One Size Fits All: Weimar’s HEALTH Program

Arthur’s* blood sugar level had come down from about 400mg/dL but had plateaued at 200mg/dL for the longest time despite medication. He could not bring it down any further. Upon hearing about the Diabetes Undone program held at the Weimar Institute, he was interested to see about reversing his diabetes naturally.

Mary Snead giving a health lecture at one of the community cooking schools. (Photo: Teresa Costello)

Upon arriving at the program Arthur was very skeptical. The treatment seemed simple, too simple to work. But when a community member shared how they had overcome their diabetes naturally through the same means, Arthur, though hesitant, decided to give it a try. On Monday he went on a totally plant-based diet and started walking more.

On Thursday, just three days later, Arthur was shocked when he checked his glucose levels. He thought his glucose machine was broken. Arthur’s glucose levels had come down from about 200mg/dL to 140mg/dL! By the end of the program, his blood sugar level was barely above 100mg/dL.

Arthur is overjoyed and will be continuing health coaching and coming to the cooking school on campus. Through community-based programs organized by the Health Evangelism and Training for Him (HEALTH) program, people are learning that these diseases are largely preventable through lifestyle interventions.

The HEALTH program is a four-month certificate program held in the fall at Weimar Institute. Classes are taught by a unique blend of physicians, outreach co-ordinators, pastors, nurses and guest speakers. The program’s goal is to train students how to implement practical lifestyle interventions within the context of the gospel.

Community programs are diverse and include: Diabetes Undone seminars, Depression and Recovery community classes, plant-based cooking and stop smoking classes, health coaching, hydrotherapy, and health expo training among others. Upon graduating from the program, students are equipped to not only facilitate but also run the same programs in their communities.

After completing HEALTH, students have multiple options. They can continue with the Medical Assistant Program (MAP) or join the college. Weimar College offers bachelors degrees in Business Administration, Natural Sciences, Education, and Psychology and an associate’s degree in Nursing. Or, as a number of students do, they can return home to implement the same health programs in their communities.

As the number of students is increasing, so is the variety. Ages range from 17 to 70, and students come from as far away as New Zealand to as close as the San Francisco Bay area. Let’s take a look at a handful of the 17 students who are currently in the HEALTH program.

 

Elisabeth Vincent

Elisabeth Vincent (Photo: Joletta Redd)

Fresh out of high school, Elisabeth Vincent comes to the HEALTH program from New Zealand. She first heard of the HEALTH program when her boarding school, Fountainview Academy, was touring from Canada and visited Weimar. Before heading off to college, Elisabeth decided to take the program. Her reasons: it is short, incredibly practical and it resonated with her desire to help people achieve optimal health.

So has it met her expectations? Elisabeth says, “It’s so practical…. I can use it for either helping friends, [or] helping other people, I can see the benefits it will be wherever I end up. [Whether that is] the local church family, in the mission field, as a teacher, as a mother, everything is just so practical.”

Elisabeth appreciates the material she is learning and the opportunity she has to put the lessons she is learning into practice. She is still contemplating what path to take after finishing the HEALTH program, but she knows wherever she goes, she will be able to use what she has learned.

 

Joshua Stephens

Joshua comes to the HEALTH program from Virginia. After having gone through the Depression and Recovery Outpatient program on the Weimar campus, he sees HEALTH as a way to reach others as he completes his own health journey. He says, “I figure this is God’s way of prompting me to redeem the time, to come here and to acquire more skills so I can head toward the mission field.”

Joshua Stephens (Photo: Joletta Redd)

One thing that has opened his eyes through the lectures is seeing “how compatible science and the Bible are.” He finds that “science is a large part of the Bible, and vice versa.”

Joshua has a heart to serve in unreached areas of the world and says,“ I would really like to take these skills and see what doors God opens to somehow minister to the people [there]…I’m sure God will lead me into the right areas of ministry.”

As for immediate plans after the program, Joshua is planning on heading back home to finish up his degree in economics at the University of Virginia as well as considering teaching math in Vermont.

 

Mrs. Margaret Bam ‘Gogo’

Originally from Lesotho but currently living in the San Francisco Bay area with her two twin granddaughters, Margaret Bam’s journey to Weimar began while attending the NEWSTART lifestyle program in 2016. She says: “I had seen such excellent results going through the NEWSTART program in reversing my [poor] health that I desired to learn more in order to help others.” After talking with a few of the  HEALTH students at the time, she joined the program this past fall semester.

