Supervisory Education Program Design

The Supervisory Education Program at Seton Family of Hospitals consists of four phases of training which build upon one another and is designed to assist the SES to move toward certification as an Associate Supervisor over two to two one-half years. Though the contract for SESs is an annual one, it is expected that the student making appropriate progress as determined through Supervisory Evaluations will remain with the Center for a second and if needed, a third year. Additional units beyond those accomplished within a year will be contingent on the student’s satisfactory progress in the program, the student’s plan for completion of training, and will be determined by an Admissions Committee for continued residency. The curriculum design allows a student to complete at least four units of supervisory education training per annum.

Our curriculum for supervisory education is based on an understanding that most SESs will have completed at least four units (or more) of CPE (Level I/Level II). It is our desire that the SES begins with a strong foundation in pastoral theology and personality theory that can then be built upon and integrated into supervisory theory and practice. Thus, the main theoretical thrust of the supervisory curriculum, once Supervisory Candidacy is achieved, is to teach supervisory and learning theory; develop supervisory skills and to assist in the integration of theology, personality theory and supervisory learning. Each phase of training includes areas of skill development, theoretical mastery, and self-awareness to be achieved as well as a description of attendant clinical experiences, clinical materials, certification activities, and bibliographic materials pertinent to that phase of training.

Each phase listed below includes the usual number of units required to address the areas of focus for a particular phase. Given a student’s experience, the student may require more or fewer units to address a particular phase. It is the training supervisor’s responsibility to assess a student’s readiness to address the next phase of training. The Supervisor and/or student may choose to seek an educational consultation to help clarify a student’s readiness, though the final decision about a student’s readiness to move to the next phase of training lies with the training supervisor.