Phase II: Supervisory Candidate, Part I (2-3 Units of Supervisory Education)

(Standards 315, 317, 318 and 319)

The Supervisory Candidate will begin the actual work of supervision. He/she will provide individual supervision for students in an extended unit of CPE and will co-facilitate group seminars with a faculty supervisor. The Supervisory Candidate will also participate in curriculum design and begin the learning involved in administrating, preparing, and organizing a unit of CPE (Standards 315.5, 317.1.2, and 318.1).

Supervision will focus on helping the Supervisory Candidate to hone his/her observation and critical thinking skills and to gain skill in dialoguing about the theory and practice of supervision (Standards 316 and 317). The Supervisory Candidate will further develop his/her own theoretical frameworks for supervision in the areas of pastoral theology and personality theory. Initial drafts of these two theory papers will be written during this time.

  1. Skill Development
    • Capacity to initiate and respond in supervisory relationships.
    • Capacity to describe the student pastor-physical appearance, how they move and hold themselves, how they look, speak, gesture, their language, images and metaphors, their story as they tell it, how he/she presented him/herself, what they chose to share, which area of their ministry/life they chose to and not to share.
    • Capacity to describe the supervisory conversation: beginning, middle and end, what happened in specific segments of the supervisory conversation in accurate, concrete detail; the links between various supervisory sessions.
    • Capacity to articulate the influence of culture on student learning and supervisory relationship.
    • Capacity to experience and name one’s own feelings in interactions with students.
    • Capacity to discover and describe one’s own counter-transference.
    • Capacity to articulate pastoral issues in the supervisory relationship.
    • Ability to clarify the purpose of the group seminars within the CPE curriculum.
    • Ability to describe a preferred format for group seminars.
    • Ability to identify and describe supervisory interventions in group learning settings.
    • Ability to describe the interpersonal learning potentials available in CPE peer groups.
    • Ability to evaluate and adjust supervisory stance.
  2. Theoretical Mastery-The development of a theological position paper and a personality theory position paper (see ACPE Certification Manual); identification and understanding of key terms in supervision: transference and counter-transference, parallel process; clinical rhombus, problems in learning, learning problems, learning theory, supervisory alliance, resistance, supervisory positions; and identifying one’s first principles of group work in the CPE learning setting.
  3. Self-Understanding-As a Supervisor, the Supervisory Candidate is self-focused as he/she begins the difficult work of supervising students. At this stage the Supervisory Candidate must depend on his/her Supervisor particularly in the Candidate’s work of student assessment and evaluation. As a pastor, it is critical for the Supervisory Candidate at this juncture to clarify the continuity and development of dimensions of his/her pastoral identity in the new ministry of supervision.
  4. Clinical Experience-Supervisory experience with individual students, co-supervision of group learning activities; continued pastoral experience with a specific clinical assignment, presentation seminars with SES peer group.
  5. Clinical Materials-Process notes, taping of all individual supervisory sessions with students, taping of all co-facilitated group seminars, theoretical materials developed relating to the Supervisory Candidate’s theological and personality position papers.
  6. Certification Activities-None planned, though it is possible for a Supervisory Candidate to have submitted theory papers.

Phase II. Bibliography

(Standard 308.95 and 313.1)

In preparing each unit’s learning covenant, the Supervisory Candidate will develop his/her own bibliography related to the particular theory, practice piece focal for the unit. In preparing each unit’s evaluation, the Supervisory Candidate will report on reading accomplished. In addition, the Supervisory Candidate will read the following during this phase of training:

Spector: Cultural Diversity in Health and Illness (all)

Estadt: Part I (Overview of Supervisory Alliance) and Part II (The Supervisory Process)

Hawkins: Part II (Becoming a Supervisor and the Process of Supervision)

Steere: Chapter 1 – Clinical Supervision in Pastoral Care; Chapter 3 – A Model for Supervision, Chapter 5 – Working with Clinical Materials; Chapter 8 – The Self as Instrument; Chapter 14 – Gender Issues in Supervision

Ekstein: I. The Basic Model of Supervision; II. Administration and Learning; XI. Supervisor and Student Parallel Process; IX. Problems about Learning

Pohly: Pastoral Supervision: Toward a Theology of Supervision

Knowles: 1. Exploring the World of Learning Theory; 4. Theories of Learning

Stoltenberg: 4. The Beginning of the Journey

Mueller and Kell: Part 1. Basic Considerations about Supervision

Egan: The Expression of Feeling and Emotion

Oglesby: 4. A Theological View of Identity – (Daniel Day) Williams; 16. Christs to One Another: An Essay in Group Pastoral Care (Joseph Havens).

Millon: Disorders of Personality