Margaret Bam (Photo: Joletta Redd)

Mrs. Bam, or ‘Gogo’ Bam as she is called in southern Africa, recounts how the HEALTH program is also an extension of her own health journey. During the course of one of the community health programs, Mrs. Bam realized: “I was only concentrating on [one aspect of my health], the tip of the iceberg…not realizing that the bigger problem was below the water…A lot of silent damage has actually been taking place and would still be taking place if I had not come here [for the HEALTH program].”

Mrs. Bam’s goal in the future is to use the information to generate some form of income and take the health lessons learned here as a 70-year-old to places such as senior centers and elderly care homes. She hopes to help them to get a better quality of life, by sharing her testimony and sharing with them the facts that she’s learned to God’s glory.

 

Mrs. Snead

Mrs. Mary Snead is the head co-ordinator of community outreach in the HEALTH program ( for the past two years). She previously, she went through the program and used it as a way of ministering in local churches alongside her husband who is a pastor.

She says: “I’m hoping that the students will gain more of an understanding of who Christ was in this program, of how He reached out to people in His medical missionary work.…I hope they gain a love for this health ministry that will inspire them to use it. Secondly, I’m hoping that they will…not just know it and understand it for themselves, but put it into practice to train other people back home from where they are to do the same thing.”

With a program so diverse, it is no wonder why it cannot fail to attract so many wonderful and diverse students from varied backgrounds and experience. The HEALTH program demonstrates how one program can truly fit all.

For more information about the HEALTH program, you can contact Mary Snead at [email protected] or call 530-422-7911.

 

 

* name changed to protect privacy

Lifespan Development (3 Credits)

From conception to old age, this course explores focuses on the biological, psychological, and social developmental issues and milestones for each stage of the lifespan, paying particular attention to the aspects of context, culture, and environmental issues. Topics include, but are not limited to: parenting style (child guidance), social contexts, social stress, poverty, low educational attainment, abuse and neglect, gender and family issues salient to relationships, separation, nontraditional and blended families and inadequate housing and how these affect development. Issues of aging and long-term care are included.

Moral Identity and Faith as a Counselor (3 Credits)

This course explores the formation of the student therapist’s identity as a counselor within the framework of Christianity and how this plays out in a secular world of counseling. This course presents philosophical and ethical perspectives integral to the understanding of the contemporary psychologies. Students learn how to analyze the ethical bias of psychotherapeutic psychologies, identify their underlying philosophical assumptions, and develop an appreciation for the moral components in individual, marital, and family identity formation. Also included will be a workshop to enhance spiritual development.

Christian Counseling and Psychotherapy: Basic Theories and Skills (3 Credits)

This course develops an understanding of the major theoretical orientations used by current practitioners, focusing on systemic approaches. Theories provide a coherent framework for understanding how people change. This course will highlight the Biblical understanding of how change takes place. This course covers the concepts and techniques associated with the primary theories of counseling psychology: psychodynamic, existential-humanistic, cognitive-behavioral, and post-modern; in contrast with wholistic counseling techniques. Also included are the evidence-based treatments, limitations, and outcome research associated with each concept. The course also highlights cultural and spiritual diversity as it applies to the therapeutic process and awareness of the self, interpersonal issues, and spiritual values as they impact the use of theoretical frameworks. This course also introduces the student to basic skill in attending behavior, clinical interviewing and clinical intervention. Finally, this foundational course clarifies key issues in human nature and prepares the student for developing a worldview that is consistent with their theological and spiritual orientation.

Advanced Counseling Theory (3 Credits)

This course will examine several individuals, and family approaches for counseling. The development of specific behavioral, cognitive, humanistic/experiential, psychodynamic and systemic frameworks will be deconstructed. Student will distinguish Christian approach of addressing individual and family concerns. Students will be involved in experiential activities designed to relate the observation, demonstration and practice to research-based explanations. In this course, we will consider how each approach is used in clinical, school, and marriage and family counseling applications. Training in the use of the therapeutic relationship will be a focus for understanding and intervening with clients.

