AN ANALYS’lS OF PASTORAL COUNSELING
NEEDS AND TRAINING IN TWO
CHURCH DENOMINATION‘S

Thesis {or the Mae 9! Ph_ D.
MICHIGAN STATE COLLEGE
Cornelius Oidenb'urgi
1954

TH C318

lfl1I||llluzl|1ljlflltllLulfllllll H mm W m m u m +

57 5128

This is to certify that the
thesis entitled

An Analysis of Pastoral Counseling Needs and
Training in Two Church Denominations

presented by

CORNELIUS OLDENBURG

has been accepted towards fulfillment
of the requirements for

Doctor!s_ degree in Education

Major profesg<

Date_J_ulJL_Z9_,_195h—__

0‘169

 

 

 

 

 

AN ANALYSIS OF PASTORAL COUNSETIIG NEEDS AND

TRAINING IN TWO CHURCH DEHOHIHATIOHS

BY

CORNELIUS OLDENB"RG

A DISSERTATION
Submitted to the School of Graduate Studies of Michigan
State College of Agriculture and Applied Science

in partial fulfillment of the requirements
for the degree of

DOCTOR OF ?HILOSOPHY

Department of Guidance and Counselor Training

195M

T31 55:3

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“x )3.

i
~T\.A

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ACKNOWLEDGMENTS

The author wishes to eXpress his sincere thanks and
appreciation to Dr. Walter F. Johnson for his patience,
kindness and inspiration during the progress of this study.
His encouragement and enthusiasm in presenting his con-
structive criticisms are left as a lasting imprint upon
the pages of this thesis. Unselfishly he gave of his
counsel and time to assist the author in the presentation
of the thesis.

A word of appreciation is due to the remainder of the
graduate committee whose suggestions, evaluations, and in-
terest did much to assist in the progress of the study. In
addition to Dr. Walter F. Johnson, this doctoral committee
consisted of Dr. Raymond N. Hatch, Dr. Cecil V. Millard and
Dr. Carl Gross.

To Dr. Duane Gibson of the Sociology and Anthropology
Department a special word of appreciation is given for the
assistance given in setting up the Questionnaires.

The author is further grateful to the active ministers
and the seminary staffs of the Methodist and Presbyterian

denominations for the gracious assistance and cooperation

r}
U

as

in

1
I

in responding to the information sent by the author, for
their good will and encouragement to make the study a
possibility.

Finally, he expresses his appreciation to the members
of his immediate family for the help in typing, reading and
mailing of the instruments so that the work of the study

could be accomplished.

Cornelius Oldenburg
candidate for the degree of

Doctor of Philosophy

Final examination, July 29, lgSh, 3:00 p.m., l7 horrill Hall

Dissertation: An Analysis of Pastoral Counseling Needs
and Training in Two Church Denominations

Outline of Studies

Major subject: Education (Guidance and Counseling)
Minor subjects: Psychology and Philosophy of Education

Biographical Items
Born, August 18, 1901, Ymuiden, Netherlands
Undergraduate Studies, Calvin College, 192h-1928
Seminary Studies, Calvin Seminary, 1928-1931

Graduate Studies, University of Michigan, 19h9,
Michigan State College, 1951-195h

Experience: Teacher, Harrison, South Dakota, Academy,
1932-1936, Professor of Psychology, Flint
Junior College, 1952-1953, Dean of Students,
huskingum College, 1953-195h, Pastor,
Harrison Christian Reform Church, 1932-
19h0, Third Christian Reformed Church of
Kalamazoo, lghh-IQSI, Chaplain, United
States Army, 19h0-19h2, Personnel Depart-
ment, General Motors Corporation, 19h3-

1944

Member of Phi Delta Kappa, American Guidance and Personnel
Association, American College Personnel Association, National
Vocational Guidance Association, huskingum College 0.C.0.0.,
Faculty and Senior Men's Honorary Society

AN ANALYSIS or PAST‘RAL CCUJSELIHG rises AND

TRAINIR” IN TWO CEURCH Daronzaarloxs

By
COAHBLIUS OLDBNBURG

AN ABSTRAC

Submitted to the School of Graduate Studies of Hicligan
State College of Agriculture and Applied Science
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PhILOSOPHY

Department of Guidance and Counselor Training

Year 195A

(mam: 5M.”

The study was designed to investigate and appraise
the needs and the extent of training for pastoral counsel-
ing of active ministers in the methodist and Presbyterian
denominations. It was further desired to determine to
what extent the seminaries of the two denominations had
prepared their trainees for the Specific task of pastoral
counseling.

The selection of the two denominations was based
upon their particular size, constituency and because the
one was more semi-urban and the other more urban; because
one demanded full-time seminary work from its prospective
ministers for ordination and the other permitted ordination
either upon completion of a three year seminary course or
upon graduation from an accredited college or university
after having taken the prescribed c urses within the
‘istrict Where the minister lived.

In order to appraise the difference within the
denominations respectively, the selected groups of ministers
were divided into two main categories; those graduating
between the years 1928 and l9h0, and those graduating
between the years l9hl and 1952, inclusive. The normative

survey was the technique employed for obtaining the data.

One questionnaire was constructed which included these
principal topics: problems which a minister meets in

counseling with his parishioners, the number of years of

training in courses which meet the most satisfactory needs

1"

for pastoral counseling, the seminary courses considered
the most valuable to meet those needs, and the seminary
courses which needed enphasis in the training program.

The other questionnaire which was sent to the seminaries

was concerned with the followin : courses which were

taught and the number of semester hours assigned to each
course, whether courses related to pastoral counseling

met the needs for an effective ministry, specific strengths
and weaknesses in the courses offered, improvement which
staffs could recommend in courses offered, and space for
suggestions and comments. Each of these questionnaires

was introduced with a cover letter.

The sample was selected by use of a table of random
numbers from the active ministers in both denominations
falling within the limits of the graduating groups, and
the study was made on a nation-wide basis in order that
the information received might be construed as comprehensive

as possible. A copy of the questionnaire was sent to each

of the ministers sampled and to each seminary of the

denominations. The reSpondents were requested to rate
the items in relation to their effectiveness for the
pastoral counseling program. Approximately 50 per cent
of the respondents returned the completed questionnaires.

The responses were tabulated in terms of percentages
of the total number of ministers responding and the
seminary results were indicated in fig res and quoted
responses or check lists.

Results of the fincings as presented by the active
ministers responding were as follows:

1. There was evidence of a trend toward more
emphasis on pastoral counseling training. This was
particularly expressed by the ministers reaponding.

2. Methodist and Presbyterian rural ministers
responded that parishioners came to them more often when
a loved one passes away or a member of the family is
hOSpitalized than with any other problem.

3. There seemed to be an awareness by the reSpondents
that training in pastoral counseling was needed, especially
when they were faced with emotional, educational, and
vocational problems.

‘

h. Tie rural areas of the 1928-1952 and the urban

1928-1940 graduating groups in both denominations realized

the need for more counselor training programs, whereas
the urban 19h1-1952 graduating groups had already realized
the need to some extent.

5. In responding to the number of years of training
needed in courses related to pastoral counseling, there
seemed to be a very strong trend on the part of the great
majority of ministers responding that such courses be
given more emphasis.

6. The Presbyteriamlministers of the urban l9hl-

1952 graduating classes were less satisfied with the
seminary courses offered in relation to pastoral counseling
than were the Methodist urban ministers of the same gradu-
ating classes. The reverse was true in the rural groups.
Therefore, added training in pastoral counseling programs
appears to be needed.

7. Although in most cases the h'sterical, tralitienal
theological course offerings were regarded as having some
value for pastoral counseling, a small group of ministers
indicated that they felt them to be almost wholly unrelated.

8. A large percentage of the respondents stated that

courses relating to pastoral counselinv needed more emphasis.

 

 

Findings relative to the reSponses from the
seminaries were:

1. All the seminaries responding felt the need and
the importance of pastoral counselor training.

2. Host of the seminaries responding indicated by
checking that their courses were somewhat adequate with
a few stating hat they were less adequate.

3. More Presbyterian seminaries presented course
offerings relating to pastoral counseling than was found
in the Methodist training programs.

h. Instructional patterns relative to pastoral
counseling and related courses vary from one seminary to

L 0

another depending upon organization and administrative
conditions.
5. There is evidence of a trend in the direction of

adding and integrating course offerings in the seniqaries
to meet the total need of pastoral counseling training.

6. A need for more technically trained men as
instructors and ministers is very apparent from responses
received.

7. Apparent weaknesses and inadequacies in training

for pastoral counseling were evident in the responses given

\J

1

oy some of the seminaries.

Further research and study should be made to determine
the effectiveness and the comprehensiveness of pastoral

counseling course offerings. A study should be made to

determine the qualifications and special training needed

1—4.

for personnel new teaching in sen n-ries, and those who

(D

expect to teach courses related to pastoral counse ing.
Further research is needed to determine the nature and
content of pastoral counseling courses to meet the re-
quirements for this function. This would necessarily
involve a more intensive study of present course offerings

in the summaries than was made in the present investigation.

TABLE OF CONTENTS

CHAPTER Page
I o TEE PRC'BLE-‘I o o o o o o o o o o o o o o o o o o o o o o o O 0 O 1
Introduction .....................

{Statement of the Problem .. .......

I

'\
{Importance of the Problem ... .....

03me

The Need for the Study ...........
Definition of Terms .............. ll
Limitation of the Study .. ....... . 13
Organization of the Study ........ lu

II. BACKGRQUND AND REVIEW OF TEE LITERATURE 15

Introduction .......;............. 15
Background .... ...... ...... ....... 16
Research .. ......... .............. 2M
Summary ... .......... . ....... ..... 35

III. METEODOLOGY AND TEE TECHNIQUES OF
THE STUDY ......OOOOOOOOI.....OOOOOOOO 36

Introduction .... ..... .. ..... ..... 36
Initial Procedures ............... 36
Selection Procedures ............. 35
Findings for Group Differences ... 39

Development of the Questionnaires. 39

CEAPTE:

IV.

V.

Procedure for Analyzing the Survey
smflary00.0.0000.........OOOOOOOO

ANALYSIS OF THE RESPOTSES PRESEITED

BY ’11};E L.-1\II‘R‘TLRS 0.000000.00000000.000
IHtI’OdUCtiOn .....0000000.....000.

Frequency with which Parishioners
Come to Ministers for Pastoral
COIL/finseling 00.00.000.000.00000.00.

The Procedures which Kinisters
Fellow in Dealing with Selected
Personal Problems of their
Parishioners and the Responses
Given ............................

Seminary Trainini as Related to
Pastoral Counseling ..............

The Extent of Satisfaction with
Seminary Courses Related to
Pastoral Counseling as Indicated
by the Active Rinisters of the
Two Denominations ................

Courses Considered host Valuable ..

Emphasis Placed on Courses Related
to Pastoral Counseling ...........

sw-m/Tlary ......OOOOOOO00.00.00.000.
THE OPINIONS PRESENTED BY THE SELINARIES
CONCERNING PASTORAL COUNSELING NEEDS
AEID [11R1‘LI‘ECIIETG ......OOOOOOOOOOOO0......

Introd‘aCtion......OOOOOOOOIOOOOOO

Courses which were Taught and the
Number of Credit Hours ...........

59

79

85
90

9h
99
100

100

102

CHAPTER

VI. SUI;

FOR

'Whether Seminary Courses Met
the Needs for an Effective
I‘liniStry......OOOOOOOOOOOOOOOOOO

Special Strengths and Weaknesses
in Courses Related to Pastoral
Counseling ......................

Improvements Recommended to Meet
the Training Needs for Pastoral
Colmselinfg ......OOOOOOOOOOOOOCOO

Additional Comments .............

“RY, FINDINGS AND RECOLIEKDATICNS

1"]va i1}iljR S TSJ‘DY 0 0 0 . . 0 0 . . 0 0 0 0 0 . 0 0 . .
st/L‘lary . 0 0 . 0 0 0 . 0 0 . . 0 0 . 0 . 0 0 0 . 0 . 0 0
Findfiins S 0 0 . 0 0 0 0 0 0 0 . 0 0 0 0 0 . 0 0 0 0 . 0 .

Recommendations .................

BIBLIOJAAPEY ...............................

Pag

105’

109

113

115

I22
127
128
131

lv-J.

TABLE

II.

III.

IV.

VI.

VII.

VIII.

IX.

LIST OF TABLES

Distribution of hetlodist Respondents
by States ............................ MO

Distribution of Presbyterian
Respondents by States ................ Al

The Frequency with.Which Parishioners
Come to the Ministers for Pastoral
Counseling (Methodist) ............... 52

The Frequency with Which Parishioners
Come to the Hinisters for Pastoral
Counseling (Presbyterian) ............ 53

Procedures Which Ministers Follow in

Dealing with Selected Personal

Problems of Their Parishioners, and

the Responses Given (Methodist) ...... 60-6u

Procedures which Ministers Follow in

Dealing with Selected Personal

Problems of Their Parishioners, and

the Responses Given (Presbyterian) ... 65-69

The number of Years of Seminary

Training Taken by Active Ministers

in Courses Related to Pastoral

Counseling (hethodist) ............... 80

The Number of Years of Seminary

Training Taken by Active Ministers

in Courses Related to Pastoral

Counseling (Presbyterian) ............ 82

Extent of Satisfaction Expressed by

Ministers in Courses Related to

Pastoral Counseling .................. 86
(Methodist)

ix

TABLE Page

X. Extent of Satisfaction Empressed
by Ministers in Courses Related to
Pastoral Counseling (Presbyterian) ... 87

XI. Seminary Courses Considered Host
Valuable to Meet the Needs and
Training for Pastoral Counseling ..... 91

XII. Extent to Which Emphasis was Given
Courses Related to Pastoral Counseling
(HetliOdiSt) 00000000000.0000.0.0.0000. 95

XIII. Extent to Which Emphasis Has Given
Courses Related to Pastoral Counseling
(Presbyterian) ....................... 96

XIV. Seminary Courses Given in Terms of

Classes and Semester Credit Hours
(lie-tillodj-St) .0000...000.0..0..0.0.oo.0 103
XV. Seminary Courses Given in Terms of
Classes and Semester Credit Hours
(Presbyterian) .......... ......... ... 104

XVI. Adequacy of Courses Given by

Seminaries of Both Denominations .... 106

CHAPTER I
THE PROBLEM

Introduction. During the last twenty years many
educators in both secondary and higher education have been
concerned with the apparent need of counseling programs in
the educative process. The trend toward development of
these programs seemed to become more pronounced with the
problems which faced students in the period following
World War I. The post war generation was educated during
an era generally conceived as one of the most chaotic,
socially, spiritually and economically of all times. Upon
their graduation from school many young people faced the
problem of unemployment. Still later they entered the
armed forces to fight in World War II. With the cessation
of hostilities, many faced the added problem of educational
and vocational adjustments.

Out of World War II society began to learn that it was
imperative that the problems and needs of young people be
met in a more formal and more systematic method. There
developed an awareness of the necessity for establishing
professional counseling programs to meet the growing needs
for aiding in better adjustment to society, and such programs

gained greater impetus.

This growth in development of counseling programs
was also evident prior to World War II, for example, in a
study released by the United States Office of Education in
the year 1938, in which some twenty-two thousand public
high schools and about two thousand three hundred counselors
were giving half time services to the approximately seven
million students.1 From the outgrowth of this study a few
colleges began to express the need for introducing personnel
courses in the schools so that teachers could better assist
the students with their probkams and aid them in their ad-
justments to these problems.

With this apparent growing trend toward developing
counseling programs in the schools, it has been relatively
recent that a few seminaries have begun to feel the need
for training prOSpective ministers, and augmenting their
courses of study in counseling techniques. Seminary ad-
ministrators as well as a number of active ministers had
for some time indicated the need for more training in
pastoral counseling. Many diverse problems seemed to meet
the minister as he worked with his parishioners, and the
counseling techniques which he as minister employed were

informal and unrefined.

lWalter Greenleaf and Royce Brewster, Public High
Schools Having Counselors and Guidance Officers.
U. 8. Office of Education Bulletin, 1938.

 

With this introduction presenting a brief overview of
the need for a further study in the programs for pastoral
counseling training, the following sections of this chapter

will present some pertinent facets of the study.
A. Statement of the Problem

The purpose of the study was to investigate the needs
and the extent of training for pastoral counseling of
active ministers in Methodist and Presbyterian denominations.
It was further desired to determine to what extent the
seminaries of these two denominations had prepared their
trainees for the specific task of pastoral counseling.

To accomplish this-purpose, the investigation was made
as follows:

1. Selected ministers in each of the two

denominations were asked to indicate the

~types of pastoral counseling problems
which they encountered in their pcrishes,
and to determine whether they felt they
had had sufficient seminary course training
to cope with these indicated problems.

2. They were further asked, after they had

indicated their opinions in the survey, a)

indicate the nature and the extent of the

course offerings related to pastoral
counseling which were provided in their
seminary training.

The seminaries in the two denominations
were asked to provide information con-
cerning the nature and extent of course
offerings related to pastoral counseling
which are presently provided as a part of

the training of ministers.

This study divided itself into two main categories:

1.

An analysis of the findings revealed by

the survey of opinions held by the selected
active ministers in the two church denomina-
tions, randomly selected from the roster of
ministers in each of these two denominations.
The selected samples were then divided in
two groups: those serving urban churches and

those serving rural churches.

Each of these two groups were then further
sub-divided into: tlose who were graduated
between the years 1928 and IOMO inclusive, and
those who were graduated between the years

19u1 and 1952.

2. An analysis of the findings revealed by a

survey of the seminaries of the two church
denominations.

Criteria which were used for the selection of ministers
and seminaries, procedures used in developing and validating
the survey instrument, and the methods employed in collect-
. ing and analyzing and interpreting the data are discussed

in detail in Chapter III.
B. mportance of the Problem

Man, historically, has seemed to need assistance from
some personal being to help him in the solution of his
varied problems. Recently greater emphasis has been placed
upon the utilization of experts in the field of guidance and
counseling to aid an individual in solving his personal prob-
lems.

Thus the specialists began to emphasize a total
counseling program to serve the individual. A few of the
seminaries recognized that the training of ministers
necessarily involved more than a study of historical,
theological subjects and began to concern themselves with
the possibility of utilizing some of the techniques of
counseling. All too frequently ministers seemed to leave
the matter of counSeling to clinicians who dealt primarily

with emotional problems on a secular basis. Many spiritual

and emotional problems, therefore, remained unsolved.
However, in the past two decades the trend has been toward
a deeper understanding of human problems in relation to

the spiritual point of view. This was a radical change
from the ministerial training which had for some centuries
placed its greatest emphasis upon the preparation of future
ministers in the areas of "sound" dogmatics, theological
programs, and ancient languages, such as Greek, Latin,
Hebrew and subjects such as Church History, Exegesis, New
and Old Testament Literature, and other related areas. With
the increasing recognition by ministers of their need and
responsibility to deal with.many of the secular problems

of the individual parishioner has come the recognition of
the fact that the spiritual problems within the parish have
become more complex.

Inasmuch as colleges and universities have developed
broader fields of learning, a more comprehensive study of
social sciences was made. With the rapid development of
the sociological and psychological areas, the desire for
practical application of these areas to the work of the
minister presented a commensurate awareness of the lack and
the inadequacy of traditional, conformistic training and
preparation for the ministry. Many ministers with the aid

of the newer sciences mentioned above began to write articles,

brochures and books on the significance of integrating these
studies with those of the traditional ministerial courses.

As late as the year 19u2, a survey was made of the
seminary catalogues, to determine to what extent a cor-
relation existed between the studies of the traditional
courses and the more modern scientific, psychological and”,
sociological studies. The study of this survey showed that
such courses as Pastoral Counseling, Personal Religious
Guidance, Case Work, Pastoral Psychology, Personality
Development, Religious Education and some courses in Mental
Hygiene, Abnormal Psychology and others were gradually being
offered. Both Seward Hiltner, H of the then Federal Council
of Churches of Christ in America (now the National Council
of Churches), and Carroll Wise,5 of Garrett Bible Institute,
Evanston, Illinois, made surveys of the various seminary
catalogues. Both surveys indicated a positive trend in the
development of the area of pastoral counseling.

There is some evidence to indicate that traditional
theological training has undergone some change. Also there

is some evidence that further studies are in progress

 

2
Charles Kemp, Physicians 9£_the Soul. McMillan
Company, New York, 19h7, p. 25?.

See Catalogues, Andover Newton, Rochester, Union,
Yale and others.

 

h
SIbid (3)
Ibid (3)

concerning the content of courses and methods of instruction
used. If, therefore, theological training is to keep pace
with developments in training professional workers in related
fields, it is important that further research and evaluation

be conducted. Said Leslie Weatherhead of London, "The 6

misery of thousands cries out for research and investigation."
C. The Need for the Study

It apparently has become evident that the need for some
training in pastoral counseling has emerged as an important
factor. Specialized training in various fields has resulted
in a more comprehensive study of the techniques of counseling
to prepare prospective ministers for a deeper understanding
of spiritual and emotional ills. Dr. Rollo May made the
statement:

The practice of helping by advice, counsel,
guidance, sympathy and encouragement both
formally and professionally is immemorial.
The essence of the contemporary practice of
counseling lies in an attempt to make the

act of helping more effective by basing it
upon such knowledge of human character, its
making, unmaking and remaking, as can'be
contributed by the various branches of con-
temporary branches of psychology. That there
is special province for the counselor . . . is

 

6

Leslie Weatherhead, Psycholov and Life, Abingdon—
Cokesbury, New Yerk, 1935, p. 15.

indicated by the urgent need of many people

today for a kind of help which is not pro-

vided by well-known specialists.7

It has been contended that man's search of himself
was inspired by basic philosophies including that which
was presented to him by the clergy from the pulpit. There
was a time when, "thoughts were thought" for the layman.
And many were extremely happy to have someone do their
thinking for them. Today, with the world in its state of
confusion and flux as well as its crises, facing all of
humanity, the questions which arise are rooted in the
significance which underlies all of life. In other words,
"How can I understand life better; what is my ultimate goal;
is there a purpose in life?", and other related questions.
Some early philosophers were permitted to discuss such
problems with the average man. Today many educators and
theologians are attempting to aid the individual in the
understanding of his problems and assist him in adjusting
to life's situation.

