SUPERVISORY

EDUCATION STUDENT

TRAINING MANUAL

THE PASTORAL CARE CENTER AT ST MARK’S HOSPITAL

LEVEL I & II,

AND SUPERVISORY TRAINING

Accredited By The Association for Clinical Pastoral Education

One West Court Square, Suite 325 - Decatur, GA 30030

404-320-1472 – www.acpe.edu

THE PASTORAL CARE CENTER AT ST MARK’S HOSPITAL (PCCSMH)

ACPE SUPERVISORY EDUCATION STUDENT TRAINING MANUAL

Please note: The Pastoral Care Center at St Mark’s Hospital ACPE Student Handbook contains ACPE Standards and Center’s policies and procedures that are an integral part of this Supervisory Education Student Manual. They include, but are not limited to the following:

Access to ACPE standards and commissions’ manuals (Standard 303.7),

Access to library, other resources (Standard 303.6),

Admissions (Standard 304.1),

Agreement for training for Level I and Level II Students (Standard 304.9),

Complaints (Standard 304.3),

Completion of unit in progress if supervisor unable to continue (Standard 304.10),

Completion rates (Standard 308.10)

Consultation (Standard 304.5),

Discipline, dismissal and withdrawal (Standard 304.6),

Ethical conduct for students consistent with ACPE standards (Standard 304.7),

Maintenance of student records (Standard 304.4),

Specific time period for a program unit (308.1),

Supervisor’s evaluation (Standard 308.8.1),

Financial-fees, benefits, etc. (304.2), and

Students’ rights and responsibilities (304.8).

Please pay special attention to these ACPE Standards as you review the Pastoral Care Center at St Mark’s Hospital Supervisory Education Student Handbook

Supervisory Education Student Training Manual

Table of Contents

Supervisory CPE Program 1

Introduction 1

Admission to Supervisory CPE 1

Philosophy of Supervisory Education 3

Core Competencies 4

Competency Area I: Conceptual/theoretical Competence 4

Competency Area II: Supervisory Program Competence 5

Competency Area III: Competence in CPE individual Supervision 5

Competency Area IV: Competence in CPE Group Supervision 6

Competency Area V: Competency as a Pastoral Educator 6

Core Components 6

Orientation 6

Learning Contract 6

Peer Group 6

Individual Supervision 7

Pastoral Care Department 7

Clinical Assignments 7

Supervision of Chaplain Interns and Residents 7

Spiritual Development 7

Evaluation 7

Core Curriculum 8

Theory Seminar 8

Practice Seminar 8

Presentation Seminar 9

Required Reading 9

Sequential Program Design 9

Phase I: Observatory Units 9

Phase I Recommended Reading 10

Skill Development 11

Theoretical Mastery 11

Clinical Experience 11

Clinical Materials 11

Certification Activities 11

Phase II: Supervisory Training 11

Phase II Required Reading 12

Phase II Recommended Reading 12

Phase III: Supervisory Candidate, Part One 13

Phase III bibliography 14

Self-understanding 15

Skill Development 15

Theoretical Mastery 15

Clinical Experience 16

Clinical Materials 16

Certification Activities 16

Phase III: Supervisory Candidate, Part Two 16

Phase III Bibliography 16

Self-understanding 17

Skill Development 17

Theoretic al Mastery 18

Clinical Experience 18

Clinical Materials 18

Certification Activities 19

Phase IV: Supervisory Candidate, Part Three 19

Phase IV Bibliography 19

Self-understanding 20

Skill Development 20

Theoretical Mastery 21

Clinical Experience 21

Clinical Materials 21

Certification Activities 21

Guidelines for Writing Final Evaluations 22

Introduction 22

Progress 22

Outcomes 22

Program 22

Future 22

Objectives of Supervisory CPE 23

Outcomes of Supervisory CPE 24

Agreement for Supervisory Training 26

Supervisory Bibliography 28

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THE PASTORAL CARE CENTER AT ST MARK’S HOSPITAL (PCCSMH)