Group Processes in Counseling (3 Credits)

This course introduces students to the theory and practice of group counseling with children, adults, families, and couples. The course focuses on basic group counseling theory including therapeutic group factors, stages of group development, and principles of commonly accepted and research-based group interventions. The course will cover different types of groups, such as support, psycho-educational, and process groups; the tasks, skills, and qualities of effective group leaders; roles of group members; and legal and ethical issues pertaining to groups, group leaders; roles of group members; and legal and ethical issues pertaining to groups. Importance is placed on responsibilities and skills and cultural considerations. Emphasis on small and large group processes and involvement in experiential activities is designed to relate the clinical process to theoretical explanations. Throughout, there is an emphasis on group work within community mental health settings.

Child and Adolescent Counseling (3 Credits)

This course provides an understanding of the broad range of childhood and adolescent problems and maladjustment behaviors. A variety of psychotherapeutic modalities are presented, providing the student with an opportunity to develop knowledge of basic child and adolescent therapy skills, assessments, and treatment strategies. The impact of the development aspects, family dynamics, social environments, and multicultural issues are addressed. In addition, legal and ethical issues and the role of hospitalization are considered.

Addictions Counseling and Treatment (3 Credits)

This course covers the prevention, assessment, and treatment of substance abuse/dependence, behavioral addictions, and co-occurring conditions. Theories of etiology, populations at risk, and the role of persons and systems in supporting or compounding abuse/addiction are discussed. The course reviews the cognitive, affective, behavioral, and neurological effects of psychoactive drug use and the impact of addiction on the family system. Best practices for the screening, assessment, and treatment of addictions and co-occurring behaviors are covered as well as community resources for individuals and family members. Additional focus will be placed on developing understanding of Recovery Oriented Care, social and psychological implications of socioeconomic position, and cultural awareness and competencies.

Counseling Diverse Populations (3 Credits)

This course focuses on the intersection and convergence of culture, race, ethnicity, gender, sexuality, disability, socioeconomic status, religion, acculturation, and chronological age and how these inform effective mental health care. The goal is to increase awareness of multiple dimensions of diversity in order to prepare students to work sensitively and effectively with California’s multi-cultural population. Attention also is given to issues of privilege, marginality, and oppression, including sexism, racism, classism, ableism, ageism, and heterosexism. Theoretical perspectives on multicultural counseling will be examined as well as strategies for intervention and advocacy. This course will focus on eliminating biases, prejudices, and processes of intentional and unintentional oppression and discrimination. Throughout, effective strategies for communicating about emotionally charged material is emphasized.

Couples and Family Counseling: Post-Modern (3 Credits)

This course continues the study of the assessment, diagnosis, and treatment of individuals, couples, and families using interactional and brief models. This course provides advanced training in the theories and techniques of modern and post-modern schools of family therapy including Cognitive Behavioral, Behavioral, Solution-Focused, and Narrative Therapy. Also included are the evidence-based treatments, outcome research, and limitations associated with each theory. Specific family issues addressed include: transition to parenthood, parenting young and school-age children, household division of labor, and blended families. Throughout, careful attention is paid to the historical and cultural context in which the theories were developed and the implications for working with diverse populations in recovery-oriented community mental health settings.

Christian Counseling and Psychotherapy: Advanced Techniques (3 Credits)

This course is designed to further develop the psychotherapeutic skills of students prior to their entry into a clinical placement. Students focus on developing proficiency in the core interviewing qualities, deriving goals for a clinical session, and in making contracts with clients for change. Additionally, students are encouraged to begin developing a theoretical and conceptual understanding of cases and trained to work with diverse populations. Students are also encouraged to address issues regarding the integration of their faith with the practice of psychotherapy.

Assessment of Individuals, Couples, and Families (3 Credits)

This course examines the application of psychological instruments to the assessment of individuals, couples, and families. Fundamentals of psychological assessment are reviewed including standardized and non-standardized testing approaches, basic statistical concepts, and moral, ethical and cultural considerations in assessment. The course will also provide an overview of issues related to cognitive assessment, achievement, aptitude, and neuropsychological assessment. Emphasis will also be on clinical, behavioral, and personality assessment.

Knowing God Better Through Career Development: Theories and Techniques (3 Credits)

This course prepares students to address the intersections of career, values, and life roles in the context of career counseling and responding to career and work-related issues

for majority and marginalized groups. Students will gain core knowledge of major career development theories; examine the implications of sociocultural factors on career development, work transitions, and the career counseling process; gain experience with career counseling assessments and resources; and become familiar with current career development literature.

