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Helping

Relationships SBC Online

Helping Relationships
School of Biblical Counseling Online-Course Syllabus

Lecturing Professor: Ed Welch, M.Div., Ph.D., CCEF Faculty


Recitation Instructor: You will be assigned a Recitation Instructor (RI) who will grade all assignments
and field all questions, concerns, confusions, and the like. He or she will help
guide you through the material presented by Dr. Welch.
Administration: To receive the most immediate response to any questions regarding class
administration, please contact CCEF Student Services,
student.services@ccef.org.
Office Hours/availability: Your Recitation Instructor will email you the days during the week where he or
she will be available to respond to your email inquiries. Please note: You are
not permitted to contact the lecturing professor.
Class Procedure: You are expected to watch the assigned video each week (approximately 2 to 3
hours), submit a community board posting or meet with your small group, and
complete and submit your assignments as listed in this course syllabus.
SBC Online SBC Online will be used to post course videos, audio files, and course
documents; submit assignments; and host community boards. Assignments
will be submitted electronically through SBC Online. If you experience an error
uploading your file to SBC Online, then please send an e-mail to your
Recitation Instructor (RI), and copy student.services@ccef.org, with your
assignment attached by the deadline given.

Course Materials Sharing As a reminder, all materials provided to you for this course through SBC Online
and Copyright Permissions are copyrighted by CCEF or other publishers, to whom CCEF pays a fee for their
use. This includes the course syllabus, assignments, articles, and video and
audio lectures. You may not reproduce or share any of these materials without
the prior permission of CCEF.

Course Objectives
At the successful completion of this course, you should be able to:
To love others, using words, with increasing skill.
To locate the seed of all counseling ministry in two people praying together
To develop an attractive and adaptable ministry method
To identify and practice the basic methodological principles that are emerging in Biblical
Counseling.

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Required Readings & Course Materials


Books
Instruments in the Redeemers Hands by Paul David Tripp
The Heart of a Servant Leader by C. John Miller
The Gift of Therapy by Irvin Yalom

Articles
All articles listed will be available on SBC Online in the week in which they are due to be read.

Why I am a Presuppositionalist, by Bill Edgar, (WTJ 58, 1996 pp 17-27).


X-Ray Questions (JBC, 18:1, 1999, pp. 2-9) Also in Seeing with New Eyes by David Powlison, pp.
129-143.

Assignments and Grading:


Grading
The chief purposes of a grade are to be informative about how you have done and to help hold you
accountable. Taking a course for credit challenges you to put in the time and concentrated effort
needed to do your very best quality thinking and work. Your life and ministry depend upon your growing
wisdom. We want to handle truth well; we want to walk well. Put off the competitiveness or fear of
failure that lurks within and competes with our Fathers goals for our education. Jesus disciples are
learners by definition, unashamed of our continual need to grow in knowledge, wisdom, and love (James
1:5; Matt. 5:3). The grading is a tool to help hold you accountable to those goals and desires that led you
to register in the first place.

Assignments Grading Scale


1. Community Boards (5%) A 95 and above
2. Community Groups (5%) A- 92-94.9
3. Response Papers (50%) B+ 88-91.9
a. Journal B 85-87.9
B- 82-84.9
b. Reading Reflections
C+ 78-81.9
4. *Final Exam (40%) C 75-77.9
C- 72-74.9
D+ 70-71.9
D 68-69.9
D- 66-67.9
F < 66

*Extensions for final papers, projects, and exams require pre-approval from Student Services.
Students who fail to submit these assignments by the due date given will be downgraded 10 points off
per day, up to four days. After the fourth day a final assignment is late, you will automatically fail the
course.

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Grading Rubrics:
The goal of the weekly journal and response papers for this class is for students to be personal and
thoughtful in applying the class lectures, readings and discussion to their personal relationships.

Personal means to be affected by the information that was presented to you in the lecture or
reading. Being personal is not simply amassing information, but it is processing and responding
to the information.
Being thoughtful includes synthesizing material, making connections to other lectures, offering
creative and useful metaphors, seeing parts and the whole, making connections to Scripture,
and keeping the general direction of the course in view.