ACPE SUPERVISORY EDUCATION STUDENT MANUAL

SUPERVISORY CPE PROGRAM INTRODUCTION St. Mark’s Hospital (SMH) has been offering programs of Clinical Pastoral Education since 1984 during which time the Center has earned a reputation for excellence. Fr. Lincoln Ure, founder, led the effort for professional chaplaincy in Salt Lake City and the surrounding area. In 2009, the Professional Advisory Group of PCCSMH assessed its performance and strengths and concluded it to be a good time to bring together the needs of the community, the strengths of its current programs of CPE and the experience of Fr. Ure in Supervisory CPE. A unit of Supervisory CPE consists of a clinical supervisory practicum of at least 400 hours, which includes no less than 100 hours of structured group and individual education along with supervisory work and/or spiritual care ministry. A half-unit of Supervisory CPE consists of a clinical supervisory practicum of at least 240 hours, which includes no less than 60 hours of structured group and individual education along with supervisory work and/or spiritual care ministry. The CPE Supervisory Training Program at PCCSMH is designed for the minister who has demonstrated, in the words of Rudolf Ekstein and Robert Wallerstein, “excellence in the practice of [ministry]” and who is intent upon developing advanced skills in clinical pastoral supervision. It is often a natural step in the development of the professional, to teach the art and craft to others who may, hopefully, excel beyond the capabilities of the supervisor and advance the profession. Usually this is conceived as moving toward certification as an ACPE CPE Supervisor. This course is accredited by the Association for Clinical Pastoral Education (ACPE) for Supervisory CPE. Upon successful completion of each unit of Supervisory CPE, and on the recommendation of the Training Supervisor, your participation in the program will be registered with the national office of ACPE. ADMISSION TO SUPERVISORY CPE Admission to Supervisory CPE does not guarantee becoming a Supervisory Candidate. You are encouraged to carefully consider the requirements for certification as an ACPE Supervisor as established by the ACPE. Admission requirements include:

1. Membership in ACPE; 2. College or university diploma; 3. Ordination (or equivalent) by a faith community or commission to function in ministry by

an appropriate religious authority;

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4. Completed graduate level theological education; 5. Evidence of good standing in one’s faith group, usually demonstrated through faith group

endorsement; 6. Completion of at least four units of CPE, at least two of which must be at Level Two.

Most candidates, however, will have completed seven to eight units of training with at least four units at Level Two;

7. Demonstration of substantial completion of Level Two Outcomes; 8. Significant pastoral experience.

Once admitted to the program, you will begin preparing to meet a committee selected by the Center for the purpose of consultation for readiness for Supervisory CPE. That committee is designed to assist you and your Training Supervisor to outline and focus your issues for learning. Materials required for the Readiness Consultation are listed in the ACPE Supervisory Manual, available online at www.acpe.edu. The Readiness Committee will address the student’s theological, educational, and methodological understanding of CPE, her/his motivation for entering Supervisory CPE and his/her strengths and weaknesses as a potential Supervisor. At this time, a proposed learning contract prepared by the potential student and the Training Supervisor will be reviewed, as well as a proposed time line for the learning process. From the point of the consultation forward, the details of your progress and readiness for the next step in the curriculum will be a joint decision between you and your Training Supervisor.

Prerequisites to enter the certification process are Standard 402:

1.1 current ACPE clinical membership;

1.2 satisfactory completion of four units of CPE Level I/Level II;

1.3 acceptance into an ACPE accredited program of Supervisory CPE; and

1.4 pre-certification consultation with a committee of consultants which includes at least

one member of the Regional Certification Committee about readiness for

Supervisory CPE. A second Regional Certification Committee member can sit on the

committee as a distance member, e.g., through phone conferencing or use of technology.

This should be done within six months of being accepted into an ACPE accredited

program of Supervisory CPE.

2. The Supervisor responsible for Supervisory CPE must be a certified ACPE Supervisor.

3. The function of an SES is limited to levels of student engagement as progressively authorized by a primary supervisor from learning observer and lecturer to course assistant to supervising defined program activities under direct observation by an ACPE authorized certified supervisor.

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PHILOSOPHY OF SUPERVISORY EDUCATION The Supervisory Education program of PCCSMH is guided by the following fundamental principles:

1. We believe that supervisory education is developmental in nature. You will be introduced to the theory and practice of supervision according to the 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. It is expected that you will bear increasing responsibility and appropriately increasing pressures and expectations.

2. Supervisory education requires a profound self-knowledge and values the inward

journey. All levels of CPE invite students to understand and use for others one’s own story. As a Supervisory Education Student (SES) one must start with one’s self in learning about this process. Therapeutic work with professionals outside this center is often a recommended part of supervisory education of this center.

3. 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 academic (or conceptual) and the experiential arenas. However, this learning is more than simply reading and then doing and more than extrapolating theory from practice. Like Levels I and II CPE, Supervisory CPE is a dynamic process that encompasses learning theory while learning the practice—by participating in educational seminars and observing and doing the practice. 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.

4. Supervisory education at PCCSMH has a strong independent study component. You

will be expected to take responsibility for choosing and developing competence in the major theorists that will inform your supervisory work. Though some survey of major theorists will be offered in the curriculum, you are ultimately responsible for much of the reading and research needed to develop conceptual competence.

