Theory Seminar (Standard 316): Theory Seminars focus on the presentation by CPE Supervisors and other resource persons of theory materials in theology, personality development, supervision, family systems, group process, and education. For the first three units of supervisory CPE the SES is presented weekly didactic material in the subject areas outlined. A Theory Seminar schedule is furnished to the student at the beginning of the year (See Appendix).
Practice Seminar (Standard 318): All CPE Supervisors must learn the mechanics of developing and managing a unit of CPE. This involves interviewing potential applicants, doing follow-up surveys, and receiving critique of the program once it is completed. In order to assist in the learning of such information the Practice Seminar is held weekly for the first two units of supervisory CPE. The seminar assists in the development of skills to conduct admission interviews, write reports, accept students, form groups, to understand and use the Standards of ACPE, program development, program goals, structural elements of CPE, and program plan design. Of equal importance is the utilization of learning covenants for students in CPE, means of reporting ministry, and use of program resources. Presenters include CPE Supervisors and others’ as it seems appropriate.
The Practice Seminars set the stage for the SES to plan and implement a unit of CPE as a co-leader with a Supervisor. (For a schedule of the seminar topics see the Appendix.)
Presentation Seminars (Standards 313, 316 and 319.1): The SES must become accustomed to presentation before supervisors and peers to be able to lead groups effectively. This seminar is designed to occur in an SES peer group. Focused on the presentation by the SES, this seminar assists in the development of conceptual competence, multicultural awareness and the articulation of theory. SESs present theoretical material from reading and personal theory development and integration. As the year progresses, the SES is expected to use the theory he/she is developing to plan the units of training as assigned by the training supervisor. The goal is critical purchase of theories presented.
Clinical Seminar (Standards 313 and 317): The Clinical Seminar is designed for the SES to present to supervisors work with applicants for CPE and with students the SES is supervising. It is a seminar for the beginning SES to learn the beginning skills of supervision by presenting the work of admission interviews and of group and individual co-leadership with other supervisors. As the student progresses to supervising more independently, the session is to be used for the review of his/her practice of supervision.
Theory Paper Presentations (Standards 313, 316 and 319): By the summer of the first year of supervisory training the SES should begin presenting his/her theory papers for critical review by peers and supervisors in preparation for submission to the Certification Commission for evaluation. It is suggested that the SES will have the papers ready for submission to the Commission no later than the end of the first unit of the second year. In such a fashion it is possible that the SES will be able to present for certification as an Associate Supervisor in the spring of his/her second year. The papers should demonstrate the theories the SES is using as a base for planning and carrying out current and future units of CPE. The SES receives reflections and critique designed to assist in the completion of the papers for certification.
Regional SES Consultations (Standard 313): The Southwest Region of the ACPE under the aegis of the Certification Committee holds up to four consultations per year for SESs. We have resources to assess in the travel costs to these meetings. It is an expectation of Seton’s CPE Center that SESs and training supervisors attend each consultation. The purpose of the consultation is to assist the SES and his/her Supervisor to examine the learning issues of the SES and open avenues of approach to those issues for the SES. It serves as a means to bring a number of points of view beyond the center and the peer group to bear on the SES’s training experience. Each SES is responsible to present material that demonstrates personal learning issues. The training supervisor should be a part of the plan of presentation and serve to record the responses of the consulting group. Upon return to the Center, the SES and training supervisor should include in the learning covenant established for the next unit utilizing those concerns raised by the consultation.
Peer Group (Standard 313): SESs and training supervisors will attend a SES Peer Group in San Antonio, Houston, or Dallas. These peer groups usually have IPR, didactics, and presentations of student work and theory papers. Students must attend a minimum of one peer group per month.
Individual Supervision (Standard 313): As implied in the previous paragraph, the SES will be assigned to a training supervisor as she/he begins the first year of training. In addition to an overall plan for learning the art and craft of supervision, the SES and Supervisor will establish an individual learning covenant for each unit of supervisory CPE, focused on the student’s unique needs for learning. Part of that contract is creating a meaningful method of reporting the student’s work. Progress on that covenant for learning is gauged at the end of each supervisory unit and plans for the next covenant are recommended. Each unit is measured against the overall plan for the process as well.
Reading (Standards 308.7 and 313): Reading is required by each program participant. The required reading is taken from the bibliography of the material most used by supervisory certification candidates in recent years and compiled by the Certification Commission. That document is made available to each SES as he/she enters the program. Beyond required reading, each SES is strongly encouraged to read extensively from the list.
Evaluation (Standard 308.8): At the end of each unit of supervisory CPE, each SES shall write and read to peers and supervisors an evaluation of the accomplishments for the unit and recommendations for the next unit for feedback from the group. In addition, the primary Supervisor shall write an evaluation of the SES’s progress and recommendations for the next unit of training. The Supervisor’s evaluation will be available to the student within forty-five calendar days of the completion of the unit. The student may attach a written response to the Supervisor’s evaluation, which then becomes part of the student’s record. The student’s evaluation, feedback from peers and other supervisors, and the Supervisor’s evaluation all provide a backdrop on which the next unit’s learning covenant is painted.
Program Evaluation (Standard 305.1 and 305.2): At the completion of a unit of supervisory education, the training supervisor will design a program evaluation to be given to the student(s). The purpose of the program evaluation is to access whether the educational program as structured has met the educational goals and needs of the student(s). Additionally, the student(s) will meet with members of the CPE Consultation Committee to discuss the student’s experience during the unit. The information gathered from the program evaluation and the written observations and suggestions from the meeting with the CPE Consultation Committee will be reviewed by the training supervisor and the CPE faculty. Changes in the educational program will be made when appropriate, and the student will be informed of these changes.