Crump, D. (2006), Feeling Like God: A Spiritual Journey to Emotional Wholeness, Toronto, Ontario: Clements.
Gavrilyuk, P. (2004), The Suffering of the Impassible God, Oxford: Oxford University Press
Goleman, D. (2005), Emotional Intelligence: Why it can matter more than IQ, London: Bloomsbury.
Scazzero, P. (2003), The Emotionally Healthy Church: A Strategy for Discipleship that Actually Changes Lives, Grand Rapids: Zondervan.
Sharp, P. (2002), Nurturing Emotional Literacy, London: David Fulton.

150 hours, of which 15 will include group discussions of learning materials, student reflection on personal experiences of relationship dynamics, student-led seminars and student reading in the subject. There will be 64 fieldwork hours and the rest is dedicated to independent study.

The aim of this module is to explore selected relational issues in work and ministry, employing interrelated insights from the fields of emotional literacy and systematic theology. It deepens psychological understanding by exploring current developments in brain science and growing recognition of the significance of the emotions in the educational field. It deepens theological understanding by exploring the current debate concerning divine impassibility, and explores the implications for theological anthropology. Key aspects of relational dynamics, such as self-esteem, friendship, love, anger, conflict, mediation, and forgiveness, are explored from psychological and theological perspectives, with attention to students' own experiences. Students reflect on how they may develop their own and clients' emotional literacy, both in church contexts and in wider society.

Assignment (1): A written presentation of a strategy to develop the emotional literacy of people with whom the student works, with reference to theological, psychological and sociological considerations. (Learning outcomes 1, 2, 4)

Assignment (2): A tutor-assessed Seminar presentation upon a selected aspect of relational dynamics. (Learning outcomes 3)

Professional competence in Level 3 will be assessed on a pass/fail basis, as the outcome of an assessment meeting with Line Managers, including review of the student's Professional Development Portfolio. A pass is required in order to complete Level 3, but it is zero-weighted. Guidelines for compilation of Professional Development Portfolio are found in the Student Handbook.

On-site library and internet access to Staffordshire University Library
PCs with standard suite of University software providing access to e-mail, the internet, word processing, etc.
Rooms with access for disabled students, and suitable for group work