Faculty > Profile

Social-scientific analysis of the society in which the religious community exists. The relationship and function of the religious community with the wider social, cultural and civil community. The structures of the religious community and their functioning: especially in reference to authority, interaction, freedom, and growth. Study of the needs, hopes, aspirations of the religious community and society at large, and the resources, (material and personnel), obstacles, etc. in order to answer to these.

Research methodologies and their application to the study of the context and practice of ministry. Understanding and planning the research process. Qualitative, quantitative, and action-based methods in data gathering and analysis. The use of social-scientific methods in theology. Research ethics, especially as it pertains to research with human subjects.

The interaction of Christian faith, religion and cultural processes. The implications for education.

The transmission of faith in the current cultural context. The main theories of religious education.

Space for reflection, deepening and integration of various perspectives, with particular attention to the spiritual dimension of the practice of psychotherapy, and that of the psychotherapist. Examination of various spiritual paradigms so as to identify certain points of convergence that are useful for understanding the issues of equity, diversity, and inclusion, an approach to reflection on practice is proposed, to support and promote the professional development of the psychotherapist and the safe and effective use of self. Presentation of psychospiritual models of intervention for the purpose of providing clinical and practical approaches.

Theoretical perspectives of group dynamics related to the practice of collaborative leadership and the development of skills for group facilitation and team leadership (including interpersonal communication and conflict resolution). Various methods, learning styles, growth processes and approaches explored for a variety of contexts.

Students are engaged in the practice of ministry while working under supervision in a local church or other ministry setting (5 hours per week). The student is introduced to theological, sociological, and psychological theories in order to become a reflective practitioner in context. The student will become familiar with basic resources for intentional practice: creation of a pastoral profile; learning contracts; disciplined individual and group reflection; supervisory relationships; introduction to professional ethics. Cognitive, behavioural, motivational, and emotional components are related to individual, social, and interpersonal life.

Theological reflection on the practice and principles of catechesis. The development and growth of faith in current pastoral contexts. Methodologies, learning styles, growth processes and approaches tailored in view of various groups and settings.

This practicum continues the experience gained in THO4162.

Graded S/NS.

Prerequisite: THO 4162.

Interaction between theology and psychology with reference to pastoral ministry, the experience of the believer, the development of faith and of religious attitudes. The pastoral implications of psychological theories of the individual and his/her social relations: impact on cognitive processes, emotion, behaviour, competence, values. Psychological perspectives on the pastoral minister's practice, role and identity.

Deepening of one's conception of spirituality and presentation of various guiding methods adapted to personal development groups: self-training, support group meetings, life experience analysis and planned action. Community cooperation and psychosocial basics are addressed.

This course was previously ANI3112 and IGL3112.

Learning and growth in pastoral ministry through critical reflection in small groups and integration of academic knowledge, personal experience, and the practice of ministry.

Understanding the Bible as Sacred scriptures and the Christian journey of faith.

Focus on the active listening model as applied to group intervention and leadership. Listening skills for interpersonal and group situations such as empathy, congruence, paraphrasing, reflecting, feedback, questioning, process.

This course was previously ANI2126 and IGL2126.

This course initiates participants to the group phenomenon and to different fundamental concepts, such as group typology, elements of group dynamics, as well as conditions and factors that are part of interpersonal and group communication. Participants learn to be aware of the quality of their participation and to develop their capacity to observe and to interact.

This course was previously HUM1103 and IGL1103.