1. Houston Graduate School of Theology
CS 781 Spiritual Direction Practicum II
Summer 2015, (meeting time and place to be agreed upon)
Dr. Steve Stutz, Adjunct Assistant Professor of Spiritual Direction
scstutz@hotmail.com, sstutz@hgst.edu, or 281-804-6154
Houston Graduate School of Theology equips women and men to be ministers and
messengers of God’s mission of reconciliation through academic excellence,
personal transformation, and leadership development
I. Course Description
CS 780 Spiritual Direction Practicum, II
Continued from CS 780. Students will be required to receive and observe spiritual
direction in sessions and then to spiritually direct one or more persons, preferably in
a church setting, with on-site supervision as well as regular supervisory meetings
with the instructor. This course also involves the regular writing of verbatims.
(3 hours)
The practicum experience is designed to measure fulfillment of outcomes for the
degree program and for potential certification as a spiritual director by Houston
Graduate School of Theology.
II. Course Learning Outcomes
A. Upon completion of this course, the MASD student will be able to:
1. Analyze the context of his or her spirituality through tools acquired in courses
in systems thinking and spiritual formation.
2. Integrate the disciplines of hermeneutics, doctrine, and spirituality into the
practice of spiritual direction through foundations acquired in courses in
biblical, theological, and spiritual studies.
3. Exhibit expertise in the practice of spiritual direction through skills learned in
core courses.
4. Apply tools, skills, and knowledge to spiritual direction techniques and
practices through experience gained in practicum courses.
B. Upon completion of this course, the Master’s certificate students will be able to:
1. Articulate the role that history and theology of spirituality play in various faith
traditions and Christianity as a whole.
2. Explain the role of spirituality in life and ministry, including both individual
and corporate dimensions.
3. Integrate the study of spirituality into the practice of ministry.
4. Integrate the disciplines of spirituality into life.
5. Exhibit the ability to spiritually direct individuals and groups with integrity,
discernment, and sound theological principles.
III. Texts and Course Schedule
Required Reading:

2. 2
Coombs, Marie Theresa, and Francis Kelly Nemeck. The Spiritual Journey:
Critical Thresholds and Stages of Adult Spiritual Genesis. Collegeville,
Minn.: Liturgical Press, 1991.
Tallman, Bruce. Finding Seekers: How to Develop a Spiritual Direction Practice
from Beginning to Full-time Employment. Berkeley, CA: Apocryphile
Press, 2011.
Recommended Reading:
Edwards, Tilden. Spiritual Director, Spiritual Companion: Guide to Tending the
Soul. Paulist Press, 2001. ISBN 0-8091-4011-X
Empereur, James L. The Enneagram and Spiritual Direction Nine Paths to
Spiritual Guidance. New York: Continuum, 1997.
Hart, Thomas N. The Art of Christian Listening. Paulist Press, 1980. ISBN 0-
8901-2345-2
Johnson, Robert A. Inner Work: Using Dreams and Active Imagination for
Personal Growth. HarperOne, 1989. ISBN 978-0062504319
IV. Course Requirements
A. Provide face-to-face, supervised spiritual direction with at least two persons,
meeting semi-monthly for one-hour sessions over the course of the semester.
Minimum of 8 sessions each semester.
B. Document his or her experiences via verbatims of each session (see pages 5-9 for
examples).
C. The Spiritual Direction practicum student should meet for supervision with the
faculty supervisor weekly. This can be via Skype or in person. The student will
arrive on time and notify the professor at least two days in advance of any
expected absences.
D. A final grade of Pass or Fail will be granted based on completion of spiritual
direction sessions, verbatims (8 each), writing assignments (see schedule), and
participation in supervision.
E. Student Workload Expectations (students must submit a log of hours spent in each
of these categories, meeting minimum hours as shown below)
 Face-to-face conducting of spiritual direction sessions - 16 hours
 Miscellaneous assignments and experiences (scheduling, planning,
verbatims, case notes, preparation, etc.) - 60 hours (minimum)
 Supervision (individual and group) – 2 hours @ 8 weeks – 16 hours
(minimum)
 Assignments - 28 hours
TOTAL = 120 hours

