Several fundamental principles guide the supervisory education program at Ascension Seton. They are:

  • We believe that supervisory education is developmental in nature. Students will be introduced to the theory and practice of supervision according to the three-four developmental phases outlined in the Sequential Curriculum plan. The program begins with a carefully structured program and moves gradually to a supervisory program that is more flexible. The Supervisory Education Student (SES) bears increased responsibility with appropriately increasing responsibilities and expectations.
  • Supervisory education requires a profound self-knowledge and values the inward journey. All levels of CPE invite students to understand and utilize personal narrative. Those being trained to supervise must start with themselves in learning about this process. Therapeutic work with professionals outside this center is often a recommended part of supervisory education at this center.
  • Pastoral supervision flows from and is continuous with pastoral identity and pastoral practice. Pastoral identity and competence are essential, foundational capabilities in all candidates seeking admission to this program. Considerable focus will be given to pastoral identity and practice during the period of training leading up to candidacy. Throughout his/her program, the SES will have some responsibility to provide pastoral care to patients and staff at Ascension Seton. However, as the student progresses to increased supervision of students in the clinical setting, his/her direct clinical duties will diminish in proportion to the amount of actual supervisory work assigned. In that fashion, the SES will grow toward an identity as a Pastoral Educator.
  • Supervisory education includes the development of theory out of which practice grows and practice out of which theory emerges. Learning the art and craft of pastoral supervision occurs both in the academic (or theoretical) and the experiential arenas. However this learning is more than simply reading and then doing and more than extrapolating theory from practice. Like Level I and Level II CPE, supervisory education is a dynamic process that encompasses learning theory while learning the practice by participating in educational seminars and observing and doing the practice. Also, learning takes place simultaneously on several fronts. Thus each phase of training will include aspects of skill development, theoretical mastery, and growth in self-awareness.
  • Supervisory education is a community enterprise. Peer learning in this intense process remains an important component of our educational philosophy. This Center’s Supervisory Education Student(s) and CPE Supervisors will participate in a Supervisory peer group (either in San Antonio, Houston, or Dallas) and in quarterly Southwest ACPE regional SES events. Resources are available to assist students and supervisors with expenses needed for travel to peer group meetings. SESs will be required to pay any expenses that exceed the travel budget as indicated in the fiscal year budget for Supervisory Education Program. All faculty from Ascension Seton will participate in varying ways in providing resources for this program.
  • Supervisory education at Ascension Seton has a strong independent study/research component. Each SES will be responsible for choosing and developing competence with the major theorists that will direct his/her supervisory work. Though some survey of major theorists will be offered in the curriculum, the SES is ultimately responsible for much reading and research from primary sources.
  • Consistent presentation of one’s clinical work with students and patients is essential for SESs. Opportunities for such presentations will occur weekly at Ascension Seton and in a peer training group.
  • A respect for diversity will be cultivated. Supervisors and SESs will be encouraged to define and celebrate their own uniqueness and that of their students and colleagues.
  • Supervisors at Ascension Seton will continue to name their theoretical perspectives and share their growth with SESs.