Your Journal and Weekly Response papers will be assigned after various class discussions
throughout the semester, as shown in the chart of assignments. They will be graded as one paper,
based upon the following general criteria:

Clear writing with no significant grammar or spelling errors is expected. Poorly written papers
will be reduced in grade accordingly.
Assignment is complete. All required elements specified for that week are included (i.e., journal,
readings, class lecture response, etc.). Points will be deducted for missing elements.
Writing: evidence of thoughtful, personal interaction with the various elements in the
assignment; not a rushed stream of consciousness response that lacks depth.
o Everyday conversations: Are you having thoughtful interactions throughout the week,
and is there evidence of continued growth as the semester progresses?
o Counseling time with another person: Are you actually in a counseling relationship, and
what is the quality of these conversations?
o Class lecture responses: Have you interacted thoughtfully with the content of the
lecture? Are you asking questions that demonstrate you are thinking about the content
and how to apply it personally?
o Reading responses: Have you identified the one thing in the reading that grabbed your
attention? Does your response show that you grasp the core of what the author is trying
to communicate? Are you able to find what is provocative and useful in the reading? Are
you interacting personally? Is your writing humble and respectful if you disagree with
the author?
o Self-assessments: Are you personally and thoughtfully interacting with the different
methods of help mentioned in class?

The following table will provide a general guideline for use in considering what is expected in the various
assignments; not every element will apply to every assignment.

A B C D/F
Discussion Discussion is insightful, Discussion is Discussion is Discussion is
thorough, and interesting. interesting but lacks uninteresting and/or
interesting. depth. too shallow for the
assignment.
Understanding Demonstrates Demonstrates fair Demonstrates partial Demonstrates lack of
thorough understanding of the understanding of the understanding.
understanding of the material. material.
material.

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Application Applies several key Applies at least one Implies key Does not apply class
concepts from class key concept from concepts, but concepts.
resources to personal class resources to doesn't make clear
observations and personal link to class
experiences. observations and resources.
experiences.
Grammar, Clear writing with no Clear writing with Multiple grammar or Numerous spelling
Mechanics, grammar or spelling minimal grammar or spelling errors. or grammar errors.
Spelling, and errors. spelling errors. Mechanics get in the Difficult to read.
Sentence way of clarity.
Structure

Expectations for Assignments


1. Community Board Discussion Groups (5%)
The purpose of the Community Board discussion groups is to give you an opportunity to
interpersonally interact with the conceptual, personal, relational/ministerial implications of the
lecture/reading material for that week. It is the venue for you to discuss the class material with your
fellow classmates. Therefore, your participation is required, and appreciated by your fellow
students.
a. Every other week, the Community Board interaction question(s) will be posted in SBC
Online. You are required to write your initial posting to the community board question by
11:55 PM EST on Mondays. Failure to write your post on time will result in the maximum
grades: 50% if submitted by Tuesday, 11:55 PM EST; 0% if submitted later than Tuesday,
11:55 PM EST.
b. Please keep your initial posting to that weeks question(s) to between 250 and 300 words.
This will encourage discussion, and ensure that all class members postings are read.
c. Every member of the class is required to read and respond to at least 2 of the postings of
the other students in your class offering. Please keep your responses to between 50 and 80
words (ie a significant paragraph). You are required to write your two responses to other
students by 11:55 PM EST on Wednesdays.
d. Your RI will be grading your initial posting for completion (worth 2.5% of your final course
grade). At the end of the term, you will report on your level of engagement and how
frequently you responded to other students posts (worth the second 2.5% of your final
course grade).
e. All posts will be confidential and can only be accessed by the other students in your class
offering (including auditors), your recitation instructor, and the CCEF Student Services
department. Please do not share any of the information in the community groups with
anyone else.
f. Community Boards are graded based on your participation. The Community Boards are designed for
you to learn in community as you walk through this class, learning from the gifts and experiences of
your fellow students. Brief, thoughtful responses to the questions and responses to the comments of
other students will stimulate your thinking about the various topics in the lectures and readings, and
help you to benefit from the thinking of other students as you all interact with the material

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presented.

2. Community Groups (5%)
You will be assigned to a community group with two or more classmates that will meet every other
week during the semester. (The groups will be assigned with geographic information in mind. Our
goal is to keep time zones together.) It will be up to your group to determine if it will be a
conference phone call, Skype, Google hangout, etc. There will be rotating conveners for each group,
but each person in the group should take ownership for the time together. You will self-report your
attendance in community groups at the end of the course.