5. Consistent presentation of your clinical work with students and patients is essential.

Opportunities for such presentations will occur weekly at PCCSMH and through monthly meetings of the Supervisory Peer Group at an alternate site.

6. A respect for diversity will be cultivated. You will be encouraged to define and celebrate

your uniqueness and that of your patients, students, and colleagues.

7. Your Training Supervisor will name the ongoing theoretical perspectives that inform the Supervisor’s work.

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CORE COMPETENCIES Competency Area I: Conceptual/Theoretical Competence (ACPE Standard 319 and Standards 308.9.2, 308.9.3, 308.9.4, 308.9.5) Competency Area I is designed to facilitate your understanding of 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 Competency Area I, will provide you with opportunities to articulate:

The clinical method of learning;

A rationale for pastoral supervision;

A theory of human personality;

An understanding of adult education. Our curriculum includes:

History of ACPE

ACPE Standards

Clinical Method of Learning

Impact of 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 Organization and Program Development Competency Area II: Supervisory Program Competence (ACPE Standard 318 and Standards 308.9.3, 308.9.6) Competency Area II is designed to provide you with opportunities to learn about program planning and management. The curriculum will assist you to identify, use, and develop key methodologies and resources for clinical pastoral education. Our curriculum includes: 1. Principles of Curriculum Design

Use of Verbatim Reports

Use of Reflection Papers

Use of Interdisciplinary Resources

Development of Bibliographies

Supervision of Worship Leadership

Multimedia Resources for Curriculum Development

Community Resources for Curriculum Development

Use of Theological Reflection

Use of Self in Supervision 2. Assessment and Evaluation

Learning Styles and Readiness

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The Admissions Interview and Report

Selecting Students: Readiness for the Program

Negotiating and Using a Learning Contract

Student Evaluation 3. Program Management

The Clinical Rhombus

Selecting, Maintaining, and Using a Consultation Group

Assessing Compliance with ACPE Program Standards

Integrating CPE into Facility or Institution

Disciplinary Action

Procedures for Dismissal/Withdrawal of a Student Competency Area III: Competence in CPE Individual Supervision (ACPE Standard 317.1) Competency Area III will provide you with opportunities to learn about the supervisory alliance and the development of individualized educational interventions. Course content explores the role of students’ personal histories, spiritual journeys, psychological patterns, and individual learning patterns on their learning and ministry. Our curriculum includes:

Establishing a Supervisory Alliance

Transference and Counter-transference

Anxiety and Learning

Resistance and Impasse

Parallel Process

Use of Clinical Material

Adapting Supervisory Practice to Meet the Needs of Students

Gender Issues in Individual Supervision

Cross-cultural Supervision

Sexuality in the Supervisory Relationship

Closure Competency Area IV: Competence in CPE Group Supervision (ACPE Standard 317.2) Competency Area IV provides opportunities for you to facilitate groups and learn about group process. Course content stresses interactions that encourage CPE students to use the peer group for confrontation, clarification, and support. Our curriculum includes:

A Survey of Group Theories

Stages, Tasks and Goals of Group Life

Group Leadership Skills

Problems and Issues Facing Beginning Group Leaders

Conflict in the Peer Group

Selecting Students: The Peer Group

Managing Cultural and Theological Diversity

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Principles of Closure Competency Area V: Competence as a Pastoral Educator (ACPE Standard 319) Competency Area V is designed to provide you with opportunities to learn about professional ethics and the integrated use of personal history and faith tradition to enhance your supervisory functioning. Curriculum content will assist you to function as an ethical professional and to continually evaluate your functioning as a pastoral educator. Our curriculum includes:

Power, Authority, and Boundaries

Professional Ethics

Education versus Therapy

Making a Therapeutic Referral

Peer Review

Presenting Yourself and Your Work: Articulation and Demonstration of Competence

Use of Consultation

Professional Development Strategies CORE COMPONENTS Orientation Your first day at The Pastoral Care Center at St Mark’s Hospital will be spent in New Employee Orientation. This will be followed by a thorough orientation to the Pastoral Care Department. The orientation period will introduce you to the department and interdisciplinary team staff, the clinical context, and the policies and procedures of the program. Learning Contract As in previous levels of CPE, you will be expected to develop a learning contract at the beginning of each unit of Supervisory CPE. Your learning contract should reflect your learning goals as well as your anticipated time frame for completing the Supervisory training process. Time frames for the completion of theory papers and committee appearances are expected to be negotiated with your Training Supervisor. Peer Group Supervisory education is a community enterprise. Peer learning in this intense process remains an important component of our educational philosophy. The peer group provides both a forum for the presentation of written materials and as a source of feedback and consultation on your progress toward supervisory, conceptual, pastoral, and integrative competence as a CPE Supervisor. You and your supervisor will participate in the monthly Pacific Region Supervisory Peer Group and in the Pacific Region ACPE Seminar on Supervision (SOS) that meets annually. You will be expected to present theory or case material for peer and professional consultation in both the Peer and SOS groups. Training supervisors from the region will participate in varying ways in providing resources for these programs.

