Final Project: Solution-focused, Short-term Pastoral Counseling Scenario
Matthew J. Howard
Liberty University

Abstract
The Final Project applies the distinctive features of a solution-based, short-term pastoral counseling strategy to a counseling scenario with a pre-determined care-seeker. It is the objective of this student to simulate an abridged counseling process with Josh, from the case study Crossroads: A Story of Forgiveness. The student counselor is presented with many opportunities to provide “pastor” counseling and advice and this project demonstrates a rudimentary progression toward successful solution based outcomes. The student counselor currently is involved in men’s ministries and leads small connection groups for Grace Crossing Church and well as the founder of Restoring Men through Christ online ministry (restoringmenthroughchrist.com). This student’s hallmark purpose to mimic the character of Jesus in all circumstances and relationships guided his application of the solution-based, short-term counseling strategy and the alignment of his relational style with that of the care-seeker to collaboratively reach the goals established by the care-seeker

Table of Contents
Abstract…………………………………………………………………………………………..2
Introduction……………………………………………………………………………………....4
Phase One………………………………………………………………………………………...5
Josh’s Counseling Session: Phase One………………………………………………………......6
Phase Two………………………………………………………………………………………...8
Josh’s Counseling Session: Phase Two…………………………………………………………..8
Phase Three……………………………………………………………………………………...11
Josh’s Counseling Session: Phase Three………………………………...…………………..…..11
Phase Four…………………………………………………………………………………….…12
Brody’s Counseling Session: Phase Four………………………………………………………..13
Conclusion………………………………………………………………………………...……..14
References………………………………………………………………………………………..16
Rubric…………………………………………………………………………………………….18

Crossroads: A Story of Forgiveness (2007) is a tragic story where a family was instantly changed forever by a street racing accident. Justin, a teenage street racer, caused an accident that took the lives of Cindy and Chelsea (i.e., Cindy: wife and mother from the case study; Chelsea: daughter from the case study; Crossroads Case Study, 2015). This project require the student to pose as a pastoral counselor to move a pre-determined care-seeker, Josh (i.e. Josh: first born son from case study; Crossroads Case Study), through an abridged solution-based, short-term pastoral counseling (SBSPC) scenario. The project design requires the student-counselor to demonstrate a working knowledge of the SBSPC approach and provides an evolving resource to support the student in ongoing soul-care ministry (Liberty University, Final Project Instructions, 2015, p.1). The SBSPC strategy is a structure made up of four phases with distinctive features that form the framework of the solution focused counseling process under the authority of God’s Word. SBSPC takes into consideration the care-seekers story and after the counselor gains an adequate understanding, seeks to collaboratively assist the counselee to move away from it. SBSPC is a short term and focused process, and the counselor leads under the assumption that God is always present (PACO 500, 2015) and the counselor and the counselee must be in agreement with God’s intention if the counselee is to make any progress (Kollar, 2011). SBSPC discourages deficiency language and a problem-focused template, which Kollar (2011, p.36 ) says creates “a black hole out of which there is little hope of escape.” This counselor must allow the outcome to influence the process and work collaboratively with the care-seeker, employing information gained in the interview, capitalizing on their strengths and exceptions (Kollar, 2011) for goal formation within the framework of the SBSPC strategy. This counselor recognizes that “God has chosen him as a vessel for delivery of His special grace and he has both the privilege and the responsibility to deliver that care in the most excellent and ethical way possible”, (Clinton and Hawkins, 2009, p. 3). This counselor acknowledges that pastoral counselors employing the SBSPC strategy must embrace the following characteristics: Spirit led authentic kindness, empathy, knowledge and skill (Clinton and Hawkins, 2009, p.8). If this counselor consistently delivers comfort and care with integrity, he will be a trustworthy servant in whom God delights and blesses in all that he does (Clinton and Hawkins, 2009, p.8). 1. PHASE ONE: GETTING THE CARE-SEEKER’S PRESENT STORY A. An effective pastoral counseling interview incorporates the distinctives of the SBSPC strategy in the counseling interview (i.e., Purpose; Goal; Chief Aim; Roles/Responsibilities; Guiding Assumptions)(Liberty University, 2015, F.A.I.T.H. for SBSPC, p.1). * Purpose: To get the Care-Seeker’s present story in the first session. The counselor must be patient in allowing the care-seeker to relay their journey and their perception of how they got to this point. (Liberty University F.A.I.T.H. for SBSPC, 2015, p.1). * Goal: To get a description of the problem (journey), so the solution (vehicle) will achieve the goals (destination) of the counseling. The counselor uses this information to establish the starting point, or areas that present the greatest potential for change (PACO 500, 2015). * Aim: Listen well to understand; active listening and attentive people skills are critical in Phase I (PACO, 500). * Roles-responsibilities: Counselor builds rapport with the counselee by using fit or as Kollar (2012, p. 95) defines it, “enters the world of the care-seeker, showing the care-seeker that you identify with and understands their concerns.” The counselee talks and counselor actively listens until a safe and open atmosphere is built; enabling the care-seeker to be heard and solutions be developed. . The Counselee Is the Expert and Defines Goals (Kollar, 2011, p.63 ). The care-seeker is the expert on his story and allowing them to define the goal will give more potential for success. * Guiding assumptions: One of our assumptions that Kollar (2011)brings out is that God is already active in the counselee; not that the counselee is necessarily motivated by the Spirit driven to seek counseling but that God has brought the counselee to you and has hand in the matter. * Key Insights - Any help we offer through counseling may be hindered if the counselee does not feel that his experience and understanding of the problem have been heard and appreciated. The counselor cannot move on from Phase I until they are invited into the care-seekers world and then commit to counseling (F.A.I.T.H. for Solution-Based Short-Term Pastoral Counseling, 2015, class handout). Commitment is critical and the counselor must ensure they are a fit and can do good for the car-seeker. If the counselor is in doubt, it could be harmful if they did not refer to someone who was a “fit” and could commit. * Session one will consist of searching for evidence of exceptions through actively listening (Kollar, 2011, p. 92). In phase one listening to the care-seeker will make the care-seeker feel heard and the counselor will demonstrating fit. Providing encouraging feedback, looking for exceptions (clues), and awaiting an invitation into the care-seeker’s world are components of phase one that move the counseling process forward (Kollar, p. 93). * It is imperative for a counselor to align his relating style to the care-seekers to best demonstrate fit, cultivate rapport, and collaborate well (Kollar, 2011, p. 95). * Success of phase one relies heavily on the counselor’s listening skills to demonstrate fit and develop rapport. Realness, genuineness, respect for the care-seeker and understanding the care-seeker’s thoughts should be portrayed during active listening (Kollar, 2011, p. 142).