The need for a better understanding of the basic
assumptions of life has apparently been a matter of concern
to ministers throughout the ages. How shall he cope with

these and sundry problems? Where does the importance of

 

7

Rollo May, The Art of Counseling, Abingdon-Cokesbury,
New York, 1937, p. I3.

10

the minister's counseling functions enter? The need for
techniques of showing people HOW to get there seemed to.
become vastly more important than simply telling them about
the results.

The complexity of this problem has no doubt brought
to light the inadequacy of the minister's function with his
people. Because he seemed to lack the tools, his task may
have been accomplished somewhat but not too well. This has
brought about what has been said above, namely, that many
men began to discover the inadequacy of seminary programs
in which basic religion and its application to life were
not integrated. Counseling services, the study of psychology,
personality development and their related courses were gradu-
ally introduced. However, the techniques used are only now
beginning to appear on the educational horizon.

The great concern for the developing of seminary courses
should have taken a primary place in the establishment of
the curriculum for seminary students. This concern and need
was expressed by Seward Hiltner when he said:

It has not been possible to discuss the increased

understanding of the methods of pastoral counseling

which are emerging out of careful observation of

actual counseling experience. This movement is

still in its infancy, but it contains great

potentialities. We are learning both a way of

learning and a way of teaching counseling which

takes full account of the individual personality
of each minister and which helped him in already

11

strong points and improves his weak ones. Es-
pecially are we learning what it means to say
that counseling is helping people to help them-
selves.8

Great leadership in this field of pastoral counseling
and its related fields must be given by men whose sole aim
and purpose it is to develop and educate future ministers.
Trained personnel for seminaries and courses in pastoral
counseling was being considered. New chairs of learning
were being established whereby qualified men could head a
well worked out schedule. The plan, even for salvation,

was being integrated with the plan of how to get to heaven.

D. Definition of Terms

Pastoral Counseling. This term is used throughout the

 

study to connote that activity of counseling which is

peculiar to the minister in dealing with problems which

1

O 1 '
Sl’l.

he meets in his par

..J.

I”lib—iS’CeI’S. Those who are actually engaged in the

 

typical duties of the pastorate from day to day and serve
a congregation.
Parish. A community of church going and worshipping

people.

 

8
Seward Hiltner, How Far Can A Pa

estor Go In Counseling,
Crozier Quarterly, April l9hS, Vol. XIV,

o. 107.

.L

 

 

12

Seminary. This term will be used throughout the study
to connote those institutions of learning where prospective
ministers are trained for their particular function in the
parishes.

Erygg. A term which is used to specify the larger
cities.

3333;. A term which is used to specify the suburban
and country communities.

Denominations. This term has reference to the church

 

groups which have been selected because of their size and
representation, and because of their views, theologically,
both liberal and conservative.

Methodist. Having reference to that denomination

 

which accepts the dogmas and views of John Wesley. It is
the largest of the Methodist constituency.

Presbyterian Church in the U. S. A. This church is

 

commonly called the Northern church of Presbyterian denomina-
tions and is the largest of all the Presbyterian denominations.

Junior,_Middler and Senior Classes. These are the

 

first, second and third year students matriculated in the

seminary.

13

E. Limitations of the Study

Because of the extent of the study, nation-wide in its
scope, the questionnaire survey method was employed for the
purpose of collecting the data for the study. Certain
limitations are to be found in this type of instrument,
including the difficulty of validating the instrument, the
difficulty of tabulating unstructured responses, and the
difficulty of procuring the desired cooperation of the
sources of information.

The study was limited to the two denominations in the
United States. Although they are somewhat representative
of a considerable range of Protestant churches, caution must
be exercised generalizing for the other denominations any
findings from the present study.

Another limitation is introduced by the biases of the
respondents to the extent of their interest in the study;
their individual qualifications and the degree to which they
are able to apply the instrument to their total experiences
as active ministers. All affect the validity of their
reSponses. The degree to which these factors operated
negatively for the respondents constitutes a corresponding
limitation to the outcome and the accuracy of the study.

Another limitation existed in terms of the fact that

the sampling was restricted to ministers whovvere actively

Jli

engaged in parishes. Nor was any attempt made to survey
active ministers who lived outside the territorial limits
of the United States, or were engaged in mission work,

educational institutions or the armed services.

F. Organization of the Study

This thesis is divided into six chapters.

Chapter I presents a brief introduction to the study,

a statement of the problem, importance and the need of the
study, a definition of the terms, the limitations of the
study, and the organization and plan of the study.

Chapter II presents a background of pastoral counseling
and a review of the literature.

In Chapter III the developments of the instrument and
study are discussed as also the methodology and techniques
of the study.

An attempt to present an analysis of the problems
included in study are presented in Chapter IV.

Chapter V attempts to present an analysis of the
Opinions given by the seminaries concerning the study.

Chapter VI includes the summary, findings and conclusions,

and recommendations for further research in the study.

15

CHAPTER II
BACKGROUND AND REVIEW OF THE LITERATURE

Introduction. The purpose of this chapter is to

 

acquaint the reader somewhat with the background of the
present day pastoral counseling programs. For this reason
it is necessary to take a brief look into the background
of the history of pastoral counseling and then touch on
some of the research.which has been carried on, meager

as it may be, but both are milestones along the road of
counseling.

Pastoral counseling is a phrase which has been coined
by present day clinicians. Its roots, however, are deep
.in the traditional, historical practice of what was once
known as the "cure of souls" or Kara from the Greek,
which means charge. It was in the charge where ministers
assumed the guardianship and the reSponsibility of the souls
entrusted to them by God and which He had given them for

l
safe-keeping.

 

John C. Bonnell, Pastoral Psychiatry, Harper &
Brothers, New York, 1933: p. 51.

 

16

Background. The cure or care of souls had its

 

antecedents in the distant past, and its progress toward

its present day status was traceable in more or less
discrete stages. First was the time when according to

the first chapter of the Book of Genesis God spoke directly
to man in the Garden of Eden, giving him personal guidance
and advice on the affairs of daily living. Then followed
the long period when the prophets, rabbis and the elders

in the church endeavored to shepherd the people. Later in
the early Christian era communion with God through.prayers
and the confession and "speaking with one another"2 received
great emphasis. With the domination of the life of the
individual by the Roman Catholic Church in the middle ages,
counseling was gradually replaced by the confessional. With
the entrance of the Reformation there was a resurgence of
belief in the Christ as the Mediator, and therefore, a con-
siderable abandonment of the confessional, with.the result

A
that there emerged the Protestant minister.

2
Epistle of James 5:16.

Geddes, The Catholic Church and the Confessional,
McMillan Company, New York, 1938, pp. 38 ff.

John McNeil, Historical Types of Methods of the
Cure of Souls, Crozier Quarterly, July 19_K.*

l7

Luther had a deep, exurberant sympathy for people in
his parish. He recommended that a troubled soul first of
all seek consolation and comfort in the Holy Scriptures and
then seek fellowship with his brother. Luther soon recog-
nized the power of attention in distinction from.that of
casuistry, even though it was an antecedent of modern
counseling procedures when he said:

In their bodily temptations there is only one
solitary way to overcome, namely, to turn away
from the senses, the thought, and the heart; so
also in the Spiritual temptations there is no
counsel, and no better help, nor more powerful
remedy, than that one cast such thoughts out of
his mind more andsmore, as best he can, and think
upon thecpposite.

John Calvin, in the main, followed the thinking and
philosophy of Luther. He based his philosophy and authority
on the passage found in the Epistle of James, which advocated
that one should get rid of his own sins and "confess one to
another".

In the Post-Reformation era one of the outstanding

ministers and the first to recognize the value of the cure

of souls was Richard Baxter, a Puritan of Worcester, England.

 

5

R. Nebe, Luther fig Spiritual Advisor, Lutheran
Publication Society, 189E: p. 177.

6. Op. cit.

 

18

In the year 1656 he published the book entitled, "The
Reformed Pastor", in which he emphasized the ultra-
sacredness and the worth of the individual and the
potentialities which were inherent in each person as a
result of proper pastoral work. In his book he dealt
mainly with the subject of conversion when he said, "What
skill is necessary to deal in private with one poor ignorant
person for his conversion." Baxter's concern was so great
for counseling as a minister that he would hire an assistant
and pay him out of his own salary so that not one soul would
be neglected.

John Wesley, whose parish was the world, deserves con-
sideration for his approach to people's problems. His ser-
mons and his counseling implied a profound psychological
approach. During the great Industrial Revolution with its
related frustrations in the lives of people, he pointed out
that a new life, a new character, and a new experience in
and with God would pull a man out of his conflicts. This
new approach to aiding people from the pulpit was intended

to reach not only the individual but the masses as well.

7

Richard Baxter, The Reformed Pastor, American Tract
Society, 1909, p. 262.

 

 

19

Dr. John Brown has the following to say about Wesley's
ideas of the people, "They were no longer bits of refuse

floating along the gutters, they were persons now, with 8

names that were known and sins that might be confessed."
During the latter part of the 18th century, one of the
greatest American preachers of that time, Dr. Phillips
Brooks, displayed a deep and far-reaching sympathy for
people's inner conflicts. Because of his amazing insight
into the lives of individuals, his success as a counselor
was heralded far and wide, even though he had never achieved
the distinction of having learned techniques of modern
counseling. Allen in his extensive biography of Brooks
made the following observation:

In his large parishes, as well as in the outer
world, he was constantly confronted with the
problemaof sorrow and suffering. His own per-
sonality attracted as by a magnet those who were
in trouble. He suffered with them through the
immeasurable tenderness of his own soul and his
vast overflow of sympathy. What the meaning of
it might be in a world which was beautiful which
God had created and loved, was the problem which
haunted him. He did not solve by dogmatic prin-
ciple. He waited for the growing light. But
one thing was certain, that only consolation
was in God.

 

8
John Brown, Since Calvary, McMillan Company, New York,
91931, p. 329.

John Allen, Life and Letters 2; Phillipg Brooks, E. P.
Dutton, 1901, Vol. II, p. 190.

 

 

20

With Brooks there appeared a growing interest in
the performance of the task to aid those whose problems
became too great for them to solve. He gave unstintingly
of his services to individuals in all walks of life, whether
they came to him personally or whether they came to him with
some problem. So great was his growing fame that clergymen
everywhere came to him repeatedly for counseling with their
own personal problems.

Early in the last century the concern for the spiritual
welfare of the parishioner was keenly felt by Horace Bushnell,
a great New England divine. Out of the depth of a rich ex-
perience which had carried him to crests of appreciation
and down the troughs of human despair and misunderstanding,
"he could live in the struggles of others because he knew
the meaning of struggle himself."lO Bushnell felt the need
for a deeper understanding of the problems of people because
he was aware of the problems which these people met every
day.

During the latter part of the 19th century, a Methodist
EpiSCOpal Bishop, William A. Quayle, in his book entitled
"The Pastor-Preacher" emphasized the work of the pastor first

and foremost, approaching this work from a practical, Christian

loMary Bushnell Cheney, Life and Letters 2; Horace

Bushnell, Scribner, 1903, p.4318.

21

point of view. It was a monumental work in that it gave
significance to the discussion of the paiior in relationship
to the child, the sick and to the youth.

With greater emphasis being placed upon the study of
self-perception, psychiatrists, psychologists and the
physicians had unearthed for humanity the hidden problems
which permitted man to gain greater insight into his own
problems. By way of example, during this latter part of the
century, Sigmund Freud with his delving into the unconscious
mind, laid the foundation for extensive research and the
study for the causes of man's inhumanity to himself. The
result appeared to be that many educators, psychologists
and others began to uncover fertile fields for understanding
the individual better in terms of his relation to himself
and to society as a whole.12 In the course of this con-
tinued research and study, various schools of thought

emerged, in which the psychoanalytical, the directive and the

non-directive counseling procedures becm me more dominant.

 

11
William.Quayle, The Pastor-Preacher, Jennings and
Graham, 1896.
12
Hans Schaer, Religion and the Cure of Souls in
Jupg's Psychology, Ballinger Foundation Inc.,
Iew York, 19h7, pp. 5 ff.

22

Another outstanding clergyman of this period, The
Reverend John Watson, better known as Ian HacClaren, 13
published his Yale lectures, entitled "The Cure of Souls".
In his chapter on "The work of a pastor", he cohpared the
work of the minister to that of the physician, since both
were interested in the welfare of people, one frat a
spiritual point of View and the other from a physical. He
said, in laying down several rules advocated for good
counseling:

It is a hard fight for everyone, and it is not

his to judge or to condemn: his it is to under-
stand and to help, to comfort, for these people
are his children, his pupils, his patients; they
$3: :ggmsgfiipszfdgggiifi which were given him, and

From the above it is seen that before the turn of the
twentieth century the gradual emergence of the psychological
approach became more and more evident. However, with the
entrance of the new century, a new and vital interest in the
thinking of theologians took place, although the seminaries
retained for the most part the traditional subject matter

curricula. There were, however, a few seminaries which,

because of the increasing emphasis being placed on a total

13
John Watson, The Cure of Souls, Dodd, Mead and
Company, New York, 1596:

 

'Ibid, pp. 2h0, 2&1.

23

program for counseling the individual, and because they
realized that the individual's problems could be Fabianized
into so many compartments, such as religion, social, ethical,
and emotional, began to concern themselves with the possibility
of utilizing the newer techniques of counseling. True,
spiritual counselors were few because the ministers left

the matter of counseling to clinicians who dealt with the
emotional on a secular basis. Inasmuch as some of the
ministers did not readily adapt themselves to newer techniques,
many unsolved problems still remained, and the individual

also remained unaided. The trend in the past two decades
indicated that there was a deeper understanding of human
problems in relation to the Spiritual point of view. Carroll
Wise pointed out in discussing the trend toward greater un-
derstanding of human problems during the first part of the
century, "at no time in human history was a need for help

to people in trouble so great. Wherever one turned he was
faced with the 'statistics' of human dislocation and misery..."15

This human misery and dislocation stems not only from the

apparent pressures of our times in the industrial and

 

15
Carroll Wise, Why Pastoral Counseling, Pastoral
Psychology, Vol. I., No. 1, Feb. 1950, pp. 5, 6.

2M

economic situations, but also from the Spiritual upheavals
within man himself which seemingly have been constantly
begging for more spiritual security.

Research. It has also become necessary to peruse some
of the research which has been carried on in the area of
pastoral counseling. It goes without saying that since this
area is practically a new one, the literature is extremely
sparce. However, in the past two decades strides have been
made by specialists in the field to present the latest
research. The study will not permit the use of all the
names of those who have contributed to the significance of
pastoral counseling.

The outstanding British clergyman, Leslie Weatherhead,
became well known for his developments and techniques in
what he called his "psychological clinic".16 His paramount
interest and aim was to integrate the work of the medical
profession with that of the clerical profession but using
the modern techniques with methods in the study of psychology.

Dr. Elwood Worcester, pastor of the Emmanuel Episcopal
Church in Boston, in collaboration with Dr. Joseph Pratt,
formed a class to aid those who were morally distressed and

those who were obsessed with unexplainable nervous systems.

 

Leslie Weatherhead, Psychology in the Service of
Soul, Epworth Press, 1929, p. XX.

 

25

In consultation with leading neurologists and specialists
in the field, these classes were instructed and addressed

by outstanding medical men as well as psychologists. Said

.3

Dr. Worcester, "We believe in the power of mind over body,

and we believe also in medicine, in good habits, and the
wholesome, well regulated life."17 A close relationship
between the doctor and the minister was considered highly
essential. It became a matter of importance at this time
to both the ministers and the physicians to accept one
another with greater confidence, believing that many
spiritual and moral problems lay at the bottom of so-called
physical ailments. The development of the study of the
individual's emotional conflicts appeared to become a byword
at this juncture.
18

Dr. Charles Holman's book, "The Cure of Souls", deals
with the development of research done from a socioépsychological
'point of view. He dealt exclusively with the work of the
minister and his parishioner. He contended that the prime

importance is the real understanding of human nature. Al-

though Holman's thinking was naturally colored by men before

 

1?
Worcester, McComb and Coriat, Religion and Medicine,
8Moffat, Yard and Company, 1908, p. 2
1
Charles Holman, The Cure of Souls, University of
Chicago Press, 1932.

26

him, particularly in theology, he was interested in the
analysis of the sick soul and stressed the particular
function of religion and spiritual therapeutics. In his
volume he also laid stress upon three major requirements
for the successful minister: (1) that he acquire new
insights for the understanding of human nature, (2) that
he have at his disposal new methods and techniques, and
(3) that the professions provide new relationships among
themselves.

New vistas were now being opened and explored, and the
importance of developmental activities in the field of'
pastoral counseling were being stressed. Thus it became
evident that much research had to be done in the field.

Dr. John McNeil stated, "we are evidently at the opening of

a new era in the history of the cure of souls. The ministry

of personality will be at once scientific and religious. . ."19
In his studies and research he indicated that the individual-
must be viewed a whole, and personality was far more intri-
cate than the minister had formerly been willing to admit.

The whole framework of MoNeil's thinking and presentation

of his material centered around personality. One result of

 

19
John McNeil, Some Historical Aspects of the Cure
jgf Souls, Crozier Quarterly, July l93flj'

 

27

this research was that counseling began to replace that
which formerly was mere cold advice.

The area of the clerical clinicians was one which was
aptly explored by Russell Dicks and Richard C. Cabot. They
contributed much to the study of the field of hospital
therapy. It was discovered by them that many emotional
conflicts confronted patients who were to submit to opera-
tions of one kind or the other, and those fears grew with
declining days on earth. Dr. Dicks, as minister, studied
the contribution which religion brought to the sufferer.
His studies evoked a new field of interest. He used as
his motto the statement of the French physician, Fondeau,
"To cure sometimes, to relieve often, to comfort always."
This ideal became for him a criterion to deal more sym-
pathetically as a pastor with his parishioners and patients.
In fact he emphasized the minister's high calling to aid
the sick, the bereaved, the emotionally upset, even above
that of the physician. Dr. Dicks stated:

The clergy's task in pastoral work is to assist

the spiritual forces to work within the individual;
forces which.are struggling for growth and maturity
of the soul. In fact we are recognizing that
spiritual and physical effect each other so pro-

foundly that many observers claim 5%ey are but
different parts of the same whole.

 

ORussell Dicks, Pastoral Work and Personal Counseling,
McMillan, New York, 19HH, p. 9.

28

Recognizing that the minister must be alert to his
task and step over into another such as that of medicine
and that it was the minister's specific task to meet the
spiritual and emotional needs as well as to discover these
needs, Dicks stated:

As clergymen we are not content with relieving
suffering as the physician and the social worker.
To be sure, we are concerned that suffering shall
be relieved; witness the church's building hospitals,
colleges for the sick and for the relief of ig-
norance, that the abundance of nature may be

tapped for mankind; but with these we are not
content. It is not enough to be free from want

and to have health. As clorgymen we are concerned
with what you do with health when you have it.

It is the pastor's work to relieve suffering and
fear and loneliness, but it is also his task to
assist people to gain faith and hope and that
fellowship with God which encompasses eternity
itself. This may be accomplished sometimes not

only in spite of suffering but because of suffering.
One of the most spiritually mature persons Izhave
met is a woman who never walked in her life.

In his research studies involving the training of the
clergy for pastoral counseling, which.was a great concern
of Dr. Dicks as he attempted to bridge the gap between the
old ways and the new ways of counseling, when he stated:

One shudders at the thought of the limited

experience and lack of knowledge that our clergy
have as they go out to work with people. If our

21
Ibid, p. 11.

29

doctors were not better trained than our clergy
we would not let them treat our dogs, to say
nothing of our children; yet suffering souls are
more important than a suffering body, a broken
heart infinitely more significant than a broken
leg.

Continuing in the same vein in his research studies,
he reflected, "Good pastoral work does not shock the
parishioner, the risk of doing harm is great. Hence the

23
ght." As

H

importance of sound methods which temper ins
a chaplain in a large hospital he was aware that only when
the ministers increase their knowledge and understanding
of human personality and behavior in its total scope will
pastoral counseling become more effective. The scope of
dealing effectively with human personality in a pastoral
counseling situation did not stem from magical or esoteric
powers. A counselor is also a human being, but he is con-

2%
sidered an expert in his reSpective field of human relations.
The pastoral counselor must, therefore, have insight, but

he needs training and understanding of the counselee's

feelings. He will then display warmth, empathy, friendliness

 

22

Op. Cit. p. 203.
23
’Ibid, p. 152.

Ibid, p. 153.

30
25
and not become tangled in the problems of the counselee.

Dr. Carl Rogers, who did a great deal of research both
at Ohio State University and later at Chicago University,
emphasized an altogether new approach which was known by the
general name of "non-directive Counseling". This new avenue
of counseling technique gave recognition to the individual's
inherent right to take responsibility for making his own
decisions, and to have an understanding of his own problems;
even though.the counselor was present to interpret his feel-
ings, Rogers indicated that it was the Counselor's duty "to

2
assist the individual to grow". He further distinguished
between the old type of counseling which he called "counselor-

"client-centered".

centered" and the newer type which he called
The one stressed the responsibility of the counselor and the
other, the activities of the client.

During World War II, Rogers published a pamphlet27
directed to chaplains, social workers, ministers and USO

workers, in which he contended that the individual has within

 

2§Seward Hiltner, Self-understanding, Charles Scribner's
Sons, New York, 1951, p. 199.

26Carl Rogers, Counseling and Psychotherapy, Houghton-
Mifflin, New York, 19H2, p. 13.

27Carl Rogers, A Counseling_Viewpoint, Federal Council
of Churches of Christ in America, 19h5.