You are allowed to miss one community group during the span of the class if you need to. If this
happens, please adhere to the following procedure:
Meet with someone in your own community and share with them what you are learning in
the class. This meeting should be about one hour.
Type up a summary of your meeting and email it to your RI. Please indicate at the top of
your paper that this is your one excused absence.
Please let your class community group know that you will be absent in advance so they will
not be waiting on you to join the group.

3. Response Papers (50%)


Each week, you will complete response papers. Response papers are made up of two main
components: a journal and reading reflections, submitted together as one document.
File Format: LastName_FirstInitial_HRE_RP# (e.g., Response Paper #3 for John Smith would be
Smith_J_HRE_RP3).

a. Journal (350-600 words)


Your journal will usually include three entries. Your typical journal entry will include:
A response to the last class lecture
An evaluation of your everyday conversations
Your plans, progress, and questions for your more extended conversation (your
counseling).
o You will counsel with someone throughout the class. If you are already
counseling, we would suggest that you let the person know you are taking this
course. You will want their feedback as you bring some of the features of the
course to the counseling. If you are not counseling, pursue someone who you
think would be willing to talk about places where they struggle or feel stuck, and
ask them something like this: I am taking a counseling course and the
instructor is asking us to get together with someone who can help us grow as a
counselor. Would you be willing to get together each week, at least for the next
ten weeks, open up your life, and work with me as I try to implement some of
the methods from the class? Each week, you will be writing about this
particular relationship, journaling the process of the journey throughout the
course.
o Please note: It is your responsibility to secure a counselee who can meet
weekly. When securing this counseling opportunity, you will want to ask them if
they are able to commit to meeting with you throughout the duration of the
class. We understand there are situations that arise that may hinder your

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weekly meetings, but these should be rare exceptions. If your counselee cancels
your weekly time together, you are still expected to submit the required
assignment regarding your counseling time that week. You may use another
intentional conversation as a substitute. This substitution is permitted only twice
during the term. If your counselee continues to cancel, then you need to find a
new counselee who can meet weekly.

b. Reading Reflections (500-600 words per response, unless otherwise noted)


Another component of your response papers will be to reflect on your assigned reading. In
these reflections, you want to show that you did the reading, but dont write a mere
summary. We want to know what you are doing with the readings, and, when appropriate,
we want to see the intersection of you, the reading, and the class material.

4. Final Exam (40%)


You will have three hours for your final exam. It will consist of short answer and essay questions,
covering the important themes and concepts of the class. The exam will be available on the week
specified in SBC Online.
File Format: LastName_FirstInitial_HRE_Exam (e.g., Smith_J_HRE_Exam)

Assignment Format:
1. All submitted papers/projects should be typed, 12-point font, 1-inch margins, Times New
Roman, and double-spaced unless indicated otherwise in the specific assignment directions.
2. Assignments will be uploaded in SBC Online on the assigned due date.
3. Papers should be submitted with one of the following file extensions: doc or docx. This format
ensures that your Recitation Instructor will be able to open it.
4. Be sure to pay careful attention to word count requirements.
5. Please type your name at the top of the first page of any assignments that you submit.
6. When submitting your paper you are to use the title of the file provided in this syllabus.
7. Please note that you may be downgraded for not adhering to these guidelines.

Class Administration
Administrative tasks (such as keeping track of completed assignments, missing assignments, late work, and
requests for extensions) can be complex. The SBC Course Policies Handbook details policies, procedures, and
administration of our SBC Online program. Information that is relevant to all classes, including grading standards,
academic policies, and general Community Board instructions are provided in that document. Please read it
carefully (along with this course syllabus) before the class begins, and refer to it throughout the semester.

The Course Policies Handbook is located in the header section of your course.

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Lecture and Assignment Schedule


Please refer to the Expectations for Assignments for a more thorough description of assignments
below and to the Required Readings/ Course Materials for the complete reading list.
Due dates for assignments and community board posts are listed in SBC Online for this course and
are due Mondays and/or Wednesdays at 11:55 PM EST.

