Mean Making Forum 1-Brody

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 required course readings and learning activities to date, in order to substantively develop each phase in our Solution-based, Short-term, Pastoral Counseling (SbStPC) process.  Make every effort to be attentive to our Solution-Based Short-term Pastoral Counseling handout. Be noticeably attentive to our Overarching Directive as you 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. Follow current APA standards or Turabian form.
• Make every effort to prove that you care about the subject matter by proofreading to eliminate grammar and spelling distractions.

PACO 500

Meaning-Making Forums 1-4 Rubric (Based on 125 Point Total)

Criteria

0 points

0 points

0 points

	Criteria	Levels of Achievement
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 via Quote tool directly addresses a specific point of reference within a related thread. · The reply is a significant contribution supported by at least 1 required evidence-based source/reading-to-date, reflects thoughtful analysis of subject matter and thread.	15.5 pts. · One Reply via Quote tool addresses a point of reference within a related thread. · The reply is a contribution supported by at least 1 required evidence-based source/reading-to-date, reflects analysis of subject matter and thread.	13.5-14.5 pts. · One Reply without Quote tool addresses a related thread. · The reply lacks flow and content. Reply is unclear or confusing.	1-12.5 pts. · One Reply without Quote tool marginally addresses a related thread. · The reply lacks relevancy or clarity.
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 exceeds 450 words. · The reply contains a salutation and exceeds 150 word count. · Required number of sources/readings-to-date are employed; follows current APA standards or Turabian Form without 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. · The reply contains a salutation and meets or exceeds 150 word count. · All but two of the required number of sources/readings-to-date are employed; follows current APA standards or Turabian Form 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. · The reply does not contain a salutation and/or meet 150 word count. · All but three of the required number of sources/readings-to-date are employed; reflects several errors related to current APA standards or Turabian Form.	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 does not meet 150 word count. · All but four of the required number of sources/readings-to-date are employed; reflects many errors related to current APA standards or Turabian Form.
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 marginally 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.
Total	/ 125

Page 2 of 3

PACO500 MMF
1

12

Meaning-Making Forum Guidelines & T.I.P.S.

(To Insure Personal Success)

Due to the nature of these research-based forums, these learning activities have something of a “paper~presentation-like” feel (i.e. higher word counts, evidence-based research, thoughtful analysis with examples, application, and specific structure and style). Meaning-Making Forums (MMF) are not designed to be opinion-based discussions but rather for the development and assimilation of pertinent material for a cumulative learning experience. With this in mind, the remainder of this document provides basic parameters and an Addendum: T.I.P.S –To Insure Personal Success in these unique research-based forums.

Basic Parameters:

1. You will meet the first expectation of a Meaning-Making Forum by posting a well-developed, evidenced-based thread within the forum. Get this! Your thread sets the stage for a classmate’s contributions. All required sources and readings/-to-date (e.g., presentations, handouts, articles, websites, etc) must be meaningfully woven into the thread. Required sources and readings-to-date are delineated in the Course Schedule and emphasized in your Professor’s Announcements and Question & Answer Center posts.

2. After posting the thread, you are required to substantively reply via QUOTE button to at least 1 of your classmate’s threads. The Quote tool permits a well-developed, evidence-based contribution to be inserted within a classmate’s thread. Place cursor within classmate’s thread (i.e., a specific reference point) and integrate pertinent material from the required sources/readings-to-date. Differentiate your Reply with bold and a Dark Blue colored font. Do not use any other colored font. Make sure to noticeably support all assertions/claims, etc (i.e., School of Behavioral Sciences students use current APA standards and School of Divinity students use current Turabian Form). Complete in-text citations or footnotes and a

References

or Bibliography section are required.

3. An annotated outline format (see end of document) is required to provide organizational clarity, easily viewed material, and to align with the course’s connected, collaborative, cumulative research/writing approach. As a live, evolving document, it then can be easily provisioned with insights from your degree’s learning journey. Make sure to build every post from a x document. This file could become a resource for future counseling sessions. If you have a related MMF question, “raise your hand” in the Question & Answer Center forum.

