Master of Arts in Christian Care
Credential
Master of Arts: Christian Care (MACC)
Introduction
Christian ministry often involves interacting with people who have a variety of issues and concerns. They need care and they come to you for help. Often, the sincere and compassionate minister is not sufficiently trained to deal with the many personal, relational, and spiritual problems that occur in the lives of the adults, youth, and children they serve. This program will prepare students to provide effective care to those who need it based on the ministry of Jesus, Scripture, and reliable caregiving practices. Students will also be equipped to make necessary referrals and train others in Christian caregiving. A Clinical Pastoral Education (CPE) option is available for those interested in pursuing Chaplaincy training and credentialing. Other certification options are also available.
Program Purpose
The Master of Arts Christian Care program exists to develop the mind, heart, and skills of ministry practitioners to meet congregational and individual care needs in the Christian Church and Para-Church communities. The program covers a broad spectrum of current and practical issues. This is done while encouraging students to think critically and apply biblical/theological analysis for the developing and delivery of corporate structures and individual methods of Christian caregiving.
Program Philosophy
MACC Program Overview
The Master of Arts Christian Care Program (MACC) is focused on preparing the head, heart, and hands of ministry practitioners to meet individual and collective care needs in the Christian Church and Para-Church Community. The program addresses a broad range of common problems and typical needs. Biblical/theological truths, behavioral science insights, reliable caregiving methods, techniques, and practices, along with critical thinking, are utilized for developing and delivering effective, complete caregiving.
MACC Mission
We desire to develop the head, heart, and hands of ministry practitioners to meet individual and collective care needs.
Developing the head: We believe that effective ministry to broken individuals in a fallen world will happen best when our students understand people, human needs, ways to care, and biblical/theological truth. To provide for these growth areas, the MACC Program will explore insights from behavioral science, examples from care ministries, ideas from a historical understanding of care, and scriptural foundations. Additionally, students will be encouraged to develop a Christian worldview regarding care while being encouraged to grow in their ability to discern God’s desire for them as servants of humanity.
Developing the heart: We believe that the condition of one’s heart will affect their ability to care for people and minister successfully to their needs. Therefore, we desire that each student be able to love others as Christ loves us. To accomplish heart development, the Christian Care program will cause students to explore their own life first before they attempt to assist others in their journey toward health and wholeness (Matt. 7:1-5). The program will provide opportunities for students to spend time in reflection, contemplation, and prayer with the hope that God will renew their hearts.
Developing the hands: We believe knowledge about caring and having the heart of a caregiver is essential but insufficient. Therefore, our students need to be given practical ideas on how to conduct care ministry with individuals, groups, and families. These ideas will include the best methodologies, practices, and techniques from behavioral science along with biblical and historic Christian practices. Students will also be given multiple opportunities to apply what they are learning in lab settings where they can test concepts and receive feedback from professors.
Educational Philosophy
The theology and philosophy of education for the MACC Program begins with the idea that each individual is created by God to become a unique part of His plan for the salvation of the world (Eph. 2:8-10). Therefore, every person possesses a distinct personality, individual talents, and certain spiritual gifts (1 Cor. 12:4-11). They have further been shaped by the life circumstances which God has led them through in reaching the point where this program presently intersects with their lives. Professors, called and gifted by God to teach, must meet these unique persons where they are to help them obtain the knowledge and growth that God desires for them during the collaborative program experience (Mat. 28:19-20). Professors serve as facilitators alongside the Holy Spirit and God’s Word to help students continue their life-long redemptive process of becoming like Christ (2 Tim. 3:16-4:2).
God is, and by nature, exists in the community. He is three persons in one – a truly communal being (Gen. 1:26; Matt. 28:19). God is also, by His own choice, incarnational (Phil. 2:5-8). He lived among us to show the way to truth and life (John 1:1-14; 14:6). God also created humankind in His image (Gen. 1:27). The scriptures tell us that we are designed for community and relational engagement. Because of the fall (Gen.3), we are sinful and require God’s grace to be eventually restored to His original plan (Eph.2:8). Presently, the underlying truths regarding who we are remain (Rom. 3:23-24). As educators, we believe this means that we must teach in a way that fosters authentic community, to the extent that it is possible. While recognizing this is not just an effective teaching method but a way to help students experience what God desires them to become (Heb. 10:24-25). Additionally, we, in an incarnational way, are involved with students. We believe that transformation occurs when life influences life. Being incarnational means that we must fully engage in the courses we teach not simply because research shows that teacher presence matters but because Christ needs to be modeled to students (1 Cor. 11:1).
