You may use any evidence that you have created in order to demonstrate this or any other competency.

Most learners draw heavily on their work on Unit 1 and Unit 2 projects to demonstrate this competency. The first project in Unit 1 fundamentally frames counseling as part of a church establishing process according to Paul’s early epistles. All three projects in Unit 2 expand on this foundational idea as applied to life-controlling problems.  

The project guides and models in this course in general and in Unit 1 and Unit 2 in particular are more fleshed out than some of the other projects in the BILD Leadership Series courses. This means that learners can benefit from the more fully developed ideas of another person but should also be careful to avoid plagiarism. The general rule is that if you use someone else’s ideas, then you should give credit to the author. Some productive ways to interact with more fully developed project examples are to excerpt valuable quotes, critique important ideas, expand on underdeveloped sections, illustrate or apply significant elements with real-life cases, etc.

Most learners draw heavily on their work on Unit 1 and Unit 3 projects to demonstrate this competency. The second project in Unit 1 focuses on how the idea of counseling is understood in our culture today in contrast with the early church. This can address the first part of this competency in providing an examination of the contemporary practice of integrating psychology and theology. The first project in Unit 3 focuses on a position paper on the issue of integration of psychology and theology which assumes an examination of the subject as well as an assessment of its legitimacy and implications for the practice of counseling within the church.

The project example on the “Integration of Psychology and Theology” is a mature example of the position paper genre in the BILD Leadership Series courses. It’s clear, substantive, and well-resourced from the theological readings within the course. However, the learner is not required to agree with its conclusions in order to receive credit in the Antioch School. Like all BILD Leadership Series course projects, this project is an example of the kind of document that learners could create to expresses their own understanding and convictions on an important subject. The project example is consistent with the paradigmatic perspective of the course as a whole. However, the learners are encouraged to fully express their own convictions and the rationale that supports them.

This competency also lends itself particularly well to using Life Development Reading Summaries as a means to demonstrate aspects of the competency. Specifically, each of the theological readings that are listed in Unit 3 address the subject of integration of psychology and theology. So, many learners summarize and interact critically with these readings to satisfy the “substantive,” “resourced,” and/or “critical” criteria required by the Student Competency Assessment Guide.

Most learners draw heavily on their work on Unit 3 projects to demonstrate this competency. The second and third projects in Unit 3 directly address the first part of this competency. But, like most of the BILD Leadership Series course objectives (a.k.a., competencies), notice that this competency includes more than one part. The first part is related to “laid necessary foundations for skillfully handling the Scriptures in counseling” and the second part is related to “developed convictions regarding the sufficiency of the Scriptures in the counseling process.”

The project example cited in the second project is more explicitly illustrative of the first part of this competency than the second part of it. So, the learners will need to find another way to demonstrate their “convictions regarding the sufficiency of the Scriptures in the counseling process.” This is often accomplished by using the first project in Unit 3, assuming such convictions are expressed therein. The single position paper project in Unit 3 then can be used in this way to help demonstrate different parts of two separate competencies (#2 & #3).

Most learners draw heavily on their work on Unit 4 projects to demonstrate this competency. The first project in Unit 4 directly addresses this competency. However, the position paper alone might be written in a way that is narrower than the scope of the stated competency. So, if the learner plans to rely heavily on the position paper to demonstrate this competency, then care should be given to make sure that all three parts of the competency are fully addressed within it.

The second and third projects in Unit 4 can contribute to satisfying the implementation criteria if the research includes assessment of past or present ministry experience and practice.

Once again, the project example is very specific and counter-cultural. It is consistent with the paradigmatic perspective of the course as a whole. However, the learners are strongly encouraged to develop and express their own convictions and the rationale that supports them.

Most learners draw heavily on their work on Unit 5 projects to demonstrate this competency. Each BILD Leadership Series course is designed to lead learners through the process of doing fresh biblical theology that results in practical strategy of ministry. The focus of Units 1-4 is doing fresh biblical theology. The focus of Unit 5 is developing a practical strategy of church ministry based on the work in Units 1-4. The first project in Unit 5 of this course is designed to integrate the course and satisfy this competency. It should substantively draw on all of the earlier projects in the course but also go beyond them by incorporating them into a practically oriented “comprehensive pastoral care strategy…”

The second project in Unit 5 should not be viewed as merely an extra credit assignment that’s not central to the competency. In fact, it’s a highly valuable learning opportunity that can be invaluable in aligning the comprehensive pastoral care strategy with cultural reality. It could also contribute greatly to satisfying the implementation criteria in the Student Competency Assessment Guide. 

The project example is a mature illustration of the practical ministry strategy genre in the BILD Leadership Series courses. It was hammered-out in the fire of real-life church conflict resolution by shepherds committed to the way of Christ and His Apostles. However, once again, the learner is not required to agree with its conclusions in order to receive credit in the Antioch School. Like all BILD Leadership Series course projects, this project is an example of the kind of document that learners could create to expresses their own understanding and convictions on an important subject. The project example is consistent with the paradigmatic perspective of the course as a whole. However, the learners are encouraged to fully express their own convictions and the rationale that supports them.