Course Reading & Assignments
Schedule
Lecture 1: Assignments:
Course 1. Complete the Introduce Yourself assignment listed at the start of the class.
Introduction 2. After watching the lecture, answer the Community Board question. Feel free to review other students
responses and engage in conversation with them as you answer these questions each week.
Lecture 2: How Readings: Heart of a Servant Leader pp. 11-33 (Introduction & Part 1) and Why I am a Presuppositionalist,
to Help in by Edgar
Shorter,
Everyday Assignments:
Conversations 1. Response Paper #1 (700-1000 words) **NOTE: Please ignore the instructions Dr. Welch gives in the lecture
to answer the outline questions and answer only what is listed here. Those instructions apply only to the class
that was meeting at the time of the original recording.
Journal (350-600 words):
1. everyday conversations,
2. when you asked someone to pray for you
3. your response to Lecture 2
Reading Reflections (350-400 words):
4. response to Miller (175-200 words)
5. response to Edgar: make the connection between presuppositional apologetics and
counseling. 175-200 words)
Other:
1. Secure a counseling opportunity write that you did this on your response paper.
2. Familiarize yourself with the CCEF website 10-15 minutes. Check out at least two items
(video or blog). Write on your response papers that you did this.
3. Community Group Meeting
Lecture 3: How Readings: Servant Leader pp. 35-51(Part 2, Section 1, Letters 1-3), 272-305 (Part 4, Section 2), 307-316
to Help a (Appendix) and The Gift of Therapy Ch. 1-8
Person Who is
Stuck or Assignments:
Hurting 1. Community Board post and interaction with fellow students
2. Response Paper #2 (700-1000 words):
Journal (350-600 words):
1. an assessment of your everyday conversations
2. comments on your praying with others
3. your response to Lecture 3
Reading Reflections (350-400 words):
1. response to Miller (175-200 words)
2. response to Yalom (175-200 words)
Other:
1. Are you meeting with someone? Write that you are on your response paper.
Lecture 4: Readings: Instruments in the Redeemers Hands Ch. 1-6, Servant Leader pp. 51-95 (Part 2, Section 1, Letters
Tracking (part 4-12), and Gift of Therapy Ch. 9-16
1)

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Course Reading & Assignments


Schedule
Assignments:
1. Response Paper #3 875-1200 words)
Journal (350-600 words):
1. your everyday conversations
2. comment on your counseling time
3. your response to Lecture 4
Reading Reflections (525-600 words):
1. response to Tripp (175-200 words)
2. response to Miller (175-200 words)
3. response to Yalom (175-200 words)
2. Community Group Meeting
Lecture 5: Readings: Instruments Ch. 7-8, Servant Leader pp. 96-146 (Part 2, Section 2), and Gift of Therapy Ch. 17-24
Tracking (part
2) Assignments:
1. Community Board post and interaction with fellow students
2. Response Paper #4 (875-1200 words)
Journal (350-600 words):
1. everyday conversations
2. your counseling time
3. response to Lecture 5
Reading Reflections (525-600 words):
1. response to Tripp (175-200 words)
2. response to Miller (175-200 words)
3. response to Yalom (175-200 words)
Other:
1. What is your six-word autobiography? You only need to write your six words.
Lecture 6: Readings: Instruments Ch. 9-10, Servant Leader pp. 147-207 (Part 3, Section 1; Section 2, Letters 1-11), three
Knowing blogs about counseling method at ccef.org, and Gift of Therapy Ch. 25-32
Someones
History Assignments:
1. Response Paper #5 (1050-1400 words)
Journal (350-600 words):
1. everyday conversationsare you praying with anyone?
2. counseling direction
3. response to Lecture 6
Reading Reflections (700-800 words):
1. response to Tripp (175-200 words)
2. response to Miller (175-200 words)
3. response to Yalom (175-200 words)
4. three CCEF.org blogs about the counseling method: what were there titles and what did
they get you thinking about? (175-200 words)
2. Community Group Meeting
Lecture 7: Readings: Instruments Ch. 11-12, Gift of Therapy Ch.33-40, and Proverbs 1 10
Counseling
Process Assignments:
1. Community Board post and interaction with fellow students
2. Response Paper #6 (875-1200 words)
Journal (350-600 words):
1. everyday conversations
2. reflection on your actual counseling methods

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Course Reading & Assignments


Schedule
3. response to Lecture 7
Reading Reflections (525-600 words):