Within the class situation, this theology and philosophy are supported by certain values that help shape the way that we design and teach the MACC courses. First, we believe that learning is an ongoing process of growth. Therefore, no one ever reaches the place where they no longer need to obtain new knowledge and wisdom. We also think that each adult student brings a wealth of prior life and learning experiences to this educational environment, and this should be utilized for the benefit of the community. Further, we believe that the ability to continue learning and growing is one of the wonderful gifts that God has provided (Heb. 12:1-2). Learning new things should be a joyful celebration, not merely a right or responsibility. We understand that different people learn better through various styles and educational practices. Every course requires a degree of flexibility and creativity to provide a thriving learning environment. Finally, we are passionate about engaging learners as individuals who enter each course with a desire to learn. We expect our students to encounter the learning materials personally and with healthy independence to obtain what they need for personal growth. When our students do not share this enthusiasm, we will do our best to lead them into this joyous discovery.
As we design the courses for the MACC program, we begin with what is most important for students to learn. We believe that starting with essential questions helps to ensure that students gain the most critical knowledge, skills, and methods. Therefore, assignments are designed to help assess students’ knowledge proficiency and practical ability. Whenever possible, assessments will be designed with flexibility combined with options built in to meet the needs of the diverse learners we serve. Once assessments are developed, the needed resources, or ways to locate resources, are selected to support each learning goal. These resources are also chosen to reflect the various ways God has created each student to learn most effectively. The multiple resources used will help to solidify learning into various areas of the mind. Throughout the entire course design process, educational developers remember that they have been entrusted with the students who enroll in this program and therefore need to do their best to equip them in the ways that God desires.
While teaching our classes, we rely heavily on the guidance of the Holy Spirit to help us meet each student’s needs (Rom. 8:26). We believe in the importance of praying for every course and the individual student. As imperfect creatures, we try to remember to teach with humility and understand that sometimes we will not know enough. Ultimately, our goal is to be the kind of teacher that Jesus was to His disciples, knowing that we will always fall short but will answer to God one day related to our striving nonetheless (James 3:1).
Locations offered
Online, with weekly remote synchronous learning sessions between students and their professor
Program Core Competencies
The Master of Arts Christian Care program will equip students for ministry by developing:
• A foundational knowledge of the narrative, content, and interpretation of the Bible for the purpose of possessing a biblical worldview.
• The skill set needed for effectively communicating the Bible.
• The means necessary for facilitating personal spiritual formation and the discipleship of others.
• The character and competencies required to be an authentic servant leader.
• An understanding of the Christian Church’s biblical and historic role in providing care for those with life issues.
• The knowledge and skills to apply a biblical worldview in relation to understanding, assessing, and caring for others.
• A practical understanding of the relationship between theology and the behavioral sciences in Christian Church ministry along with the ability to apply that understanding in caring for those in the Church with exceptional needs, including when necessary the involvement of outside entities.
• The knowledge and skills to authentically practice individual, marriage, family, and group Christian care.
• The skills to envision, design, equip, deploy, and manage Church and Para-Church based care ministries.
MACC Curricular Structure/Degree Requirements
Competencies & Credits for Each
| Competency |
Credits |
| 1. Biblical/Theological Knowledge and Worldview Development |
12 |
| 2. Communication Skills Development |
3 |
| 3. Spiritual Formation and Discipleship Training |
3 |
| 4. Servant Leadership Mastery |
3 |
| 5. Church’s Role in Christian Care Awareness |
1.5 |
| 6. Philosophy of Theology and Behavioral Science |
1.5 |
| 7. Individual, Marriage, Family, and Group Caregiving Skills |
18 |
| 8. Training Caregivers Competency |
6 |
| Program Total |
48 |
Bible & Theology Foundation
Ministry Praxis
| MIN 504 | Communicating Biblical Truth | 3 |
| MIN 511 | The Church in God's Mission | 3 |
| MIN 512 | Personal Spiritual Formation | 3 |
Advanced Christian Care Praxis
| CHC 505 | Foundations for Christian Care | 3 |
| CHC 510 | Christian Care of Individuals | 3 |
| CHC 511 | Christian Care of Individuals Lab | 3 |
| CHC 515 | Christian Care of Families | 3 |
| CHC 516 | Christian Care of Families Lab | 3 |
| CHC 520 | Christian Care and Group Process | 3 |
| CHC 525 | Training Christian Care Givers | 3 |
Field-Based Experience
| CHC 590 | Christian Care of Individuals and Families Practicum | 3 |
| CHC 595 | Training Christian Care Givers Practicum | 3 |
Application, Admission, Retention, and Graduation
Admission Requirements
Individuals seeking admission to the MACC Program must complete the following application process. Decisions for admission are made using criteria described in each application step listed below.
Application Process
Individuals seeking admission to Capital Seminary programing in the Master of Divinity, Master of Arts in Ministry, Master of Arts in Biblical Studies, Master of Arts in Christian Care and the Master of Arts in Formational Leadership must complete the following application steps. Decisions for admission to these programs are made using each application piece listed as criteria.
