I. Conceptual CompetenceHistory of ACPE ACPE Standards Philosophy of clinical pastoral education Principles of program managementProfessional and organizational ethics Theological understanding from within one’s own faith traditionA model for theological reflection Overview of major religious groups Personality theories Theories of group process Adult learning theoryMethodologyRead and review literature in area of pastoral theology, personality, group, and educational theory Write certification theory paper Participate in monthly SIT "Theory Club"Assist with development of material for hospital religious observances Plan and lead religious worshipII. Supervisory Program Competence
Students develop a conceptual framework; which includes a theoretical understanding of ACPE, pastoral theology, adult education, human personality, and group process.
The curriculum includes:
Students learn how to design and manage CPE programs, drawing on diverse teaching methods and resources.
The curriculum includes:
Curriculum DesignHospital and community resources Guidelines for learning goals Verbatims, co-visitation, role play, and others methods of receiving ministry feedback Written reflections; journaling, weekly highlight report, process notes Bibliography and use of reading material Worship as a learning experience Curriculum as a tool for self-reflection and consultation Use of technology and media Interdisciplinary dialogue as a learning tool Use of one’s personality and experience as teaching resource Application of ethical practice to supervisionProgram ManagementImplementation of CPE policies and proceduresAdministration: schedules, timelines, communication, and correspondencesMarketing the CPE program Use of consultation committeeAdherence to ACPE Standards The accreditation process Response to complaints, disciplinary action, and withdrawal procedures Integration of CPE program in hospital and with hospital missionAssessment and EvaluationMethods and function of on-going program evaluation Student selection process Screening interview and report Evaluation of student readiness and potential for learning Assessment of learning styles, needs, and goals Final evaluations: Written evaluations and peer group evaluation process Methodology:Supervision with ACPE supervisor Coordinate admission process Read applications, conduct screening interviews and select students Design CPE curriculum and program schedule Plan didactic presentations and contact speakers Make clinical assignments Develop and revise Student Handbook Create CPE marketing and informational material Solicit student and program feedback from hospital staff Participate on professional consultation committee, help prepare Agenda and Minutes Develop and implement program evaluation process Facilitate student/mentor relationship with professional consultation member Plan and facilitate Mid-Residency Consultations Write student final evaluations Participate in ACPE accreditation proceduresIII. Competence in Group Supervision
Students learn to use themselves, and their understanding of group process, to facilitate peer group interaction.
The Curriculum includes:Confront, clarification, and support for student learning Stages and transitions within group life Role of conflict and confrontation Tasks of group leadership: establishing norms, trust, cohesiveness, closure Recognition and facilitation of group dynamicsFunction of diversity and differences within group processMethodology:Facilitate CPE student groups Review group sessions with ACPE supervisor Review taped recorded sessions Read resourcesIV. Competence in Individual Supervision
Students learn to create learning alliances with Level I and II students and to develop interventions in response to individual needs.
The curriculum includes:Awareness of student’s religious history Recognition of student’s psychological patterns and learning styles Evaluation of student’s personal and professional resources Use of diverse supervisory strategies Supervisory alliances Transference and counter-transference Anxiety and learning Resistance and impasse Parallel processMethodologyIndividually supervise Level I and II students Review supervision through weekly meeting with ACPE supervisor Review of tape recorded sessions Consult with East of Bay (EOB) supervisors and SIT’s Read resources V. Competence in Pastoral Education
Students integrate their personal history, professional ethics, faith tradition, and pastoral role as a clinical educator.
The curriculum includes:Integration of personal and professional strengths and weaknesses Development of pastoral skills and identity Professional ethics: use of power, authority and boundariesDistinction between pastoral education and therapy Therapeutic issues and referralArticulation and demonstration of competencePeer review and professional developmentMethodologyMet with Certification committees for Candidate and Associate supervisor status Participate in ACPE regional meetings and Seminar on Supervision Develop and write Theology, Personality, and Education theory papers Provide pastoral work on clinical areas Provide on-call crisis ministry and triaging ministry situations among students Plan and lead worship services Write student self-evaluations