 

 

 

 

31

himself the capacity and strength for adjustment and adapta-
tion. This approach,based on his own client-centered therapy
view, assumed the autonomy and the integrity of the individual
and how these two factors could be correlated and reSpected.
Acceptance and permissiveness by and on the part of the
counselor became a focal point in his therapeutic treatment

of the client./

A further research project was advanced in a study made
of a method called "group therapy" which had been used with
marked success in the armed services as well as in some
industrial situations. Dr. Roy Burkhardt of Columbus, Ohio,
developed this type of therapy in his own Community Church
after having experimented with it for some time. He organized
the entire congregation on the basis of a counseling situa-
tion whereby the individual is not freed from emotional
blocks, but it keeps him free so that he does not develop
emotional difficulties.

Dr. Wise of Garratt Bible Institute made the following

28
observation in his book that counseling is the express
function of the minister. He pointed out that the tangible
and intangible forces, subjective and the objective, must

be harmonized. The minister must understand and employ the

 

28*

Carroll Wise, astoral Counseling, Its Theory and
Practice, Harper Brothers, 1931.

32

dynamic processes which make up personality. Dr. Wise in
his research attempted to fuse the newer psychological
approach with the practice of Christian faith. To him per-
sonality is set forth at once as scientific and religious.
Dr. Seward Hiltner of Chicago Theological Seminary in
his research studies29 observed that the minister's role is
unique inasmuch as his presence represents and reminds the
parishioner of religion, of God as the center of religion
and of the function of such a religion. He contended that
the Christian life in its many phases assists the individual
in keeping a proper balance in life. He commented on such
matters as prayer, which deals with a person's desires; with
the Bible, which can be used to illustrate how others have
been aided by Jesus's wise counsel; how religious and
devotional materials based on the Bible, the various rites
and ceremonies in the church had aided in establishing a
well-adjusted outlook on life; how one shared with his
fellowmen through worship a loftier conception of life's
problems. All these and others would seem to make for proper

rapport established between the minister and his people.

29
Seward Hiltner, Pastoral Counseling, Chicago University
Press, 1952.

 

33

To point out that the problems of pastoral counseling
and the need for training had been a real burden for

educators in seminaries was the purpose of Hiltner's

30

brochure. Realizing the limitations of the ministers in
their various duties, Hiltner nevertheless felt that one of
the greatest limitations was the lack of training for
counseling situations. Said he:

There are wide disparities between the types

and the amounts of training which ministers

have had to prepare them for counseling . . .
The general principle is, that, with the
tremendous rise in the world of Specialized
knowledge of all kinds and expert professionals
to apply that knowledge, we do not presume to do
in amateur fashion that which can be done much
better by professionals . . . For in relation to
the ills of the personality and Spirit, there is
. . . no single group of experts who cg? lay
claim to the field that includes ours.

He indicated that ministers do not have sufficient training
to cope with the realities which he and his parishioners
face. He adds, "The question is. . . whether the pastor

knows how to properly relate himself to the situation as a
32
!

pastor. . .'

Another important field in which much research is being

done is field of marriage counseling. Here too Dr. Burkhardt

 

30Seward Hiltner, How Far Can A Counselor Go In

_—

Cougsgling, Crozier Quarterly,avol. XXV, No. 2,
April l9ho.
31

Ibid, p. 98.
2
3 Ibid, p. 102.

 

 

specialized in preparing young peOple for marriage. The
techniques which he used were closely allied to those of
Dr. Rogers, then of Ohio State University. Dr. Burkhardt
pincorporated the guidance and counseling program in this
area because of the great Spiritual influence which it had
upon the lives of young people who came to him for counsel.
Not only was this interest extended to young people but to
parents also in a particular way and families in general.

A later study has been done by Dr. Wayne Oates of
Southern Baptist Seminary,33 in which he was concerned
with the research of "the whole person" rather than merely
a segment of personality. The entire spiritual and moral
development of the individual must be the concern of every
minister. Too often was the minister concerned with the
clinical approach, feeling that he must deal ONLY with the
maladjusted person to the exclusion of dealing with the
healthy, normal and well-adjusted person. Said Dr. Oates,
in his latest book:

Clinically trained ministers have often valuable

eXperience in dealing with acutely sick patients

in hospitals, but comparatively little training

in pastoral care of relatively healthy and productive
persons whom they meet in the average pastoral situation.

 

33

Wayne Oates, The Bible in Pastoral Care, Westminster
Press , Philadelphia, 1932'.

 

 

35

Naturally, with acutely psychotic people the

Bible . . . should be used only by the minister
skilled in understanding the distorted religious
consciousness of patients. Nevertheless, the
average minister is in a different social situa-
tion ordinarily, although he does occasionally
deal with acutely disturbed people and can learn
much from them about the use of rel gious guidance
in preventing emotional disorders.

'Summary

In this chapter a brief overview and history of the
study of pastoral counseling has been given. Its roots
were traced back into Biblical history and its growth
followed into a small but well-developed plant today. In
the second section a picture was presented of the research
which is being done in the field of pastoral counseling.
There is much left undone. At the same time it was seen
that many seminaries are commencing to make this area a

very important one in their curriculum.

 

3E
Ibid. p. 107.

36

CHAPTER III

METHODOLOGY AND ThE TECHNIQUES OF TEE STUDY

Introduction. As was pointed out in Chapter I, the

 

study was developed from two separate aspects: (1) the
active ministers and (2) the seminaries of the two church
denominations. Inasmuch as the two instruments1 were
constructed differently, each was treated separately in

the discussion in the framework of the chapter.

Initial procedures. It was considered important that

 

during the planning stage of the study a considerable amount
of the discussion take place with interested personnel re-
garding the need for pastoral counseling training. Various
ministers were approached to assist in the thinking on the
subject. Some felt that such a study was essential in

their pastoral work; others did not. Three members of the
medical profession considered the initiation of such a

study important in view of the fact that the clergy and the
medical practitioner must be closely associated in the

treatment of emotional and spiritual problems. Several

 

1
See Appendix A for copies of the questionnaires.

37

members of the faculty at Michigan State College were asked
about the feasability of such a study. Results of the
interviews on the subject indicated that the study would be
worth-while and that an evaluation of the materials would
add to the field of research.

Another phase included rather extensive research regard-
ing the studies made relative to pastoral counseling, with
particular emphasis upon the training given at various
seminaries. A study was also made of the literature (books,
brochures, pamphlets, bulletins, documents, lectures, cata-
logues and other available information or materials). No
study had previously been made which applied Specifically
to the training program and the needs of pastoral counseling
in seminaries, even though courses were offered periodically
to stimulate prospective ministers to follow up their inter-
est in the field.

With the aid of the Sociology Department of Michigan
State College, attention was given to types of questionnaires,
samples, studies and polls and methodology of construction

2 3

of questionnaires. A study made by Romie presented some

 

2Mildred Parten, Survey, Polls and Samples, Harper
and Brothers, 1950.

3Stephen Romie, "Criteria For A Better Questionnaire,"
Journal Educational Research, Vol. XVII, No. 1,
September 1948, pp. 69-71.

38

valuable information in questionnaire construction. The
twelve criteria which he mentioned are of particular value
in the construction process as well as in the indication of
individual scales and questions.

Selectiop_procedures. The study was planned to analyze

 

 

the needs and training in the field of pastoral counseling
as indicated by selected seminaries and active ministers of
the two church denominations mentioned in the first chapter.
The church denominations were selected because of their
particular size and constituency; because one was semi-
urban and the other urban; because one demanded full-time
seminary work from its prospective ministers for ordination,
(full-time work in this sense means a three-year course in
any recognized seminary of the denomination); the other,
because it permitted ordination either upon completion of
a three—year seminary course or ordination upon graduation
from a recognized college or university after having taken
the prescribed courses during the summer months within the
district where the minister resides.

The first criterion for selection involved a roster
of ministers who were actively engaged in the ministry
exclusive of those ministers who were without churches or
who occasionally substituted, or were merely called "Stated

Supplies", emeritted ministers, missionaries, or those in

39

educational institutions and the armed services. In order
to obtain the best results for the study and the subsequent
analysis, a random sample of ministers in both denominations
was taken on a nation-wide basis. (Tables I and II Show the
distribution of the clergymen by states.) Since the number
of seminaries in both denominations was small enough to be
manageable, all were included for the purpose of the study.

Findings for group differences. In order that the study

 

 

could be limited for the purposes of a more comprehensive
analysis, and to better understand the determining factor
for training needs, it was decided to divide the selected
groups of active ministers into two main categories: those
who had graduated between the years 1928 and 19hO, and those
who had graduated between the years 19h1 and 1952. Secular
counseling procedures and techniques seemed to have become
more prevalent after 1940. It was believed that this type
of information would reveal, not only how much training
active ministers had received in the past, but to what extent
the needs and training for pastoral counseling could be im-
proved and implemented in the seminary courses.

Development pf the questionnaires. Since the study

 

 

was designed to include random sample groups of the active
ministerslof the two denominations, (15h Methodist and 158

Presbyterian Ministers respectively) who had been graduated

 

 

 

 

 

 

 

 

 

 

  

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between the years 1928 and 1952 as well as the seminaries
of the two church denominations scattered throughout the
country, two separate instruments were constructed and
developed.

The questionnaire method was deemed the most feasible
medium for collecting the data, for the opinions were to
reflect not only the feelings and attitudes toward the needs
and training for pastoral counseling, but also to determine
what effect amplification and development of the course
offerings in pastoral counseling would have upon the
ministers in their capacity for dealing with problems
which they encountered among their parishioners once they
(ministers) were ordained. Various types of check lists,
opinionaires, questionnaires, questions and general litera—
ture were studied in order to construct an instrument which
would reveal the desired information. It was considered
desirable that the instrument contain a check list of
material so that the person completing the questions might
do so in the minimum amount of time.

The structure of the proposed questionnaires was

discussed with members of the Sociology Department and the

 

14-See Appendix A for copies of the questionnaires.
Good, Barr, Scates, Methods pf Educational Research,

pp 0 32u-332 o

 

#3

Department of Guidance and Counselor Training at Michigan
State College. It was necessary that maximum accuracy and
ease of responding be obtained. The instruments were
designed not only to reveal pastoral counseling trends of
the past but also to reveal how ministers felt that they
could improve their relationships with their parishioners
through training so that prospective ministers could also
increase their capabilities in this field.

As the questionnaire for the ministers was being
developed, it was necessary to keep in mind some basic
assumptions. Each respondent had certain vested interests
and biases which influenced his reSponses to the items
contained in the instrument. Some respondents had their
parishes in rural communities where a counseling Situation
might be considered at a minimum; others had their parishes
in urban communities where people would be apt to come often
to the ministers for counseling. A number of respondents
would not have had any training in pastoral counseling, or
would have been educated in subject matter schools where
counseling pg; g2 was not considered important. The pos-
sibility further existed that such schools would be primarily
interested in advising rather than in dealing with all
phases of life in a good, wholesome counseling atmosphere.
Still other ministers would be influenced by the particular

thinking of the community in which they lived.

L114

The same could also be said of seminaries where the
trend was to continue in the old, traditional manner of
stressing the basic theological concepts of dogmatics, the
literatures of the Old and the New Testaments, church history,
exegesis and other related subjects. An occasional course
offering would be given in the general field of pastoral
care and the cure of souls, but no planned courses would be
presented because of the traditional phase of the curriculum.

A preliminary questionnaire had been constructed to
serve as a pilot study and presented to the Lansing Minis-
terial Association in person for the purpose of validating
the instrument and inviting criticisms and suggestions
before the final preparation of the form. The Association
contained a representative group of ministers, both con-
servative and liberal, rural and urban. Six questionnaires
were taken to ministers of both Methodist and Presbyterian
Churches who were not present at the Association's regular
monthly meeting. These men were also interviewed, at which
time the study was explained and their cooperation in vali-
dating the instrument form requested. Their suggestions,
additions, deletions and changes were solicited in order to
make the instrument a coherent whole. From these and other
suggestions and criticisms, the completed instruments were

designed. Particular consideration was given to the wording

b5

and the arrangement of items in order to make it convenient
for the respondents to present a report of their beliefs as
accurately and to obtain the desired information concerning
the training courses in their reSpective seminaries as
easily as possible.

Procedure for analyzing the survey. Upon completion

 

of the instruments as they reflected the types of informa-
tion desired, the questionnaires were printed. Each item
in the questionnaires was made self-explanatory. A cover
letter explained briefly the purpose of the study, as well
as the method of processing the instruments. The question-
naires, a cover letter, and a self-addressed, stamped
envelope were sent to each of the ministers participating
and also to the seminaries.

A careful check of the respondents was kept so that a
follow-up card7 could be sent to those who had failed to
respond. Further the items were all tabulated on a dittoed
code sheet prepared for coding the IBM cards. The use of
IBM cards expedited the tabulation of the data. In order

to obtain a clear-cut analysis, the Tabulation Department

of Michigan State College punched the cards and verified the

 

See Appendix A Cover Letter.
7
See Appendix A Sample of Follow-up Card.

as

results following the usual procedures. These cards were
then sorted into the two groupings of Methodist and Pres-
byterian ministers respectively, and each group sorted into
rural and urban areas. These latter groups were then sorted
into the levels of graduating years 1928-19h0 and 19h1-1952
respectively. The final step was the sorting of the respec-
tive groupings, levels, and areas into sectional categories
of which there were six.

The responses of the ministers of the two denominations
were tabulated and the percentages given for each of the
categories and groupings as the ministers responded, making
flit possible for each of the items in the questionnaire to
be computed. The analysis of the survey further indicated
the total number of ministers who responded so that all
cases could be computed whether they responded in the
affirmative, negative or whether they did not reSpond.

These percentages were presented in tables for each of the
six categories. All instruments received were used with
the following exceptions: those whose graduating dates
were prior to 1928; the twenty-five instruments which were
received after the cards had been tabulated and analyzed,
and those which were returned for lack of post office
addresses and those not returned. It became obvious that

it would be advantageous to present the number of responses

1+7

in terms of percentages because the mere presentation of
numbers of ministers making the responses in each item
would not be adequate because of the difference in total
number of cases in the various categories.

In surveying the six categories and their respective
items, it was observed that in terms of importance of the
items mentioned, the categories were not considered six
separate and distinct groupings. Therefore, it could be
indicated that in order to weigh each response over against
the other and to attempt to derive at a significant differ-
ence would not make an item of more importance than the
other.

In the succeeding chapters various sections of the
instrument are presented and discussed. The tables are
presented in detail to ascertain the reSponses given by
the ministers to each item; the discussion which follows is
meant to point out the relative importance of the areas as
each group of respondents have appraised the items and have
indicated their similarity in various rating groups.

The seminary questionnaires were studied and analyzed
as to the six questions which were contained in the given
instrument. Each item was properly evaluated over against

the other items. This instrument was also of the normative

LLB

survey type and revealed the organizational and administrative
procedures as well as the strengths and weaknesses of the
programs studied.

The material revealed the existing procedures in pastoral
counseling among the ministers and seminaries of the two
denominations mentioned above. The information further re-
vealed that ways and means must be found through more adequate
training in pastoral counseling situations in order to over-
come handicaps which ministers and seminaries meet in dealing
with various problems. Exceptional care was taken not to

reveal any confidential information.
Summary

The sources of materials and information which provided
the basis for this study were obtained from active ministers
and seminary staffs in church denominations, the Presbyterian
and Methodist respectively. The active ministers were random-
sampled on a nation-wide basis, whereas the seminaries of<
both denominations were included. The survey instruments
were patterned after the normative type and were so con-
structed and designed to reveal the information concerning

the values of the needs and training for pastoral counseling.

ha

CHAPTER IV
ANALYSIS OF 'IE RESPONSES PRESENTED BY THE MINISTERS

Introduction. As previously stated in Chapter I, the

 

intent and purpose of this chapter is to present an analysis
of the responses given by the ISM Methodist and 158 Pres-
byterian ministers respectively who had returned the
questionnaire Form 1. This analysis was considered im-
portant and.essential in this study inasmuch as there were
no apparent previously reported investigations of this
nature. It will also be recalled that the number of
ministers of the two church denominations mentioned above
were to be divided into two groupings, rural and urban,
and that each of these two groupings were further sub-
divided into the graduating classes of 1928-l9u0 and l9ul-
1952.

The analysis of the data is summarized and discussed
in the three sections which follow. Section I is devoted
to a discussion of Presbyterian and Methodist Church
problems which confront the minister. These problems
divide themselves into two main categories: (1) the
frequency with which parishioners come to the minister

for counseling on selected problems; (2) the procedures

which ministers of both denominations follow in dealing
with selected personal problems of their parishioners.
Section II deals particularly with Seminary training as
related to pastoral counseling which were considered
pertinent in that training. Section III deals primarily
with the extent of satisfaction with Seminary-related
courses for pastoral counseling as indicated by active
ministers. This section is, therefore, divided into three

categories: (1) whether these courses were very satisfactory,

 

satisfactory, or unsatisfactory; (2) which courses were
considered most valuable to meet the requirements necessary
to do an effective counseling job; and (3) whether @933,
ggmg, or l§§§_emphasis should be given to courses than

now provided for. The reSpective tables which follow
indicate how the sections were to be answered; and
responses to the data are given in percentages for each

of the denominations, groups, and graduating years, as

well as those not responding.

Section I
Part 1. Frequengy_with which parishioners come t
ministers for pgstoral counseling. —"
As indicated above, the first part of this section

concerns itself with the frequency with which parishioners

51

seek help from their ministers and how the ministers
responded to this part of the problem. The responses are
found in Table III (Methodist ministers) and Table IV
(Presbyterian ministers).

Following the sequence, approximately 50 per cent of
the Methodist ministers in the rural group stated that
parishioners came frequently when a member of the family
was hospitalized and 61 per cent responded when a loved
one passed away. The Methodist ministers in the urban
group reSponded as follows: A8 per cent when a member of
the family was hospitalized; 58 per cent when a loved one
passed on, and 53 per cent when preparing young people for
marriage.

In the matter of spiritual problems, approximately
50 per cent of the ministers stated that their parishioners
came occasionally and about 25 per cent came frequently,
with about 11 per cent reporting that they came seldom.
About 53 per cent of the ministers in the urban group
responded that parishioners came to them occasionally
with emotional problems, whereas in the rural group A8 per
cent responded that they came occasionally. In marital
problems about AS per cent of all the ministers responded
that people sought them for counseling. When the findings

for the last four problems, educational, health, choosing

 

52

TABLE III

THE FREQUENCY WITH WEICE PARISHIONMRS COME TO
TNEIR LINISTER FOR PASTORAL COUN

SELING

 

 

 

Methodist Rural Ministers N-79 Methodist Urban Ministers N—75

 

Problems 1928—19hr N-33 1941—1952 N—h6 1928-1940 N—3h 1941-1952 N—hl

 

,\ ,‘

F U D N F O S ' N F O S N F O S N

-4 m“..- ..—4

 

Spiritual Problems 27.2 51.5 18.1 3.0 28.3 47.8 19.6 2.2 2h.6 57.9 23.5 o 29.3 53.7 7.3 4.9
When a member of the ‘ j . - -
family is hospitalized :57.6_L15.1 27.2 3.0 37.8 Ml.3 19.6 9.9 50.0 39-2 5-9 3-9 46.3 29-3 2g,4 O

 

 

When a loved one
passes on oo.?

H
J—L
.
'_l
|__'
(
O
1...}
U)
C
O
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hr
0
H
\O
O
O\
H
\O
0
O\
(\J
.
f\)
O\
I _
I
(.7;
W
R)

J. 5.9 O 53.7 29314.6 2.2.1

F

 

 

 

When preparing young people

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

for xarriage 136.3 $36.2 _27.2 6.1 h3.5 19.6 26.1 6.7 55.9 23.5 17.7. o 51.2 2u.u 22.2 2.4
Lmrital Problems h:.1 't\.u 2h.2 9.1 "13:1“l[6:7H32f6_~éffmi§23:_7llffw‘23:5“4—“?3 36.6 39.0 22.2 o
Emotional Prohlens 12.1 57.6 27.2 3.0 19.6 Ml.3 32.6 8.5 d3.b 22.“ 28.; 0 2h.h 53.7 20.2 2.h
Educatioqal Problems l'.l 130'3 ’2IN" 9.I—m1::{m1E;E737.3 13.1 5.9 5I3 52.9 5.9 9.8 36.5-39.0 12.2
Health Problems 6.l;124.2 h2.h 2M.2 0 17.4 54.“ 3.0 2.9 32-4 52-9 li-7 O 12-2 68-9 17.1
In Choosing a Vocation ' 6.1 [h2.H 51.5 3.0 C.7 30.@ 52.3. 6.5 3.9 4.9 3(.2 O 9.: 38.2 43.9 9.8
:£::§:i§id‘"i::43.o @1551 57 21.2 6.15. 173.1 7 30.1.1 5.9 33:55:12.9 111.7 7.3 21.1.9 111.5 221.9.

 

:INumber of Ministers readonding
Frequently; O=Occasionally; S=Seldom; N=Never
'1 figures are resgonses jiven in percentages

  

 

 

 

53

TABLE IV

THE IMIWUENC‘ JITU NEICH PARISE10NERS COME TO
ThEIh MIN ST M FOR ‘PSTCQAL COUNSELING

 

i ers N—56 Presbyterian Urba1 Ministers N-102
Problems 1928-1940 1—27 1941—1952 N—29 1928—1940 N—62 1941—1952 N—40

0 s N F 0 s N ,, r 0 s N
111114 1 91601616 19.5 63.0 18.5 0 24.1 58.6 13.8 3.5 35.5 56.5 6.5 0 45.0 47.5 7.5

When a member of the
. . . r v’ m ' a /
family is suit alized 91.9 MO. (.b 0 h2.9 44.0 0.9 0

When a loved one

 

 

 

 

 

"\J—l
[ \

.5 29.0 9.9 O 55.0 35.0 7.5 2.5

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

passes on 74.1 13.5 3.7 3.7 79.4 10.3 10.3 0 62.9 24.2 6.5 1.6 60.9 30.0 7.5 2.5
When nreoaring young peoole
. _ — ~ , . I... 1 —! xr.’ ., .—I
for ma riage hh.h 29.0 22.2 22.2 30.6 24.1 13.8 3.5 07.7 21.0 0.1 1.6 60.0 25.0 12.5 2.5
Marital Problems 22.2 29.6 44.0 0 29.6 27.6 3 .9 6.9 32.2 53.2 12.9 0 32.5 42.5 22.5 2.5
“1013101191 3190319113 111." 13.14% 25.9 11.1 I .2 57.8 31.1 3.3 3 .7 511.? 2.0 O ”U 0 T1510 25.0 2.5
Ecuc1tvoaal Problems 2.7 5‘.2 11.5 11.1 3.? 3M.5 55.3 3.5 1+.3 50.3 50.3 6.5 15.3 37.5 35.5 12.5
6611.4 716 ilems 0 29.6 11.9 1;.5 3.5 17.2 53.6 20.7 14.5 41.9 35.5 4.; 7.5 17.5 62.5 12.5
In tn1osing a Vocation 11.1 33.3 37.0 lh.8 L 31.0 '2.1 8.9 12.0 h8.h 27.1 6.5 7.5 17.5 62.5 12.5
In Loss 61 a Job 7.4 11.5 51.9 25.9 3.5 13.5 44.: 34.5 17.7 25.. 40.3 12.4 10.0 27.5 47.5 15.0
Preslqyteiian ministers respondiag
; 0: Occasionally; S=Seld0m; N=Jover
s are given in percentages

 

 

5br

a vocation, and losing a job, are studied, it is observed
that the majority of the ministers responded that parish-
ioners seldom or never came to the minister for pastoral
counseling. This would seem to suggest that the ministers
either were not trained to deal with the related problems
of their parishioners or that people look to someone else
for help on these problems.