3. 3
V. Classroom-related Academic Policies
A. Regular attendance and regular submission of assignments on due dates in the
syllabus is expected. Each student must talk to the instructor about
circumstances affecting his or her ability to attend class and complete
assignments.
B. Work is expected on the due date. Late papers will receive no less than a one-
letter grade reduction.
C. Turnitin.com
1. All written assignments (except for verbatims) are subject to required
submission to www.turnitin.com to check for originality and style. The
assignments that are required for submission will be described in the
syllabus.
2. Students will create an account at www.turnitin.com. After doing so, the
student will join the course page with the code and password supplied by
the instructor. A list of assignments and due dates will be available on the
course page.
3. Students will submit assignments by the due date and time and will be
required to submit the assignments in a hard copy format as well.
D. Electronic Equipment Usage in Classrooms
It is expected that students will use technology (cell phones, laptop computers,
iPads, etc.) during classes only for the purposes of class work. Therefore,
students should turn off cell phones and refrain from texting and using laptop
computers during classes except for the purposes of taking notes or doing
research specifically authorized by the course instructor. Students who have
emergency needs not covered by this policy must ask for an exception from
the course instructor.
E. Please review the Academic Catalog for policies regarding Incompletes and
Plagiarism. For more information on HGST and area Library Services, please
download the Library Handbook from the HGST website.
VI. Notes for Writing Assignments
For MDiv, MASD, MAML, or MTS students: All writing assignments should
conform to Kate Turabian, A Manual for Writers of Term Papers, Theses, and
Dissertations, 8th
Edition. This includes matters of style and format. The
instructor requires the use of footnotes for documentation when more than one
resource is cited. The student must number pages. According to Turabian, page
numbers appear in the upper right hand corner, except on pages with major
headings (titles). Margins should be one inch on all four sides, except where
major headings (titles) require a two-inch top margin.
For MAC students: APA formatting is accepted as prescribed in the Publication
Manual of the American Psychological Association, 6th
edition.
All students shall utilize 12-point Times New Roman font throughout. The
instructor prefers that the student not use presentation or report binders or folders.
She prefers submission of papers with staples or binder clips.

4. 4
Critical, or formal, writing differs from colloquial writing or spoken English at
several points. The student should note the following guidelines for critical
writing. The instructor expects students to follow these guidelines strictly for
academic-style assignments. Failure to do so will be penalized.
 Avoid first- or second-person references, both singular and plural (“I,”
“we,” or “you”). Keep the written projects objective and professional. The
student must remember that imperative forms are second person.
 Never use contractions.
 Avoid passive voice construction (i.e., The student should write “God chose
Joshua” rather than “Joshua was chosen by God.”). Some exceptions are
necessary, but limiting the use of passive voice is a good policy.
 Be sure that number and tense always agree (i.e., Do not write in one place
that “Brueggemann argues . . .” and at another place “Brueggemann argued
. . .”). Subject-verb agreement is imperative.
 Spellcheck! Spellcheck! Spellcheck!
 Grammar check works as well!
 All pronouns should have clear antecedents. Avoiding “it is” and “there is”
in the paper removes much of the ambiguity of pronoun usage.
 Sentence fragments are unacceptable. Every sentence must have a subject
and a predicate.
CS 781 Spiritual Direction Practicum II
Class Assignment Schedule
June 1 – Begin conducting direction sessions.
 Reading assignment: Coombs and Nemeck, chapters 1-8
 Writing assignment: The authors contend that “an informed appreciation of the
critical thresholds and stages of adult spiritual genesis, together with the
principles required for their discernment, is of paramount importance for spiritual
directors” (40). Write a 4 page paper, double spaced, discussing your
understanding of the author’s schema of critical thresholds and how this
framework might be useful for you as a spiritual director.
June 8
 Reading assignment: Coombs and Nemeck, chapters 9-10
 Writing assignment: Write a 4 page paper (double spaced) discussing the author’s
ideas on contemplative prayer and spiritual direction. Are any of your directees
contemplatives? On the threshold? How does the author’s advice for directing a
contemplative soul (chapter 9, part C) apply?
June 15 –Verbatims 1 & 2 due.
Week of June 15-19—meet with professor for classroom lecture and supervision