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Individual Supervision One hour each week is set aside for the Individual Supervisory Conference (ISC), in which you and your Training Supervisor will meet for mutual reflection on your supervisory practice. You are expected to provide a written agenda for the supervisory hour. Audio or video tapes of your individual and group supervision, written case material, reading summaries, written admission interviews of CPE applicants, progress on theory papers, and weekly reflection papers will provide the content for the supervisory conference. As you progress to supervising more independently, your clinical presentations should be used for the review of your practice of supervision. All clinical presentation materials must be submitted at least 24 hours prior to the ISC.

Spiritual Care Department You are invited and expected to participate fully in the life of the Pastoral Care Department through attendance weekly staff meetings, rotation of weekly ecumenical worship services, and special department educational and social events. Clinical Assignment Pastoral supervision flows from and is continuous with pastoral identity and pastoral practice. Throughout the program, you will be expected to take some responsibility to provide pastoral care to patients and staff at PCCSMH. However, as you progress to increased supervision of students in the clinical setting, your direct clinical duties will be proportionate to the amount of actual supervisory work assigned. In that fashion, it is expected that you will grow toward an identity as a pastoral educator. Supervision of Chaplain Interns and Residents During your training, you will move from observation of supervision to the gradual independent supervision of the ministry of CPE Interns and Residents. Supervision of their ministry will occur through joint visits with the students, analysis and evaluation of their verbatim reports, facilitation of the group process, and leadership of a variety of seminars. Spiritual Development During your training you will explore and develop spiritual practices that support and inform your supervisory practice. You will examine spiritual assessment tools and determine their relevance and applications for student supervision and pastoral care. Evaluation Evaluation and critique are important and ongoing elements of the learning process. It is a mutual endeavor between you, your peers, and supervisor(s). At the conclusion of each unit, you will be required to complete a written self-evaluation that will be shared with your peers and supervisor(s). Guidelines for writing the self-evaluation are located in this Supervisory Education Student Handbook. Your Training Supervisor will also write a final evaluation of your learning and progress which you will receive within 45 days of completion of the unit. The date on which you received the evaluation must be documented in the report. Both the self-evaluation and the supervisor’s final evaluation will include your progress on your learning goals and the ways in which you have addressed the competencies of Supervisory CPE. You and your supervisor are required to sign the supervisor’s final evaluation report. You may attach a written response to the supervisor’s evaluation which then becomes part of your

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record. The final evaluation process which includes your evaluation, feedback from your peers and supervisors, and the supervisor’s final evaluation, provide the content for the next unit’s learning contract. At the conclusion of each unit, you will be asked to complete a Participant Response Form (PRF) that will provide the center with feedback about your experience of the unit. The PRF is located in the Appendix of the Supervisory Education Student Handbook. Upon completion of the program, you will be given the opportunity to do an Exit Interview with a member of the CPE Professional Advisory Group. Your supervisor will not have access to your PRF or your Exit Interview until you have received your supervisor’s final evaluation report. Results of the PRF and your Exit Interview will be shared with the full Professional Advisory Group for the purposes of ongoing program evaluation and improvement. You are responsible to write the final evaluation report of students for whom you served as primary supervisor. Evaluations must be signed by you, the student, and your Training Supervisor. The date on which your students receive your evaluation must be documented in the report. Students are to receive your final evaluation report within 45 days of completion of the unit. They may attach a written response your evaluation which will then become a part of their student record. You are required to secure Participant Response Forms from each student for whom you served as the primary supervisor. The PRF will be made available to you after they have received your final evaluation report. CORE CURRICULUM (ACPE Standard 308.9.6) Theory Seminar This monthly seminar takes place in the context of the Pacific Region Supervisory Peer Group. It focuses on the presentation of theory materials in theology, personality development, supervision, group process, and educational and learning theory. Presentations will be made by the CPE Supervisors on a rotating basis. Practice Seminar All CPE supervisors must learn the mechanics of the process of conducting units of CPE from interviewing potential applicants to doing follow-up surveys with CPE alumni. The purpose of the weekly Practice Seminar is to assist you in the development of skills to conduct Admission Interviews, write reports, accept students, form groups, understand and use the Standards of ACPE, program development, program goals, structural elements of CPE, and program design. Import in this seminar is learning about the purpose and use of learning contracts for students in CPE, the means of reporting ministry, and the use of program resources. Presenters include your Training Supervisor and other area CPE supervisors. At least once each month, this seminar will take place within the context of a Pacific Region Supervisory Peer group.