Josh’s Counseling Session: Phase One The counselor began the counseling session keeping in mind that “solution focused pastoral counselors treat people as competent” (Kollar, 2011, p.89 ), validating Josh’s feeling and actively listening for clues that revealed his strengths and exceptions to the problem (Kollar, 2011, p. 92). With Josh, it was imperative that the counselor actively listen in a way that encouraged him to open up as Josh’s personality type is not one to openly share his feelings (Carbonell, 2008). This counselor built rapport with the care-seeker by allowing him to talk at his pace and actively listened to his story, paraphrasing back to Josh what he said and confirming he had been heard (Kollar, 2011, p.93). Peterson (2007, p.126) reinforces the importance of listening in phase one where the counselor is trying to attain fit when he states, “better listening is your best chance to keep your relationships on solid ground.”

Josh came to counseling the attending position and has been avoiding his feeling as exhibited when he could not bring himself to say goodbye to his father. While Josh attended the funeral, afterwards, he simply wanted to get to life as normal in an attempt to avoid dealing with his feelings and loss. Josh does not feel counseling is necessary and as is true to his “S” type personality, he tends to not show his feelings outwardly and keeps them hidden (Carbonell, 2008). This counselor’s “C/S” personality type (Uniquely You Professional Profile, 2015) blended well with Josh in conflict avoidance, but it is was necessary to “to be bolder and perhaps even a little abrasive” (Carbonell, 2008, p.76) to get Josh to open up and deal with things. This should not be a problem for the counselor as Human Metrics (2015) test results label him as an “EFTJ” and Kiersey (2015) classified “ENTJs” as field marshals who are bound to lead others and even takes it a step further saying, ENTJs cannot NOT lead.” This counselor had to temper this part of his personality to ensure the care-seeker established the goals and played a part in the steps to get there. In phase one, the counselor was able to encourage Josh to admit he was dealing with his grief by avoidance by being more direct and asking Josh if he felt he had taken time to process his grief effectively. The counselor encouraged Josh to discuss his original idea of justice was different from what he came into agreement with when he learned that his father decided to forgive Justin and have him speak on the consequences of street racing. It was imperative that the counselor discern ways to encourage Josh to become a willing participant and invite him into his world to move on to phase two. This counselor had to demonstrate to Josh that he identified with him and understood his point of view and concerns in order to demonstrate fit. 2. PHASE TWO: DEVELOP THE CARE-SEEKER’S PREFERRED STORY/SOLUTION A. Now that the counselor has been invited into the care-seeker’s world, continue to follow the distinctive framework in phase two (Liberty University, 2015, F.A.I.T.H. for Phase Two Presentation). * Purpose: Develop the Care-seeker’s Preferred Story/Solution/Future (destination). * Goal: Goal description/formulation (Liberty University F.A.I.T.H. for SBSPC, 2015, p. 1). * Chief Aim: Collaborate well. Kollar (2011, p.95), states we must “Enter into his problem world long enough to join with him in co-creating a solution, walking together with him out from under the weight of the problem.” Developing rapport, demonstrating “fit,” and nurturing a collaborative spirit and partnership with the care-seeker are the counselor’s primary roles (Kollar, 2011, p.63). * Assumptions guiding the counselor are the problem is the problem not the care-seeker, the care-seeker is the expert, and solutions are co-created (Kollar, 2011, p. 63). * Role/responsibility: Counselor builds rapport and demonstrates fit; Counselee sets the direction and Counselor tracks with counselee’s process; collaboratively tests counselee’s notions for reality/do-ability. Counselor could/should ask the Miracle Question to shift the conversation as quickly as possible to a possible future where the counselee’s problems do not dominate (Kollar, 2011, p.184 ) * “Working toward a desired outcome begins with the use of questions that open up new possibilities” (Kollar, 2011, p.102). * Feedback should consist of presenting the problem, outlining exceptions to the problem, supportive compliments, educative comments, and after session suggestions (Kollar, 2011, p. 140).