In Table IV which deals with Presbyterian ministers,
it was observed that in Spiritual problems, 22 per cent
of the ministers in the rural group and 40 per cent of
the ministers in the urban group responded that parish-
ioners came to them frequently; whereas 61 per cent in
the rural group and 51 per cent in the urban group stated
that parishioners came occasionally. It would appear
that the urban ministers responded more favorably to the
problem than the rural ministers.

When a loved one passed away, about 76 per cent of
the rural ministers responded that parishioners came to
them frequently; whereas in the urban group about 61 per
cent responded frequently. When a member of the family
was hospitalized, about 50 per cent of the respondents
stated that people notify them; about 40 per cent among

the rural ministers reSponded that they do so occasionally,

and in the urban groups the responses were about 32 per
cent. From the responses received, it would appear that
the parishioners in the rural areas are Somewhat more
dependent upon their ministers than are the urban parish-
ioners.

Of the responses of the ministers in reference to
preparing young people for marriage, 64 per cent in the
urban group stated that young people came to them. In
the rural areas 50 per cent responded that young people
sought the minister's help in preparing for marriage. This
would seem to indicate that this is one of type of pastoral
counseling service which is rather widely recognized.

In response to emotional problems, ministers stated
that parishioners came to them frequently to the sum of
15 per cent in the rural group and 30 per cent in the
urban, whereas about 50 per cent stated that parishioners
came occasionally. In the urban group, 1928-19h0, about
3 per cent of the ministers stated that people with
emotional problems seldom came to them; in the other groups
22 per cent of the ministers reSponded that they seldom
came.

When the problem of marriage arose, 32 and 48 per
cent of the ministers, respectively, in the urban group

reSponded to the question of parishioners coming frequently

\fl.
0\

or occasionally to discuss the problem. In the rural
group 25 per cent of the ministers responded to "frequently"
and 28 per cent to "occasionally", with a larger percentage
of rural ministers (h2) responding "seldom", to only 15 per
cent of the urban replying the same.

In the Last four problems, education, health, choosing
a vocation, and losing a job, it is observed that in the
rural l928—l9h0 group about 59 per cent of the ministers
stated that parishioners came occasionally with an edu-
cational problem, whereas in the others, rural 1941-1952
and urban 19hl-l952, about an equal number of ministers
(36 per_cent) responded "occasionally". It is further
noted that in the rural l928-19h0 group, 18 per cent of
the ministers stated parishioners seldom came to them for
counseling; in the rural group l9hl-l952, 56 per cent; in
the urban l928-l9h0 group, 40 per cent; and in the urban
1941-1952 group, 35.5 per cent seldom came, with an equal
percentage of the ministers not responding. In the problems
of health, choosing a vocation, and the loss of a job, the
9 urban l9hl-l952 group, 63 per cent reaponded that they
seldom discussed their problems with their parishioners.

The other responses fluctuated between 27 per cent and 59

per cent.

57

Summary

In presenting an over-all comparison between the
Methodist and Presbyterian denominations as to the problem
of frequency with which a parishioner comes to the minister
for pastoral counseling as the ministers themselves have
indicated, and percentages to their reSponses have been
given, several factors can be observed.

In the Presbyterian rural groups, 76 per cent of the
ministers indicated that when a loved one passes away,
they seek the minister's counseling; whereas 60 per cent
of the Methodist ministers responded that parishioners
came to them for counseli g. The same comparable
responses, percentage-wise, are indicated in the urban
groups.

In the rural groups 51 per cent of the Presbyterian
ministers and 40 per cent of the Methodist.ministers stated
that young people C9me to them for pre-marital counseling.
In the urban groups respectively 64 per cent of the Pres-
byterian ministers and 52 per cent of the Methodist ministers
replied to the question conzerning whether or not young

people came to them for pre-marital counseling. The same

ratios seem to be indicated in the remaining marital and

emotional problems.

With respect to the problems of education, health,
choosing a vocation, or losing a job, there were ap-
preciable differences between the Presbyterian and

Methodist respondents.

59

Part 2. The procedures which ministers.follow 1g
dealing with selected personal problemg
gf their parishioners, and the responses
Given.

M

 

 

 

 

 

It is noted in Tables V and VI dealing with the
responses given by the Methodist and Presbyterian ministers
to the various items and the alternatives that there seemed
to be a great deal of unanimity in their respective answers.
On further investigation of the instrument, it became evi-
dent that under responses (a) and (b) of both Methodist
rural and urban groups, the third alternative was presented
as the largest percentage (100 per cent) of ministers deal—
ing with selected personal problems of the parishioners
insofar as the ministers mutually assisted with the
problems so that the parishioner could solve his own
problem. It was further noted that about 25 per cent of
the ministers responded that they did advise a counselee
what to do in their selected problems.

In response (0) alternatives (1) and (3), it was in-
dicated that the Methodist ministers responded in the af-
firmative to the question "in visiting a sick patient" and
negatively to alternative (2). However, it was also ob-
served in alternative (A) that more ministers in the
graduating groups l928-l9h0 responded favorably than those

who responded in the graduating groups l9hl-l952. Presumably

 

 

60

TABLE V—l

 

PROCEDURES WI;CP n1NISTERS FOLLOW IN DEALING WITH 8
PROBLEMS OF TPEIR PARISEIONERS AND THE RESPON

ELTCQ‘D PERSONAL
SES GIVEN

 

Methodist Rural Ministers

Methodist Urban Ministers

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Item
1928-1940 1—33 1941—1952 N-46 1928—1940 1—34 1941—1952 N-4l
a. Spiritual Problems Yes No MR Yes No NR Yes No NR Yes No NR
(1) Advise them what to do 27.3 63.7 9.0 39.1 54.4 6.5 29.4 01.8 8.8 26.9 61.0 12.1
(2) Solve their problems 0.1 87.9 0.0 93.4 6.6 0 85.3 14.7 2.4 83.0 14.6
(3) Counselees solve their
own problems 97.0 0 3.0 95.6 4.4 0 97.1 2.9 0 80.3 2.4 17.3
b. Emotional Problems 7
(1) Advise them what to do 18.2 75.8 6.0 32.0 58.7 8.7 23.5 64.7 11.8 19.5 68.5 22.0
(2) Solve their problems 6.1 87.9 6.0 2.2 91.3 6.5 2.9 82.4 14.7 0 85.4 14.6
(3) Counselees Solve their
own problems 100.0 0 0 95.6 4.4 0 91.2 0 7.5 95.1 4.9
c. In visiting a sick
parishioner
(1) Are you a good listener? 97.9__ 0 3.0 95.6 4.4 0 94.1 5.9 0 97.6 2.4 0
(2) Do you do most of the I ”I"
talking? w 3.0 90.9 6.1 4.4 t9.1 6.5 5.9 88.3 5.8 4.9 80.5 14.6
(3) Do you use your counsel— m
ing experience? 89.9 2.1 1.0 84.7 *4.4 10.9 94.1 0 .9 57.e 2.4 9,8
(4) Do you offer prayer if
the parishioner does 76.8 18.2 3.0 71.7 17.4 10.9 79.4 17.7 2.9 68.3 24.4 7.3

“9t reQuest it?

 

All figures are given in percentages
NR=No Response

 

 

61

TABLE V—2

PROCEDURES NHICE MINISTERS FOLLOW IN DEALIUG WITH SELECTED PERSONAL
PROBLEMS OF THEIR PARISEIONERS AND THE RESPONSES GIVEN

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Item Methodist Rural Ministers Methodist Urban Ministers
‘ 1925—1940 1941—1952 1925—1940 1941-1952
d. In Terminal Cases Yes No NR Yes No 1B Yes No NR Yes No NR
T1) If patient asks if he
is a terminal case 16.2 45.5 36.3 15.2 43.5 21.3 14.7 47.1 38.3 12.2 41.5 46.3
(2) Do you break the news
sently? 39.4 21.2 39.4 717.0 21-7 41.3 26.5 29.4 54.1 45.3 14.3 38.9
(3) Do you evade the
question? 1 12.1 54.6 33.3 13.0 52.2 34.8 11.8 50.07 35.2 12.2 46.3 41.5
(4) Do you refer patient “77‘
to a thsician? 60.6 15.2 24.2 43;5_ 1;.6 34.7 44.1 14.7 41.2 53.7 ~23:6 22.7
e. When a loved one passes on
(1) Do you assist in notifying
the relatives of the 72.7 18.2 9.1 78.3 13.0 8.7 76.5 11.7 11.: 73.2 14.6 12,2
demise?
(2) Do you adjust to the
situation emotionally? 97.0 0 3.0 91.3 6.5 2.2 100.0 0 0 100.0 0 0
(3) Do you give comfort
and assurance when 93.9 0 6.1 97.8 0 2.2 100.0 0 0 100.0 0 0
you see relatives?
(4) Do words of Scripture
give enough comfort? 21.2 60.6 16.2 23.9 71.7 4.4 29.4 61.0 3.5 13.3 63.4 23.3
(5) Do you go to the home J
of the bereaved in— 97.0 3.0 0 89,1 6,5 4.4 91.2 3.8 2.0 100.0 0 0

nediately?

All figures are given in percentages
NR=No Response

 

62

TABLE V—3

PROCEDURES WHICH MINISTERS FOLLOW IN DEALING NITE SELECTED PERSONAL

PROBLEMS OF THEIR PARISHIUNERS AND

THE RESPONSES GIVEN

 

Ministers
1941-1952

Methodist Rural

Item 1928—1940

1928-

Nethodist Urban Ministers
1940 1941—1952

 

f. In case of sudden death Yes No NR Yes No

Yes

No NR Yes No

 

(1) Go to the home
immediately

(2) Begin with reading
Scripture followed
by prayer

(3) Observe that the home
is more calm because
of your presence

300 91.3 111.0
24.2 8.7

97.0 0
21.2 54.6

84.9 3.0 '2.1

 

97‘]-

8.8

94.1

100.0 0
14.6 75.6

0 2.9

o 0
Q. U

3.0 97.6 2.4

 

(4) Return to the home of
bereaved a day or two
later

(5) Find bereaved better
adjusted in a few days

(6) Find that they resoond
to your ministry more
readily on next visit

81.8

90.9-. 02.0

90.9 0 84.8

82.4

80.0 19.5

3.0 85.4 4.9

78.1

\fL
.
\O
r‘

.

C J

9.7

2.4 19.5

 

C. When young people seek
counsel in educational
problems

Advise Course of study

Do you feel confident

your counsel of this
problem:

(3) Should they find own
level of intoresL in
this area?

(4) Do you encourage tfi53_
to continue their
e duo 3.13:1 011.?“ , f“ ,1

“75) If parents object, do '7 """"

you take sides?“ 112:1 15.2 67.4.

27.3 57.9

00.6

4.8

71.7
23.9

(1) 10.9
(2) in

27.3 2.1 65.2

10.9

9.1

 

 

 

H

{1
..u

52.9

82.5

97.1

.-
.
)0;

 

 

2.9 O

 

26.8

,
01.8

 

All figures are given in percentages

NR=No Response

 

 

 

63

TABLE v-4

 

PROCEDURE“ NIICH MINISTERS FOLLOW IN DEALING WITH SEL‘ ”EC‘”D PERS ONAI,
PR -” ” OF THEIR PARISHIONERS AND THE RESPONSES GIVEN

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Item , Methodist Rural Ministers Nethodist Urban 11inisters
__ 1928—1940 1941- 193 2 1928 1940 1941~1952
h. In h.ealth problems, do you Yes No NR Yes No NR Yes No NR Yes No NR
( Give the benefit of yozr
exoerience as a pastor 60.6 21.2 17.2 50.0 34.8 15.2 55.9 32.3 11.8 48.8 36.6 14.6
(2) Are you qualified to
discuss health 0 oblels 39.4 54.6 6.0 32.6 36.5 30.9 38.2 58.8 3.0 29. 3 48.8 21.9
(3) Refer patient to a
physician 9.;2_1 6.1 3.0 82.6 6.5 10.9 94.1 2.9 3.0 83. 0 9.8 7.2
iLWIn pro—marital probloAs
do you _
(1) Interview both young
People 7‘ 8 19.2 3.0 93.4 4.4 2.2 94.1 p 9 O 95.1 2.4 2.5
(2) Suggest how they should
progress in nsr_1tal 67.7 27.3 3.0 76.1 13 0 10.9 61.5 11.3 26.4 70.9 17.1 12.0
___, life
(3) Su,ge st suitable litera—
tur e 37.9 12.1 0 9.3 6.» 4. C‘.2 11.0 0 91.2 .9 .
141 IIeel that pro—marital A 3 9
guidance is valuable 01.8 6.1 12.1 97.8 2.2 0 97.1 0 2.9 95. 2.4 2.5
j. When marital problems " w
arise
(1) Advise the couple ' 21.2 60.7 12.1 20.7 56.7 12.6 17.7 67.7 14.6 22.0 73.2 4:8”
(2)ngsten to 00th 954::m_»_;7fia§~ “.1 12.1 93.9 2.2 3.9 90.2 3.9 5.9 35.4 9.) 1. 8
71—7-Loa011v lake ui your “-
mind as to outcome 6.1 37,9 6.0 10.9 80. 5. L4- 82.4 2. 14.6 p . 1.
—IN_7Refer the u to a 3 7 7 ‘ 9 ' 00 5 I 9
Specialist 75.8 21.2 3.0 71.7 17.4 .9 70.6 11.8 17.6 33.1 4.9 10.0
(5) Let the couple solve 7"“ __ ""’”~"“""""“ '
tieir own uroblels 87.9 3.0 9.1 82.6 4.4 13.0 82.4 8.8 6.8 73.6 11.6 11.8

 

All figures are given in percentages
—=No Res :10nses

 

 

 

64

TABLE V—S

 

NNOCNDUNss NNICN NINISTNNs Netteu IN DEALING WITH ELECTED PERsoNAL
PRORLE s " '

,s
or INNIN INNIsNIuNNNs AND INN RESPONSES GIVEN

It I > Methodist Rural Ministers TEE“ Methodist 05338 Ministers
.. GU. 1928—1.9110 1941—19523 1928—19110 19111-1952

1 Yes No NR Yes No NR

 

h. In terms 01 oceguithflui_ Yes No NR Yes No N

(1) Do you recommend wfiit
type of work they 15.2 ”0.8 6.0 8.7 80.4 11.6 5.9 82.4 11.6 17.1 73.2 9.7
should pursue

(2) Do you feel thut they
should seek the level 67.9 3.0 9.1 73.9 l7.h 8.7 88.5 8.8 3.0 53.5 17.1 2h.h
of own interests

(3) Do you have a library on

 

 

 

 

 

I 26.1 6.6 76.5 17.7 5.8 39.9 43.9 16.2

 

 

 

 

 

educational E oecuoa- h8.§ N8.N 3.0 67.1 I
» ‘t10u01_'h11011m1tion
1. When losiub u jobJ dokyou III.“
(1) Console such a worsen 0.1 36.7 57.2 3M.h El.3 23.9 35.3 52.9 10.8 39.3 M3.9 l6.E
(2 Assist him in iiudiug
another job 72.7 6.1 21.2 69.6 13.0 17.4_ 65.3 8.8 5.9 73.2 lh.6 12.2
(3) Try to discover (help)
__flfl why he lost his job 00.0 12.1 27.3 03.0 0.5 30.5 84.h 5.9 11.7 73.1 12.2 9.7

 

N. In further interviews
(1) Do you advise further
interviews NU.5 30.3 21.3 39.1 39.1 21.3 N7.l 3N.3 17.5 MN.3 99.3 22.9

I ..--.-u..._._*-...

 

UT .00 yuu NCSLNSWE8~QCt “TIT”TTT‘T“‘
further int9_the 91.5 13.1 2k.3 69.6 0.7 21.7 70.6 14.7 14.7 80.5 9.8 9.7

 

 

 

 

7-_ “Aeoliu: SNmeouuNelee
(3) Do you euceuruge hIm to
m ...u 1, n . mu 0 r 0: / W \x’ '
__] VCoue outn to ?00 ynu {».O 12.1 9.1 UQ.N 0.3 13.1 _ 79.47 0.6 11.8 90.2 2.N 7.4
(I) Do Yuu rwior Him to u
H‘ ‘ . .~ . H‘_ ’ ’ r .» .7 (3 fl.» 1‘ r‘ I - / . v r 7’ r .7, -—u
:1-.-“ 13331110 1,111.. 1. Duo 7 9. l (.11, a, (N. f 17.1% 23 . I.) __._ DIN-v 7 11.. 8 ‘33 .1) KO. 1' 12. 2 1 ( . 1

 

 

‘igures are given in gerceutages

All
71

1"
‘\ \._T I .. . 1. .
Nh—No Nos oqscs

 

 

 

1’10]M3¥W1)1116hfll
PHHR‘EMS 0W

‘JIKICIT TJIWJT‘VFFWYS

TABLE VI—l
FOLLOW 1N DNM'JIWG WITH

iWYHIR PflRISTIVNMRS AND IVE

BEL
RHSPONS

fl-TED
r

'1
J
1
l

PERSONAL
15 GIVEN

 

 

Item

Presbyterian Rural Ministers

Presbyterian Urban Ministers

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1928-1940 N—27 1901-1952 N—29 1928—1940 N—62 1901-1952 N-bo
a. Spiritual Problems Yes No NR Yes No NR Yes No NR Yes No NR
Tl) Advise them what to do 40.7 bb.6 3.7 51.7 hh.8’ 3.8 33.9 5h.87 11.3 35.0 57.5 7.§
412) Solve their problems 7-4 35.2 7.47 13.8 82.8 3-H 3.2 83.9 12.9 7.57 85.0 7.57
(3) Counseleos solve their ,
owngproblems 100.0 0 0 100.0 0 0 96.6 0 3.2 95.0 5.0 0
b. Emotional Problems
(1) Advise them what to do 33.3 62.9 3.8 h1.h 55.2 3.4 30.7 Sh.8 1M.5 22.5 65.0 12.5
fTé) Solve_their problems — 3.7 08.9 7.4 6.9 66.2 8.7 1.. 9 .8 1.6 5.0 82.5 12.5
3 Counsolees solve tbeir
own problems 96 3 1.7 3.0 100.0 0 0 100.0 0 0 100.0 0 O
0. When visiting 0 sick
parishioner
(1) Are you a good listener 92.0 0 7.0 93.1 0 6.9 9o.8 1.5 1.6 9500 0 O
(2) Do you do most of the
talking» 11.1 {0.1 1M.€ 0.9 93.1 0 0 V7.1 12.9 0 90.0 10.0
(3) Do you use your
counselinm GKVOP1€WCO 92 6 3.7 3.7 96.2 6.9 3.9 90.3 0.5 0.2 90.0 2.5 7.5
(M) Do §Km1 offei‘})r0yer
if the parishioner 63.0 1“,: 12.2 6? 0 20.7 10.3 67.7 17.7 10.5 {7.5 20.0 2.5

does not request it

All fimures are given in percentages
YUINO Resnooses

 

 

 

66

TABLE VI-2

PROCEDURES WHICH MINISTnRS FOLLOW IN DEALING NITh SELECTED PERSONAL
PROBLEMS OF lhflIR PARISBIONARS AND THE RESPONSES GIVEN

 

 

 

 

 

 

 

 

Item Presbyterian Rural Ministers Presbyterian Urban Ministers
‘ 1928-1900 1981-1952 1928—1980 1981-1952
0. In terminal oases Yes No NR Yes No NR Yes No NR Yes No NR
(1) If the patient asks ‘
if he is a terminal 7.4 51.9 30.7 3A.5 Al.u 20.1 19.4 M5.6 35.0 22.5 47.5 20.0
case
(2) Do you break the
news gently 00.7 25.9 33.8 51.7 17.2 31.1 37.1 19.4 93.5 30.0 25.0 05.0
(3) Do you evade the
question 11.1 51.9 37.0 17.2 62.1 20.7 12.9 50.0 37.1 5.0 55.0 00.0
(A) Do you refer the
parishioner to a 00.1 22.2 29.7 55.2 28.6 16.2 56.5 19.8 2}.l 52.5 20.0 27.5
physician
5. When a loved one '“ -_1

passes on
(I7 Do you assist in
notifying the relatives 59.3 25.9 10.8 69.0 20.7 10.3 80.7 8.1 11.2 75.0 15.0 10.0
of the demise
(2) Do you adjust to the

 

 

 

 

 

 

_, situation emotionally 88.9 0 11.1 96.6 0 3.0 96.8 1.6 1.6 97.5 2.5 o
(3) Do you give comfort and
assurance when you see 92.6 0 7.0 100.0 0 0 96.8 O 3.2 95.0 2.5 2.5

__the relatives
ITEI DO words of Scripture

 

 

Live 9999911 comfort 11.1 63.0 25.9 911.0 55.2 3.11 25.8 68.5 9.7 35.0 60.0 5.0
(57 Do you go to the home _
Of the bereaved 77-9“ 131-8 7.9- 96.1 0 3.9 93.6 3.2 3.2 90.0 5.0 5.0

immediately

All figures are given in percentages
W 2No Responses

 

 

 

6?