1. Application Form and Fee: Complete the online application and submit the accompanying fee. Once the application and fee are received, the student will be contacted by an Admissions Representative who will guide them through the remaining process.
2. Autobiographical Essay: Write an autobiographical essay. Guidelines for this are provided by Adult Learner Services (717 – 560 – 8282). This essay is designed to provide personal life content while demonstrating the applicants present writing skill. Applicants will be evaluated on things like their confirmation of Christian salvation, evidence of spiritual growth, articulation of ministry goals, and a rationale for desiring a master’s degree.
3. Two references: The applicant will acquire individuals qualified to evaluate their experience, ministry service, and personal potential for academic work. These persons will complete an online reference form on behalf of the applicant.
4. Request Official Transcripts: Contact all institutions through which degrees have been previously awarded to request that transcripts be sent to Adult Learner Services. These transcripts must be sent directly from the degree granting institution(s). There must be a transcript from an accredited institution showing completion of a bachelor’s degree with a minimum cumulative grade point average (GPA) of 2.5. Prospective students with a minimum GPA between 2.25 and 2.5 can request provisional acceptance. These requests will be evaluated on a case-by-case basis as to whether or not the individual will be granted a one semester opportunity to demonstrate their ability to maintain a minimum GPA of 2.5. Program continuation beyond one semester will require the minimum 2.5 GPA.
5. TOEFL Score: Non-native speakers of English must submit scores from the Test of English as a Foreign Language (TOEFL). If the applicant has an undergraduate degree from an accredited American college or university, he/she is exempt from the TOEFL requirement. If required, the TOEFL test score must meet the following minimum for admission: paper score 550; computer score 213; or internet score 79. The applicant's skill score in writing will also be considered in the admissions decision.
6. Computer Proficiency Form: An online computer proficiency form will be completed.
Application Response
Applicants will be notified within 3 weeks of the submission of all materials with regards to their acceptance status. One of the five decisions described below are possible.
Full Acceptance: The applicant is fully accepted with no deficiencies or leveling requirements.
Accepted with Deficiencies: The applicant is accepted with admission’s academic deficiencies identified. The applicant will be informed as to the required steps toward achieving full acceptance.
Accepted on Review Status: The applicant is admitted pending further review. This may be because a part of the application was incomplete (e.g. a score was not received in time) or because the applicant did not meet one of the admission’s requirements.
Delayed Admission: The applicant may receive an application delay. This may be due to the program being filled, a change in the applicant’s life circumstances, or an event preventing the applicant from attending the first program session. These individuals will not have to reapply to the program but must pay the program down payment fee.
Acceptance and Admission Declined: These applicants will be notified in writing regarding this decision.
Advanced Standing
The following Biblical and Theological Studies courses are required unless the student has entered the program with advanced standing. Advanced Standing is granted to those students who have completed 30 hours or more of undergraduate Bible and theology courses. Students with less than 30 hours may receive partial Advanced Standing credit proportionate to undergraduate or graduate Bible and theology studies completed. Students’ official transcripts will be evaluated during the admissions process.
Students transferring from theological seminaries or graduate institutions with accreditation recognized by the U.S. Department of Education will be given advanced standing to the extent that their credits approximate the curriculum of Capital Seminary & Graduate School. Transfer credits must be from a seminary or graduate program with a final grade of “C” or higher. They must be no older than 10 years (for biblical language courses) or 15 years (for all other courses). Students can transfer no more than 50% of a degree from an outside institution. For specific information or questions, applicants or students must consult the Program Director.
Graduation
The following requirements must be successfully completed in order to receive a Seminary degree or certificate:
1.
Satisfactory completion of all course work
2.
A minimum cumulative GPA of 2.5
3.
Fulfillment of all financial obligations
4.
Adherence to biblical standards and ethics in living one’s lifestyle
Philp G. Béna, MA
Professor Phil Béna was a member of the faculty at a Bible College for 31 years. There he taught and was the Chairperson for the Department of Psychology and Counseling and Director of Student Ministries. Professor Béna has a BA degree in Biblical Studies and an MA degree in Counseling Psychology. Presently, he is a Professor and the Program Director for the Master of Arts Christian Care Program. In addition to his Seminary work, he is an ordained minister and Assistant Pastor at a Washington, DC area local church where he has served since 1997. He maintains an active speaking and music ministry to various churches, institutions, organizations, and has published four musical recordings. He is a member of the American Association of Christian Counselors and has served on multiple ministry boards. He has been married to his wife Brenda since 1978. They have three adult children and two grandchildren.
Dr. Daniel Hyun, DMin
Dr. (Chaplain) Charles Ross, PhD
Dr. Deborah Johnson-Cortesi, PhD
Professor David W. Swan, Jr., MS, MA
Professor Ron Stimeare, MS, MACC
Dr. Clifford H. Mack Jr., PhD
Professor Pamala Cubas, MA MFT