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6 Weeks





This course is a study of human life span and different counselling approaches to equip students to be aware about themselves and others. It provides a better understanding of the biblical counselling in their social setting and being sensitive to the needs of human being based on the stages of life span. This subject would like to integrate the knowledge of psychology to the Biblical and theological perspectives of counselling in order to address relational issues to become a better Pastoral Counsellor in a Church setting


Following are the expected outcomes from this subject:

Knowledge Goals:

  1. To understand the core concepts of counselling and lifespan.
  2. To understand and study the needs of human beings in the light of lifespan.
  3. To understand the Pastoral Counselling from the Biblical, theological, and psychological perspectives.

Skills Goals:

  1. To become better Pastoral Counsellor who can assess the needs of the Church.
  2. To become better Pastoral counselor to the broken-hearted people.
  3. To reflect Christ and His compassion to the people through Pastoral Care and counseling ministry

Attitude Goals:

  1. To have compassion towards the lost who don’t get true Pastoral Care and Counseling.
  2. To empathize with the emotionally broken people through Pastoral Care and counseling.
  3. To feel the need of Pastoral Care and Counseling in today’s Church setting.




Myers, David G., et al. Psychology and Christianity: Five views. InterVarsity Press, 2009.

Greggo, S. P., & Sisemore, T. A. (2012). Counseling and Christianity: Five approaches. InterVarsity Press.

Crabb, Larry. Effective biblical counseling: A model for helping caring Christians become capable counselors. Zondervan, 2014.

Crabb, Larry, and Lawrence J. Crabb. Basic principles of biblical counseling. Harper Collins, 1975.

Feldman, Robert S. Development across the life span. Pearson Education New Zealand, 2006.

Santrock, J. W. “Lifespan developmental psychology.” Psychology (2012).



Antony, John. Skills of Counselling. Dindigul: Anugraha Publications, 2003. 

Berk, Laura E. Awakening children’s minds: How parents and teachers can make a difference. Oxford University Press, USA, 2004.

B.J. Prashamtham Indian Case Studies In Therapeutic Counselling. Vellore: Christian Counselling Centre, 1975.

Collins, Gary R. Biblical Basis of Christian Counseling for People Helpers. America: Nav Press, 1993.

Collins, Gary R. Counseling and Marriage. Dallas: Word Publishing, 1979.

Hiltner, Seward. Pastoral Counseling. Nashville: Abingdon, 1949.

Jay, E. Adam. The Christian Counsellor’s Care Book. Michigan: Baker Book House, 1974. 


We anticipate our students to have varied viewpoints which will enrich the discussions in our learning community. Therefore, we ask our students to be charitable and respectful in their interactions with each other, and to remain focused on the topic of discussion, out of respect to others who have committed to being a part of this learning community.


  1. Discussion Forum

A. Weekly Discussions and Written Responses: 300 Words each (Total 35%).

Late responses are not accepted. Each week’s initial response is due on Wednesday (11:59pm) and interactions with other responses are due on Saturday (11:59pm).

Attendance in this course is demonstrated by regular log-ins and up-to-date participation in forums.

Every Monday a weekly discussion question will become visible. Each student will read through the question and take time to formulate a response.

Aim for responses that display a thorough understanding of the textbooks and primary sources relevant to each question and a clear engagement with the class discussions and lectures, especially identifying areas of your understanding of each week’s themes that have challenged, changed, and/or enriched you. This is not a summary of the readings and the lectures, but a response to particular themes/arguments. Be specific and brief, but not superficial.

The initial response should be 300 words but there is no set limit on words for the subsequent interactions between students. In order to maximize the benefit of this element of the course, the student should post his/her initial response by 11:59 pm on Wednesday of the week and then spend the remainder of that week interacting with their colleagues in the class until Saturday at 11:59pm.

Each weekly questions and themes will be discussed on following week during optional class meetings

Discussion Forum and Grading Rubric (see the General Grading from FBC Grading standards)

Areas of Evaluation
Grade A
Grade B
Grade C
Grade D
Completeness of post
Addresses all parts of question; meets and did not exceed word limit; comprehensive response
Addresses all parts of question; respectable length & did not exceed limit; somewhat comprehensive
Addresses some parts of question; shorter length; incomplete post
Rarely addresses question; far too short or far too long; incomplete post
Clarity of post
Clear and concise posts; grammatically correct with rare
Clear, but can be more concise; a few grammatical or spelling errors
Somewhat clear, but with significant number of errors in spelling and grammar
Unclear, poor spelling and grammar in most posts
Critical engagement with class material (lectures, readings)
Thoughtful; opinions and ideas are substantiated with class material and additional resources (quotations and/or references); active reflection & questioning; obvious integration with one’s context
Thoughtful; opinions and ideas are occasionally substantiated with class material; some reflection & questioning; some integration
Less thoughtful; opinions and ideas are sometimes substantiated with class material; insufficient reflection & questioning; less integration with one’s context
Opinions and ideas are not substantiated with class material; no reflection & questioning; no integration with one’s context
Promptness & quality of responses
Posting on time; responds to all group members’ comments on your post, interacting with other students’ postings in timely manner; thoughtful responses
Posting on time; responds to some of group members’ comments on your post, limited interaction with other students’ postings in timely manner; somewhat thoughtful responses
Posting mostly on time; interaction with only 1-2 students’ postings; less thoughtful responses
Late posting; rarely responds to group members’ comments on your post and/or students’ postings; responses not thoughtful

B. Weekly quiz in Quiz Section – weightage 15%.  The submission of the assignment can be either as a doc. Or docx upload or a Quiz Essay/Open question.

C. Essay/Research Paper: 1500 Words, 35%. Due on ———-

Write an essay/ research paper that directly engages with one of the issues, themes, events, or people encountered in the course using secondary sources. In other words, research is required for this paper. The paper must be transparent, meaning that you will clearly state what your primary and secondary sources are, and how you have gone about turning them into “data” for your argument.

You need to demonstrate familiarity with the specifics and details of the issues, themes, events, or people you selected, as well as demonstrate your ability to place your topic within the larger context of Christian history. The paper should not simply report, summarize, or review materials, but demonstrate thoughtful analysis and reflection and embody an argument (thesis), which will be a summary of the paper’s argument, early in the introduction. The body of the paper will support your thesis. Show how your argument is drawn from the primary and secondary sources you used by carefully documenting it. 


Evaluation is based upon the completion of the following assignments:


Weekly Discussions and Responses

15 %


Class Interaction and Assessment Completion

35 %


Weekly Quiz

15 %


Research/Essay Paper

35 %


Total Grade

100 %


Submission Method and Late Submission
Submission: Papers to be submitted electronically in .doc or .docx format via Global Classroom

Late Submission Penalties:

  1. Weekly Responses will NOT be accepted as late.
  2. All other late assignments will be penalized 1% (1 point) per day.

Citing References
In all assigned work, proper style guidelines must be used and followed exactly; failure to do so will render the submitted assignment unacceptable.

For proper citation style, consult the FBC Style Guide

Academic Integrity

Global Classroom values quality in the courses it offers its students. End-of-course evaluations provide valuable student feedback and are one of the ways that Global Classroom works towards maintaining and improving the quality of courses and the student’s learning experience. Student involvement in this process is critical to enhance the general quality of teaching and learning.

Before the end of the course, students will receive an email with a link to the online course evaluation. The link can also be found in the left column on the course page. The evaluation period is 2 weeks; after the evaluation period has ended, it cannot be reopened.

Course Evaluation results will not be disclosed to the instructor before final grades in the course have been submitted and processed. Student names will be kept confidential and the instructor will only see the aggregated results of the class.

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