Crisis and Trauma Counseling (3 Credits)

Students will develop a foundation for assessing and treating post-trauma reactions in adults along with an overview of trauma responses in children. We will begin by reviewing the variety of trauma populations followed by in-depth instruction on the mechanism of development major trauma concerns. The assessment and intervention of post-trauma conditions will be identified. Next, we will address clinical interventions including disaster mental health and exposure-based treatment. Finally, we will review issues affecting therapists working with trauma populations and self-care strategies to prevent compassion fatigue.

Research and Evaluation in Counseling (3 Credits)

The goal of this course is to enable students to become informed consumers of psychological research and to use current research knowledge and tools to improve treatment outcomes. Students will explore methods and issues associated with the conduct and use of research concerning phenomena relevant to counseling psychology. The course provides an overview of hypothesis generation, research design, data collection and interpretation, and utilization of research findings in clinical practice, while considering systemic and sociocultural influences. Students will review seminal research findings including research on specific treatments and common factors across treatments that improve therapy outcome. The course also provides students with assessment tools for evaluating mental health programs and the effectiveness of one’s own clinical practice. Emphasis is given to helping students become knowledgeable consumers of research, including the use of research to inform evidence-based practice.

Clinical Neuroscience and Psychopharmacology (3 Credits)

Fulfills the California Board of Behavioral Sciences requirement for surveying the use of pharmacological agents in patient care. This course provides a basic overview of neurobiology in order to understand the biological bases of behavior and the psychopharmacological treatment of mental disorders. The course includes information about commonly prescribed psychiatric medications for children and adults – indications, contraindications, mechanisms of action, side effects, drug-drug interactions, iatrogenics, and variability related to age, gender, ethnicity, and medical condition. Students will learn how to work cooperatively and effectively with clients, family members, and prescribing clinicians. Additionally, controversies related to the medical model and to specific prescribing practices will be explored.

Psychopathology & Diagnostic Processes (3 Credits)

This course examines the major types of psychopathology. It explores techniques of intake interviewing and determining mental status to formulate a differential diagnosis based upon the Diagnostic and Statistical Manual of Mental Disorders. Students will also recognize and understand the controversial history of the development of the DSM. The

course also includes a critical examination of the clinical and experimental literature in psychopathy. Etiologies of cognitive/affective functions and dysfunctions and implications for therapeutic intervention are also addressed.

Human Sexuality and Sex Therapy (3 Credits)

This course will provide students with an understanding of human sexual development with a particular focus upon sexuality counseling from a systems perspective. The goal of this course is to learn about the many facets of human sexuality and the treatment of sexual dysfunctions in a safe and respectful environment. Topics include the physiology, psychology, and sociology of sexuality, including the effects of sexual attitudes and functioning on individuals and families. Gender Identity and LGBTQ and sexual perspectives will be reviewed. Clinical applications, including the treatment of sexual difficulty and dysfunction will also be explored. Students will develop familiarity with the language and terms of sexology and demonstrate an ability to apply this knowledge to clinical situations. Finally, students will explore the above with a framework of Christian compassion and love, exploring how God created sex to be beneficial. A review of AIDS, HIV, and STDs will be given.

Legal, Ethical, and Professional Issues in Counseling (3 Credits)

This course introduces students to the legal, ethical, and moral issues related to the practice of LPCC and MFT in the state of California. This course focuses on contemporary professional law and ethics and moral dilemmas related to counseling practice. Students review statutory, regulatory, and decisional laws related to the scope of therapy practice, including confidentiality, privilege, reporting requirements, family law, and the treatment of minors. Professional codes of ethics (ACA, AAMFT/ CAMFT, and APA) will be reviewed. California law that is relevant to the practice of counseling will be examined including goals and objectives of professional organizations, standards of training, licensure, and the rights and responsibilities of professional counselors. Case examples will be discussed. Consideration is also given to the student practitioner’s values and behaviors, especially in relation to becoming a Christian therapist.

Practicum in Counseling (6, 3 per term)

The purpose of this course is to develop counseling competencies when working with a variety of clients with unique presenting concerns. Specifically, the focus will be on your ability to engage your clients in treatment, establish a working alliance, identify dysfunctional patterns, and use either general strategies or ECBIS strategies to facilitate change. You will work toward the development of a personally acceptable and professionally effective style of establishing and working in helping relationships. We will work toward helping you to examine your behaviors and rationales and to modify for greater effectiveness.

Course Prerequisites:
This is the terminal course for the program and will run concurrently with a weekly seminar that will address issues in counseling practice.