TABLE VI-3

PROCEDURES NhICh MINISTERS FOLLOW IN DEALING WITH SELECTED PERSONAL
PRESLEMS OF THEIR PARISH ONERS AND TEE RESPOASPS GIVEN

 

 

 

 

 

Item Presbyterian Rural Ministers Presbyterian Urban Ministers
1928—1900 7 1981—1952 1928—1940 1901—1952
f. In case of sudden death Yes No NR Yes No NR Yes No NR Yes No NR
(1) Go to the home
imnediately 100.0 0 0 100.0 0 O 95.2 3.2 1.6 97.5 2.5 0
(2) Begin by reading
Scripture followed 25.9 62.9 11.2 17.2 79.3 3.5 12.9 82.3 6.8 15.0 77.5 7.5 .13

bylprayer

(3) Observe that the home
is more calm because 88.9 3.7 7.6 90.0 10.0 0 96.8 1.6 1.6 85.0 5.0 10.0
of your nrosonce

(1‘1) Return to the home of

 

 

 

 

bereaved a day or two 92.6 7.4 0 93.1 6.9 0 82.2 11.3 6.5 90.0 10.0 0
later
(5) Find bereaved better
adjusted in a few days 92.6 7.0 0 82.8 10.3 6.9 85.5 11.3 3.2 82.5 10.0 7.5
(6) Find that they respond
to your ministry more 88.9 7.0 3.7 96.6 3.h 0 07.1 6.5 6.h 80.0 12.5 7.5

readily on next visit
fi. when young people seek
counsel in educational
problems
fill Advise course of study 25.9 55.6 10.5 31.0 05.6 3.h 16.1 72.0 11.3 25.0 57.5 17.5
(2) Do you feel Confident in

 

 

 

your counsel of these 66.7 18.5 1h.8 65.6 3h.h 0 66.1 22.6 11.3 70.0 12.5 17.5
problems
(3) Should they find own
level of interest in 81.5 0 18.5 96.6 3.h O 85.5 6.5 8,0 87.5 2.5 10.0
hese areas
(A) Do you encourage them
to continue education 77.5 3.7 10.5 100.0 0 0 90.3 1.6 3,1 85,0 0 15.0
(5) If parents object, do
Vou take sides 25.9 51.9 22.2 20.7 75.9 3.t 27.1 59.9 12.7 15.0 72.5 12.5

 

All figures are given in percentages
NR=No Responses

 

 

 

 

TABLE VI-4

PROCEDURES WhICh MINISTERS FOLLOW IN DEALING WITH SELECTED PERSONAL

 

 

PROBLEMS OF ihEIR PARISEIUNERS AND THE RESPONSES GIVEN
Iten Presbyterian Rural Ministers Presbyterian Urban Ministers
' L 1928—1940 1941-1952 1928—1940 1941—1952
h. In health problems, do you Yes No NR Yes No NR Yes No NR Yes No NR

 

(1) Give the benefit of
your experience as a 62.9 22.2 14.9 41.4 51.7 8.9 59.9 24.2 15.9 45.0 35.0 20.0

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

pastor
(2) Are you qualified to
(3) PdISCUSS‘IeaItI problems 44.4 44.47 11.2 44.8 55.2 O 40.3 45.2 14.5 25.0 65.0 10.0
we or patien 'o a _
physician 92.6 0 7.4 96.0 0 3.4 $8.7 6.5 4.8 92.5 2.5 5.0
i. In pre-mnrital problems
do you
(1) Interview both young
people 85.2 3.7 11.1 100.0 0 0 100.0 0 0 95.0 5.0 0
2) Suggest how they should
(3) “projriss in nirital life74.l 14.8 11.1 75.9 17.2 6.9 79.0 18.5 6.5 72.5 27.5 0 e.
, ougges suitao e itera—
(1) FtuIetl t ‘t 1 85.2 7.4 7.4 8 .8 10.3 6.9 95.2 1.6 3.2 97.5 2.5 0
L ee 1a pro—mari'a
guidance is valuable 96.3 43.7 0 96.0 0 3.4 96.8 0 3.2 100.0 0 0
j. When marital problems arise
(l) Advise the couple what
9 —I7170 k ' . _37.0 44.4 32.6 41.4 55.1 3.4 35.3 53.2 14.5 32.5 30.0 37.5
(2) Listen to both Sides 100.0 0 0 {9.3 13.8 0.9 90.3 o.) .2 85.0 10.0 5.0
(3) Readily make up your
_nind as to the outnmu: 7.4 81.5 11.1 20.7 72.4_ 6.9 19.4 74.1 6.5 10.0 57.5 2.5
fiig%”$§£fir them to a qmckflistto.2 lh.8 0 82.5 17.2 2.3 03.5 8.1 6.7 82.5 17.5 0
(3 Le‘ the couple solve ,
their own problems 63.3 33.0 3.7 82.8 7.4 9.0 03.5 O 14.5 32.5 2.5 15.0

 

 

All figures are given in percentages
7W "C3 —.T. I'

wn—mO Resoonses

 

 

 

 

     

69

TABLE VI-5

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

17740030111136 1.. ‘i ICE,- MINI .:3'1'1311-‘43 1‘0. 61 01 I IN JiflIA‘LIIING WI ['1] MIECTLD ”EBONAL
171:0 T134111 1:3 C11:l L1,:L=JI:L{ : 11‘Io 1.1416366 AND TITLE 11.1133 “)7‘13166 GIVEN
I“21 \Presbyterian RuralIIInisters Presbyterian Urban
-flyy_ -b“h 1926—1940 19111 1952 1928—1940
1. In terms of occupations Yes N0 N8 Yes No 14 Yes No NR
(1) Do you recommend what
6666 of work they 11.1 62.9 26.0 24.1 75.9 0 16.1 75.8 8.1
should wursue
(2) Do you feel that they
646616 6664 646 16V61 7o.4 7.4 23.2 93.1 6.9 0 80.7 14.5 4.8
of own interests
(3) Do you Love a library
on educational occupa— 31. 33.3 14.8 51./ 44.8 4.5 53.0 24.4 17.5
ti_onel infonintion _.fl,
1. xhen los in! a job, do you
(1) Console s1oh 0 wor: on 33.3 43.7 26.C 31.0 44.3 24.2 29.0 50.0 21.0
(2) Assist :in 71%iLdL1g
5 ~66L166 31.: 3.7 14.4 79.3 13.8 6.9 80.7 12.9 16.4
(3) 1ry to II“ COJO r ( 91p)
why he lost Lis iob 77.3 3.7 13.4 5.5 10.3 24.2 67-I. 14-5 17-8
11. {In fart} or intervi ems, do you _-I-
l ACIVIS e jnrtbor inte Pylew866.o 2:.9 10.5 44. 31.0 24.2 50.0 3t.7 11.3
(2) Desire to U ct i‘urther
into the feeling of oo.7 14.9 13.; 09.0 10.3 20.7 69.4 16.1 14.5
counselee
(3) Mn0o1rege him to come
back to seegyou (4.1 7.4 18.5 75.9 10.3 13.8 93.0 4.“2 1.o
(.4) lteier 1111-1 to £1
666616116t 70.4 11.1 10.5 55.1 13.8 21.1 75.8 9., 14.5
All figures are ti on in oercentu;es

‘T‘TJ—
: 1 L—

To

1W 1 \
nesoonses

 

 

70

this indicated that the ministers of the earlier groups
did offer prayer even though the patient did not request
it. However, the ministers felt that the iniative should
be taken by the parishioner. When the same alternative
of the Presbyterian ministers was noted, the percentages
of reSponses were larger in the 19h1-1952 graduating
groups than in the graduating groups of 192p-19u0. It
may be observed that in the Presbyterian denomination a
greater tendency toward counselee reSponse is indicated.
When the ministers responded to item (d) relating to
"terminal cases", there was a variance in the responses
of both denominations. In about one-third of the responses
returned, the ministers stated "no response". Several
stated in their comments that "they were never faced with
such cases because of inexperience", or because "they were
never confronted with such cases in their congregations".
In 50 per cent or more of the responses the ministers
stated that they "evaded the question" because they
believed "that the physician should answer the question".
Consequently, the ministers in both denominations remarked
by over 50 per cent that they referred the parishioner to
the physician. It was significant that in alternative (2)
there was such a proximity of affirmation with that of

the negative reSponse "do you break the news gently".

71

In item (e) when "a loved one passed away", ministers
in both denominations responded in the affirmative to
alternatives (1), (2), (u) and (5). The vast majority
of ministers responded in alternative (3) that they did
not feel that Scripture gave enough comfort at this time.
It was stated by several ministers that the emotional
shock was too great at the time the loved ones demise to
have Scripture take effect. Others indicated that several
days following the demise, the bereaved were more sus-
ceptible to the comfort of Scripture.

The same responses were presented by over 80 per cent
of the ministers to item (2) of alternative (f) relating
to Scripture reading and prayer in the case of a sudden
death. The difference in responses by the ministers of
both denominations to the other alternatives were approxi-
mately the same.

It was apparent that in many cases young people came
to the minister seeking his counsel in educational problems.
Item (g) presents the responses which the ministers gave
to these problems. The ministers in both denominations

seemed to be in full agreement in their responses to the

alternatives. The majority of the ministers responded

negatively to alternative (5) presumably because of the

72

implications involved by taking sides in the question of
educational problems between parents and children.

In item (h) in which the ministers responded to
questions of health problems, it was noted in alternative
(2) "qualified to discuss health problems" that about an
equal percentage of the rural ministers responded that
they were qualified to discuss these probkms, whereas in
the urban groups the larger majority gave a negative
response. This seemed to indicate that in the urban
group, because of proximity to health centers or because
of the many physicians living in these areas, ministers
felt that they were not qualified to deal with health

problems.

Among both the Methodist and Presbyterian ministers,
the reSponses indicated that a large percentage were not
qualified to discuss the problems of health with their
parishioners.

Item (1) dealing with the problems of pre-marital
counseling in the cases of young people, it was clearly
shown by ministers in all areas and all groups that there
is an affirmative response to a great extent and also a

large percentage of agreement. It appears that the

73

graduating classes of l9hl-l952 responded in somewhat
larger percentage than did the graduating classes of
1928-19uo.

Another function of the ministers was their counseling
with people who had marital problems (item j). It was
noted in Table V that in the responses given by the
Methodist ministers, the largest majority stated relative
to alternative (1) that they did not advise the couple
what to do, although in the rural l9hl-l952 graduating
groups the percentage of responses was less than in any
other groups. The Presbyterian ministers:responding to
this same alternative stated that about 50 per cent of
their number did not advise the couple in their problem,
whereas about 35 per cent stated that they did. A larger
percentage of Presbyterian ministers failed to respond
than was the case with the Methodist ministers.

In reaponding to alternative (2) the Methodist
ministers stated that 79 per cent of their group were
good listeners, especially in the rural l928-l9hl graduating
classes. The responses of the Presbyterian ministers in
the same categories were 100 per cent. However, there was
also a rather large percentage of difference, Methodist

93 per cent and Presbyterian 99 per cent, in the same

alternative of the rural l9ul-1952 graduating classes
between both the Methodist and Presbyterian ministerial
responses.

In comparing alternative (5) it was noted again that
a large percentage of responses were in the affirmative,
especially those given by the Methodist ministers in the
l928-l9h0 rural and urban graduating groups over against
those of the Presbyterian ministers in the same graduating
classes. The Methodist ministers stated that 88 per cent
of their ministers answered that they permitted the couple
to solve their own problems, whereas about 63 per cent of
the Presbyterian ministers stated the same. In the same
area it was noted that about 30 per cent more Presbyterians
responded "no" to the alternative than did the Methodist
ministers. Further, in alternatives (3) and (A) very little
difference was shown in the responses.

The ministers of both denominations were requested to
state what help they gave their young people in their future
educational and vocational careers. In alternative (1) the
responses to "Yes" and "No" were about equal in percentages,
although there was some difference shown in the ministers
not responding. In alternative (2) the percentage of

Methodist ministers of the rural l928-l9h0 graduating classes

75

responded to higher percentage than did the rural 1941-1952
classes. The percentage differences were also observed to
exist between the same groups and classes in the urban
groups. The Presbyterian ministers, however, stated that
in their rural 1928-l9u0 classes less responded in the
affirmative than those of the l9ul-l952 graduating classes.
This was again true in the urban groups. When both the
Methodist and Presbyterian ministerial responses are
compared, it is interesting to note that the former re-
sponded to a higher percentage in the rural and urban
l928-l9h0 classes than did the latter denomination. The
Presbyterian ministers of the rural and urban l9hl—l952
graduating classes indicated a higher percentage of af-
firmative responses.

When alternative (3) was studied and analyzed, it was
seen that there was a wide range of responses within each
denominational group as well as between the two denomina-
tions themselves. The Methodist ministers responded as
follows: in the rural l928-l9h0 graduating classes about
#8 per cent responded in the affirmative to the question
of having educational and vocational libraries. In the
1941-1952 classes the affirmative responses were 67 per
cent who had libraries in the two categories. On the other

hand in the urban 1928-l9u0 classes it was observed that

77 per cent responded that they had libraries and 18 per
cent responded that they did not have libraries. In the
l9hl-l952 urban graduating classes 40 per cent of the
Methodists stated that they had libraries and uh per cent
responded that they did not.

In scrutinizing the responses of the Presbyterian
ministers, the differences in responses are not as great
as among the Methodist ministers. Approximately 55 per
cent of the total reSponded that they had libraries
whereas 35 per cent of the reSpondents stated that they
did not have them.

Item (L) which dealt with the question of ministers
responding to the question, "What do you do whan a person
loses a job?", 57 per cent of the Methodist ministers in
the rural 1928-1940 classes gave no response, and 37 per
cent responded that they did not console such an individual.
In the other groups more gave a negative response--hh per
cent-- than did the affirmative responses which were 36 per
cent. Thirty-two per cent of the Presbyterian ministers
in the rural groups responded that they consoled a parish-
ioner when he lost his job, whereas A2 stated "No" to the
question. About 25 per cent of the ministers gave no
response. Approximately 25 per cent of the Presbyterian

Urban ministers responded that they consoled a parishioner

77

on losing his job; about 53 per cent stated "No" to the
question, and about 23 per cent did not respond. A larger
percentage of Presbyterian ministers stated that they
assisted the parishioner in finding a job than did the
Methodist ministers.

As to alternative (3) there was a greater response
by the Methodist urban ministers discovering why a par-
ishioner lost his job. In the graduating classes of
l928-19h0 and l9hl-l952, which were 82 per cent and 78
per cent respectively, Presbyterian ministers in the same
graduating classes responded 68 per cent and 78 per cent
respectively.

It was discovered in the responses to item (m),
alternative (1) that 50 per cent of the ministers responded
to the question, whereas about 32 per cent of the ministers
answered in the negative, and the remainder did not respond.
In alternative (2) it was indicated that about 66 per cent
of the ministers responded that they "desired to get
further into the feelings of the parishioners". Approxi-
mately 17 per cent answered in the negative with the same
number "not responding". Alternative (3) indicated that
about an equal number of ministers of both denominations
responded favorably to the question, "Do you encourage

the parishioner to come back and see you?" An equal number

78

responded negatively. In alternative (h) it was shown
that a larger percentage (69 per cent) of the Presbyterian
ministers responded "Yes" to the question of referring a
parishioner to a specialist. Sixty-five per cent of the
Methodist ministers gave an affirmative answer. It was
also observed that 22 per cent of the rural and urban
Methodist ministers did not respond, and that only 16 per

cent of the Presbyterian church failed to respond.
Summary

In this section an attenpt was made to analyze the
responses of the ministers dealing with parishioners who
have certain personal problems. It was of interest to
observe that in most of the reSponses the ministers of
both denominations realized the importance of pastoral
counseling procedures. This was indicated particularly in
the l9hl-l952 graduating classes of the two denominations.
In some cases the responses varied depending upon the type

of problem confronting the ministers.

Section II

This section is primarily concerned with the problem
of seminary training related to pastoral counseling. It
was, therefore, considered desirable to ascertain from the
responses of the ministers concerning the extent and the
number of years course offerings were taken in subjects
related to pastoral counseling training.

It will be noted that in the responses to the training
which the Methodist ministers received in several of the
course offerings related to pastoral counseling, a large
majority had at least one year of training. See Table VII.
In some cases it was ascertained that in several areas a
few of the ministers responded that they had two years of
training and to a lesser degree three or more years of
training.

In the area of Philosophy of Religion about A6 per
cent of the rural l9hl-l952 graduating classes responded
that they had one year of training in the seminary. Thirty-
seven per cent in the urban l9ul-l952 gave the same response,
whereas only 21 per cent of the rural 1928-l9u0 and 20 per
cent of the urban 1928-19MO graduating classes respectively

responded that they had but one year of seminary training.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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The Presbyterian ministers (Table VIII) in the same category
responded as follows: in the rural 1928-19h0 graduating
classes 22 per cent responded to one year's seminary train-
ing, and 29 per cent of the urban l928-l9h0 classes gave
the same response. The rural Presbyterian ministers of
the l9hl-l952 graduating classes (3h per cent) stated that
they had one year of seminary training, and 25 per cent
of the urban l9hl-l952 gave the same response. It appears
that a larger percentage of Presbyterian ministers responded
that they had two years of training in the Philosophy of
Religion than did the Methodist respondents.

The Methodist ministers in reaponding to the number
of years in which they had pastoral counseling training
stated the following: almost 50 per cent of the classes
of l9h1-l952 in both rural and urban groups responded that
they had at least one year of training in this field with
a lesser per cent responding that they had two to four years
of this training. The Presbyterian ministers also responded
in a larger percentage in the same areas and classes. A
larger percentage responded to the question of two years
of training than did the Methodist ministers. Thirty-two
per cent of the Presbyterians responded in the urban l9hl-

1952 graduating classes.

 

 

82

TABLE VIII

TEE NUMBER OF YEAPS OF FEEINARV T1RINI‘TG TAKEN BY ACTIVE MINISTERS
I‘ 'ERSGS RELATED TO PASTORAL COUNSP ELING

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Item One Year Two Years ._ Three Years , 'Four or More Years
PRa PRb PUa PUb PRa PRb PUa PUb PRa PRb PUa PUb PRa PRb PUa PUb
Philosophy of , ,

Religion 22.2 24.5 29.0 25.0 33.3 13.8 17.7 10. g 7.4 3.5 3.2 12.5 3.7 3.5 9.7 2.5
Pastoral Counmflhg 25.9 51.7 29.0 40.0 14.8 13.8 12.9 32.5 7.4 O 4.8 2.5 7.4 O 44.8 2. 5
homiletics 7.4 6.9 6.5 2.5' 11.1 10.3 ‘4.87 20. 0 10.7 31.0 30.7 30.0 7.4 0 3.2 2. 5
NEW Testament

Literature 7.4 10.3 0.1 2.5 10.5 13.3 12.9 15.0 29./ 17.2 29.0 15.0 7.4 3.5 4.85.0
Old Testarrlent

Literaf: ure 14.8 13.8 6.5 12.5 13.5 13.8 14,5 10.9 25.9 13.8 23.8 15.0 7.4 3.5 3.2 o
Chui ch History

a_nd Sociology 3.7 3.5 44.8 10.0 18.5 27.. 21.0 5.0 22.2 13.8 21.0 15.0 0 3.5 10.4 2.5
Practical Theohxy‘ 29.0 27.6 23.8 25,0 11.1 17.9 24.2 25.0 18.57 24.1 17.7 12.3 7.4 O 4.8 O
Pastoral Psymwflocy $4.4 37.9 21.0 30.0 14.8» 3.5 11.3 12.57 0 3.5 1.6 O 0 O 4.8 0
Pastoral Care for

the Sick 33.3 41.9 24.- 40.0 0 0 4.0 o 3.7 3.5 o 0 0 0 1.6 2.5
Practice of Peraxml

Counseli_ng 22.2 24.1 17.? 22.5 0 3.5 o 5.0 o o 1.6 0 0 o 1.6 0
Personal Peli 1ous

Guidance 18.5 10.3 19 1 7.5 3.7 1x.3 1.9 O 0 17.2 0 O O 1.6 0
Religious Educadg1 18.5 17.2 6.7 20 25.9 17.2 12.9 12.5 22.2 0 21.0 22.5 0 3.5 11.1 0
Personality

Development 11.1 24.1 6.5 2.5 7.4 O 3.2 2.5 3.7 O O 2.5 O O 1.6 0
Mental Hygiene 11.1 13.5 10.1 10.0 ?.4. 0 7.3 2.5 3.7 O l-6 O O 3-5 1'6 O
Sociology 14.8 20.7 17.7 0.0 1.4..8 10.3 9.7 15.0 7.4 0 4.87 7.57 O O 6.5 2.5
Social Work 11.1 17.2 11.3 D O 3.7 0.9 1.6 5.0 7.4 O 1.6 2.5 O O 4.8 O

 

P=P1esbyterian Ministers
R=Eara1; U=Ur0an

a=Graduating Classes, 1928—1940
b=Graduating Classes, 194 L1— 1952

All figures are given in percentages

 

 

83

In the field of Pastoral Psychology about 48 per cent
of the rural Methodist ministers of the 1941—1952 graduating
classes stated that they had one year of training, and 39
per cent in the urban chisses of the same years stated the
same. Twenty-seven per cent and 32 per cent, respectively,
in the 1928—1940 classes responded the same. It was of
interest to note that 44 per cent of the rural Presbyterian
ministers of the 1928-1940 classes responded that they too
had one year of training in this area, and 21 per cent of
the urban 1928-1940 classes. In analyzing the urban 1941-
1952 graduating classes it was found that 38 per cent and
40 per cent, respectively, responded to the one year of
training. About 24 per cent of the Methodist urban 1928-
1940 classes stated that they had had two years of seminary
training. From the small percentage responding, it could
be concluded that some of the ministers in both denomina-
tions either did not respond or did not have this course
offering. The same conclusion could be reached in the
course, Pastoral Care for the Sick.

