I. Conceptual 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:

• History of ACPE
• ACPE Standards
• Philosophy of clinical pastoral education
• Principles of program management
• Professional and organizational ethics
• Theological understanding from within one’s own faith tradition
• A model for theological reflection
• Overview of major religious groups
• Personality theories
• Theories of group process
• Adult learning theory

Methodology

• Read 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 worship

II. Supervisory Program Competence

Students learn how to design and manage CPE programs, drawing on diverse teaching methods and resources.

The curriculum includes:

Curriculum Design

• Hospital 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 supervision

Program Management

• Implementation of CPE policies and procedures
• Administration: schedules, timelines, communication, and correspondences
• Marketing the CPE program
• Use of consultation committee
• Adherence to ACPE Standards
• The accreditation process
• Response to complaints, disciplinary action, and withdrawal procedures
• Integration of CPE program in hospital and with hospital mission

Assessment and Evaluation

• Methods 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 procedures

III. 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 dynamics
• Function of diversity and differences within group process

Methodology:

• Facilitate CPE student groups
• Review group sessions with ACPE supervisor
• Review taped recorded sessions
• Read resources

IV. 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 process

Methodology

• Individually 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 boundaries
• Distinction between pastoral education and therapy
• Therapeutic issues and referral
• Articulation and demonstration of competence
• Peer review and professional development

Methodology

• Met 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