Drie jaar sillabus van Jaarkursus

KURSUS IN PASTORALE SORG EN KRISIS BERADING  

 

JAAR 1

Module 1: Trauma en krisis berading  

  • Trauma berading (hantering van krisisse en beproewinge – Bybelse trauma model)
  • Ontlonting en nasorg (defusing and debriefing). 
  • Uitgebrande beraders (medelye-moegheid/ compassion fatigue). 

Module 2: Innerlike genesing en gebedsterapie

  • Genesing van emosionele pyn/ Innerlike genesing en gebed.
  • Die rol van verwerping.
  • Die rol van vergifnis.

Module 3: Noue wisselwerking tussen liggaam, gees en emosies

  • Depressie – Pastorale riglyne  
  • Stres en uitbranding – Pastorale riglyne 
  • Die bydrae deur breinskandering tot pastorale berading (met besondere verwysing na die bydrae deur die Christen psigiater Dr Daniel Amen)

Module 4: Verdere kritiese areas

  • Pastorale riglyne ten opsigte van huweliks-problematiek
  • Toksiese godsdiens (godsdiensverslawing en verwonding)
  • Treurberading, sterwensbegeleiding en die rouproses.

 

JAAR 2

Module 1: Trauma en krisis berading  

  • Pastorale begeleiding van getraumatiseerde kinders.
  • Hartseer, verlies en die rouproses by kinders.
  • Pastorale begeleiding van getraumatiseerde en emosioneel verwonde jongmense.

Module 2: Innerlike genesing en gebedsterapie

  • Pa-wonde, Pa-honger en Pa-nood (father need).  
  • Die Vaderhart van God (‘n gevallestudie rondom toksiese godsdiens)
  • Moeder-wonde (Die impak op kinders van ‘n emosioneel verwonde moeder).

Module 3: Noue wisselwerking tussen liggaam, gees en emosies

  • Tien fases van die genesingsproses (model binne die Meier Klinieke)
  • Generasiebagasie – Pastorale begeleiding (intergeneratiewe trauma; die impak van onverwerkte trauma van die vorige generasies).
  • Self-mutilering – Pastorale begeleiding (cutting; jongmense wat hulself sny).

Module 4: Verdere kritiese areas

  • Verkragting, molestering en bloedskande: Pastorale begeleiding.
  • Aborsie, miskraam en stilgeboorte: Pastorale begeleiding 
  • Seksuele verslawing: Pastorale begeleiding (pornografie, Internetseks, prostitusie, ens.)

 

JAAR 3

Module 1: Trauma en krisis berading  

  • Dissosiasie, fragmentasie en die ‘inner child’.
  • Selfdoding(moord) – Pastorale riglyne vir almal betrokke 
  • Trauma bande (trauma bonding) (die onnatuurlike ‘band’ wat soms tussen slagoffers en oortreders ontstaan – veral ook by sg ‘human trafficing’ - soms ook hierna verwys as die sg ‘Stockholm-syndrome’).

Module 2: Innerlike genesing en gebedsterapie

  • Genesing van emosionele pyn – Deel 2
  • Die uitdeel van seën (gebaseer op doktorale proefskrif van John Trent in OT met betrekking tot al die plekke in die Bybel waar een persoon ‘n ander een geseën het).
  • Die hantering van verlies (gebaseer op ‘n boek deur Norman Wright).

Module 3: Noue wisselwerking tussen liggaam, gees en emosies

  • Eetversteurings – Pastorale begeleiding (model soos hanteer binne die Meier Klinieke)
  • Die tien-fase genesingsmodel van Jan Frank 
  • Genesing impliseer keuses (gebaseer op ‘n boek deur Stephen Arterburn)

Module 4: Verdere kritiese areas

  • Die problematiek rondom saamgestelde gesinne
  • Grense – Deel 1 (waar om die streep te trek in interpersoonlike verhoudings)
  • Grense – Deel 2

 

Fragmentation, dissociation and inner child - Index

Fragmentation, dissociation and inner child - Index

CH. 1: INNER CHILD, FRAGMENTATION AND OPPRESSED MEMORIES

  • The Inner Child
  • Definition of DID
  • The passive influence of alters
    • Example of the passive influences by alters
  • Further interesting characteristics of DID