4. Unless otherwise stated in a forum’s prompt, the thread must be at least 450 words and posted before 11:59 p.m. (ET) on the day assigned in the Course Schedule (e.g., Friday). An inserted Reply via the QUOTE tool must be at least 150 words and posted before 11:59 p.m. (ET) on day assigned in the Course Schedule (e.g., Sunday). The end of term forum (MMF #5) dates and rubric are different (Thread – Wed; Reply – Fri). See Course Schedule.

5. Your Professor’s feedback will assess based on these guidelines and as delineated in the Meaning-Making Forum Rubric.

The overarching goal of each forum is to promote critical thinking within the classroom and to produce knowledge that is essential for the completion of subsequent learning activities. This is achieved by satisfying two directives.

1. Remain noticeably connected to all of the readings by integrating what you have already learned into the current forum (cite/reference accordingly). In this course, all learning activities lean and connect in a unique final project – Meaning-Making Forums 1-4. This means assignments will have varying levels of freshly synthesized redundancy.

· Do not disconnect; continue to push supporting truths, insights, and techniques FORWARD!

· For example, each thread must noticeably integrate at least 1 pertinent insight from each required resource/readings-to-date. Each reply must noticeably integrate at least 1 pertinent insight from a required resource/reading to date.

· Pertinent material from all required readings-to-date should be synthesized weekly (see Course Schedule) and integrated into subsequent learning activities.

2. Develop an atmosphere for learning in every post by “digging deeper” and “exercising striking influence”. In other words, do not hesitate to respectfully challenge and/or resource weaknesses in a classmate’s posts (cite accordingly). This is NOT opinion-based interaction; make assertions that noticeably connect with verifiable truth (i.e., create a path of investigation via appropriate citation).

· State areas of agreement (dig deep). Perhaps this already comprises the bulk of your response to classmates’ posts. However, simply reiterating what has already been said or stating “I agree” does not help you or your classmates learn. Instead, dig deeper into the readings/presentations and noticeably “contribute and/or “add to” the developing conversation, especially with assertions/affirmations/arguments grounded through appropriate citations/footnotes and References/Bibliography.

· State areas of disagreement (i.e., exercise striking influence) with your classmate’s post; cite accordingly. Your instructor is not suggesting that you should launch into offensive attacks (we can disagree agreeably) but to demonstrate an influence that probes what is said and challenges thinking. You can make statements such as “While I agree with…I tend to disagree with . . .” (then state why and noticeably support the rationale). You can also say “I was intrigued with your statement that. . . but I’d like more explanation. What can you tell me about. . . ?” Or, “I’d like to explore your concept of . . . further. My question is. . . “. NOTE! When you pose a question or leading statement, continue with sufficient insight from the readings to help the reader track with your thinking about the matter in question.

Disagreement is perfectly acceptable within a forum if it is offered respectfully and substantively, as a well-thought out and supported response (cite accordingly) within assignment parameters. For interaction to truly flourish, critical thinking and respectful challenges should influence every conversation.

· The following foundational axiom is essential to meaning-making:

Without timely and sometimes “striking” interaction, there is no significant growth!

Inspiration supports this premise: “As iron sharpens iron, so a man sharpens the countenance of his friend” (Pro. 27:17, NKJV). “Digging deeper and exercising striking influence” will add to our collective growth and development.

By way of illustration, think about gardening. Visit a nursery and ask a gardener how to plant azaleas. You may be shocked to hear that the root ball must sliced before planting. Sounds detrimental to the health of the plant, doesn’t it? Actually, cutting the sides of the root ball allows the roots to make a fresh connection with life-giving earth. If this does not occur, eventually the roots will continue to grow inward rather than outward, causing the azalea to languish and eventually die. Likewise, the use of striking influence empowers growth and development by challenging root-bound ideologies. (

Addendum

With these basic parameters and axiom in mind, the following Meaning-Making Forum T.I.P.S. will amplify guidelines and equip you to satisfactorily complete assignment expectations. Redundancy is intentional to reinforce expectations.