In the area of Practical Theology, it was indicated
that in both denominations the number of years of training
was rather Spread out over the periods from one to three

years inclusive. In studying the area of Relgious Education

it was discovered that the same amount of training was
experienced by the respondents of both denominations.

In the area of Mental Hygiene about 20 per cent
average of the ministers in the Methodist church stated
that they had one year of seminary training in this area
and about 11 per cent of the rural areas had training in
Mental Hygiene. The Presbyterian ministers, however,
responded that about 15 per cent of their number had one
year of training in this area. It appeared that many of
the ministers either did not have the course offerings or

did not respond.
Summary

The purpose of this section was to analyze the course
offerings in terms of the number of years of training in
the seminary taken by the respondents in various areas
related to pastoral counseling. The analysis indicated
that pastoral counseling training and its related course
offerings as given in the responses of the ministers of
both denominations were mainly one year courses of training,

although in a few cases there were at least two or more

years of training.

Co
\fl

Section III

The Extent of Satisfaction with Seminary
Courses Bela ted to Pastoral Lounselina As
Indicated QE_AC*T ive Einisters of tlie
Two Denominations

 

 

 

 

 

 

Introduction. It was thought important in the

 

analysis of the data to discover to what extent the
seminary courses had given satisfaction for pastoral
counseling training purposes as reflected in the responses
given by the ministers of the Methodist and Presbyterian.
denominations. This section was, therefore, divided into
three parts: (1) a listing of the seminary courses which
met the most satisfactory training needs for pastoral
counseling (Tables IX and X); (2) the seminary courses
considered most valuable to meet these training needs
(Table XI); and (3) the seminary course offerings which
needed (or did not need)e “mp asis in the pastoral counseling
training program (Tables XII and XIII).

Part 1. Investigation of the reaponses in this section
as recorded in Tables IX and X revealed that there was con-
siderable agreement among the groups reghrding the satis-
faction which ministers of both denominations expressed

relative to the courses given in seminaries of the respective

 

uAiEWT UF SATISTACTION EXPRESSED BY uIWISTERS IN COURSES
RELATJD TO PASTORAL COUNSELING

 

Very Satisfactory Satisfactory Unsatisfactory
Course S 1111a 1111b 1111a 1111b 1111a 1111b 1111a hIIb 1111a 1110 Ma MUb

    

 

f1

 

 

..... '0, Urban ginisters
azuraduat11g Classes, 1921—‘910
b=Graduating Classes, 19H1-1952

All figures are given in r

 

 

 

 

87

TABLE X

 

EXTENT OF SATISFACTION ELIREBSED BY nINIdTERS IN COURSES
REJLATI TO ZPZ‘LISTORAL COUI‘TSELIT’IG

 

1":

Very Satisfactory oatisfactory Unsatisfactory

C “se . .. M. _11 1 1.1 . 1, , .
oul S PRa PRb PUa PUD 1R1 yam PUa PUb PRb PUa PUb

H»
V
1,.
..AJ
" 3

2

CG 0 @118

 

 

 

 

 

 

 

 

 

Counseling 7 7.1 17.2 11.3 17.5 11.8 17.2 8.1 12.5 11.1 6.9 13.5 8.7
Personal Religious Guidance 7.h 13.3' h.3 7.b 16.5 6.9 1b:§' 7.5 7.Q¢ 10.3 12.7 5.8
Religious Education 25.9 10.3 10.1 17.5 37.0 37.9 33.9 32.5 11.1 10.3 9.0 13.0
Personality Development 7.h 13.8 h.o 15.0 3.7 13.8 11.3 7.E l§,8 6.9 11.2 5.8
Mental hygiene 7.h 10.3 0.1 12.5 1h.8 6.9 11.3 12.5 11.1 10.3 12.4 8.7
s66161oay o 13.8 12.9 10.0 22.6 17.2 17.7 35.0 7.1 13.8 11.2 7.3
Social work 7.1 6.9 6.5 10.0 7.1 o 0.1 12.; 7.1 13.8 5.6 8.7

 

 

9=Presbyterian Ministers
R=Rura1g U=Urban
a=Graduating Class a. 192H—1940

All figures are given in percentages

 

denominations. The responses were presented in the
following discussion and analysis, whereby it was possible
to indicate the needs and training for pastoral counseling.

In Table IX the responses of the Methodist ministers
are presented and an analysis of the rural 1928-19h0, rural
19h1-1952 and the urban groups of the same graduating classes
are made respectively. Very satisfactory and satisfactory
responses were combined, although they were tabulated into
their respective separate columns in the table.

It will be observed in the tabular summary that in
the rural 19h1-1952 classes larger percentages of ministers
responded that the courses were "very satisfactory" and
"satisfactory" than in the rural 1928—1910 graduating
classes with the exception of the course offerings in
Personality Development where there were 18 per cent
responses in the rural 1928-1940 classes and 17 per cent
in the rural 19h1-1952 classes.

It was reasonable to believe tlat in the urban 1911-
1952 classes the percentage of reapondents stating that
the courses were satisfactory ranged from 22 to 66 per cent,
and those of the urban 1928-19h0 classes' responses ranged
from 17 to 53 per cent, respectively. There were three
course offerings in the urban 1928-19h0 classes to which
responses were somewhat greater. These courses were:

Personality Development and Social work.

89

In making a comparison with the rural-urban 1928-19h0
and the rural-urban 19h1-1952 graduating classes, the
ministers in the urban classes responded to a greater

egree than did the rural ch1sses. The tabulations in-
dicated that in the urban 1928-19h0 classes there was
greater satisfaction with course offerings in the main

than in the rural classes of the same time. There were some
xceptions, iowever, in mental hygiene, sociology, and
social work, where the percentage of responses was somewhat
higher as to satisfaction. The same was indicated by the
ministers in the rural-urban 19h1-1952 classes.

It may, therefore, be construed from the table that
in a majority of the seminary courses offered, the respond-
ents were satisfied. It may further be construed that the
majority of the responses given by urban 1928-19h0 classes
considered the courses satisfactory over those of the rural
1928-19h0 respondents.

In the investigation of the study of respondents in the
Presbyterian denomination (Table X) to the satisfaction of
courses related to pastoral counseling, it was discovered
that there were some differences in percentage of responses.
The investigation revealed the responses as follows (within
the rural 1928-19h0 classes and the rural 19h1-1952 classes

respectively): in a majority of the items the ministers

90

stated that the course offerings met with satisfaction
in the rural 1928-19h0 classes reporting a larger percentage
of satisfaction.

In general it may be stated that when the responses
of the Methodist ministers in the rural 1928-19h0 classes
were compared with the responses of the Presbyterian
ministers in the same group and classes, in the main more
of the Presbyterian ministers were satisfied with the course

fferings related to pastoral counseling. This can also
be stated in general of the rural 19h1-1952 graduating
classes responding. The urban Methodist ministers in both
graduating classes responded a greater extent of satis-
faction with the course offerings than did the Presbyterian
reSpondents.

It would thus appear from the analysis of the differ-
ences indicated by the respondents that the Presbyterian
ministers were less satisfied with the course offerings
related to pastoral counseling than were the ministers of
the Methodist denomination especially in the urban areas.
The rural Methodist ministers were less satisfied than were
the Presbyterian ministers in the rural areas.

Part 2. This part deals with the extent to which
seminary courses are considered valuable as indicated by the
active ministers of Methodist and Presbyterian denominations.

See Table XI.

 

 

 

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Pastoral Counseling
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Old Testament Literature 13 1.
Church History and Sociology 2l.o 21.7 32. 12.2 6o.7 .
Practical Theology M8.b 52.2 (I. 56.1 Mhdh b .
Pastoral Psychology [ ,i' o7]; 1g

 

Pastoral Care for the Sick

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Practice of Personal Chunseling 51.} 0%.2 6h. 20,5 29,0 DU.
Personal Religious Guidance 39.h 5h.h 5;. 01.0 25.9 MB.
Religious Education 21.t 21.7 35. 11.; to K 37.
Personality Deve101ment h5.§' h5.7 *5. 70.7 59.3 51.
twntal hygiene )h.6 52.2 h'. oc.5 no.7 55.
gggiology 19.H 432.6 hp“ 43.9 SL.6 31.
Social Work 51.5 21.3 IQ; hw,8 IUIJT DU»

 

 

.‘ [_

 

Methodist Ministers; Pzrresbytorian hinisters
hznuralg U=Urban
V

_.ol 1 .,_.~ .. 1 . r 1’“
a» rad ating Classes, 192u—19u0
b=Craduatinfi Clas cs,

1911—1952

All figur~s are Hivon in percentages

 

 

 

\‘3
F)

Responses to the value of pastoral counseling course
offerings in the area of pastoral counseling training were
that 80 per cent of the Methodist ministers in the urban
19ul-l952 classes considered this course most valuable,
whereas about 75 per cent of the Presbyterian ministers in
the same group and classes stated that it was most valuable.
Approximately 78 per cent of the rural Presbyterian ministers
of the l928-l9h0 classes considered it of extreme value, and
72 per cent in the rural classes of the same denomination
stated the same. When the responses of the Methodist
ministers were analyzed,the following were indicated:

67 per cent of the rural l9ul-l952 classes; 51 per cent of
the urban l9ul-l952 classes, and A9 per cent of the rural
l928-l9h0 classes, respectively, considered the course
offering of some value.

In the item on Pastoral Psychology, the respondents
gave a higher percentage of statements among the l9hl-l952
classes of both denominational groups respectively: 67 per
cent of the rural Methodist 1941-1952; 78 per cent of the
urban Methodist ministers gave favorable responses. The
Presbyterian ministers responded as follows that this course
offering was very favorable: 76 per cent of the rural l9ul-

1952 classes; 73 per cent of the urban l9ul-1952 classes,

\ :)
\.-J

respectively. In the cases of the Methodist ministers,

5 per cent of the urban 1923-1940 classes responded
favorably, and among the Presbyterians 69 per cent responded
favorably.

In the area of Pastoral Care for the Sick the percentage
of responses seemed to be evenly divided in each of the
rural and urban classes of ministers reSpectively. In the
area of the Practice of Personal Guidance, the responses

of the graduating classes were about evenly stated. However,
51 per cent of the ministers in the Methodist rural classes
of l928-l9h0 responded that the course had some value,
whereas about 30 per cent of the rural Presbyterian ministers
in the l928-l9h0 classes considered the course of value.

Considering the item referring to Personal Religious
Guidance, about 50 per cent of the ministers of both
denominations considered this course offering of value,

and the rural l928-l9h0 classes of both denominations, 39
per cent and 25 per cent respectively considered it of value.

It was also of interest to note that in the item "Per-
sonality Development", more than an average of all the
ministers of the Methodist and Presbyterian denominations
responded that this course offering was most valuable with
the exception of the hethodist rural l928-l9h0 classes of

which about h6 per cent answered that the course was valuable.

Part 3. As indicated above, this part deals with the
responses given by the active ministers of both denomina-
tions concerning the seminary courses which received par-
ticular emphasis for pastoral counseling. Tables XII and
XIII summarize these results.

This part was considered important because the responses
might indicate how active ministers felt about the course
offerings which were pertinent to training of ministers.

It was discovered that there was an apparent difference
between the responses given by the Methodist ministers and
the Presbyterian ministers relating to this particular prob-
lem. About 71 per cent of the Presbyterian ministers in
both rural and urban groups and classes stated that the
course in Pastoral Counseling needed more emphasis and about
53 per cent of the Methodist ministers stated the same.
About 13 per cent of the Methodist ministers and about 8 per
cent of the Presbyterian ministers respectively stated that
this course needed some emphasis.

Two-thirds of the Presbyterian ministers stated that
a course in the practice of Personal Counseling needed more
emphasis, with about 11 per cent stating it needed some
emphasis. On the other hand only about 59 per cent of the
Methodist ministers responded that it needed more emphasis

and about 12 per cent signified that it needed some emphasis.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ESECCUijlfif {DC}
RELAL'
Courses Here Emphasis ‘ , Some Emphasis _ 2 Less Emphasis -
1 1119 1 LRb 1 His 111m 192R a 1 he 1111a MUD .:vizRa :di :3 flUa 9be
Philosophy of Religion 10.2 15.2 20.6 22.0 12.1 28.1 20.3 25.8 6.1 2.2 2.9 2.M
Pastoral Counseling h5}h 52.2 97.0 58.5 9.1 13.0 5.9 22.0 0 O 0 O
homiletics 12.1 15.2 11.8 12.2 15.2 21.7 lh.7 29.3 0 2.2 8.8 2.4
New Testament Literature 15.2 9.8 18.0 17.1 12.1 2h.h 23.5 23.9 3.0 h.9 0 0
Old Testament Literature 9.1 9.8 11.8 10.9 12.1 21.L 20.6 21.7 3.0 M.9 5.9 4.6
Church history & Sociology 6.1 h.h 17.7 £39 15.2 32.6 26.5 20.8 3.0 0 2.9 2.9
Practical Theology 39.h h5.7 38.2 h2.5 15.2 17.4 17.7 19.5 0 0 0 2.h
Pastoral Psychology 111%.: 52.2 53.0 118.8 9.1 1,2,0 11.5 19.5 c o 2.9 o
Pastoral Care for the Sick 5h.o 52.2 oh.7 as.s 3.0 26.1 5.9 29.3 0 0 O 0
Practice of Personal
Counselinc 58.6 5h.h 61.8 63.@ 9.1 17.6 3. lh.o O 0 0 0
Personal Religious Guidance 33.3 13.7 :8.8 h0.4 9.1 20.1 11 8 2h.h O O O 0
Religious Education 21.2 l7.h 20.0 22.0 15.2 20.1 28.5 2h.u 0 6.5 2.9 h.9
Personality;Develonment 3o.h h7.5’ 50.0 43.9 15.2 21.7 17. 19.5 0 0 O 2.4
Mental hygiene 36.h 47.5 lh.7 81-4 18.2 19.6 23.5 19.5 0 0 0 0
575010103: 33.3 23.9 21‘.5 17.1 15.2 23.9 26.5 211.2 0.1 o 2.9 2.11
Social Work 21.2 20.1 25.5 19.1 15.2 19.6 29.11 29. 6.1 2.2 o 2.11

 

J=hethodist Ministers
B=Rura1g U=Urban

a=Graduating Classes, 1928—
b=0raduating Classes,

All figures are T‘iven in percentages

 

 

 

95
TABLE XIII

EXDEN‘ TO WHICH EUPHA SIS UPS C—IVEN COURSES
RELATED TO .o”U3An CO'NSE LING

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Course“ More Emphasis Some Emphasis Less Emphasis
U I Q PRa PRb PUa PUb PRa PRO PUa PUb PR3 PRb PUa PUb
Philosophy of Religi_on 22.2 17.2 11.3 17.5 22.2 24.1 21.0 27.5 7.4 0 1.6 5.0
Pasooral Counseling: 81.5 69.0 61.3 72.5 3.7 10.3 9.7 5.0 3.7 O O O
Homiletics 22.2 31.0 10.1 22.5 25.9 13.8 12.9 20.0 0 3.5 O 5.0
New Testament Literature 22.2 17.2 19.0 12.5 37.0 27.e 1e.1 15.0 o 3.5 1.6 5.0
Old Testament Literature Ih.o 17.2 12.9 12.5 37.0. 27.6 17.7 10. 0 O 3.5 1.6 5.0
Church History E Sociology 18.5 20.7 9.7 7.57 33.3 2h.l 2U.2 17.57 3.7 O 1.6 2.5
Practical Theology 55.6 56.6 hb.t 65.0 29.6 13.8 12.9 12.9 0 0 0 O
Pastoral Psychology 51.9 51.7 o2.9 67:5 11.1 2h.l 9.7 15.0 0 0 0 O
Pastoral Care for the Sick 77.8 53.2 81.3 _o .0 11.1 20.7 12.9 15.0 0 O O 0
Practice of Personal
Counselin: 77.8 55.2 62.9 72.2 7.4 17.2 ?.7 7.5 3.7 O O 0
Personal Religious Guidance oo. hl;h 53.2 50.0 11.1 20.7 8.1 22.5 0 0 0 O
Reliéious Edimc tion 22.2 3h.5 24.2 32.5 29.6 17.2 12.9 27.; 3.7 3.5 1.6 O
Persoilalitv De velojient 51.9 44.8 50.0 Q5.0 7.h 17.2 12.9 27.5 3.7 3.5 1.6 O
Lents-1 Jygica ht.2 'hh.8 M3.o 47.: 18.5 2h.1 12.9 25.0 0 0 3.2 0
Sociology 33.3 27.0 25.t 30.0 lh.8 20.7 21.0 32.5 3.7 3.5 6.5 0
Social Work 33.3 27.0 29.0 37.:2 3.7 24.1 11.3 27. 5 7.2 3.5 O O
P=P.csovter1an nLaistcrs
R=Rur a1; U Urban
a=Griduat13r Classes, 1928—19h0
o=Cr aou/txng Classes, 19h1—1952

All figures are given in percentages

 

 

To the course offering in Pastoral Care for the Sick,
6h per cent of the ministers in the Presbyterian denomina-
tion considered that this course needed more emphasis and
about 15 per cent of the same denomination thought it needed
some emphasis. The Methodist ministers stated this course
offering should be given more emphasis to the amount of SA
per cent with about 16 per cent desiring to give it some
emphasis.

Almost 60 per cent of the Presbyterian ministers
responded that the course offering in Pastoral Psychology
needed more emphasis; 15 per cent stated that it needed
some emphasis. About 51 per cent of the Methodist ministers
desired to have this course offering given more emphasis
and about 15 per cent stated that it needed some emphasis.
In the case of Practical Theology, 55 per cent of the Pres-
byterian ministers responded that this course offering needed
more emphasis; 17 per cent stated it needed some emphasis.
Forty-one per cent of the ministers responded that the course
needed more emphasis, and 15 per cent statedit needed some
emphasis.

It was of interest to note that MB per cent of the
Presbyterian ministers responded duuzmore emphasis should
be given to the course in Personality Development; 16 per

cent felt that it needed some emphasis. Forty-four per cent

as

of the Methodist ministers reSponded that more emphasis
should be given the course, and 18 per cent stated that it
needed some emphasis.

When the subject of Mental Hygiene was analyzed, it
was discovered that 45 per cent of the Presbyterian ministers
considered that this type of a course needed more eLphasis,
whereas 19 stated that it needed some emphasis. Thirty-
eight per cent of the Methodist ministers considered it
needed more emphasis, and 20 per cent felt that it needed
some emphasis. In the areas of Sociology and Social Work
about 30 per cent of the Presbyterian ministers and about
25 per cent of the Kethodist ministers considered that the
course in Sociology should have more emphasis, and Social
Work needed more emphasis to the extent of 32 per cent
responses among the Presbyterian ministers and about 23 per
cent among the Methodist ministers respectively. Both
ministerial groups responded that the courses needed some
emphasis, the Presbyterians stating it to the amount of
15 per cent and the hethodists responded to about 26 per
cent for the two courses.

It was further noted that the more traditional courses,
such as the Philosophy of Religion, Homiletics, Old and New

Testament Literature, Church History and Religious Education,

99

did not receive the responses of more emphasis, although
in some cases more ministers of both denominations responded
that some emphasis should be given these courses. The non-

responses for all courses were very small.
Swmnary

It was the purpose of this chapter to tabulate and
analyze some of the more typical responses given by the
ministers of both denominations to the problems in the
following sections: I. The frequency with which parish—
ioners come to their ministers for pastoral counseling on
selected problems; II. The procedures which ministers
follow in dealing with the selected problems; III. The
extent of satisfaction expressed with seminary courses
for pastoral counseling as indicated by active ministers.
This last section was divided into three separate parts,
as follows: (1) the responses to courses which.were most
satisfactory; (2) the courses which were most valuable to
pastoral counseling, and (3) the courses which needed
most and some emphasis. It was also noted that unsatis-
factory responses were about 11 per cent of the total, and
the "less emphasis" responses were very negligible among

Q'-

both groups of ministers.

100

THE OPINIONS PRESENTED BY THE SEMINARIES CONCERNING
PASTORAL CO’NSELIK“ NEEDS AND TRAINING

C.

Introduction. It is the purpose of this chapter to

 

analyze the data obtained by the seminaries of the two
denominations responding concerning pastoral counseling
needs and training. 1

The questionnaire including a cover letter was sent
to fourteen Presbyterian seminaries and thirteen Methodist
seminaries. The cooperation of these institutions was
requested in filling out questions contained in the instru-
ment. Of the respective denominational seminaries which
received the questionnaire, seven Presbyterian and six
Methodist schools returned the complete questionnaire. One
Presbyterian seminary answered the letter by stating that
it was no longer in existence and therefore, did not fill
out the requested instrument.

The questionnaire contained the following items: (1) the

courses which were taught and the number of semester hours

assigned to each course; (2) whether the coursasrelated to

See Appendix A for questionnaire.

101

pastoral counseling met the needs of an effective ministry

for both active and future ministers; (3) the specific
strengths and weaknesses in the courses offered; (4) the
improvements which the staffs of the seminaries recommended

in the courses offered, and in the areas of training needs;

and (S) suggestions and comments concerning the above mentioned
areas.

It will be noted that the first letter of the denomina-
tion is the symbol used for that denomination, and the
seminary answering the instrument is also assigned a letter
symbol. For example, PA has reference to Presbyterian
Seminary A, and MB has reference to Methodist Seminary B.
The letters JHS are referred to in the definition. As
was indicated above seven Presbyterian seminaries and six
Methodist seminaries returned the questionnaires, although
in some cases all the questions were not answered. See
tables.

It was decided to divide the instrument and this part
of the chapter into two sections: one dealing with the
related courses and the number of semester hours which
are taken by the prospective ministers in the seminary;
and the extent of adequacy of the courses and their

relation to pastoral counseling.