CH. 2: CONTRIBUTORY CAUSES LEADING TO DISSOCIATION

  • Judy’s story
  • Dissociation: the child’s defence / protection
    • Four factors necessary to create DID
  • The system theory regarding families
    • Open and closed systems
    • Rules and approaches
    • Abusive family systems
    • Further experiences within a closed family system
  • Important factors in the life of a child who was subjected to incest
  • Personalities as a closed inner system
  • General rules and views of the family of origin that became internalized

CH. 3: WAYS IN WHICH THE INNER CHILD BECAME WOUNDED – John Bradshaw

  • Wonder
  • Optimism
  • Naivety
  • Dependence
  • Emotions
  • Resilience
  • Free play
  • Uniqueness
  • Love
  • The spiritual wound
  • Sexual abuse
  • Physical abuse
  • Abuse / misuse within a religious milieu
  • Cultural shame
  • Toxic shame

CH. 4: SYMPTOMS OF DID AS DISCUSSED BY BRYANT, KESSLER & SHIRAR

  • Myths regarding DID
  • Some important indications /symptoms of multiple personalities
  • Typical description of such a person’s experiences

CH. 5: DISCUSSIONS OF DID AND THE INNER CHILD BY WILSON, KRAFT, FRIESEN AND DRAPER

  • Discussion of the inner child by Kraft
  • Discussion of dissociative identity disorder (DID) by James Friesen
  • Discussion of dissociative identity disorder (DID) by Perry Draper

CH. 6: INTEGRATION OF A DISSOCIATED SUB-PERSONALITY

  • A safe inner space for integration
  • The core personality and the essential personality
  • Integration between the core personality and the essential personality
  • Integration of non-dominant sub-personalities
  • Integration of dominant sub-personalities
    • Guidelines in preparation of the integration of dominant subpersonalities
  • Grief counselling and aspects regarding loss
  • Developing new abilities and upgrading old skills
  • Post-integrational experience of the multiple personality
  • Lost stages of development and the integrated person
  • To be in charge again
  • Re-proclaiming the body
  • The role of memory to integration

CH. 7: TWO PRACTICAL EXAMPLES OF FRAGMENTATION

Example A

Example B

ANNEXURE A: The open family system

ANNEXURE B: The closed family system

ANNEXURE C: Geographical/physical separation from family of origin

ANNEXURE D: Beth’s first sketch

ANNEXURE E: Beth’s final sketch

ANNEXURE F: The differentiation between a dissociated personality (alter) and a demonic presence by Dr James Friesen

BIBLIOGRAPHY

Curriculum Vitae

Curriculum Vitae van/of Professor Wentzel Coetzer

Akademies Academic
MA (Grieks) - 1978 MA Greek - 1978
DTh (Nuwe Testament) - 1984: "Die wandel na die Gees in die Brief aan die Galasiërs." DTh (New Testament) -   1984:  "Walking through the Spirit according to Galatians" (Only in Afrikaans)
DTh (Praktiese Teologie) - 1995: "Heling in Christus. Die pastorale roeping van die kerk aan mense na krisiservarings." DTh (Practical Theology) -  1995: "Healing in Christ. The pastoral calling of the church to people after trauma" (Only in Afrikaans)
Loopbaan Career
Dosent by Unisa in Nuwe Testament, 1977-1984 Lecturer at Unisa (University of South Africa) in New Testament Studies, 1977-1984
Predikant in die Ned Geref Kerk, Pretoria Garsfontein, 1985-2002 Minister in the Dutch Reformed Church Pretoria Garsfontein, 1985-2002
Deeltydse dosent in trauma berading by Vista Universiteit, 1997-2001 Part-time lecturer in trauma counselling Vista University 1997-2001
Deeltydse dosent in trauma berading by die Sentrum vir Kontekstuele Bediening aan die Universiteit van Pretoria  2002 – 2007 Part-time lecturer in trauma counselling at the Centre for Contextual Ministry at the University of Pretoria 2002 - 2007.
Oktober 2003: aangestel as Buitengewone Professor in die Fakulteit Teologie by die Noordwes-Universiteit (Potchefstroom Kampus).
Fokus op studieleiding aan M en D studente wat spesialiseer in traumaberading.
October 2003: Appointed as Extraordinary Professor in the Faculty of Theology at the North-West University (Potchefstroom Campus).
Supervises Master's and Doctoral students specialising in trauma counselling.
Bied op uitnodiging kursusse aan wat verband hou met verskillende aspekte van berading. Presents workshops on invitation on the different aspects of trauma counselling.

