Phase III: Supervisory Candidate, Part 2 (2 to 3 Units of Supervisory Education)

(Standards 317, 318 and 319)

The Supervisory Candidate will solo supervise a unit of CPE, under the supervision of a faculty supervisor. He/she will be responsible for planning the unit program. The Supervisory Candidate will develop further his/her own theoretical frameworks about teaching, learning, and the art of supervision. An initial draft of the education paper will be written during this time.

  1. Skill Development-
    • Capacity to use one’s self in supervisory assessment and intervention.
    • Capacity to oversee individual supervisory relationship by negotiating a clear, mutual learning contract, maintaining a balance between the managerial, educative, and supportive functions of supervision, providing a climate in supervision that is empathic, genuine, congruent, trustworthy, and immediate, being sensitive to individual student differences that are due to gender, age, ethnic background, or professional training.
    • Capacity for various types of supervisory interventions (prescriptive, informative, confrontative, cathartic, catalytic, supportive).
    • Capacity to see and describe an overview of the student’s learning process including, assessment of student’s strengths, limits and learning needs, assessment of the impact of their life story on their pastoral identity and function.
    • Capacity to plan and manage a unit of CPE.
    • Ability to facilitate task and maintenance leadership functions in the IPR group and Verbatim Seminar.
    • Capacity to identify functional and dysfunctional group behavior and to relate effectively to both.
  2. Theoretical mastery-Development of an educational theory position, creating a framework to describe, understand, and address the issues involved in intercultural learning in supervision and group work, development of a coherent theory of group work that attends to developmental themes in the group’s life, that attends to issues inherent in the group-as-a-whole, and clarifies the role of the supervisor in a way that maximizes the creative and curative potential of the group.
  3. Self-Understanding-As a supervisor the Supervisory Candidate has a growing ability to focus on the student, using cognitive and emotional capacities to describe and engage the student. The Supervisory Candidate is both capable of independent work and in need of supervisory help with difficult students. Dependency and autonomy needs may sometimes be in conflict. As a pastor, the Supervisory Candidate has the growing ability to identify and respond to pastoral and spiritual dimensions of the supervisory relationship. These include: engaging pastoral learning issues in the patient care students are providing; assisting the student in the unfolding mystery of their pastoral call and identity; inviting student reflection on personal spiritual gifts/limits, spirituality issues that have impact in the students patient care or in his/her peer and supervisory relationships; and offering to CPE student pastoral cure, care, comfort as possible.
  4. Clinical Experience-Supervision of CPE Units; administration, management and curriculum planning with needed consultation; continued pastoral experience with patients and staff, presentation of clinical work in Supervisory Resident peer group and with faculty at Ascension Seton’s CPE center.
  5. Clinical Materials-Position paper drafts, evaluations written for students, the Supervisory Candidate’s own evaluation; curriculum plans, tapes of individual and group CPE seminars which the SC is facilitating or co-facilitating.
  6. Certification Activities-May submit position papers.

Phase III Bibliography

(Standards 308.7 and 313.1)

In preparing each unit’s learning covenant, the Supervisory Candidate will develop his/her own bibliography related to the particular theory and supervisory focus 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:

Falender and Shafraske: Clinical Supervision: A Competency Based Approach (all)

Ekstein: The Professional Identity of the Psychotherapist; 6. The Supervisor Meets the Student; 7. Supervisor and Student Discuss the Patient; 9. Supervisory and Student-Parallel Process; 12. Following the Process of Learning

Knowles: 3. Theory of Adult Learning; 5: Applying Theories of Learning and Teaching

Hergenhahn: Learning Theorists: 9. Skinner; 10. Dollard and Miller; 11. Bandera and Mischell; 13. Carl Rogers; 14. Abraham Maslow; 15. Rollo May

Yalom: 2. Interpersonal Learning; 3. Group Cohesiveness; 6. The Therapist; 7. Transference and Transparency; 9. The Composition of the Therapy Group; 11. In the Beginning

Hawkins and Shohet: Part 3 – Group; Team and Peer Group Supervision

Steere: 10. Group Supervision; 12. Transference and Counter-Transference in Supervision.

Estadt: Part 3: Chapter 12; Critical Issues in Supervision; 15. Spiritual Direction: A Model for Group Supervision; 19. Theological and Pastoral Integration

Mueller and Kell: Part II. The Motive of Therapists and Supervision

Lang: Interplay Between Supervisory and Therapeutic Fields; 4. Supervisory Crisis and Its Resolution

Stoltenberg: Trial and Tribulation

Hemenway: Inside the Circle