In this unit of study you will explore the important connections between the Christian vision of the human person and the pastoral practices required to ensure the provision of this vision. This will include examining the skill of attending (listening) and practical ways of engagement in order to support and uphold God’s vision for the human person.

Unit code: DP1600P

Unit status: Approved (New unit)

Points: 18.0

Unit level: Undergraduate Level 1

Unit discipline: Pastoral Theology and Ministry Studies

Proposing College: Pilgrim Theological College

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Learning outcomes


Identify the important connections between the Christian vision of the human person and the psychology of the human person that are foundational to human mental health.


Demonstrate the ways in which the Christian vision of the human person informs Christian professional pastoral practices.


Perform the key skill of attending (listening) as it enacts the Christian vision of the human person in Christian pastoral practice and human mental health.


In order to address current grave concerns in pastoral practice and supervision in church settings, the learning and teaching strategy utilized in this unit draws extensively upon nearly 500 years of Jesuit educational philosophy and practice found in the Ignatian Pedagogical Paradigm (IPP).

The IPP understands learning and teaching as sequenced in exploration of context, experience, reflection, action, and evaluation. This process enables students’ readiness to engage in a learning process that is transformative of the whole person, mind and heart. The learning process that the IPP facilitates draws on the Christian view of the human person in its structure and content, for example, by emphasising the students’ dignity and creative contribution to the experience of learning. The vision of the IPP presupposes that learner and teacher enter into a mutual and reciprocal relationship whereby each searches for the insight of the other and in the service of shared learning.

The unit utilizes this strategy because it specifically offers a model of adult-learning that recognizes, supports, respects, and develops the wealth of experience and knowledge that students bring to this unit. This strategy aims at facilitating students’ appropriation of unit content in relation to their own learning needs and personal growth. As a result, this strategy generates readiness for personal transformation and meaningful professional impact.

Indicative Bibliography

  • Geldard, David, Kathryn Geldard and Rebecca Yin Foo. Basic Personal Counselling: A Training Manual for Counsellors. 9th edition. Sydney: Pearson Education Australia, 2021.
  • Gorringe, Timothy J. Discerning Spirit: A Theology of Revelation. London: SCM Press, 1990.
  • Groome, Thomas H. What Makes Us Catholic? Eight Gifts for Life. Pymble, NSW: HarperCollins ebooks, 2007.
  • Harré, Rom and Luk Van Langenhove, eds. Positioning Theory. Oxford: Blackwell Press, 1999.
  • Hewson, Daphne. & Michael Carroll. Reflective Practice in Supervision. Hazelbrook, NSW: Moshpit IndiPublishers, 2016.
  • Hill, Clara. Helping Skills: Facilitating Exploration, Insight, and Action. 5th edition. Washington: American Psychological Association, 2020.
  • Morgan, Alice. What is Narrative Therapy? An Easy-to-read Introduction. Adelaide: Dulwich Centre Publications, 2000.
  • O’Collins, Gerald. Christology; A Biblical, Historical, and Systematic Study of Jesus. 2nd edition. Oxford: Oxford University Press, 2009.
  • Sachs, John R. The Christian Vision of Humanity: Basic Christian Anthropology. Collegeville, MN: Liturgical Press, 1991.
  • Taylor, Daniel. Tell Me a Story: The Life-Shaping Power of Our Stories. St Paul: Bog Walk Press, 2001.


Type Description Word count Weight (%)

Simulation involving key practical skills

1200 40.0
Data Analysis Report

Data analysis report

800 10.0


2000 50.0

Unit approved for the University of Divinity by Prof Albert Haddad on 13 Sep, 2022

Unit record last updated: 2022-09-13 08:57:54 +1000