Josh’s Counseling Session: Phase Two Josh was encouraged to seek counseling based on the appearance that he was avoiding his feelings and was attempting to deal with it through avoidance. In Phase 1, the counselor was able to point out to Josh that “trying to avoid the “terrible pain” only prolongs the grief” and “trying to avoid a loss by hiding the feelings will only cause problems in other areas— emotionally, spiritually, or physically (Clinton and Hawkins, 2009, p. 133). By acknowledging this, Josh was able to move into the willing position. Josh’s “S” personality type demonstrates a propensity to follow directions passively. The counselor ensured Josh that although they would collaborate, he would have to be the primary driver in establishing what he saw as a different future, i.e. the goals. Being a “C/S” personality type, it was easy for this counselor to align our relationship styles and work collaboratively to achieve the goal of phase two: formulate Josh’s goal (Liberty University F.A.I.T.H. for SBSPC, 2015, p.1). Developing a sense of partnership with Josh was not particularly difficult, but considering that Josh’s personality type typically does not take the initiative to do things out of the ordinary, take risks, and would rather have someone tell him what to do (Carbonell, 2008, p. 172), this counselor had to strongly encourage Josh that he must be the one to establish the goal in order to realize successful change. The counselor was successful in maintaining fit by ensuring an upbeat and supportive atmosphere that aligns with Josh’s personality type (Carbonell, 2008, p. 171-172) During phase two, the counselor, through encouraging feedback, listened for clues when the problem is not occurring, offered supportive compliments, and asked questions to highlight change (Kollar, 2011, pp. 96-102). Managing questions helped the counselor find exceptions to the problem, drew attention to them and made them meaningful (Kollar, 2011, p.112).
As the Holy Spirit began to work in Josh, he felt secure enough to step out of his comfort zone and start to express his feelings. He began to talk about his relationship with the different members of his family and remorse about the disconnection his avoidance had put between them. Josh shared that he already knew his college was a pinch on the family finances (Liberty University Case Study: Crossroads, 2015, p. 4) and now with the expenses of the funerals, he felt a little guiltier. He also shared that he felt bad about not being able to be a support system for Brody, especially knowing that Brody had lost his primary support in his mother and sister (Liberty University Case Study: Crossroads, 2015, p. 5).
As the counselor was employing managing questions in the interview, Josh displayed a teary outpouring of emotion. Josh expressed that he wish he knew how to be there for his father and brother. He described a feeling of loneliness and a desire for a closer relationship with his family. This was the marker that indicated we collaboratively “imagineered” a picture of life without Josh’s problem. He expressed a desire for the counselor to help him figure out a way to “cultivate both old and new relationships and rediscover meaning in life” (Clinton and Hawkins, 2009, p. 61) that includes a closer and supportive relationships with his father and brother again. This counselor then began to ask follow-up questions that were future-focused, allowing Josh began to envision life without the problem and realized that he would have to make changes, along with his father, to improve their relationship (Kollar, 2011, p. 105). Josh framed the goal that he wants to develop a supportive and personal relationship with his father and Brody similar to the one Brody had with his mother before the accident so he will not feel disconnected and have support while grieving.
During the supportive feedback break, the following portraits were considered: (1) grief; (2) shock; (3) denial; and (4) avoidance. Keeping in mind the stages of grief and the goal of grieving is to find and accept the new normal is important for the counselor to consider when providing feedback to Josh (Clinton & Hawkins, 2009, p.131). The following wise counsel would be considered during the feedback portion of the interview to develop the goal: * Provide plenty of biblical images of hope, heaven, and resurrection, but avoid being glib or superficial. When a loved one dies, the loss is acute, and knowing that the person is in heaven is not always an immediate comfort to those who are left behind— because they are left behind. (Clinton and Hawkins, 2009, p. 152) * Remind Josh that grieving is a unique experience that takes time and that the range of emotions and intensity are normal and with time they will subside (Clinton & Hawkins, 2009, p.132). * Put your thoughts and feelings in writing in a journal (Clinton & Hawkins, p. 152). * Offer encouragement since Josh is willing to address the problem (Clinton & Hawkins, 20019, p.43).