TIP 1: It is very important that you refer to this document and rubric frequently, become attentive to each forum’s prompt, and ask a specific question(s) when unsure of how to proceed! Do not post the question in the forum, “raise your hand” in the QAC.

· Each forum requires 1 thread and at least 1 reply via QUOTE tool to a classmate’s thread. The completion of a content building engagement is not dependent on receiving a classmate’s response to your thread but upon
your
initiative to interact with at least 1 classmate’s threads. Though not required, it would be helpful to interact further with those who respond to our thread.

TIP 2: Good form invites the reader into the flow of your thoughts!

· Each thread must be thoughtfully developed with sufficient organizational clarity that the most inattentive reader can easily “get-thoughts and verify claims” (i.e., create an itch the reader is invited to scratch – Acts 17:11). For example, if a forum prompt poses 3 questions, provide each question and carefully proofread the corresponding answer. Bullets and bold may be used to clearly present questions.

· Similarly, each reply must noticeably relate to what is being addressed. For example, that Reply, via Quote tool,
must strengthen
another’s thread. In some way, point out the statement or missing element you would like to challenge and/or clarify further, then substantively respond with freshly cited material from the readings. Do not merely reiterate or affirm what a classmate has stated; add to!!

· Proofread carefully and eliminate distractions such as misspellings, poor word choices, and awkward syntax. Develop posts on a x document. Correct spelling and grammar errors that are highlighted by the x’s red and green squiggly underlinings. Follow current APA standards or Turabian form.

TIP 3: Remain noticeably connected to the readings!

Each central assertion should offer thoughtful analysis grounded in an assigned reading, assessment, handout, or power point presentation with an appropriate citation and meaningful example. For example, if one of your assertions uses notions from Nichols (2017) and a Rice (2018) Solution-based, Short-term Pastoral Counseling Handout, then 2 intext citations/foototes and a References or Bibliography section are required. As mentioned earlier, School of Behavioral Sciences students follow current APA standards and School of Divinity students follow current Turabian Form. Support the assertion with a pertinent example to make sure the most inattentive reader gets your thought. Never assume the reader understands what you are writing or knows the source of your assertion. Every reply via the QUOTE tool should follow the same pattern.

· Anchor assertions first in the required materials, assessments, lectures, and then integrate insights from secondary sources (e.g., Bible, recommended texts and articles, etc.,).

TIP 4: Each reply via QUOTE tool should noticeably strengthen a Classmate’s thread!

Make every effort to noticeably strengthen or add to assertions, especially if a classmate’s post is unclear, shallow, or unsupported. If a classmate did not satisfactorily address a particular point, then provide what is needed. Do not state what was missed without filling in the “blank”! Avoid affirmation as it is too easy to add nothing substantive to the discussion. Make every effort to offer additional substantive thoughts regarding a classmate’s thread (i.e., more than just “I like this student’s idea.”). It should explain why you like the idea (or not) through a well-thought out and grounded response.

· Consider these action verbs as you seek to strengthen a classmate’s thread: point out, identify, explain, describe, illustrate, compare, examine, relate, compose, propose, prepare, evaluate, revise, value, assess, etc.

· Anchor assertions first in the required materials, assessments, lectures, and then integrate insights from secondary sources (e.g., Bible, recommended texts and articles, etc.,).

TIP 5: Make every effort to form Christ in our research-based conversation with each other (i.e., Gal. 4:19; 2 Peter 1:1-15).

In other words, treat each forum as an F.A.I.T.H. Gym.

