Exit this survey Doctor of Ministry Rating Form Identifying Information Click one dot for each dimension that most resembles the performance in the student project.The description for each level of each dimension were abstracted from interviews of the DMin faculty. Together the rating form depicts a collective theory of the development of expertise in pastoral ministry. The descriptions should not be treated as positivistic or legal definitions. Rather they are descriptions of typical performances at each level of expertise development.The levels are Beginning: showed commitment requiring a few minutes to try the dimension, Easy: showed commitment requiring a few months to learn about the dimension, Practical: showed commitment requiring a few years to earn a living using the dimension, Inspiring: showed commitment requiring many years to contribute to knowledge using he dimension. The All-Campuses Dimensions are... (1) Developmental Theory (2) Life Transitions (3) Theory Application (4) Listening (5) Spirituality (6) Verbatim Analysis (7) Trauma & Grief (8) Reflection (9) Boundaries & Confidentiality (10) Power & Authority (11) Collaboration & CommunityThree paragraph items are available at the end of the form for you to describe key aspects of the student’s performance that are missing from the 12 dimensions. When a new dimension is suggested, please consider both the level that best describes the current performance and the level just above it that the student might think about for the next assignment. The check should be on the level of current performance. Question Title * Your Name Question Title * Student's name Question Title * Term Spring 2013 Summer 2013 Fall 2013 Spring 2014 Summer 2014 Fall 2014 Spring 2015 Summer 2015 Question Title * Your Primary Campus Cincinnati Jerusalem Los Angeles New York Distance Only Question Title * Course Number Question Title * If you are the professor for the course, copy and paste the assignment here for the first student you rate in the course. Question Title * (1) Developmental Theory Not applicable Beginning - Not conversant in the major theories of psychological development. Expect change in ability to listen, or feel awkward about transference. Need to have the answers. Easy - See signs of theories everywhere. Create simplistic hypotheses. Know major theories--Freud’s four theoretical phases, Mahler’s child development, Erikson’s stages. Family Systems, hierarchy, group and organization dynamics. Practical - Use theories to create hypotheses about experiences that might have led to a client's behavior. Use spiritual and psychological models to make sense of verbatim material. Inspiring - Incorporate new theories and resources to engage the dialog between psychological and theological concepts (e.g. forgiveness, atonement, and guilt). Apply theories to perform better counseling. Comments on Improving the "Developmental Theory" Dimension Question Title * (2) Life Transitions Not applicable Beginning - Accept developmental progressions at full face value. Don’t see the nuances. Understand that there are normative feelings and experiences. Easy - Ask self why the person’s there. Ask for clarification to assess what’s going on. Recognize that developmental crises are natural and don’t have to be fixed. Practical - Aware of how their experience impacts how they see or deal with cases (transference or counter-transference). Trust the normalization process. Help clients create their own adaptive resources. Inspiring - Self-discovery may lead to career changes. Deal differently with issues of authority and power. Meditate before seeing clients to raise personal awareness and presence. Comments on Improving the "Life Transitions" Dimension Question Title * (3) Theory Application Not applicable Beginning - Not organized in a systematic way. Have no idea about diagnosis, and begin by prescribing behavior. Easy - Use psycho-social language to identify behaviors or concepts. Identify neurosis, personality disorders, and psychosis. Learn to be sensitive to each type and label in general. Practical - Make increasingly sophisticated applications of psych-social language as explanation or alternatives to therapy. Consider concommitants of the apparent disorder. Diagnose accurately and refer to appropriate therapists. Inspiring - Listen, understand what clients are saying. Effectively bring about individual and congregational change. Act as part of the whole despite a congregation’s anxiety of potential decline. Comments on Improving the "Theory Application" Dimension Question Title * (4) Listening Not applicable Beginning - Believe that help means doing something. Try to design structured ways to help. Easy - Hear manifest content and latent content. Confuse own projections with what others are saying. Separate what they say from their own interpretations. Recognize defenses and personality types. Practical - Listen to latent content; relate to own history; help others adapt it to themselves. Gather data; form a theory; refine it; seek new information or emotions. Inspiring - Combine confidence with humility. Understand responsibilities of knowing others’ personal lives. Recognize signs of intervention effectiveness (e.g. immediate emotion versus blank or defensive reaction). Comments on Improving the "Listening" Dimension Question Title * (5) Spirituality Not applicable Beginning - Believe that one has to be religious to be spiritual, or that spirituality is everywhere. Put language to own experiences. Easy - Have a desire to pontificate and supply the truth. Apply new ideas in their work to better understand congregants. Practical - Find out who the client thinks God Is, and help clients develop an awareness of their assumption. Use concepts with individual voice. Confidence integrated with personality. Inspiring - See images of God, the creator, in everyone. Open pathways to a spiritual sense of being and help clients heal by identifying their untraumatized parts. Comments on Improving the "Spirituality" Dimension Question Title * (6) Verbatim Analysis Not applicable Beginning - Present verbatim what happened with face value interpretations of a text. Observe and listen to congregants’ or patients’ manifest statements describing their relationship to God. Easy - Identify the presented problem in verbatim content and interpret from therapeutic and theological standpoints. Analyze spiritual features of clients’ personal faith, confessions, and life struggles. Practical - Know that actual statements may be disconnected from reasons for presenting. Analyze verbatim content to understand congregants’ or patients’ conception of God (e.g. wish-fulfillment, punishment, etc.). Inspiring - Understand a case’s relationship to religious narratives. Move easily between clinical theory and theological concepts, integrating pastoral and counseling situations with personal and spiritual development. Comments on Improving the "Verbatim Analysis" Dimension Question Title * (7) Trauma & Grief Not applicable Beginning - Want to fix others’ pain. Avoid in-depth explorations by considering people too shallow. Give advice. Redirect grief (e.g. "they are with God now"). Keep positive focus. Easy - Feel released from fixing things or having answers. Ask clients to tell them more. Let people grieve. Act as compassionate companions. Honor their sense of loss. Practical - Technique is oriented towards curiosity. Help clients speak for themselves. Show a deepened tolerance for unmitigated sadness. Inspiring - Help clients access their “selves.” Develop new models for coping with grief that can be taught to healthcare practitioners and patients. Comments on Improving the "Trauma & Grief" Dimension Question Title * (8) Reflection Not applicable Beginning - Show the ability to be self-reflective, but interpret text literally. Easy - Create pictures or metaphors to connect daily life deeply to religion. Can answer “What did you learn? How did people treat you? How did it transform you?” Practical - Create for own self and for the group. Participate and try to be helpful and disagree constructively. Inspiring - Create deep connections for people from different and even opposing settings from own. Find ways to break through hierarchies by developing relationships. Comments on Improving the "Reflection" Dimension Question Title * (9) Boundaries & Confidentiality Not applicable Beginning - Knowledge of life cycle events and multiple roles creates fuzzy boundaries within pastoral and counseling relationships. Introverts say less and extroverts more than necessary. Easy - Distinguish between personal boundaries specific to pastoral and counseling relationship. What someone says in a session is sacrosanct. Practical - Understand pastoral and professional boundaries and ethical obligations related to congregational and counseling relationships. Avoid being a conduit between congregants or involving the community. Inspiring - Interface and offer counseling as appropriate in situations of joy or grief. Comfortable with their personal and professional limits, including the social-media changes in public/private boundaries. Comments on Improving the "Boundaries & Confidentiality" Dimension Question Title * (10) Power & Authority Not applicable Beginning - Feel powerless and infantilized or full of power but not authority. Resistant to growth. Easy - Commit to trust the program and develop openness to growth (or may become more resistant and precipitate a confrontation). Change language from “commitment” to “covenant.” Practical - Form a covenant with peers, faculty, and college. Help others grow by speaking honestly. Cases contain more risk, exposing one to more traumatic responses. Inspiring - Can deal with a process using authority and not power. Don’t feel the need to win; can lose without losing integrity, Comments on Improving the "Power & Authority" Dimension Question Title * (11) Collaboration & Community Not applicable Beginning - React to others defensively and protectively, anxious over whether they can adequately meet the expectations, needs, and commitments of the community. Easy - Rely on authority figures. Bump up against cultural, ethnic, and religious differences. Question their own assumptions, and see the person behind the stereotypical assumptions. Practical - Trust peers as a result of knowing and taking advantage of their expertise. Collaborate to create a family-like community where people speak freely about their experiences. Inspiring - Find a supportive group in the workplace that is unique, open, functional, and non-political. Apply the internal family systems model to community creation. Comments on Improving the "Collaboration & Community" Dimension Missing Dimension(s) or Comment(s)If key dimension(s) of the assignment are not available above, identify each missing dimension below. Indicate the performance level shown by the student (beginning, easy, practical or inspiring), describe the performance, and describe the next more advanced commitment in this dimension that the student might consider. Question Title * Narrative for Comment or First Missing Dimension Question Title * Narrative for Second Comment or Missing Dimension Question Title * Narrative for Third Comment or Missing Dimension Done