3. PHASE THREE: CLARIFY AND EXECUTE AN ACTION PLAN A. In order to develop and sustain forward progress, the counselor will focus on phase three distinctives of the SBSPC strategy (i.e., Purpose; Goal; Chief Aim; Role/Responsibilities; Guiding Assumptions). * Purpose: Developing the Action Plan (Vehicle) (Liberty University, 2015, F.A.I.T.H. for SBSPC, p.1). * Goal: Clarification (Liberty University, 2015, F.A.I.T.H. for SBSPC, p.1). * Chief Aim: Execute well. The counselor is continuing to build rapport, demonstrate fit, and collaborate with the care-seeker. (Liberty University, 2015, F.A.I.T.H. for SBSPC, p.1). * Guiding Assumption(s): Counseling that doesn’t lead to valued change is only listening; listening along is not counseling (PACO 500, 2015) * Role/Responsibility: Counselor builds rapport/demonstrates fit. Counselor and Counselee actively participate in building hope and supporting forward progress * Solutions Are Co- created – solutions must be collaboration between the counselor and care-seeker rooted * Key Insights – Plans should be carved into small, achievable increments and the counselee must be held accountable for execution of the agreed upon plan. The plan must address any elements that shape the self that are critical to achieving the goal (PACO 500, 2015). In SBSPC, time is limited so the strategy must focus and be clear about what is being addressed together and why; they must pass the “common sense test” (Kollar, 2011, p.83).

Brody’s Counseling Session: Phase Three
The counselor will continue to employ managing questions, future-focused questions, and scaling questions to keep Josh in a forward trajectory and clarification (Kollar, 2011, p. 134-138). This phase will require control of this counselors “C/S” tendencies to be more passive and slow about moving forward (Carbonnel, 2008, p.74). This counselor will have to be wary of being too aggressive, however, to ensure fit is maintained with Josh’s “S” personality traits and ensure Josh stays on track with positive reinforcement and affirmation (Carbonell, 2008, p.32). Therefore, this counselor will have to execute a strategic mix of follow-up questions and assertive with the expectation of Josh maintaining the position of “expert.” Maintaining alliance with Josh in phase three will require control of the counselor’s passivity (Carbonell, 2008, p.64).
It is paramount to maintain fit with Josh’s “S” personality to ensure he continues to feel safe and share his feelings in order to move toward the goal and ensure the success of clarification in phase three. Clarification requires work on Josh’s behalf, which is not his strong suit. He will have to define and clarify his goal and delineate the tasks that lead to a solution, albeit still collaboratively with the counselor (Kollar, 2011, p. 138). Josh’s tendency to be a follower and defer the decisions to others will have to be mitigated in phase three. Therefore, relational style alignment will the counselor and Josh controlling their passive tendencies. The counselor will focus on encouraging Josh to take a risks, embrace change, and build his confidence (Carbonell, 2008, p. 63, 170-171).
During the supportive feedback break the counselor should reflect upon creating a workable solution based on the goal description and information gained in clarification (Kollar, 2011, p.140). During the break the counselor should gather information about the care-seeker’s emotional state from the presenting problem and then more fully develop the exceptions to the problem. The counselor should then use the exceptions to organize feedback that supports positive actions, goals, and tasks (Kollar, p.142). In Josh’s situation, supportive compliments, educative comments, and after-session suggestions will encompass key thoughts of avoidance, denial, and loneliness (Clinton & Hawkins, 2009, p.60 ). The following wise counsel should be considered during the feedback portion of the counseling interview: * “Provide plenty of biblical images of hope, heaven, and resurrection, but avoid being glib or superficial” (Clinton & Hawkins, 2009, p.62). * Help Josh understand that recovery will come as he learns to cope with the changes and new dynamics of daily life. His “normal” will not return but there is hope in recovery (Clinton & Hawkins, 2009, p. 63). * Put your thoughts and feelings in writing in a journal; include in the journal how you feel when things are going well between you and your family (Clinton & Hawkins, p. 152). * Seek to make a meaningful connection to his father and brother daily through conversation (Clinton & Hawkins, 2009, p. 153) * Isaiah 41:10 God reminds us he is with us always, and holding us with his righteous right hand. * Psalm 42:5 This will encourage Josh to trust God and nurture his personal relationship with Christ (Clinton & Hawkins, 2009, p.78).