Seek to Find Additional Information That Helps exercise and develop Christlikness (i.e., life; Lk. 21:19), under the authority of the Word of God, through the person and work of the Wonderful Counselor, and within the midst of healthy relationships. Make every effort to pursue and invite the imitation of Christ (i.e., like Paul, pursue imitation and influence imitation; Eph. 5:1; 1 Cor. 11:1).

What does an annotated outline look like? Glad you asked!! The first sample below is from a former PACO 500 student’s Meaning-Making Forum 3 thread. After reviewing that forum’s instructions, you can see the attention given to organizational clarity (i.e., headings & bullets with complete sentences), clear responses to each prompt, and noticeable use of all required sources. NOTE: This is NOT an example; rather, it is a sample of how one PACOneer approached the assignment. It is an unedited sample with several deficiets. Its value is the annotated outline’s organizational clarity.

Rapport and Relational Alignment

· Justin is continuing in the willing position (Kollar, 2011, p.86).

· Justin is truly demonstrating that he is a D/I. He has been speaking at local high schools warning students of the dangers involved in street racing. Justin is a textbook ‘D’ in that he is direct and decisive (Carbonell, 2008, p. 137). He determined that the best way to “make up” for killing Bruce’s wife and daughter (Harrison, 2007, p. 8) was to do as Bruce suggested. Justin has not wavered from that promise.

· Justin is charismatic. When he speaks people listen. He is a true ‘I’ in that he is an inspiration to those to whom he speaks. As well, I believe he is exerting a genuine influence over the students to whom he is addressing (Carbonell, 2008, p. 137).

· I am getting concerned that Justin is too involved in his speaking engagements. He is strong, determined, and a true influencer, but this must be tempered. I want Justin to recognize when he is in overdrive. He has a sensitive side that must be nurtured. Justin needs to learn to be more sweet, soft, sensitive, cautious and calculating (Carbonell, 2008, p. 259).

· As an I/S/C (Professional Leader/DISC Profile), it is not in my nature to be aggressive, but I have learned to be more assertive. I also exhibit great balance in this world that leans too far in either direction (Carbonell, 2011, p. 295-296). My assertiveness and sense of balance will help Justin to achieve his goal in balancing his zeal with self-control.

Phase Three Distinctive Features

· The purpose of phase 3 is to clarify and execute an action plan (SbStPC Handout). In phase 2, we determined that Justin’s primary issue is guilt. We need to formulate an action plan that allows Justin to recognize what he is doing when the guilt is absent or at least mitigated (exceptions). What is different?

· Tenet 1: We want him to continue in the behaviors that allow him to be free from guilt.

· Tenet 2: When we find behaviors that work we want him to do more of it.

· Tenet 3: We want to stop behaviors that foster guilty feelings. (Kollar, 2011, p. 82)

· The goal of phase 3 is action. Justin has already taken an action item as a homework assignment at the close of our last session. I asked him to envision a life without guilt. I asked him the miracle question (Kollar, 2011, p. 107/Greenberg and Ganshorn, 2001, p.2). Now I want us to get to the specifics behind what is different now that Justin is guilt free. I will ask him specifically, what is different? How does his family treat him? How are people reacting to him differently when he speaks at schools. How is Bruce treating him now? How does Brody react to him? I want Justin to be as exact and precise as he can be. For example, “Tell me exactly how your mom treats you now.” Or, “Tell me, specifically, how your relationship with Bruce is different” (Kollar, 2011, p. 129).

· The chief aim of phase 3 is to execute well. This means that Justin and I are cocreating a solution (Kollar, 2011, 86). We are cocreating a reality in which Justin’s guilt has been reconciled. Justin is doing things that promote positive change. My job is to recognize the change and promote these changes through complimenting so that Justin’s strengths might become more evident (Kollar, 2011, p. 142). Our aim is to reduce or eliminate his guilt. The best way to do this is for Justin to act his way into positive thinking (Kollar, 2011, p. 89). We want Justin to visualize a life not hindered by guilt and live it rather than living a life wracked with guilt. Satan loves to tell us that we are inferior, that we are incapable of God’s love and forgiveness. These negative messages cause spiritual and emotional paralysis (Nichols, 2015, p. 21).

