Developing a peer-based counselling method to enable pastors to shed the effects of cumulative pastoral stress
Bibliographic record
Abstract
Pastors, as members of the caring profession, find themselves the bearers of large amounts of stress. This thesis seeks to develop and test a peer based counselling method for the purpose of aiding pastors in shedding or dealing with the effects of Cumulative Pastoral Stress. The Biblical and theological foundation of this research is found in Biblical principles of fellowship and solidarity as being a gift from God. Elijah is seen as an example of a stressed minister, and God's response to him shows the divine gift of the company of others who share the same experience. In the same way, Jesus in the garden of Gethsemane seeks the company of His disciples as well. Jesus desired the solidarity and comfort in not being alone in a time of need. Pastoral groups were approached from the area of the Canadian Baptists of Atlantic Canadato test a modified version of the Critical Incident Stress Management model developed by Jeffery Mitchell. This method was modified to meet the different needs of Cumulative Pastoral Stress as opposed to the reactionary on off needs addressed by the Critical Incident Stress model. Two pastoral groups employed the method and it is evaluated in the results chapter. Understanding the effects of the accumulation of pastoral stress and finding means to process that stress enables pastors to avoid the repercussions of the extended carrying of heavy pastoral stress loads. A vibrant working relationship with God and clergy self-care and clergy peer-care combine to provide effective preventatives for Pastoral burn-out.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".