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June 25
 Verbatims 3 & 4 due.
 Reading assignment: Coombs & Nemeck, chapters 11-19, Conclusion,
Appendices 1 & 2
July 6—Reading assignment: Tallman, Section A: For Beginners and Part-Time Spiritual
Directors
July 13—Writing assignment: Based on Tallman, Section A, develop a “picture of your
spiritual direction practice.” Discuss your plan for making yourself available through
talks, workshops, retreats (ch. 4), networking (ch 5), advertising (ch. 6), and social media
(ch. 7). Paper should be 5 pages, double spaced. (due Jul 20)
July 20—Verbatims 5 & 6 due.
Week of Jul 20-24—Meet with professor for classroom lecture and supervision
 Reading assignment: Tallman, Chapters 14-17.
 Writing assignment: Write a two-page paper, double-spaced, on your reaction to
Tallman’s suggestions for establishing a viable spiritual direction practice. Be
sure to include your thinking about fees for spiritual direction (Due Jul 30).
July 30—Verbatims 7 & 8 due.

6. 6
CS 781 Spiritual Direction Practicum II
VERBATIM FORMAT
1. Factual Information. Identify the verbatim # and due date. List your name,
directee’s pseudonym, date of session and context (spiritual direction session with
someone you meet with regularly; direction session with someone new, etc.).
2. Personal background and spirituality of the directee:
a. Confidentiality: (Names and identifying traits should be changed to disguise the
identity of the directee)
b. Other helpful information: (Include general biological facts, general description
of the person; include a summary of his/her life, relationship to the church, to
other people. How is God known by this person? In what ways is s/he growing
spiritually? What seem to be the main blocks to further growth and change? Pay
attention to the directee’s inward and outward journey of faith and life.
3. Background and context of meeting: (Briefly describe the context of the meeting
you are presenting. Is the first/second/third session etc.? How did you prepare
yourself and the place for this session?
4. Verbatim Form: (see sample verbatim)
After the direction session (not during), write out those words that capture the key
movements of the person’s heart and significant conversation points. For the
verbatim, write a 2-3 page account or about 10 couplets of the key part of the
conversation.
In the right hand column write the conversation between yourself and the directee. Do
not worry about your (possibly deficient) power of total recall; the verbatim will
be “true” even if you cannot remember every exact word. Remember to indicate
nonverbal communication: pauses, tears, laughter, posture changes, etc.
In the left hand column, write a few words to describe the feelings, interior movements,
and counter-movements, occurring within yourself as you are giving spiritual
direction.
5. Discussion of the relationship and work of the director:
a. As you reflect on the spiritual direction session, ask the Holy Spirit to help and
companion you. Trust the Spirit’s presence and help as you begin.
b. In this section you reflect carefully on the dialogue with the directee. Notice the
movement and counter-movements within her/his experience. Notice how God
seems to be coming to this person, and how they are noticing, paying attention,
responding to, or resisting, God’s presence and activity. Notice any patterns

7. 7
which show up in this person’s experience.
c. Be attentive to your own inner experience before, during, and after the session.
 How does any of this show up in your verbal responses, body language?
 What do you notice is appearing in the left hand column?
 Identify your responses, reactions; your own movement and countermovement.
 Was this session mostly one of peace and encouragement to you, or one of
frustration/desolation?
 What was the strongest feeling/response within you?
 Describe God’s felt presence during the session. Which is stronger? God’s felt
presence, or absence?
d. Reflect on your own presence during the session, the essential nature of your
style:
Focused Fragmented
Companioning Self-absorbed
Evocative
(evoking deeper reflection)
Directive
(telling the person what to
do)
Discerning
(Listening for God’s
guidance)
Talkative
Open, present but detached Trying to fix,
problem solving
Empathic Advice-giving
Peaceful Anxious/driven
Hospitable to person’s story and
God’s presence and
action/work within them
Hearing the story, but
not “standing still” to notice
and savor God’s presence
and work
Detached Interpretive – telling person what
their experience is/means
In what way were your own issues triggered? How did you respond?
e. In what way can you/did you relate the directee’s story to the Biblical story?
f. As you bring yourself and the directee into the presence of Jesus, what do you
notice?
What question(s) do you bring to supervision?

