Expectations of Competencies in Supervisory Training

The following is an outline of the areas in which students are expected to demonstrate competencies during SES training, according to competencies established by The Association for Clinical Pastoral Education. The curriculum design of Seton will include many activities designed to help the Supervisory Education Student in acquiring these competencies, but the student is expected to be responsible for developing ongoing learning covenants that take the need for development of these competencies into account. For each unit of CPE, the SES is expected to complete a mutual learning contract with his/her CPE Supervisor. This learning contract will clearly delineate the SES’s learning goals, peer group involvement and the responsibilities the SES and CPE Supervisor have to one another.

Competency Area I: Conceptual/Theoretical Competence (ACPE Standard 316)

In Competency Area I, SESs learn about the historical development and faith tradition influences of ACPE and the theoretical foundations for pastoral theology, adult learning and education, and human personality. Content taught in this area enables students to articulate the clinical method of learning and develop an integrated, individualized rationale for pastoral supervision incorporating a pastoral theology, a theory of human personality, and an understanding of adult education. (Standards 316.1 - 316.3)

Required content includes:

• History of ACPE
• ACPE Standards
• Clinical Method of Learning
• Impact of the Peer Group on Individual Learning
• Survey of Selected Pastoral Theologies
• Survey of Selected Theories of Human Personality Development
• Survey of Selected Theories of Adult Learning and Education
• Survey of Major Faith Groups
• Models of Supervision: Self as Learning Resource
• Models of Theological Reflection
• Principles of Organizational and Program Development
• Multicultural Competence

Competency Area II: Supervisory Program Competence (ACPE Standard 318 and 319)

In Competency Area II, you will learn about program planning and management. The content taught in this area enable SESs to identify, utilize, and develop key methodologies and resources for clinical pastoral education. Additionally involvement in the development and conduct of Level I/II programs will occur under supervision. (Standards 318.1 - 318.9 and 319)

Required Content Includes:

Principles of Curriculum Design

• Role of Context and Culture in Curriculum Design
• Educational Methodology
• Development of a Syllabus
• Use of Verbatim/Pastoral Work Report
• Use of Process Notes/Reflection Papers
• Use of Interdisciplinary Resources
• Developing a Reading List/Bibliography
• Supervision of Worship Leadership
• Multimedia Resources for Curriculum Development
• Community Resources for Curriculum Development
• Use of Theological and Spiritual Reflection
• Use of Self in Supervision
• Use of Spiritual Care Collaborative Common Standards for Chaplains

Assessment and Evaluation

• Learning Styles and Cultural Context
• Readiness for CPE
• Awareness of Generational Differences
• The Admissions Interview and Report
• Selecting Students: Readiness for the Program
• Negotiating and Using a Learning Covenant
• Student Evaluation

Administration of Educational Programs

• The Clinical Rhombus
• Selecting, Maintaining, and Using a Consultation Group
• Assessing compliance with ACPE Standards
• Professional Organization Ethics
• Integrating CPE into Facility or Institution
• Disciplinary Actions
• Procedures for Dismissal/Withdrawal of a Student

Competency Area III: Competence in CPE Individual supervision (ACPE Standard 317)

In Competency Area III, you will learn about the supervisory alliance and about developing individualized educational interventions. The content taught in this area should enable you to develop the capacity to understand individual students through awareness of their personal history, religious history, psychological patterns, and individual learning patterns. (Standards 317.1.1 - 317.1.5)

Required content includes:

• Assessing Student’s Learning Patterns and the Influence of Religious History, Culture and Personality
• Awareness of Supervisor’s History and its Influence on Supervisory Relationship
• Establishing a Supervisory Alliance (Beholding the Student)
• Transference and Counter transference (Connection & Disconnection)
• Anxiety and Learning
• Resistance and Impasse
• Parallel Process
• Use of Clinical Material
• Adapting Supervisory Process to Meet the Needs of Students
• Gender Issues in Individual Supervision
• Cross-Cultural Supervision
• Socio-Economic and Cultural Differences
• Sexuality in the Supervisory Relationship
• Closure (Release and Sabbath)

Competency Area IV: Competence in CPE Group Supervision (ACPE Standard 317.2)

In Competency Area IV, you will learn about group facilitation and teaching about group process. The content taught in this area should enable you to develop the ability to facilitate the development of group interpersonal interaction, enabling the CPE students to use the group for confrontation, clarification, and support. (Standards 317.2.1 - 317.2.2)

Required content includes;

• Survey of Group Theories
• Stages, Tasks, and Goals of Group Life
• Group Leadership and Facilitation Skills
• Problems and Issues Facing Beginning Group Leaders
• Conflict in the peer group
• Selecting Students: the peer group
• Managing cultural and theological diversity
• Evaluating Group Leadership

Competency Area V: Competence as a Pastoral Educator (ACPE Standard 319)

In Competency Area V, you will learn about professional ethics and the integrated use of personal history and faith tradition to enhance supervisory functioning. The content taught in this area will enable you to function as ethical professionals and to continually evaluate you functioning as pastoral educators. (Standards 319)

Required Content Includes:

• Power, Authority, and Boundaries
• Professional Ethics
• Multicultural Awareness and Supervisory Practice
• Education vs. Therapy
• Making a therapeutic referral
• Peer Review
• Presenting Yourself and Your Work: Articulation and Demonstration of Competence
• Use of Consultation
• Professional Development Strategies