· My role/responsibility in phase 3 is to foster an attitude of hope in Justin. I am consistently turning the spotlight on hope in order to create a more encouraging counseling environment (Kollar, 2011, p. 96). I am not the expert on Justin’s life, Justin is the expert in his life. My role is to facilitate the change that the Holy Spirit is making in Justin’s life. The real creative influence comes from the Holy Spirit. He is the catalyst for change (Kollar, 2011, p. 45). I must recognize where Justin is making an improvement and not merely point it out but allow Justin to recognize these changes for himself. To accomplish this, I must listen attentively and recognize Justin’s expertise. I haven’t a clue about how the Holy Spirit will continue to work in Justin’s life. I want Justin to wake up and step up too this tricky task (Petersen, 2015, p. 192). This does not mean I sit passively. It means I recognize when progress is being made in Justin’s life and give him positive reinforcement when he sees this change. It is all about Justin seeing what is different in his life when the guilt is absent.

· Justin continues in the willing behavioral position. He has a clear sense that he must learn to live a life that is absent of guilt and he is ready to work with me toward this goal (Kollar, 2011, p. 86).

· Certain guiding assumptions are helping us to move forward. Of primary importance, the Holy Spirit is already active in Justin (Kollar, 2011, p. 85). I am watching the work of the Holy Spirit as He molds Justin into the masterpiece He sees in Justin (Nichols, 2015, p. 18). My role, as stated above is to ensure that Justin sees the changes wrought in his life by the Holy Spirit. I am listening for clues that the Holy Spirit is moving Justin away from his feelings of guilt and toward the life He intended for Justin. I am always conscious of my own tendency to offer advice or to judge. This would only invite defensiveness on Justin’s part (Petersen, 2015, p. 111).

 

Supportive Feedback Break

· After the break I want to make sure that Justin continues to move forward.

· There were some indications that he is experiencing some relapse.

· Justin’s parents were waiting for him outside of the session. I asked them how they felt about Justin’s progress. I will use their feedback in the solution-oriented conversation (Kollar, 2011, p. 157).

· Rather than focus on the relapse or on the issues presented by Justin’s parents, my intent is (Kollar, 2011, p. 157):

· To assume that there have been helpful positive changes

· Highlight these changes by asking for details

· Support change as meaningful

· Consolidate these changes

· Ask what other changes have been helpful

· I am primarily concerned with not using deficiency language despite the setback. I always want to assume positive change.

· Knowing that there has been a setback, my concern is getting Justin back on track using the following questions (Kollar, 2011, p. 161):

· What will you have to do to get back on track?

· What have you learned from getting off track?

· Even though you got off the track is anything been better?

· How have you been able to manage in the face of these setbacks? (empowering Justin)

· What will you have to do to stay on track?

· How will you get that to happen?

· What else will need to happen?

· Justin cannot rid himself of this guilt. I suspect that his prayer life has played a role in his setback. Specifically, lack of prayer has turned Justin away from God and back toward the guilt he feels. I encourage Justin to go to God in prayer and ask for insight and wisdom (Clinton and Hawkins, 2009, p. 138).

· Justin needs to be reminded that God has forgiven him. Justin must not beat himself up anymore. He needs to leave it with God (Clinton and Hawkins, 2009, p. 139).

· Action items that Justin should take (Clinton and Hawkins, 2009, p. 140)

· Do things for others

· Practice forgiveness in his relationships with others

Phase Three Marker

· Before Justin can disengage from the counseling session, I want to make sure that he has momentum, moving forward despite minor setbacks. It is not realistic to expect that Justin will always be positive or not experience some guilt as a consequence of his actions. I want to leave Justin in a position where he understands that God has forgiven him. He may take two steps forward and one step backward (Kollar, 2011, p. 161), but if he has proper direction and momentum he will move in the right direction. Observing Justin acknowledging that he has relapsed but continuing forward despite the setback marks phase 3. He is equipped to make progress outside of the counseling environment.

