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Expectations for Students
INTRODUCTION
It is a well known psychological reality that human nature is motivated by structure. Our God is a God of order, not chaos. Thus, since we are made in His image we have that natural instinct toward order.
This natural instinct is a good thing, but can and does cause, as any school offering correspondence courses can attest, great difficulty in student self-initiative and self-discipline. It can be remarkably difficult for students to muster the discipline needed to finish their assignments in the midst of being at home with all its distractions.
One Catholic School, Catholic Distance University, specializing in offering accredited degrees to Catholics at home, requires that before a potential student is accepted into a degree or diploma program, that he finish one course. Although they do not say it, the reason for this is to see if the person has the temperament and the discipline to finish a correspondence course.
It is simply the structure and expectations of attendance in a physical classroom that appeals to the natural instinct God has given us toward structure and order.
How can this be resolved in order for students in our Training Program to be successful in completing the program?
The solution to this perhaps is to have a set of expectations that must be met in a manner similar to a “brick and mortar” campus. We must offer a training program with built-in self-discipline motivators. Indeed, this kind of training takes deliberate discipline, self-initiative, and commitment.
EXPECTATIONS OF COMMITMENT
PROGRAM EXPECTATIONS & EVALUATION FACTORS
There are several program expectations we have for students during their training experience that relate directly to evaluation of the training process. These expectations, and their relative rank to each other in evaluating the Student's progress, is outlined below, in order of priority:
25% Coursework & Clinical Experiences
25% Spiritual Formation
25% Class Participation
15% Community Participation
10% Journaling & Private Conferences
Coursework (25%)
As a school, there obviously will be coursework and clinical experiences to complete. A student is expected to complete all course work assigned, clinical assignments, and respective exams in a timely manner. The student is also expected to work with faculty through any problems or weaknesses in his coursework or clinical performance that is identified by the faculty.
Flexibility in the curriculum schedule is possible if a student cannot complete the coursework or clinical assignment according to the standard and published curriculum schedule due to personal needs and life situations. If this situation arises, then the student is expected to work out another schedule with faculty that will allow him to progress at a “regular rate” through the coursework. It is an important discipline to maintain a regular schedule even if the time factor is at a slower (or faster) rate than the standard schedule.
Spiritual Formation (25%)
The spiritual formation of a student wishing to work in the deliverance ministry is equally important to learning the academics and clinical skills of deliverance.
Students are expected to complete any Spiritual Formation assignments, such as “spiritual exercises” and to participate in “spiritual direction” with designated faculty as offered and made available.
It is HIGHLY recommended that students also find a local spiritual director if possible.
Class Participation (25%)
The SPCDC Training Program is a school and like any school class participation is required as well as completion of course work. Especially in this field of Demonology, deliverance counseling, and spiritual warfare learning and skills acquisition should not be conducted in a vacuum. The interaction between students and students, and between students and faculty, is critically important. We learn from each other and have our thinking stimulated by each other. Without this interaction training in this field would be sorely inadequate.
Class participation involves interactiing in the varies classroom forums found on the Online Campus BBS. Sometimes participation in conference telephone calls will be required (at SPCDC expense).
Participation in the Campus Community (15%)
Our Online Campus is a Discussion Group Bulletin Board (BBS). There are forums on our Campus BBS for classrooms, a student lounge for fellowship, and even a comedy shoppe for the comic relief that is really needed when doing deliverance work.
Participation in this Online Campus community is a requirement for students. Some of this participation may be conducted by merely reading the messages. Forums such as the Prayer Intentions, the comedy forum, and Informational forums do not require a response but one should read them.
Other forums are designed for a response or a discussion. Students getting involved in general discussion and fellowship in our “Student Lounge” helps them bond as a team. This bonding is critically important thus we expect students to participate in such “lounge” discussions when they can and as they have something to say. In the field of deliverance it is dangerous to be a “loner”. The development of team spirit, team bonding, and team cooperation is a critical, and sometimes extremely critical factor in doing this work.
Journaling and Private Conferences (10%)
While the major focus is on team participation and interaction, there are also private matters that enter into doing deliverance work. It is important to think through those private thoughts in an active and productive way, and if needed, to discuss those thoughts, concerns, worries, problems, etc. with a counselor.
Satan will attack our private thoughts to get us to resign from deliverance work or to at least depreciate our effectiveness in the ministry.
Thus, while this area represents only 10% of the evaluation of a student, it is a high priority to attend and take seriously. To fail to properly attend to this could lead in the counselor needing counseling for becoming demonized himself.