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Presentation Seminar As a student in Supervisory CPE, you must become accustomed to presentation before supervisors and peers and to be able to lead groups effectively. To assist in the development of conceptual competence and to become familiar with the process of presenting theory to student groups, the Presentation Seminar is focused on the presentation of theoretical material from your reading and personal theory development and integration. It will be your responsibility to present material from the required reading for each unit. As training progresses, you will be expected to use your developing theory to plan and supervise units of training for your students. By the conclusion of the first year, you should be presenting drafts of your theory papers for critical review in preparation for submission to the Certification Commission. The goal of this seminar is critical purchase of the theories presented. This seminar takes place monthly as a part of the Pacific Region Supervisory Peer Group. Required Reading: You are expected to complete the required reading for each unit of Supervisory CPE. The reading is taken from the bibliography of material most used by supervisory certification candidates in recent years and compiled by the Certification Commission. That document will be made available to you upon entry to the program. Beyond required reading, you are strongly encouraged to read extensively from the list. SEQUENTIAL PROGRAM DESIGN (ACPE Standard 308.9.1, 308.9.2) The Supervisory Education Program at PCCSMH consists of four phases of training which build upon one another and is designed to assist you to move toward certification as an Associate Supervisor over 2.5 to 3.0 years. Though the contract for SES is an annual one, it is expected that the student making appropriate progress will remain with the Center for a second and if needed, a third year. Additional units beyond those accomplished within three years will be contingent on your satisfactory progress in the program, your plan for completion of training, and an Admissions Interview for continued Supervisory CPE training. Our curriculum for supervisory education is based on an understanding that most Supervisory Residents will have completed at least seven to eight units of CPE. It is our desire that you begin 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 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. PHASE I: OBSERVATORY UNIT(S) During the first unit(s) the SES will participate in the following aspects of the CPE program.

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Selection of all didactic seminars during the Unit including presentation of seminars, selecting and scheduling topics and speakers, hosting and facilitating seminars.

Observation of Open Agenda Seminars (twice weekly for one and one-half hours) and verbatim seminars (twice weekly for one hour). SES will make Process Notes during these meetings and present notes and pertinent observations during last five minutes of each meeting. CPE students may not at that time comment on the SES’s material although they may ask clarifying questions.

SES will meet with Training Supervisor twice weekly for one hour to process observations and notes.

SES shall be invited to observe individual supervision by the Training Supervisor with consultation from CPE residents and students. During these observations SES will note initiation, rapport building, pastoral care concerns raised by CPE students, conflict resolution, student grief and closure.

Pastoral Care responsibility for Women’s Center at St. Mark’s Hospital.

Participation in St. Mark’s Hospital Institutional Review Board and Ethics Committee.

Oversight of on-call responsibilities for St. Mark’s Hospital.

Active participation in monthly ACPE Supervisory Peer Group at alternate site.

Active participation in ACPE Pacific Region’s bi-yearly Seminars on Supervision (SOS).

Attendance and participation in quarterly meeting of Professional Advisory Group (PAG), St. Mark’s Pastoral Care Center.

PHASE I RECOMMENDED READING Group Theory Bion, W. R. (1961) Experiences in Groups Corey G. (2004) Theory and Practice of Group Counseling Corey, G. Theory and Practice of Counseling and Psychotherapy Hemenway, Joan Inside the Circle Satir, V. (1983) Conjoint Family Therapy Satir, V. (1976) Making Contact Shipiro, J. L. (1978) Methods of Group Psychotherapy and Encounters Yalom, I.D. (1970) The Theory and Practice of Group Psychotherapy CPE Supervision Ekstein & Wallerstein The Teaching and Learning of Psychotherapy, Thornton (1970) Professional Education for Ministry ACPE Manuals: Standards, Certification Manual, Professional Ethics, Governance Hall, Charles Head and Heart: The Story of the Clinical Pastoral Education Movement This phase of training is three-fold. You will be expected to articulate: 1) articulate your unique pastoral identity, competence, and theology; 2) grapple with your gifts and limits and the impact these have on your ministry; and, 3) begin a program of reading to gain a breadth of knowledge of the literature important to teaching the art of pastoral care. Areas of focus are listed below.

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Self-Understanding Stoltenberg and Delworth indicate that the direction of professional understanding moves from beginning the journey to trials and tribulations to challenges and growth. In this framework, the Supervisory Resident has two locations. As a Pastor/Chaplain she/he has moved to the level of challenges and growth. This means that after some orientation to this setting, the Supervisory Resident is ready to take his/her place as an excellent provider of pastoral care to our patients and staff. As one learning the art of supervision, he/she is beginning the journey. Skill Development

Demonstration of completion of successful completion of Levels I and II CPE Outcomes.

