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¶ … Saundra, D. Nelson written in December 2002; was written for the members of Living Waters Christian fellowship in Newport News, Virginia. It was written to address the question on the best method Christian lay leaders, can develop and train on how to provide pastoral counseling for the congregational members of Living Waters Christian Fellowship (LWCF).
This literature review is based on chapter two of the dissertation. It functions to critique the dissertation paper; it also gives the reader knowledge of ideas in the topic. It acts as a guide on the question being discussed while it gives summaries and different references available. The author wrote the review as a guide for deacons, elders and ministers in counseling due to the demand for pastoral counseling by congregational members.
The research problem seeks answers as to the effective methods of developing and training Christian leaders in an effective way. The literature review gives different theories, differences uniqueness and references of effective counseling psychotherapy....
The different forms of counseling include psychotherapy and ministry approaches, which address living, situational problems. The author further discusses Christian lay counseling, pastoral counseling, and selected models of psychotherapy and theosphostic ministry. The literature is also relevant to the question because it provides procedures to be followed for one to qualify to be a pastoral counselor by specifying time for different levels of pastoral counseling.
The review provides leaders with advantages, disadvantages and challenges when counseling; this gives them a better understanding of their congregation hence can effectively help them. Some of the advantages are like the trust they gain from their clients during counseling and they act as a mediator between them and God. The literature gives guidance on the Steven's series, which is a complete guide on the resources, training and structure in the lay-caring ministry for the congregation. The Steven's…
references; hence, the author has formulated a review, which suits best the members of the LWCF.
Students do not want to write because it is boring or tedious to them. But most of all, students do not want to write because they are afraid that they cannot do it. They have been given years worth of papers marked up in red where the teacher was trying to take their voices and make them her own. If teachers understand that writing can be learned by every
Some of the questions that the teacher might ask that will lead to drafting are as follows: At the end of the story, the cow goes home happy, but I'm not sure why. Can we add why the cow goes home happy in there? At the beginning of the story, we talk about three girls, but at the end there are only two. What happened to the other girl?
While writing to demonstrate learning is the most common goal of any writing assignment, instructors may also wish to encourage assignments that involve writing to learn. These low-stakes assignments will allow students to explore ideas and issues that will help guide them in their learning. As indicated by Farris & Smith (1992), a WAC program can help establish criteria for writing-intensive courses, consult in the design of the courses,
" ("A letter to David Epston," p.97 In the process of communicating our ideas through writing, we are more than one person. Another person appears who helps us build the dialogue. He may challenges our long-held views, appreciate some of them, improve on others and contradicts or rejects yet some others completely. Penn and other therapists might use writing with their clients as a way of weaving in a new story
Still, the significance of his work for the entire academic community can be gathered from Barlow's uncertainties. Barlow writes that he has searched the literature for an effective way of incorporating both the skills required for students to be good writers and teaching the test. Still he found that "they assume a greater control of the academic environment external to the particular classroom than I, as a part-time teacher,
That is, because students think that everything has a right and a wrong answer, thesis statements are incredibly difficult to articulate. The students do not understand how to argue, nor do they understand why this must be done. For me, this point stood out as most important because it is cross-departmental. Students coming into their undergraduate careers for the first time are often not taught to reason like a