8. 8
Sample Verbatim
VERBATIM #____ Due Date ________________
1. Factual Information.
Director: John Smith Directee: Alex Date of Session: Feb 6, 2012
Alex is a seminarian I meet with regularly.
2. Background Information. Alex is in second year theology at seminary. He
knows God loves him intellectually but he has never had a felt experience of God’s love
for him. He is praying for the grace to receive an intimate experience of God’s personal
love.
3. A Key Part of the Conversation. After we talk for awhile, Alex describes an
experience he had while at Eucharistic Adoration at the seminary.
(D= Director; A= Alex)
Reactions Conversation
Wow!
Envious
Surprised at
my reaction
Longing
inside me
Awe
Trying to stay
with him
I want this too
D1: It sounds like your experience at Eucharistic Adoration was
significant. Can you say more?
A1: Well, I was just sitting there. It seemed like nothing was
happening. I was just looking at the monstrance. I had stopped
doing the reading I was doing. And then, I don’t know how to
explain it exactly, but I had a sense of Jesus saying to me that He
loved me.
D2: Can you say more?
A2: I felt surprised at first. I don’t know where this came from. I
wasn’t doing anything at that point, just looking.
D3: So you felt surprised. Anything else?
A3: It was awesome. I could feel His love. I felt awe, gratitude
and I was caught up. He seemed to say to me that this was for me.
It was like He was saying that His precious body here was offered
for me. He died on the cross for me.
D4: What thoughts and feelings came along with this sense of
Jesus saying this?
A4: I thought that this was incredible. I know that Christ died for
all of us but this was a sense that He did this for me. I wanted to try
to make sense of it. Then I got frustrated because the more I
thought about it, the more it seemed to allude me. When I didn’t
try to figure it out and went back to looking at the monstrance, that
sense was there again. This was really for me.
D5: What is for you?
A5: His love.
D6: Can you say more about what His love is like?

9. 9
What a grace
for him!
Bingo!
Is this asking
too much?
Relief.
I know.
Where did my
sense of Jesus’
love go?
Gratitude
Desire to bring
this to my own
prayer
A6: I don’t know. It’s hard to put words to. It’s good. (pause) It’s
comforting. I feel close to Him and then it’s like He understands. I
don’t know how to describe this, but without my saying
everything, I have a sense that He knows the struggles I’ve
been through. He knows my mistakes, my sins, my failings—
everything-- and He understands.
D7: What registers in your heart as you sense that He knows
everything and He understands?
A7: Truth. I don’t know where that came from. It just popped out.
Truth. Deep inside I know that this is really true. Jesus knows
everything about me and understands.
D8: How is Jesus towards you here?
A8: What do you mean?
D9: What is your sense of how Jesus regards you here as He
knows everything and understands?
A9: Jesus loves me completely. And He knows everything. That’s
incredible!
D10: Yes, it is a profound gift for you to receive. Why don’t you
just take your time here and just prayerfully be with this truth.
Let’s just pray here silently and then you can say more about
Jesus’ love for you.
[Verbatim continues; for the sake of brevity here we will
cut to the close of the verbatim segment.]
A19: Wow, my desire is to experience this always. I don’t want it
to go away. What do I do to make it keep happening?
D19: Well, what did you do to make it happen the first time?
A20: Nothing. That’s the strange thing. I was just looking at the
monstrance.
D20: You can’t do anything to make this happen again. It is gift.
It is His love for you. However, you have said yes to receive His
love. You have been asking for the grace to experience His love
for you. You have desired this intimacy with Him, a desire that He
placed in your heart.
(We conclude with a focus on his most prominent affective
movement, returning to receive Jesus’ love for him. I also
encouraged him to continue to pray for the grace and to notice how
he stays with and pulls away from the grace.)

10. Reactions and Reflections
The strongest feeling I experienced was envy at D2. I was surprised that this came up in me. All
through the session, I felt a growing desire for a renewed experience of Jesus’ love. When I was
on retreat this year, I remember knowing this. But it’s not as tangible. I’m not in touch with it. I
would like more of this for myself. I think that I was moving toward God in my desire for this
experience again. I was struggling to stay with my directee and not to get in the way and pull him
out of the experience. I really had to pray because I could feel myself struggling. My directee is
clearly moving toward God as he permits himself to experience and to receive Jesus’ love. When
he wants to do something to make it happen or tries to figure it out, he moves away from the
experience. The most prominent affective movement in Alex’s heart is his experience of Jesus’
love. It begins in A3 but comes to a fullness in A9. I encouraged him to return here and we
discussed Scriptures that help him to experience this Truth more fully.