Theoretical Mastery

Demonstration of familiarity with diverse conceptual frameworks in pastoral theology and the behavioral sciences as these relate to pastoral functioning;

Articulation of a mature personal theoretical position of one’s own faith and experience, showing its relationship to pastoral functioning.

The ability to describe how learning occurs from a variety of perspectives.

Clinical Experience

Provision of pastoral care to patients and staff on a nursing unit;

Observation of individual and group supervisory activities;

Reading and critiquing verbatim of CPE students;

Participating in screening interviews;

Participation in the life of the department. Clinical Materials

Verbatim and case study material from ministry practice;

Process notes

Admission Interviews

Summary reports of individual supervision

Certification Activities

All materials are prepared for the Supervisory Readiness Consultation

All materials are prepared for the Regional Certification Committee for Supervisory Candidacy.

PHASE II: SUPERVISORY TRAINING (Minimum 2 Units)

Co-facilitation with Training Supervisor of Open Agenda and Verbatim Seminars

Individual supervision of a minimum three students by SES with Training Supervisor present.

The Training Supervisor is available to be a silent observer at select individual supervisory sessions with permission of CPE students, generally weekly. A mix of sessions including Level I and Level II students, initiation, rapport building, pastoral care instruction, conflict resolution, crises intervention and closure are recommended as opportunities to invite attendance of the Training Supervisor.

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Development, instruction and implementation of Didactic Seminars in consultation with Training Supervisor.

Responsibility for pastoral care at Women’s Center of St. Mark’s Hospital.

Membership and participation in Institutional Review Board and Ethics Committee of St. Mark’s Hospital.

Monthly participation in ACPE Supervisory Peer Group.

Weekly or twice weekly individual meetings with Training Supervisor.

Participation in ACPE Pacific Region’s bi-annual SOS.

Minimum reading of five books related to CPE Supervision.

Continued pastoral care responsibilities at St. Mark’s Hospital including clinical assignments and on-call responsibilities.

Attendance and participation in quarterly meetings of PAG of St. Mark’s Hospital. SES will submit a 1-3 pg reflection report to the PAG at each meeting.

PHASE II REQUIRED READING Gerkin The Living Human Document Knowles The Adult Learner: A Neglected Species Knowles and Knowles Introduction to Group Dynamics Patton From Ministry to Theology Schon Educating the Reflective Practitioner PHASE II RECOMMENDED READING Chopp, Rebecca The Praxis of Suffering: An Interpretation of Liberation and Political Theologies Dayringer, R. (1998).The Heart of Pastoral Counseling: Healing Through Relationship. Friere, Paulo Pedagogy of the Oppressed Jordan, Judith, Walker, Maureen, Hartling, Linda (2004). The Complexity of Connection: Writings from the Stone Center’s Jean Baker Miller Training Institute. Mitchell, Stephen Object Relations in Psychoanalytic Theory Mueller and Kehl (1972) Coping with Conflict: Supervising Counselors and Psychotherapists. Pohly, Kenneth Transforming the Rough Places: The Ministry of Supervision, Scharff and Scharff Object Relations Family Therapy Steere, D. The Supervision of Pastoral Care Hooks, Bell Teaching to Transgress

Choose at least four of the following: Buber, Martin I and Thou, Cobb and Griffin Process Theology: An Introductory Exposition Cone, James Black Theology of Liberation Gutierrez, Gustavo A Theology of Liberation Hauerwas and Jones Why Narrative? Readings in Narrative Theology Heyward, Carter The Redemption of God: A Theology of Mutual Relation McFague, Sally Models of God: Theology for an Ecological, Nuclear Age Moltman, Jurgen Theology of Hope Hall, Charles Thinking the Faith Hall, Charles Lighten Our Darkness: Toward an Indigenous Theology of the Cross

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Nouwen, Henri The Wounded Healer Ruether, Rosemary Radford Sexism and God Talk Frank, Arthur The Wounded Storyteller Tillich, Paul The Courage to Be Trible, Phyllis God and the Rhetoric of Sexuality Navone, Toward a Theology of Story McClendon Biography as Theology