Food for Thought

· Though Justin is not in the blaming position, hypothetically speaking, if he was, he would see himself as a victim. For example, perhaps Justin just doesn’t understand why everyone is upset with him after the accident. Justin might say that he is just a victim here, every bit as much as Bruce’s wife and daughter. Afterall, it was just bad luck. Why did they have to pull in front of him anyway? If they had just stayed home that day none of this would have happened. Justin has raced up and down that street countless times without a problem. Were this the case, I might ask Justin the following questions:

· I would ask him, if he knew the consequences of racing that day, what would he have done differently?

· I would ask Justin if he knew the traffic laws in that area. Where were the traffic lights? What was the speed limit?

· I would ask Justin to picture himself as Bruce’s wife, pulling out from an intersection. What would you have done if you saw a car racing toward you? What would you have done differently? Could you have done anything differently?

· Through this process I would be trying to get Justin to take responsibility for his actions to switch him from a blaming position to a willing position.

· A technique that might be useful is the power/wisdom card. (Kollar, 2011, p. 250).

Another sample of two PACOneers’ Thread and Reply, from a different course’s Meaning-Making Forum, follows. Get this picture! See how one classmate’s Thread provides organizational clarity via emboldened headings and the annotated outline with complete sentences while remaining closely connected to the readings (i.e., required and secondary sources). One of his classmate’s followed up with a significant example of a Reply with Quote that contained a salutation and pertinent evidenced-based insights with thoughtful analysis and a timely example.

Learning and Growing in Spiritual Formation – It Takes a Lifetime!

1.“Inherent in the idea of spiritual formation is the notion that a particular person is being changed (formed) at the core of the person’s being (spirit)” (Pettit, p. 19). 

· Authentic spiritual formation is a lifetime marathon, a process requiring our whole lives as well as our whole desire, to be conformed into the image of Jesus Christ.

2. Spiritual formation is a process requiring me to be connected to Jesus Christ each and every moment and every area of my life.  Jesus said in John 15:5 (NIV) “I am the vine; you are the branches.  If a man remains in me and I in him, he will bear much fruit; apart from me you can do nothing.” 

Jesus’ life is an example of how to live connected to his Father in the midst of relationships:  John 5: 19-20  “I tell you the truth, the Son can do nothing by himself; he can do only what he sees his Father doing.

Essential core practices for spiritual formation are:

· The Word of God – Ps. 119:105 informs us that God’s Word lights our paths.  We must soak up God’s Word; meditate on it, memorize it and then use it in our daily lives.

· Community with other believers – 1 Cor. 12 – the Body of Christ is one unit though it is made up of many parts. “Thus, spiritual formation is far from a private exercise between God and myself…it is never just for my own benefit. God renews us, so that we can be ambassadors of renewal for others, whether as encouragement for the edification of other believers or as witnesses of light to those who sit in darkness” (Pettit, p. 115).

3. Jesus exhorted in Luke 21:19 (NKJV) “By your patience possess your souls.”

· Possessing our souls requires effort – In Phil. 3:12-13 (NIV) Paul acknowledges, “Not that I have already…been made perfect, but I press on to take hold of that for which Christ Jesus took hold of me.”

· I can only possess my own soul if am aware and alert to what is going on in my soul; this requires times of reflection throughout the day.  “Reflection is the discipline of pausing and considering what you are thinking and feeling, as well as what you have been doing and saying to others” (Burns, Chapman, & Guthrie, 2013, p. 48).