4. PHASE FOUR: CONNECT THE CARE-SEEKER TO THE COMMUNITY A. Being proactive with efforts to connect well is imperative in the final session. Phase four includes the same distinctives as each of the other phase. However, the counselor must prepare resources to support the care-seeker a part from the counseling sessions (Liberty University, 2015, F.A.I.T.H. for SBSPC, p.2). * Purpose: Connect Care-seeker to Community (Liberty University, 2015, F.A.I.T.H. for SBSPC, p.2). * Goal: Consolidate and Support Change (Liberty University, 2015, F.A.I.T.H. for SBSPC, p.2). * Chief Aim: Collect the necessary, appropriate resources to connect the care-seeker well (Liberty University, 2015, F.A.I.T.H. for SBSPC, p.2). * Role/Responsibility: Counselor connects care-seeker to community for accountability, support, and encouragement (PACO 500). The counselee commits to a community of accountability directed at preferred story during & after the process of dishabituation of unhealthy patterns and re-habituation of healthy patterns. Counselor reinforces commitment to change through supportive feedback and by arranging accountability through pastoral care and small group ministries in soul-care context. * Small group connection supports the change process (Liberty University, 2015, F.A.I.T.H. for SBSPC, p.2). * The following guiding assumptions are evident in phase four: (1) “The counselee is always changing” (Kollar, 2011, p. 70-72); (2) “God is always active in the counselee.” (Kollar, p.85). * Supporting a context of change through the hope of Jesus Christ in a network of supporting Christians is successful disengagement (Liberty University, 2015, F.A.I.T.H. for SBSPC, p.2). * It is important for the counselor to keep in mind when preparing resources to support change for the care-seeker that the body of Christ best supports change (Kollar, 2011, p. 20).

Josh’s Counseling Session: Phase Four

The counselor entered the final session with Josh with the assumption there has been helpful positive change and asked for details to highlight the changes, emphasized they were meaningful and ascertained what other changes had been helpful for Josh (Kollar, 2011, p.157). Clarification and the skillful use of future-focused, managing and scaling questions assisted Josh in consolidating his progress (Kollar, 2011, p.157). During the feedback, the counselor highlighted exceptions to the problem, affirmed Josh on his willingness to complete tasks, and praised Josh’s for his positive actions. The counselor provided community resources for young adult grief support, small group ministry at Josh’s college, and set up pastoral care to successfully disengage Josh from counseling and foster a successful transition to accountability and staying on track (Liberty University, 2015, F.A.I.T.H. for SBSPC, p. 2).
Conclusion

Solution-Focused Pastoral Counseling (SFPC) offers an alternative to problem-focused counseling and provides counselors with the how-tos for staying on track during the counseling interview—as well as helping individuals, couples, and families reach their goals (Kollar, 2011, p. ). SBSPC marries SFPC with a fixed strategy that focuses on the solution and moves the process along through four distinct phases collaboratively in a partnership with a positive trajectory. Kollar (20ll, p. ) adds, “The counselor and the counselee must also be in agreement with God’s intention if the counselee is to make any progress.” Solution-based, short term pastoral counseling is a methodology that collaboratively aligns the counselor and counselee with God’s intention (Kollar, 2011, p. 57) Josh’s counseling scenario is an example of the success of the SBSPC strategy. SBSPC operates under the authority of the Word of God and incorporates the work of the Holy Spirit (Kollar, 2011, p. 57). By focusing on exceptions to problems, highlighting change, viewing the care-seeker as the expert, cocreating solutions, and devising an action plan to move toward a life without the problem, the SBSPC strategy keeps the counselor and counselee out of the “black hole of problem focus of which there is little hope of escape (Kollar, 2011, p.)” . Consolidating change and connecting the care-seeker to a network of support following short-term care creates the possibility of sustainable success and decreases the risk of relapse for Josh. (Liberty University, 2015, F.A.I.T.H. of SBSPC p. 2).