Choose at least three of the following: Bowen, Family Therapy in Clinical Practice Chodro A Reproduction of Mothering Erikson, Erik Childhood and Society Fowler, James Faith Development and Pastoral Care Friedman, E.H. Generation to Generation Gilligan, Carol In a Different Voice Jung, C. G. Collected Works Kegan, Robert The Evolving Self Kohut, The Analysis of the Self McGoldrick and Gerson Genograms in Family Assessment Miller, J. B. Toward a New Psychology of Women Newman and Newman Development through Life; A Psychosocial Approach Rogers, Carl On Becoming a Person Sullivan The Interpersonal Theory of Psychiatry Winnicott The Maturational Processes

Choose at least three of the following: Belenky, et al. Women’s Ways of Knowing Estadt, Barry The Art of Clinical Supervision Fowler, James Becoming Adult, Becoming Christian Knowles, M.A Androgyny in Action Langs The Supervisory Experience LeFrancois Psychological Theories and Human Learning Pierce and Page A Male/Female Continuum: Paths to Colleagueship Rogers, Carl Freedom to Learn Watkins, Handbook of Psychotherapy Supervision Choose at least one of the following: Hawkins and Shohet Supervision in the Helping Professions, Holloway, Clinical Supervision: A Systems Approach Moore, Teaching from the Heart Palmer, Parker To Know as We are Known Palmer, Parker The Courage to Teach Stoltenberg Supervising Counselors and Therapists: A Developmental Approach

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PHASE III: SUPERVISORY CANDIDATE During Phase III a meeting with the Regional Committee for Candidacy is scheduled. PHASE III: SUPERVISORY CANDIDATE, Part One

Independent supervision of CPE Level I and Level II students

Weekly consultation with Training Supervisor which includes presentations of individual and group sessions

Monthly peer group attendance

Attendance of bi-yearly SOS, Pacific Region

Preparation, submission, and passing of Position Papers: Theology, Personality, and Education

Curriculum design and implementation

Membership on St. Mark’s Hospital Institutional Review Board and Ethics Committee.

Continue sharing of clinical assignments and on-call responsibilities

Consult monthly with a female ACPE Supervisor

Continue attendance and participation in quarterly Professional Advisory Group of PCCSMH.

Continue to submit 1-2 pg quarterly reflection report Phase III Bibliography In preparing each unit’s learning contract, you will develop your own bibliography related to the particular theory and practice piece focal for the unit. In addition, the following reading assignments are required during this phase of your training: Estadt: Part I: Becoming a Supervisor Part II: The Supervisory Process Hawkins: Part II: Becoming a Supervisor and the Process of Supervision Steere: Chapter I: 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: Chapter I: The Basic Model of Supervision Chapter II: Administration and Learning Chapter XI: Supervisor and Student Parallel Process Chapter IX: Problems about Learning Pohly: Pastoral Supervision: Toward a Theology of Supervision Knowles: Chapter 1: Exploring the World of Learning Theory Chapter 4: Theories of Learning Stoltenberg: Chapter 4: The Beginning of the Journey Mueller: Part I: Basic Considerations about Supervision Egan: The Expression of Feeling and Emotion Oglesby: Chapter 4: A Theological View of Identity (Williams) Chapter 16: Christ to One Another (Havens) Millon: Disorders of Personality

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As a Supervisory Candidate you will begin the actual work of supervision. You will provide individual supervision to students and co-facilitate group seminars with your Training Supervisor (Standard 317). You will also participate in curriculum design and begin the learning involved in administration, preparation, and organization of a unit of CPE (Standard 318). Supervision will focus on assisting you to hone your observation and critical thinking skills and to gain skill in dialoguing about the theory and practice of supervision (Standard 316). The curriculum will provide you with opportunities to develop your own theoretical frameworks for supervision in the areas of pastoral theology and personality theory. Initial drafts of these two theory papers are to be completed during this time. Areas of focus in Phase II include: Self-Understanding As a Novice, the Supervisory Candidate is necessarily self-focused as he/she begins the difficult work of supervising students. At this stage the Candidate must depend on the Training Supervisor, particularly in the work of student assessment and evaluation. As a minister, at this juncture, it is critical for the Candidate to clarify the continuity and development of dimensions of pastoral identity in the new ministry of supervision. Skill Development

Initiate and respond in supervisory relationships

Describe the way in which the student intern/resident presents self; how does the student look, speak, gesture, and move; how does the student tell his/her story—what language, images and metaphors

are used—what is told—what is withheld

Reflect dynamically on the supervisory conversation—beginning, middle, and end: what happened in specific segments of the supervisory conversation in accurate,

concrete detail; what were the significant exchanges; what were the links between various supervisory sessions;

Access and name one’s emotional experiences in interactions with students;

Discover and describe one’s own counter-transference;

Articulate pastoral issues in the supervisory relationship;

Clarify the purpose of group seminars within the CPE curriculum;

Describe a preferred format for group seminars;

Identify professional ethics dimensions of specific interactions with students; Reflect upon the major features of a decision-making and communication

process that adequately addresses professional ethics issues in supervision and training.