1. response to Trip (175-200 words)
2. response to Yalom (175-200 words)
3. Proverbs 1-10: Give three specific ways that Proverbs has impacted your ministry using the
specific methods you see in the book (175-200 words)
Lecture 8: How Readings: Instruments Ch. 13-14, Servant Leader pp. 208-240 (Part 3, Section 2, Letters 12-16), Gift of
to Access Therapy Ch. 41-48, X-Ray Questions, and CCEF blogs What Not to Say to Those Who Are Suffering and
Scripture (part More Things Not to Say to Those Who Are Suffering
1)
Assignments:
1. Response Paper #7 (875-1200 words)
Journal (350-600 words):
1. What are you working on in your conversations?
2. Listen to someones story and, with them, consider what impact that has on them now.
3. Is the person you are walking with tracking you? How can you tell?
Reading Reflections (525-600 words):
1. response to Tripp (175-200 words)
2. response to Yalom (175-200 words)
3. response to Miller (175-200 words)
Other:
1. X-Ray Questions: Review some of the questions with a friend or counseling person. Write
that you did this.
2. Indicate that you read the two blogs, What Not to Say to Those Who Are Suffering and
More Things Not to Say to Those Who Are Suffering
2. Community Group Meeting
Lecture 9: How Readings: Instruments Appendixes 1-2, Servant Leader pp. 241-271 (Part 4, Section 1), and Gift of Therapy
to Access Ch. 49-56
Scripture (part
2) Assignments:
1. Community Board post and interaction with fellow students
2. Response Paper #8 (875-1200 words)
Journal (350-600 words):
1. everyday conversations
2. counselingfocus especially on how you are understanding that the person is more
complicated than you might have thought
3. response to Lecture 9
Reading Reflections (525-600 words):
1. response to Tripp (175-200 words)
2. response to Miller (175-200 words)
3. response to Yalom (175-200 words)
Lecture 10: Readings: Instruments Appendixes 3-4 and Gift of Therapy Ch. 57-64
Moving
Towards Assignments:
People with 1. Response Paper #9 (700-1000 words, plus your letter)
Psychiatric Journal (350-600 words):
Diagnoses 1. how are you moving toward and praying with others?
2. reflect on your counseling
3. response to Lecture 10
Reading Reflections (350-400 words):

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Course Reading & Assignments


Schedule
1. response to Tripp (175-200 words)
2. response to Yalom (175-200 words)
Other (no page limit):
1. Write a letter to someone other than the person you are counseling about how you are
blessed by themthe work of Christ in them and the reflection of Christ in them. You could
write to an unbeliever, too. Submit the letter with your assignments.
2. Community Group Meeting
Lecture 11: Readings: Instruments Appendix 5 and Gift of Therapy Ch. 65-72
Walking
Alongside Assignments:
Another 1. Community Board post and interaction with fellow students
Person 2. Response Paper #10 (700-1000 words, plus your letter)
Journal (350-600 words):
1. everyday conversations
2. response to Lecture 11
3. Identify two skills mentioned in class that are strengths, and two that are weaknesses.
Discuss how you see the strengths played out in your relationships with others and discuss
what steps you hope to take to grow in those areas of weakness.
Reading Reflections (350-400 words):
1. response to Tripp (175-200 words)
2. response to Yalom (175-200 words)
Other:
1. Write a letter to the person you are counseling and write that you did this. You do not need to
include this letter.
Week 12 Readings: Gift of Therapy Ch. 73-85 and two CCEF.org blog resources
Final Lecture
Assignments:
1. Response Paper #11 (1050-1400 words)
Journal (350-600 words):
1. everyday conversations
2. counselingwhat feedback and evaluation have you received from the other person?
3. response to Lecture 12
Reading Reflections (350-400 words):
1. response to Yalom (175-200 words)
2. response to the two CCEF.org blogs (175-200 words)
Other (350-400 words):
1. What did you see in yourself in the community group (e.g. active-passive, silent-talkative,
bored-engaged, loving-isolated)? Identify two strengths and two weaknesses. Discuss how
you see the strengths played out in your community group as well as what steps you hope
to take to grow in those areas of weakness.
2. Final Community Group Meeting
Week 13 Assignments:
1. Community Board Self-Report
2. Course Evaluation
3. FINAL EXAM

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