· There are “gaps” in our lives between where we want to be like Jesus and what our life actually looks like. Changing these gaps requires a process:

· We are “alert” and we become “aware” of a gap

· We “ask” God for direction in making changes

· We “act” in obedience to the changes necessary

· This process is similar to learning a new language – it is a process that requires effort and diligence to achieve the desired results (Issler, pp. 71-74).

4. An example from my life dealing with psychological and relational influences:

· Emotional intelligence is defined as the ability to “proactively manage your own emotions (EQ –self) and to appropriately respond to the emotions of others (EQ – others)” (Burns, 2013, p. 103).

· My family of origin – Looking back at my family after completing my “Life Story” (Pettit, pp. 217-244), I think that my father may have fallen somewhere into the spectrum of autism; thus, emotions were not often displayed or acted upon in our family (other than anger).  I had to learn how to relate to others emotionally throughout my life.  Hey, Joe…I think I get the picture! If you recall, Cornwall (2010) described in Go Suck a Lemon that the fabric of our emotional life is akin to “an elaborate quilting of experiences” (p. h). Reflecting on my early emotional life in ministry, I was a tattered patchwork quilt…a real piece of work. Little did I realize how my dysfunctional family of origin shaped my life and negatively influenced the navigation of ministry’s highly relational network. I just didn’t get people, especially their emotions because I didn’t get me and my emotions.

As a pastor, I was a poor emotional guide to my people when 911 happened. Little did I realize that I couldn’t comfort my people as needed due to the impact of my best friend’s death the week before. It took several days to realize I was operating in my default mode, stuff the emotion and be tough. It took a “brew-haha” to get me out of that going-nowhere relational season. Interestingly, Dr. Rice stated in the MMF Guidelines & T.I.P.S., “Without timely and sometimes ‘striking interaction’ there is no significant growth.” (p. 2). Needless to say, the next Servant Leadership meeting was a life-changing moment. I became acutely aware that I needed to learn those leaders’ language of the soul – emotions.

Thankfully, books, like this course requires, challenge me to be and become a more effective emotional guide in every relational context. During the initial days of 911, I got stuck in a stinking-thinking process wherein my tendency to blame created a “going-nowhere” cycle. I was judging others for not handling 911 like I did. The Holy Spirit used that interaction to dispute my erroneous belief and create an improved emotional response (Cornwall, p. 53). After digging deeper in Cornwall’s discussion of the ABCDE’s of Emotion (chs. 7-8), I intend to use that strategic framework to challenge my “going nowhereness” self-talk and create “going somewhereness” via new emotional language and truth-based, healthy thinking (p. 42). I am discovering that my inner emotional languae indicates how I am thinking and decisioning about something in the past, present, or future (pp. 5-6). Wow…I just counted words…got to stop! I was hoping to add further description to your prompt; let me know if I need to clarify anything stated.

· I must continually work to enhance my emotional intelligence: “Emotional intelligence is not fixed genetically, nor does it develop only in early childhood…[It] seems to be largely learned, and it continues to develop as we go through life” (Burns, 2013, p. 106).

· Practices that I am using to enhance my EQ:

· Times of reflection – “We must learn to….create space to step aside from our constant movememnt in order to contemplate, reflect, and prepare for future action” (Burns, 2013, p. 49).

· Journaling – “Feelings need to be articulated in a safe way.  Words allow us to manage feelings rather than being engulfed by them” (p. 119).

· Accurately identifying emotions – I have printed up a list of emotions that I use to help me identify what I’m feeling in my morning and evening times of reflection.

· Explore a family genogram – I completd a family genogram and I continue to explore emotional trends and patterns I see in myself that are related to my family (pp. 275-281).

· I see myself becoming more aware of my emotions and better able to understand emotions in others as I take these steps toward enhancing my EQ-self.

· I am beginning to realize that this process of becoming more like Christ will last a lifetime!

References

Burns, B, Chapman, T. D., & Guthrie, D. C. (2013). Resilient ministry: What pastors told us about surviving and thriving. Downers Grove, IL: IVPress.