References
Carbonell, M. (2008). How to solve the people puzzle: Understanding personality patterns. Blue Ridge, GA: Uniquely You Resources.
Carbonell, M. (2015). Uniquely you profession profile report. Blue Ridge: Uniquely You.
Clinton, T., & Hawkins, R. (2009). The quick reference guide to biblical counseling: Personal and emotional issues. Grand Rapids, MI: Baker Books.
Human Metrics. (2015, September). Jung typology tests. Retrieved January 31, 2015, from http://www.HumanMetrics.com/cgi-win/JTypes1.htm
Johnson W. B., & Johnson W. L. (2000). The pastor’s guide to psychological disorder and treatments: A quick and easy reference source to understanding mental health disorders! New York: The Haworth Press.
Keirsey, D. (2015, September). Keirsy.com Fieldmarshal. Retrieved January 31, 2015, from http://www.keirsey.com/4temps/fieldmarshal.asp
Kollar, C. (2011). Solution-focused pastoral counseling: and effective short-term approach for getting people back on track. Grand Rapids, MI: Zondervan.
Liberty University. (2015). A case study on crossroads: a story of forgiveness. Retrieved on March 6, 2015, from Liberty University Blackboard PACO 500
Liberty University. 2015. F.A.I.T.H. for solution-based, short-term pastoral counseling (SBSPC) Retrieved on September 9, 2015, from Liberty University Blackboard PACO500
Liberty University. 2015. F.A.I.T.H. for phase two presentation. Retrieved on March 6, 2015, from Liberty University Blackboard PACO500
Liberty University. (2015). Final project instructions. Retrieved on March 6, 2015, from Liberty University Blackboard PACO 500
Liberty University. (2015). Solution-based, short-term pastoral counseling presentation. Retrieved on March 6, 2015, from http://bb7.liberty.edu/bbcswebdav/pid-22382987-dt-content-rid-157096137_1/courses /PACO500_B11_201540/Presentations/Module%204B/Overview%20of %20a%20Solution-Based%20Short-Term%20Strategy.html
Petersen, J. C. (2007). Why don't we listen better? Communicating & connecting in relationships. Portland: Peterson Publications.

Final Project Grading Rubric Criteria | Points Possible | Points Earned | Paper Content & Organization * Cover sheet, Abstract, Table of Contents, References, Grading Rubric, and correct file name are included. * Annotated outline presented with appropriate headings and organizational clarity. * Abstract included: clearly identified student’s relational style, hallmark purpose for life, and soul-care context; pre-determined care-seeker, relational style, presenting behavioral position and problem/issue. * Introduction: clearly presented a rationale for project, overview of SBSPC strategy, its strengths & suitability for a specific soul-care context; and described design and objectives accomplished. | 20 | | Counseling Content & Organization * All four phases of SBSPC strategy are identified with sufficient organizational clarity and logical flow in annotated outline format. * Satisfactory presentation of SBSPC distinctive features and skills * Major points are primarily supported from the readings with citations, good examples (pertinent personal or conceptual examples are acceptable), and thoughtful analysis (considering assumptions, analyzing implications, presenting clear rationales). * Where appropriate, the paper integrates spiritual formation truths, insights, and techniques. | 30 | | Introduction/Conclusion Content & Research Expectations * A clear & convincing “So what?” is presented. * Important ideas are reinforced, including a subject matter “take away.” * Presentations and handouts are utilized and cited. * At least 2 citations per 5 required texts (10) and DISC assessment (2) * Body of paper does not exceed 14 pages. | 15 | | Readability and current APA Guidelines * Spelling and grammar are correct. * Sentences are complete, clear, and concise. * Annotations contain appropriately varied sentence structures, double-spaced, and typed in 12 pt Times New Roman font. * In-text citations and references used appropriately and correctly. | 10 | | Total: | 75 | |

Instructor’s Comments