 

2
See "definitions", Chapter I.

102

Section 1. The courses which are taught and the number
of hours assigned to each course. Tables XIV and XV swn—
marize the results.

It would appear from the ex mination of the instrument
that the Presbyterian and Kethodist seminaries are still
stressing somewhat the historical, conventional, theological
courses, such as Philosophy of Religion, Homiletics, Old
and New Testament Literature, Church History, and Religious
Education. In seminaries PA, PG, EA, MD and ME courses in
Practical Theology and Christian Psychology are indicated
as courses which are related to pastoral counseliig. In
practically all of the seminaries it will be noted that
the courses pertaining to pastoral counseling are very few.

It would seem from this brief review that the seminary courses
given in the schools of the two denominations as pertinent

to pastoral counseling are few in number and insufficient.
It further appears from the investigation that instruction
given in these courses, if any, are not filling the needs

of future ministers as was also indicated by the active
ministers.

On further examination it is indicated that when courses

are given related to pastoral counseling, they are taken by

middlers and seniors. It is, therefore, significant to note

 

 

SE

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

H A I “ u C E D n E M F
C our 3 6' S J l s J I-i s J ; s a 3; 3 J _ . s J M s
Philoso3hy of Relia;ion O O O O O O O O O 2 2 h 2 2 2 O O O
1373:; 51019.1 Lein3el n: o o o o o o o o o o o 0 6 o o o 0
son let] cs 0 2 2 2 2 2 o 0 o 3 Ls. Li 0 2 2 o o o
o ecta nient Literature 3 3 3 2 2 O O O O h h h 2 2 O O O O
_1 feats ;ent Literature 3 3 3 2 2 O O O O h h h 2 V 2 O O O O
Chu_rcl3 E1 lStOTE;Ohd Sociology h E O ~’3 L: L; O O O h E h 3 E PIE O O O
rice} cal Theolory 3 3 3 2 2 2 O O O 2 2 2 2 2 2 O O O
Pastoral Ps chol0”7 O O O O O O O O O 2 2 2 O 2 2 O O O
Pastorrl C are fOi the Sick: O O O O O O O O O O O O 3 3 3 O O 0
Practice of Perso:,3al Counselin" O O O O O O O O O O O O O O 5 O O 0
Personal RSIIFIOUS Cuidance O O O O O O O O O O O O 2 2 2 O O O
RelL ious Education 2 2 3 3 3 3 O O O 3 3 3 2 2 3 O O O
Person. «llbiiDeVGlOOMQflt O O O O O O O O O O O O O 2 O O O O
Hental y*iene O O O O O O O O O O O O O O 2 O O O
Sociology O O O O O O O O O O O O O O O O O 0
Social ork O O O O O O O O O O O O O O O O O O
M=Methodist Denomination
A—F=Classifi ca.t:ion of Seminary
J=Junior Sefli nsiy Year; H=Middler Seminary Year

3— Senior .Seginary Year

All figures denote nunlber of semester hours

 

 

 

 

104

TABLE XV

SEMINARY COURSES GIVEN IN TERMS OF CLASSES
AND SEMESTER CREDIT HOURS

 

 

w
p
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Philoso hy of Religion
Pastoral Counseling
Homiletics

New Testament Literature

Old Testament Literature
Church history and Sociology
Practical Theology

Pastoral Psychology

Pastoral Care for the Sick
Practice of Personal Counseling;
Personal Religious Guidance
Religious Education
Personality_Development
Tental hygiene

Sociology

Social Nork

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QCDO:3C30(3c30kbCJo<3C:oc3 m
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P=Presbyterian Denomination

A—G=Classification of Seminary

J=Junior Seminary Year; M=Eiddler Seminary Year;
S=Senior Seminary Year

All figures denote number of semester hours

 

 

 

105

that in a few seminaries courses related to pastoral
counseling are being given. However, the total picture
apparently needs to be enlarged in this area of training.

Section 2. This section deals with an expression
by the seminaries as to whether the courses related to
pastoral counseling met the needs for an effective ministry
for both active and future ministers. Table XVI summarizes
the results.

The questionnaire further provided for the respondents
to answer the question, "Do you feel that courses related
to pastoral counseling meet the needs for an effective
ministry for both active and future ministers?" The answers
to this check list were presented as follows: six Presby-
terian and four Methodist seminaries stated that the courses
relating to pastoral counseling were "somewhat adequate" in
meeting the needs for an effective ministry. One Presbyterian
seminary stated that the courses were "less adequate" and
one Methodist seminary checked the category that the courses
were "not adequate". None of the denominational seminaries
checked the category "most adequate".

The comments under this section seemed to clarify the
responses given. One seminary (PB) realized that their courses

were somewhat inadequate and remarked "We feel the need of a

TABLE XVI

ADEQUACY OF COURSES GIVEN B SEAINARIES
OF BOTH ENOEINATIONS

 

 

 

 

 

 

 

 

 

77' (’1 1 - .3 ‘ " - ‘
most somewna Less not
Adequate Adequate Adequate Adequate

P h P H P J P V

A x x

B x x

C x

D x x

E x x

F x x

G x

 

P=Presbyterian Denomination
M=Methodist Denomination
A-G=Seminary Classification

107

fully trained man who has specialized his training in this
area." He further commented, "The major need is for teachers
who are technically trained but also experienced in the art

of counseling."

k ,

Another seminary (PC) remarked, ". . . More work in the

theoretical principles of dynamic psychology andxuore clinical
work in supervised interpersonal relationship would be wel-
come." Further this institutional representative stated,
"effective pastoral counseling and leadership lies in the
production of pastors who care for good interpersonal
relations." It would appear that from the above statements
the real problem for seminaries is to train ministers
clinically in a field which seems to be somewhat explored
because as the author stated, "Our approach to the training
of ministers has been too much subject-centered and too
little person-centered. Pastoral failures are nearly
always traceable to pastors whose personalities are all
wrong." From this statement there seems to be a great
need for the development of courses in the seminary which
deal with the development of the whole personality of the
minister in relation to the area of pastoral counseling.
Seminary ( H) remarked, "We are in the process of adding

several courses and of improving and coordinating our courses.

108

We hope to add a course on psychiatry to be given by a
physician and another on religion and personality develop-
ment. All students are required to do field work under
supervision." In this seminary there appears to be a con-
sciousness of the growing need to develop these courses
related to the area of pastoral counseling. This attitude
was further expressed by seminary (PB) when the respondent
stated, "we need a fully trained man who has specialized
training in this area."

In this same section it was observed under the heading
of the Methodist denomination that the following comments
were made: "We have programs at three levels, (1) Bachelor
of Sacred Theology (STB), with four hour courses next year
required in Pastoral Care for the Sick, (2) Master of
Sacred Theology (STE) with a major in Pastoral Psychology,
and (3) Doctor of Theology or Doctor of Philosophy with a
major in Psychology of Religion.

Further seminary (MD) stated, "We realize the great
need in this field and expect to include Pastoral Counseling
as soon as possible in our requirements. Our entire cur-

riculum is being studied and re-evaluated at present."

109

Smmmry-la

It becomes apparent that the majority of the seminaries
realize that they have somewhat of an adequate program
whereas otiers are planning and attempting to enhance the
programs as well as implement the already existing course

offerings with those pertaining to pastoral counseling.

1 o
'

Section 3. Special strengths and weaxnesses in the
course offerings related to pastoral counseling.3

The question included in the instrument, "In relation
to the question number two, do you feel that there are

special strengths or weaknesses in the course offerings

‘

related to pastoral counseling?"

Following the same pro-
cedures as in the question two, the Presbyterian and
hethodist respondents answered as to the strengths and
weaknesses. The basic strengths in the opinion of some of
the reSpondents who answered this question seemed to center
around the integration and coordination of various courses
given in the seminary with those related to pastoral
counseling. One respondent stated, ”A basic strength is
that I who teach a course in Pastoral Counseling also teach

the courses in Christian Education; and in the last analysis.

 

._3

See Appendix A, Seminary Questionnaire.

llO

pastoral counseling is ambulance work and not the more
fundamental work of prevention, which is Christian Education.
The two tie beautifully together." Another respondent Qave
his opinion as to strengths, "The use of Biblical texts for
counseling,make the students play the roles in class assign

-xts . . ." here also is a picture of the

(1-
(D

a pro bl em with

inteération of Biblical content with that of role-playing

in a counselor situation. Again another answer indicated

a strong trend toward integration of Biblical concepts with

those of pastoral counseling. Said the respondent, "My

course (Pastoral Counseling) is not divorced from an under-

standing of the Biblical perspective (Biblical and Dogmatic

Theology) as one sometimes suspects exists in some places . . ."
It was revealed on the basis of the above answers as

one of the respondents stated "the necessity of proceeding

to instruct the students in clinical and experimental work".

These fields were p ssibly considered exploratory in order

to implement the work done in other course offerings. One

respondent said, "Clinical work at general and mental

hospitals as well as opportunity for doctoral candidates

to teach younger students in laboratory groups and serve

on staffs of pastoral counseling service." Another remarked,

111

"Several students have summer internships through one or
two accredited agencies. We are strong on theory, but we
are improving on our experimental work."

A further comment was made by one of the staffs when
he said, "Our course in Pastoral Psychology is based upon
dynamic prirciples and related to problems of the pastorate.
Our seminar in principles of group work has an elective
'Laboratory Session' which amounts to group therapy. Our
courses are supervised clinical training offering to some

students good opportunities in supervised clinical contacts."

Suzmary - 2a

It was noted in this section that several pungent
opinions were expressed by the respondents regarding the
integration of pastoral counselor related courses and those
of Biblical concepts. Further that there appears to be a
trend in the minds of seminary staffs to have more clinical
and experimental work accomplished by the students in hos-
pitals which have the proper equipment and instructional
help to aid the seminary student in his own self-development
as well as in aiding others who need it. The observation,
therefore, can be made that there is a strong desire on the
part of the seminaries to raise the level of their programs

in relation to pastcral counseling.

112

Basic weaknesses were summed up by the respondents
in various ways. One respondent commented, "We need a
course in Abnormal Psychology for pastors." He intimated
that this course was now being offered for the year 1953-
l95h by a visiting professor from the Netherlands. Another
weakness mentioned was, "We need more time, but a complete
seminary training with sufficient time for the other courses
and branches does not give time in a four year course study."

A third respondent contended that, "We could stand
strengthening in Personal Guidance and Counseling, although
in every course of the seminary the practical application
is always uppermost." It is apparent that as one respondent
stated, "Some expansion in existing areas would be good."
Another made the observation, "Courses should be offered by
more than one man."

In summarizing the weaknesses mentioned by the various
staff members of seminaries, it was noted that many considered
the groundwork which is still to be laid needs much planning.
All experienced the need for more eXpansion and extensive
study than is now being made in the field even though many

strong points are apparent.

113

Section A. Improvements recommended to-meet the
needs and training for future ministers in the area of
pastoral counseling.

This question was added to the instrument to determine
what improvements could be recommended to meet the needs
and training for future ministers in the area of pastoral
counseling. For example, "Would you care to expand your
present program or course offerings in this area?" A
study of the various responses by the seminary staff
members were presented, and they seemed to be indicative
of desiring to explore the field for future expansion.
This expansion is to take place in such areas as clinical
training, pastoral care for the sick, supervised training
in group therapy, hOSpital visiting and other related areas.
To substantiate the growing need for the above mentioned
areas, the respondents commented as follows:

(1) "Our courses in supervised clinical training

offer to some students good opportunities
in supervised clinical contacts. I would like
to expand somewhat the experimental offering..."

(2) "Prison and hospital visitation is altogether

outside our present curriculum and so is in
contact and cooperation with welfare agencies
on all levels. The church ought to reach out

to these people."

(3) "Clinical experience: we have some but we
need more."

11h

(h) "We need courses in . . . Psychiatry for
pastors."
(5) "We are hoping to give every graduate some

experience in hospital work and personal
counseling. We are expanding our course
offerings at present."

(6) "We are continually making improvements as

we go alone "

be

(7) "We also need more supervision of the
students on personal and pastoral charges
and doing hospital work."

(8) "More attention must be given to hospital
work. How to counsel people about to have
an operation; how to counsel the family of
these people."

Summary- 3a

From the above section it has become apparent that
many seminary staffs are very much interested as well as
concerned about the expansion of their programs, not to
say the least, about the seeming inadequacies of their
training areas. That hospital work, clinical experience,
institutional experience and other-related areas seem to
be of paramount importance in the minds of these men. The
realization of needed improvements in supervised training
has also been of much concern in training men for their
future careers. That these elements are prerequisites for

.L

related training to pastoral counseling is a trend toward the

achknement of future goals.

112’

Section 5. Additional Comments. Suggestions or
comments were asked of the respondents in order to obtain
additional information which would aid in the understanding
and in the development of the area of pastoral counseling
as it pertained to future ministers in preparing them for
their active pastorate. It must be realized that the biases
of the respondents were indicative of their innermost feel-
ings to produce the best possible results from the study
and its application to the future ministers.

The statements following were without doubt presented
to enhance the further expansion of the study.

(1) "The major need is for teachers who are

technically trained but also experienced
in counseling."

(2) "Instruction in pastoral counseling should
be given by the persons actively engaged in
the work not by people retired years ago,
and certainly not by theorists who do not
even know where centers (prisons, hospitals
and others) are, nor . . . (have they)

tested methods of counseling youth."

(3) "Definite use of Scripture on the basis of
psychological needs and spiritual purposes."

This trend seems to become more prevalent among some
theologians, although others feel the need of having Scripture
as a basis for psychological needs. One respondent stated

it in this manner:

(h) "I feel that there is a tendency today
to overemphasize Pastoral Counseling.
Seminary after seminary is stressing it
at the expense of courses with a solid
Biblical, doctrinal content."

That there is a vital and deep concern about the field
of pastoral counseling and its related areas, that its
growth and development might be observed was the contention
of one of the respondents. He said

(5) "Pastoral counseling is coming back into

popularity. A great many resources can

be had from the field of psychology,
although the Christian church has its

own history and resources in the field.

It is not only pastoral counseling that
needs developing, but the whole field of

the relation of Christianity to personality.

As such this large field is foundational for
theological study and church work."

Summary - ha

The above statements tend to reflect a sensitiveness
to the need of pastoral counseling and its relation to
other fields of theological thinking. The implications
of the respondents'answers appear to be twofold: (1) an
expansion of the counselor area by having technically
trained teachers; (2) a return to Biblical theological

emphasis rather than an emphasis on pastoral counseling

only.

ll?

CHAPTER VI

SUNMARY, FINDINGS AND RECOMMENDATIONS
FOR FURTHER STUDY

This study was undertaken in an attempt to ascertain
the needs and training for pastoral counseling as indicated
by active ministers of the Methodist and Presbyterian
denominations as well as the seminaries of the reSpective
denominations. The intent of the study was to find by
means of questionnaires sent to both active ministers and
the seminaries of the aforementioned denominations how far
the needs and training for pastoral counseling had been
met and to tabulate the results.

It was through the generous cooperation of various
individuals and agencies that this study was made possible.
Since as far as could be discovered no previous study of
this kind had been made and since whatever had been pre-
viously written had seemed to be of a general nature, it
was felt that a more comprehensive and detailed research
should be made to serve as a guide or basis for further

investigation of pastoral counseling needs and training.

118

The Problem Stated. The purpose of this study was to

 

investigate: (1) whether selected ministers had sufficient
training in seminary courses to cope with pastoral counseling
situations in their parishes; (2) to indicate the nature and
extent of the course offerings related to pastoral counseling
provided in their seminary training; and (3) seminaries were
asked to provide information relative to course offerings

in pastoral counseling given to prospective ministers.

 

 

Importance g; the Problem. History has seemed to
reveal that man has needed help in the solution of his
various problems. Techniques and experts in the field of
counseling have given them this aid. Active ministers in
parishes have also felt that counseling with their parish-
ioners was a very important asset. It, however, appeared
that many ministers were not equipped to carry out this
function because of a lack of technical training. The
possibility, therefore, existed that the ministers had
exerted a great deal of influence upon their seminaries,
especially in recent years, to recognize the problem of
training future ministers in pastoral counseling. There
had also been some recognition of the need for a broader
view in the area of pastoral counseling and in related areas

other than the historical, theological subjects. It has no

119

doubt been observed that in many cases spiritual and
emotional problems remained unsolved. Studies are gradually
progressing as to content of courses, training and methods
of instruction to be sometime presented in theological
seminaries.

Methodology and Procedures 9; the Study. The study was

 

 

made on a nation-wide basis in order that the information
received might be construed as comprehensive as possible.
Consequently, the study was further conducted as an ap-
l

praisal, using normative survey type technique. Question-
naires were sent with a cover letter attached to all active
ministers and seminaries of both denominations. The ques-
tionnaires were so constructed that a broad View of needs,
requirements as well as opinions given by the respondents

of both denominations respectively.

Construction 9; the Instruments. The instruments were

 

 

constructed after the literature and the development of
questionnaires had been studied; authorities on the structure
of the instruments had been consulted, and opinions of the

respondents in areas of course offerings selected. After

 

1

Good, Barr and Scates, The Methodology 9: Educational
Research An leton Centu -Croft Inc. New Y rk l I
690 pp. 3 -p ry 3 O 2 933:

 

 

See Appendix A, Questionnaires.

120

six major categories were selected and the tentative list

of items recorded under the respective categories, a pilot
study was made to determine the possible strengths and
weaknesses and appraisals within the instrument. From the
results the trial instrument was refined to include or
delete such items not pertinent to the study. From this
trial study a completed instrument was sent to the ministers
and the seminaries of the two denominations.

Methods 9: Selectigg_the Sample. After several confer-

 

ences with authorities in the Guidance and Counseling areas,
it was ascertained that two denominations would be selected
because of the apparent geographical location, because of
the interest which the two denominations had shown in the
development of pastoral counseling programs and because of
the size of the two denominations. A random sample of
active ministers of the Methodist and Presbyterian denomina-
tions was initiated to include only the active ministers

who had graduated from the seminaries or other institutions
between the years 1928 and 1952. These latter dates were
set as possibilities in order to have a starting point
especially since the apparent beginning of counselor programs
had their inceptions about the year lQhO. Therefore, about

twelve years prior and twelve years following IQHO were

121

set as criteria for establishing the sample. The graduating
groups were further divided into another two groupings,
those graduating between the years 1928 and lQhO and those
graduating between the years 1941 and 1952.

Approximately 850 questionnaires were mailed to
prospective reSpondents. About 192 questionnaires were
returned, especially those of the Methodist denomination,
where the post office addresses were inadequately given
in the Conference Minutes, or because som ministers had
graduated before the year 1928. Others failed to return
the questionnaires, and twenty-five instruments were
returned after the actual tabulating had commenced. A total
of 312 questionnaires were actually used for analytical pur-
poses, presenting approximately a 50 per cent return on a
national scale. The division of active ministers whose
reSponses were summarily analyzed divided themselves
into the number of 154 Methodist ministers and 158 Pres-
byterian ministers, respectively.

All the seminaries of the two denominations were sent
questionnaires with cover letters attached of which there
were fourteen Presbyterians and eleven Methodists, respectively.
Eight of the Presbyterian seminaries responded with one
seminary having closed its doors, and six Methodist seminaries

responded to the questionnaire sent.

12?

Procedure gf Analysis. The responses given by the
active ministers of both denominations were first placed
on code sheets, each minister being assigned to a separate
code sheet and code number. The data was then checked and
rechecked and the responses to the items placed on IBM
cards. The cards were sorted as to number of respondents
for each denomination; the number of answers given to
item, and the number of categories selected. The reSponses
were then expressed in terms of percentages of the total
possible number of ministers, graduating classes and
categories, respectively. The percentages were presented
in tabular form and discussed in the analysis of the

chapter so indicated.
Findings and Conclusions

From an analysis of the data obtained in the question-
naires, the reviewing of the literature in the field, and
the study of certain course offerings presented in the
seminaries, certain trends presented themselves by the
respondents. These trends in turn offered a favorable
meaning for the needs and training in pastoral counseling.
These trends are suMharized in the following findings and
conclusions as expressed by the respondents of the two

church denominations.

123

Conclusions of data by active ministers respondigg.

 

 

1. There was an apparent trend on the part of the
ministers of both denominations to express the importance
of pastoral counseling training. This trend was particularly
noted in the large percentage of urban ministers responding.

Categories 1 and 2. The roblems which ministers have.
4* _.___ _ P

 

 

2. In dealing particularly with the problems which
ministers have and face with their parishioners, the
Methodist and Presbyterian rural groups indicated that
parishioners come to them more often and frequently when a
loved one passes away or a member of the family is hos-
pitalized than in any other problem.

3. The percentage of frequency of responses by the
Iethodist and Presbyterian ministers in dealing with

problems of parishioners was about equal. There seemed

*3

to be an appa ent awareness from the reSponses of the
ministers that pastoral counseling training was needed
especially when they were faced with the problems which

the parishioners presented to them.

h. The ministers in the rural areas of 1928 through

H
\O

52 both denominations as well as the ministers in the

:1

of
rban 1928-19h0 graduating classes responded that they

needed to have the importance of counseling procedures

124

stressed, whereas the urban 1041-1052 graduating classes
in both denominations had already realized the need to
some extent.

Category 2. Number 9f yca°s 9f training.

5. In response to the question concerning the number
of years of training which ministers had in terms of course
offerings for pastoral counseling, the Methodist and Pres-
byterian urban graduating classes of 1941-1952 stated by a
very large percentage that they had had some directly related
courses. This was a considerably larger percentage than

that derived from the responses given by the rural menbers

—-o

cate

I

of the 1928—1940 graduating classes. This might ind‘
a stronger trend toward the need for pastoral counseling

training programs.

I f;-
O
H)
O
t.)
R
(1')
(D
U)

E
‘4
B
I...
:3
Ho
0)
C—f-
(D
n
U)

 

 

Category 4. §fit
r s:

3'“)
94m

ct
'1

.L a

l
t

S
O

(D
U H.

e. The Presbyterian urban 1941-1952
ministers stated that they were less satisfied with some
of tlie serlina ry course offerings pertaining to pastoral
counseling than the ministers of the het odist urban lth-
1952 graduating classes. On the other hand the Hethodist
rural ministers were less satisfied than some of the
Presbyterian rural groups. It may be assumed that in some
cases the course offerings which.were given were considered
satisfactory even thor"h the extent of th e time of offering

the courses was small.

