion, thoughtful accompaniment, affective empathy, generous inclusiveness, consistent faithfulness, vocational integrity, confidentiality and discretion, create and sustain the essential relational and communal environment from which Christian pastoral practices grow. The module explores these areas of biblical and theological significance as they are applied to human experience.

Areas of Pastoral Practice to be explored on the basis of these virtues and dispositions include: accompanying the dying and bereaved; celebrating love and marriage; incarnational visitation; pastoral prayer; spiritual friendship; means of grace such as Bible, public worship, Holy Communion and baptism.


Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations

Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.

HybridC
Online with mandatory face-to-face learning on Campus

HybridO
Online with optional face-to-face learning on Campus

Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.


Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:
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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1check markTerm 2check markTerm 3

 

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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Demonstrate knowledge and understanding of pastoral principles and practices as these have been derived from key biblical texts.

L2. Demonstrate informed awareness of the influence of theological and ethical virtues on the attitudes and actions that inform and give expression to pastoral care.

L3. Demonstrate understanding and competence in pastoral practice while addressing such situations as death and bereavement, marriage, spiritual friendship, mental ill-health, serious illness.

L4. Demonstrate knowledge of pastoral care in practice, including prayer, public worship, rites of passage services.

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 7.

Understanding and explaining from several perspectives including biblical, historical and contemporary, pastoral perspectives on human behaviour.

Practice: Applied Knowledge and Understanding SCQF Level 7.

Apply theological and ethical insights to a range of human expereince, and in particular situations of pastoral challenge.

Responding to human need in a way that is respectful, inclusive and confidential.

Generic Cognitive skills SCQF Level 7.

Present and evaluate some of the theories, principles and perspectives of pastoral practice.

Communication, ICT and Numeracy Skills SCQF Level 7.

Discover, retrieve, select and organise material from library and IT to build knowledge towards understanding the subject and its disciplines

Autonomy, Accountability and Working with others SCQF Level 7.

Work with others in discussing and exploring options in issues requiring pastoral response.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Other:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
Learning Activities
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below: 		Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Lecture/Core Content Delivery24
Tutorial/Synchronous Support Activity12
Asynchronous Class Activity24
Independent Study140
200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Atkinson, d., and Field, D., New Dictionary of Christian Ethics and Pastoral Theology (Leicester: IVP, 1995)

Hunter, R., Dictionary of Pastoral Care and Counselling (Nashville: Abingdon, 1995)

Lyall, D., Integrity of Pastoral Care (Lobndon: SPCK, 2001)

Bauby, Jean Dominique, The Diving Bell and the Butterfly (London: Fourth Estate, 1998)

Peterson, E., Working the Angles. The Shape of Pastoral Integrity (Grand Rapids: Eerdmans, 1987)

Tidball, D., Skilfull Sheherds. Explorations in Pastoral Theology (Leicester: IVP, 1997)

Willimon, W., Pastor. The Theology and Practice of Ordained Ministry, (Nashville: Abingdon, 2002)

Vanier, J., Community and Growth (London: DLT,

(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)

Engagement Requirements

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

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Supplemental Information

Programme BoardEducation
Assessment Results (Pass/Fail) No
Subject PanelDivinity
ModeratorDr Ian Birch
External ExaminerH Paynter
Accreditation Details
Version Number

2.05

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Assessment: (also refer to Assessment Outcomes Grids below)
Practical: Presentation 40%
Assignment: Project Report 60%
(N.B. (i) Assessment Outcomes Grids for the module (one for each component) can be found below which clearly demonstrate how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Presentationcheck markcheck mark  401

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Report of practical/ field/ clinical work check markcheck markcheck mark602
Combined Total For All Components100% 3 hours

Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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Note(s):
  1. More than one assessment method can be used to assess individual learning outcomes.
  2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
    This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

Equality and Diversity
As a Christian theological college, students should be aware that teaching, discussion and the college's ethos is from a confessional viewpoint. The college actively encourages an environment of openness and religious tolerance, but the main function of the college is the training of ministerial candidates and the learning environment will be supportive of this.

Where students need additional support, this is provided by the college team with reference if appropriate to other UWS colleagues, when they are referred to Student Support Services for further assistance. In consultation with the student, the needs of individual students are met, wherever practicable, and every effort made to ensure individual students are not disadvantaged.

UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.

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