 

Vir ‘n meer volledige CV kan op die volgende skakel geklik word -

28. Pastoral care of emotionally wounded young persons (Index)

PASTORAL CARE OF EMOTIONALLY WOUNDED YOUNG PERSONS
INDEX

CHAPTER 1:INTRODUCTION

  • Storm-and-stress of the adolescent years
  • Identity crisis
  • ‘Soul wounds’
  • Long-term consequences  
  • Finally breaking free from a painful past

CHAPTER 2: INTEGRATION OF DIFFERENT APPROACHES

  • Connected approaches
    • The strength perspective    
    • The ‘inner child’ perspective
    • The growth-model and the recovery movement
  • Positive psychology
  • Inner healing  
  • The integrated approach of the Meier Clinics

CHAPTER 3: WHAT IS EMOTIONAL TRAUMA / ABUSE?

  • Statistics
  • Definitions

CHAPTER 4: PAIN BEGINS IN THE PAST 

  • Influence of the formative years 
  • Influence of parents as role models
  • The role of the mother  
  • The role of the father
  • The pain of the past keeps recurring
  • Children are not allowed to cry 
  • Shame and anger from the womb   
  • Basic needs of each person

CHAPTER 5: PROBLEM AREAS AND CAUSES

  • Broken families    
  • The rigid family  
  • The chaotic family
    • The enmeshed family    
    • The disengaged family  
    • The attached family
  • Family-ties not in place 
  • The child who has to act as an adult
  • Family secrets
  • Rejection 
  • Divorce
  • Rape, molestation and incest 
  • Intergenerational factors    
  • Pain resulting from toxic religion
  • Bullying
  • The influence of social media and technology    
  • An inadequate school system

CHAPTER 6: THE IMPACT OF TRAUMA ON THE BRAIN  

  • The child’s brain  
      • The role of triggers
  • Dreams  
  • Smells    
  • Colours
  • Deeper roots for surface problems
  • The consequences of a traumatised brain
  • The resulting impact of trauma on an adolescent  
  • Trauma changes people forever  
  • Suppressed trauma
  • The steam pot effect 

CHAPTER 7: THE EFFECT OF EMOTIONAL TRAUMA 

  • Case  study
  • Some further examples 
  • Typical behavioural patterns of the wounded person
  • Flashing red lights    

CHAPTER 8: AREAS WHERE UNRESOLVED PAIN MANIFESTS

  • Depression
  • Anxiety and fear   
  • Suicide
  • Physical problems    
  • Anger  
  • A few case studies 
  • Addiction
  • Pornography   
  • Eating disorders
  • Relationship problems 

CHAPTER 9: A PROPOSED PASTORAL MODEL 

  • General guidelines for the counsellor
    • Ignore the message to leave them alone
    • Try to create a safe environment
    • Establish a trust relationship   
    • Maintain confidentiality  
    • Try to identify the family’s strengths
    • Try to identify the teenager’s strengths 
    • All facts should be disclosed   
    • Eight key questions for evaluation    
  • Try to understand the nature of the trauma and woundedness in this person’s life
    • Explore trauma memories and associated responses
    • Defuse any harmful affective responses
    • Show understanding of the feelings and message behind the acting out
    • Establish connections and engagements
    • Four effective techniques  
    • The importance of telling    
    • Lies must be identified
    • Emotions must be accessed  
    • Never leave a teenager in the lurch  
  • Guidelines for the healing process of the adolescent self
    • Go back 
    • Gain insight into your childhood programming 
    • Confession   
    • Distance yourself from self-condemnation    
    • Embrace the wounded inner-child 
    • You must show courage    
    • The importance of a grieving process
    • Forgiveness    
    • Renew and restore 
    • Discovering your own identity
    • Establish appropriate boundaries 
    • The hope of restoration
    • Experience your joy  
  • Planning around a long-term strategy
    • Questions about an imaginary journey into the future 
    • Plan with the view of creating a better future social environment  
    • Teach the teenager certain specific survival strategies
    • No more blame
    • Use sober thinking in order to avoid conflict 
    • Nine steps if new painful situations arise
    • Establishing and building a strong faith
    • Discovering your talents and gifts 
    • Eventually leaving the counsellor and small group behind
  • Signs of eventual healing
  • Healing from trauma leads to a new vision for the future

APPENDIX A:  Symptoms of the emotionally wounded person

APPENDIX B:  Possible signs of rejection

APPENDIX C:  Background inventory of counselee

APPENDIX D:  My true identity: Who am I in Christ?

BIBLIOGRAPHY