Cateaozy 5, Course offeringg considered most valuable.

7. In all of the groups of both denominations, a small
percentage of ministers stated that the historical, theologi-
cal course offerings were not considered valuable for pastoral
counseling needs and training, whereas in most cases the
course offerings related to pastoral counseling were con-

sidered of some value.

Category é. Courses needing more 93 less emphasis.

 

8. A large percentage (65) of Presbyterian ministers
stated that those courses which related particularly to
pastoral counseling needed more enphasis. A smaller per-
centage (43) of the Hethodist ministers stated that the
related course offerings needed more emphasis. Of those
courses which were considered historical, theological sub-
jects, some ministers in the Methodist groups responded
that they ought to have some emphasis. No groups considered
that less emphasis be given to any of the courses.

Findings and Conclusions Relative To
the Church Seminaries
l. Seminaries appear to realize the need and the

importance of pastoral counselor training for their prospec-

tive ministers.

126

2. Most seminary staffs considered that their course
offerings related to pastoral counseling are somewhat adequate,
with one stating that their courses were less adequate and
one not adequate.

3. More Presbyterian seminaries presented course
offerings relating to pastoral counseling than do the
Methodist seminaries.

4. Traditional, historical, theological courses, and
number of hours in which they were taught were more pre-
dominant in the course offerings and curricula of both
denominational seminaries than the course offerings
directly related to pastoral counseling.

5. Instructional patterns vary from one seminary
to another depending upon the organizational and adminis-
trative conditions.

6. There is a trend to add and integrate course
offerings in the seminaries which would meet and serve the
needs of the total program of pastoral counseling training.

7. There appears to be a greater emphasis on the need
for technically trained men both as instructors and as
prospective ministers.

8. The apparent weaknesses and inadequacies of pastoral
counseling training are very obvious to some of the staffs

of responding seminaries.

127

9. The need for clinical and institutional training
for prospective ministers is also very apparent in the

responses given.
Recommendations for Further Research

1. A comprehensive study should be made to determine
extensiveness and effectiveness of course offerings given
in all seminaries as these course offerings are related
to pastoral counseling.

2. A study should be made and undertaken to ascertain
the qualifications and Special training which is required
for persons now teaching in seminaries or who are to be
expected to teach courses in pastoral counseling.

3. Further research is needed to determine the needs
for continued and effective training in the pastoral counsel-
ing course offerings.

h. In View of the emphasis placed upon pastoral
counseling training by some seminaries, this training be
further correlated with the training given in historical,

traditional theological courses.

10.

11.

128

BIBLIOGRAPHY

Books

Allen, John, Life and letters of Ph 111 1ps Brooks,
E. P. Dutton, 1901, Vol. II.

 

go
8
.‘3

Baxter, Richard, The Reformed Pastor, Azm
Tract Society, 1909.

Bonnell, John C., Pastoral Psychiatry. New York:
Harper a Brothers, 1951.

 

Brown, John, Since Calvary. 1
Company, 1931.

 

Cheney, Mary Bushnell, Life and Letters of Horace
Br shnell, Scribners, 1903.

 

 

Dicks, Russell, Pastoral Work and Personal Counseling,
New York: honillan Company, 1Q K.

 

 

Geddes, J., The Catholic Church and the Confessional.
New York: heQillan Company, 193HT

 

Good, Carter V., A. S. Barr and Douglas E. Scates,
V11
1

ne 'et hodolo"v of Educational Research. New York:
Apple ton Centlry- Croit, Inc., 1935. 690 pp.

 

 

Hiltner, Seward, Self-Understanding. New York:
Charles Scribner's Sons, 1951.

 

Eiltner, Seward, Pastoral Cou-s eligg, Chicago
University Press, 1952.

 

Holman, Charkas, The Cure of Souls, University of
hicago Press, 1932.

 

 

Kemp, Charles, P111 H101 ns of the Soul. New York:
Echillan Company, 19H7.

Mayo, Rollo, The Art of Counseli: lg. New York:
Abingdon-Cokesbury, 1937.

 

 

1h.

15.

17.

18.

21.

22.

23.

Yea therhead, Leslie, Psychology

129

 

Nebe, R., uther as S irit ual ASVisor, Lutheran
”T101
/

 

 

Publication Societ5, 1C1.
Oates, Wayne, The Bible i Pastoral 02 re. Philadelphia:
Westminster Press, 1952.

cs. New York

9:)
1.5
p.
m
p:
[.4

Parten, Iildred, Surv 1, Polls
Harper and Brothers, 1950.

Quayle, William, The Pastor-Preacher, Jennings and
Graham, 1596.

 

Schaer, Lans, Reli’ion and the Cure of 33113 'n Jw mq's

Psycholo{-. New Yorl{:Ba11ingcr Foundation, 1957.

 

 

Watson, John, Cure of Sou ls . New York: Dodd, head

and Company, 10-

H
:3
Ci-
1..
CD
U1
(7.)
"3
Ho

Wea he rhead, Leslie, Psychologl

t ce 9: the
Soul. Epworth Press, 1929.

m -‘-‘" m.-

 

 

 

 

1...,

the Soul. New York:
Abingdon-Colzesour5, 1933.

Wise, Carroll, Pastoral Counseling, ts Theory and
Practice. New York: Rarper and Brothers, 19 31.

 

 

Worcester, J., N. thomb and L. Corriat, Religion and
Hedicine, hoffat, Yard and Co: upany, 1908.

 

Periodicals

Catalo ;ues, Andove r-Ne wton, Rochester, Union, Yale
and others.

Greenleaf, $ifalter, and Royce Brewster, Public Rich
Schools lb 13 Counselors and Gsid2 nce Officers, United
States 01f ice of Education Bulletin, 1930.

 

 

Hiltner, Seward, "how Far Can a Pastor Go in Counseling"
Crozier Quarterly, Vol. XXV, No. 2, April, 19ho

, John, Historical Tvoes of lIethods of the Cure
uls, Crozier Qu2rter1y, July 193

 

28.

29.

30.

31.

130

McNeil, John, Some Historical Aspects Lf the Cure Lf
Souls, Crozier Quarterly, July 1934.

 

 

Rogers, Carl, A Counselinm Viewpoint, Federal Council
of Churches of Christ in America, Bulletin, lQHS.

 

Romie, Stephen, "Criteria for a Better Questionnaire".
Journal Lf Educational Hesea rch, Vol. vVII, No. 1,
September, 1§h3.

 

Wise, Carroll, Why Pastoral Counseling, Pastoral
Psychology, Vol. I, Ho. 1, February 1950.

 

APPENDIX A

404-D Hawthorn Lane
Michigan State College
East Lansing, Michigan

Dear Colleague:

Problems of serving the needs of the people, as every Pastor knows, are

not solely those of effectively conducting formal services. These problems
include such areas as, Spiritual, emotional, educational, vocational, etc.
Sometimes they are called by the general name of Pastoral Counseling.

But regardless of the name they are known by, they call for certain

real and selected skills on the part of the Pastor.

Leaders and executive directors in yours and other denominations are
interested in and concerned about these problems. Not only they, but
instructors of future Pastors have diaplayed an ever increasing interest
in the area of Pastoral Counseling. A study is, therefore, being made
under the direction of the Graduate Division of the Department of
Guidance and Counseling at Michigan State College, whereby it is hoped
that, "AN ANALYSIS OF THE NEEDS AND TRAlNING RELATED TO PASTORAL COUNSEL-
ING BY SELECTED PASTORS AND SEMINARIES OF TWO CHURCH DENOMINATIONS,"

will assist active Pastors and future Pastors in your denomination.

(The two denominations are the Methodist and the Presbyterian).

Because you are a practicing clergyman, I am asking you for your kind
c00peration in providing first-hand information necessary to improve
the training in this area so vital to a clergyman’s profession. It is
because I, too, am a practicing clergyman, a former Army Chaplain, and
now proceeding toward the doctoral degree in Pastoral Counseling, which
permits me to believe that we have a common goal in assisting future
ministers to become more effective Pastors.

It is hoped that you will find time in your busy Pastorate to fill out

and give your candid answers to the enclosed questionnaire. Your name

and the name of your congregation will not be used in the final evaluation
and summarization of the study.

I shall greatly appreciate your kind c00peration in the completion of
this information at your earliest convenience, and I am, therefore,
enclosing a self-addressed stamped envelope for your assistance in
returning the questionnaire form.

Sincerely yours,

Cornelius Oldenburg
Graduate student
Department of Guidance and Counseling.

SUBJECT: AN ANALYSIS OF THE PASTORAL COUNSELING NEEDS AND TRAINING INDICATED BY
SELECTED FACTORS AND SEMINAR!“ Cl" TWO CHURCH DENOMINATIONS

Questionnaire

There have been and there always will be people with emotional, spiritual,
and nomspiritual problerns. Such people sometimes seek help from their Pastors
and sometimes they do not. In order that active Pastors as well as future
Pastors may benefit from a study of the needs and training of Seminary
courses in Pastoral Counseling, we are asking that you kindly assist us in
filling out the following questionnaire. We invite your frank and honest answer
to each of the questions so that the study may be of value to all who deal with
and hope to deal with people in their parishes.

->—--boc-—+ Hoe—«-
1. Will you kindly indicate whether or not people come to you as Pastor for counseling-—

Frequently, Occasionally, Seldom, or Never, when:
F O S N

 

a. they have spiritual problems ;

 

 

 

b. a member of the family is hospitalized a

c. a loved one passes on i

 

a d. young people are preparing for marriage A I '

 

e. people have marital problems

 

 

f. they are emotionally upset

 

g. they have educational problems

 

 

h. they have health problems

 

i. they are choosing a vocation

 

 

 

 

2
1
!
I
I
l

 

j. they lose their jobs

 

IN THE FOIJLOWING, KINDLY INDICATE BY CHECKING EACH CATEGORY “YES” OR “”.N0

2. In terms of Pastoral Counseling, what would you do:
Yes No a. If some one is secking help from you in spiritual matters,
(1.). Advise them what to do and make recommendations?

 

 

(2). Try to solve the problem for the parishioner?

(3'). Work mutually with the parishioner but encourage him to make his own decisions?

Yes No b. In an emotional problem,

(1). Advise him what to do and make recommendations?

(2). Try to solve the problem for the parishioner?

(3). Work mutually with the parishioner but encourage him to make his own decisions?

 

 

Yes

a?

c. In visiting a sick parishioner,

 

(1). Are you a good listener?

 

(2). Do you do most of the talking?

(3). Do you use your counseling experience? ,

III
II!

(4). Do you offer prayer if the patient does not request it?

 

 

 

 

 

 

 

 

 

I |

No

 

f.

d.

(4).

In a terminal case

(1). When the patient asks you whether he is a terminal case, do you answer in the
affirmative? _
(2). Do you break the news gently to the patient? .
(3). Do you attempt to evade the question of the parishioner?
(4). Do you refer the patient to the doctor when a question of termén-ality arises?
When you find that a loved one has passed on,

(1).
(2).
(3).

Are you able to assist in letting other relatives know of the demise?

Are you able to adjust yourself to such a situation without being overly emotional?

Are you able to give assurance and comfort when you visit the home of the bereavcd
family? . .

Do you feel that a few words from Scripture give suffic1ent comfort?

(5). Do you go to the home of the abereavéd immediately upon being notified of the demise
of the loved one?

In the case of a sudden or unexpected demise of a loved one through natural causes or accident

(1'). Do you go to the home of the bereaved family immediame upon being notified- of the
demise of the loved one?

(2). Do you begin at once with words of comfort from the Scripture and follow it with an
appropriate prayer?

(3). Do you observe, that because of your presence, the general atmosphere of the home
has become more calmr!

(4). Do you often wait a day or two and thcn return to the home of the bereaved?

(5). Do you find it easier for the bereaved to adjust themselves to the loss after several days?

(6). Do they respond more readily to your ministry of love the next time you visit

the home?
When young people come to seek counsel in educational matters,

(1). Do you advise them what course of study (ies) to pursue?

(2). Do you feel competent in helping individuals with educational plans?

(3). Do you feel that a young person should find his 'own area of interest in education?

(4). Do you encourage the young person to continue his education?

(5). Should you find that a parent (5) objects to a young person’s education, do you take

sides with either of the parties?

In health problems
( 1).
(2).
(3).

"Do you give the parishioner the benefit of your experience as a sick visitor?
'Do you feel qualified to discuss health problems with him?

Do you refer the parishioner to his personal physician or some other specialist for his
problem in health?

In pre-marital problems,
(11).
(2).
(3).

Do you invite both young people to your study for guidancc?
Do you suggest how they should progress in this phase of their life?
Do you suggest suitable literature which they may read? I

Do you feel that pre-marital- guidance or counseling is valuable?

When marital problems arise,

(I). Do you advise the couple how to solve their problems?

(2). Do you listen to both sides of the problem by having individual interviews?

(3). Do you readily make up your mind as to the resulting outcome of the discussion?

(49. Do you refer the parishioner (s) to a specialist, should an underlying emotional prob-
lem seem to exist?

'(5). Do you let the couple attempt to bring their own problem to a satisfactory conclusion

after the interview?

 

 

Yes No k. When young pe0ple seek help from you regarding their future vocation,

 

—— (1). Do you recommend what type of work he should pursue?
—— (2). Do you feel that the young person should seek the level of his own interests?

(3). Do you have a section in your library which deals with educational and occupational
information?

Yes No 1. When a young person or adult loses his job,

 

 

(1). Do you console him that all will come out all right?
———,- —— (21). Do you try to assist him in finding another job?
—— -— (3). Are you able to discover what the background of his losing a job may be?

Yes No m. When you find a stalemate existing in dealing with a problem,

 

 

(11). Do you persist in further interviews to find out more about the probleml?
—' —— (2). Do you desire to get further into the feelings of the parishioner?
—— —-— (3). Do you encourage the parishioner to come back to see you?

 

 

(4). Do you often refer the parishioner to a specialist when a stalemate arises?

Kindly mIake whatever comment you desire, in order to clarify any of the. above situations.

 

We would like to know what specific needs and training you have received in the Seminary to prepare you
for Pastoral Counseling. Your answers below will su ply us with needed information. IN THE RESPEC-
TIVIE COLUMNIS DIS-TED BELOW WILL YOU KINDL‘F CHECK ONLY THOSE CIOIUIRSES WHIIC‘H WERJE
RELEVANT TO PASTORAL COUNSELING IN THE SEMII-NIAIRY WHICH YOU ATTENDED EVEN THOUGH
SOME OF THE COURSES LISTED WIERIE HIGHLY VALUAIBILiE IN OTHER RESPIEOTS.

1. In column “A” indicate the number of years of training which you have had in the areas which you feel
are pertinent to Pastoral Counseling.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2. In column “B” indicate by checking whether the courses have met the Pastoral Counseling needs and
training requirements and were, V—Very Adequate, S—Satisfactory, U—Unsatisfactory
3. In column “C” indicate by checking those subjects which you think would be MOST valuable in meeting
your own Pastoral Counseling needs and training requirements whether you have had these courses or not
4. In column “D” indicate by checking whether you think— M—More Emphasis S—Some Emphasis
L—Less Emtphasis should be given than now provided in the courses related to Pastoral Counseling.
A B C D-
- __ V S U COURSES M S L
I II I I I 1. Philosophy of Religion I II I I I
I II I I I 2. Pastoral Counseling I V II I I I
I I I I I i 3. Homiletics I I I I I I
I II I__,I___I_ 4. New Testament Literature . III I I I
I II I | I 5. Old Testament Literature I I II I I I
II I I I 6. Church History and Sociology I II | I I"
H I I I 7. Practical Theology and Christian Psychology I II I I -I
II I I I 8. Pastoral Psychology ' I II I I I
' I II I I I 9. Pastoral Care for The Sick I ' II I I I
I II I I I 10. Practice of Personal Counseling . - I II I | 1 I
-I II I i I 11. Personal Religious Guidance I II I I I
I II I I I 112. Religious Education I II | 'I I
I II I I I 13. Personality Development . I II I I I
I II I I I 14. Mental Hygiene - ~ I II I I I
I II I I I 15. Sociology ' II I I I
I I I I I 16. Social Work I II I I I
I II I I I 1'7. I " II I I I
I II I I I 18. .. I II I I I
I II I I ' I 19. I II I I I
I II I I I 20. I II I I I
I II I I I 21. I II I l I

 

 

Add any other courses which you may thin-k to be significant to the needs and training in Pastoral
Counseling, plus appropriate cements which may aid in the clarification of the above information.

PERSONAL DATA

Finally, we would appreciate a little personal information in order that the summariza-tion and the evaluation
of the study may be completed in its entirety.

Name .....................................................................................................

Address ..................... : .......................................................................... -. ..
Street or Route No. City or Town State

Your Age ..........................................
Date of Birth

Name of Church you are now serving
a. Is it a rural church or an urban church ...............................

b. How long have you served this church .......................... -

College or University which you attended ...................................................................
a. Year of graduation .............. . . ........

.b. Degree received ...........................

Seminary or Divinity School which you attended ............................................................
a. Year of graduation .......................
b. Degree received ......................... I. .
c. Major field of specialization .......................................................................

(1. Minor field of specialization ......................................................................

Post-graduate work taken ..................................................................................
School Dates Degree

a. Field of specialization ..........................................................................

Would you desire a summary of the results of the study ..................................................
Yes II No

Thank you kindly for your cooperation in this stud-y and for answering the questions in this form. Will you
kindly return the questionnaire form at your earliest convenience in the enclosed, self-addressed stamped

envelo e?
p Cornelius Oldenburg

Graduate Division
Guidance and Counseling

 

‘m. --—~

404-D Hawthorn Lane
Michigan State College
East Lansing, Michigan

Dear Colleague:

Problems of serving the needs of the people, as every Pastor knows, are

not solely those of effectively conducting formal services. These problems
include such areas as, Spiritual, emotional, educational, vocational, etc.
Sometimes they are called by the general name of Pastoral Counseling.

But regardless of the name they are known by, they call for certain

real and selected skills on the part of the Pastor.

Leaders and executive directors in yours and other denominations are
interested in and concerned about these problems. Not only they, but
instructors of future Pastors have diSplayed an ever increasing interest
in the area of Pastoral Counseling. A study is, therefore, being made
under the direction of the Graduate Division of the Department of
Guidance and Counseling at Michigan State College, whereby it is hoped
that, "AN ANALYSIS OF THE NEEDS AND TRAINING RELATED TO PASTORAL COUNSEL-
ING BY SELECTED PASTORS AND SEMINARIES OF TWO CHURCH DENOMINATIONS,"
will assist active Pastors and future Pastors in your denomination.

(The two denominations are the Methodist and the Presbyterian).

Because you are a practicing clergyman, I am asking you for your kind
cocperation in providing first-hand information necessary to improve
the training in this area so vital to a clergyman’s profession. It is
because I, too, am a practicing clergyman, a former Army Chaplain, and
now proceeding toward the doctoral degree in Pastoral Counseling, which
permits me to believe that we have a common goal in assisting future
ministers to become more effective Pastors.

It is hOped that you will find time in your busy Pastorate to fill out
and give your candid answers to the enclosed questionnaire. Your name
and the name of your congregation will not be used in the final evaluation
and summarization of the study.

I shall greatly appreciate your kind c00peration in the completion of
this information at your earliest convenience, and I am, therefore,
enclosing a self-addressed stamped envelope for your assistance in
returning the questionnaire form.

Sincerely yours,

Cornelius Oldenburg
Graduate student
Department of Guidance and Counseling.

Jam/nary Questionnaire

I. What seminary courses are taught and how many hours of instruction are devoted to each of the courses
related to Pastoral Counseling? Kindly indicate by checking and filling in the spaces below.

Your COURSES

H

Philosophy of Religion

-——-—— — 2. Pastoral Counseling

—— — 3. Homiletics

——-—- — 4. New Testament Literature
—— —— 5. Old Testament Literature.
-— —- 6. Church History and Sociology
—— — 7. Practical Theology and Christian Psychology
—— — 8. Pastoral Psychology

—— —— 9. Pastoral Care for The Sick
-—-— -—-—— 10 Practice of Personal Counseling
—- —— 1] Personal Religious Guidance
—— -— 12 Religious Education

—-—— —— l3 Rrsonality Development

-——- —— 14 Mental Hygiene

—- — 15

--— ——-— 16

—— —— L7

-———- —— 18

Add any other courses which you may think to be significant
to the needs and training in Pastoral Counseling.

2. Do you feel that the courses related to Pastoral Counseling meet the needs of an effective ministry for
both active and future Pastors? Kindly check at appropriate point along the line below and elaborate.

1 t 2- I 3 l 4 1
Most Adequate Somewhat Adequate Less Adequate Not Adequate

 

 

 

 

 

3. In relation to question number 2, do you feel that there are any special strengths or weaknesses in the
courses related to Pastoral Counseling which you now offer?

 

 

 

 

 

4. What improvements would you recommend to meet the needs and training for future Pastors in the
area of Pastoral Counseling? (E. G., Wbuld you like to expand your present course offerings in this area?)

 

 

 

 

 

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llomilctics 7 50
New Tester-uni. literati-3‘? i 51
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Dear Reverend:

Some time ago a questionnaire 7
relative to a study whi h was b
pastoral counseling nceds and t
selected active ministers and seminaries of
he Methodist and Presbyterian denominations.
Since no answer has been received will you
kindly fill out the attached card and return?
Thanking you, I remain,

Cordially,

. Cornelius Oldenburg

Dear Mr. Oldenburg:

£::7 kindly send me another questionnaire
G I have already sent the questionnaire.
Sincerely yours,
AderSS..............

City and State.......

Facsimile of follow-up card sent the ministers.

R0 USE ONLY

‘NTER'UBhARY Low
OCT 1 6 '55
Jul '25 ’5¢

M 15 53
M 3‘9; 58

Nov A '39

EC 121939vae
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