Describe the interpersonal learning potentials available in CPE peer groups. 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

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- parallel process - clinical rhombus - problems in learning - learning problems - learning theory - supervisory alliance - resistance

Professional ethical obligations Identification and understanding of supervisory positions Identification of one’s first principles of group work in the CPE learning setting

Clinical Experience

Supervisory experience with individual students

Co-supervision of group learning activities

Continued pastoral experience with a nursing unit

Presentation seminars with supervisory peers

Clinical Materials

Process notes

Taping of individual supervisory sessions with students

Taping of co-facilitated group seminars

Written work of developing theoretical positions for personality and theology papers Certification Activities No Certification activities are planned. However it is possible for a Supervisory Candidate to have submitted theory papers. PHASE III: SUPERVISORY CANDIDATE, Part Two Phase III Bibliography In preparing each unit’s learning contract, you are expected to develop your own bibliography related to the particular theory, practice piece focal for the unit. In preparation for each unit evaluation, you are required to report on reading accomplished. In addition, the following readings are required: Ekstein: Chapter 3: The Professional Identity of the Psychotherapist Chapter 6: The Supervisor Meets the Student Chapter 7: Supervisor and Student Discuss the Patient Chapter 10: Supervisory and Student Parallel Process Chapter 12: Following the Process of Learning Knowles: Chapter 3: Theory of Adult Learning Chapter 5: Applying Theories of Learning and Teaching Hergenhahn: Learning Theorists: Chapter 9: Skinner Chapter 10: Dollard and Miller Chapter 11: Bandera and Mischell

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Chapter 13: Carl Rogers Chapter 14: Abraham Maslow Chapter 15: Rollo May Yalom: Chapter 2: Interpersonal Learning Chapter 3: Group cohesiveness Chapter 6: The Therapist Chapter 7: Transference and Transparency Chapter 9: The Composition of the Therapy Group Chapter 11: In the Beginning Hawkins: Part 3: Group: Team and Peer Group Supervision Steere: Chapter 10: Group Supervision

Chapter 12: Transference & Counter-transference in Supervision Estadt: Chapter 12: Critical Issues in Supervision Chapter 15: Spiritual Direction: A Model for Group Supervision Chapter 19: Theological and pastoral Integration Mueller: Part II: The Motive of Therapists and Supervision Lang: Interplay between Supervisory and Therapeutic Fields Chapter 4: Supervisory Crisis and Its Resolution Stoltenberg: Trial and Tribulation Hemenway: Inside the Circle Under the supervision of your Training Supervisor, you will solo supervise a unit of CPE and be responsible for planning the unit program. It is expected that you will further develop your own theoretical frameworks about teaching, learning, and the art of supervision. An initial draft of your education paper is required. Self-Understanding As a Supervisor, the Supervisory Candidate displays a growing ability to focus on the student, using cognitive and emotional capacities to describe and engage the student. The 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/Chaplain, the Candidate possesses the growing ability to identify and respond to pastoral and spiritual dimensions of the supervisory relationship. These include:

Engaging the pastoral learning issues in patient care;

Assisting the students to understand the unfolding mystery of their pastoral call and identity;

Inviting students’ reflections on personal spiritual gifts/limits as well as spirituality issues that impact patient care, peer or supervisory relationships; and,

Offering CPE students pastoral cure, care, comfort as appropriate and permitted by the student.

Skill Development: Consistently demonstrating the capacity to:

Utilize one’s self in supervisory assessment and intervention

Overseeing individual supervisory relationships by: o negotiating clear, mutual learning contracts

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o maintaining a balance between the managerial, educative, and supportive functions of supervision

o providing a climate in supervision that is empathic, genuine, congruent, trustworthy, and immediate

o responding effectively to individual student differences that are due to gender, age, culture, or professional training.

Select appropriate responses to students from a sufficiently broad range of supervisory interventions

o prescriptive o informative o confrontational o cathartic o catalytic o supportive

Articulate an accurate overview of the student’s learning process including: o Assessment of students strengths, limits and learning needs o Assessment of the impact of their life story on their pastoral identity and function

Plan and manage a unit of CPE

Facilitate task, maintenance and leadership functions in the OAG group and Verbatim Seminar

Identify functional and dysfunctional group behavior and relate effectively to both

Theoretical Mastery

Development of an educational theory position, creating a frame work 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:: o attends to developmental themes in the group’s life o attends to issues inherent in the group-as-a-whole o clarifies the role of the supervisor in a way that maximizes the creative and

curative potential of the group

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 with peers and supervisors Clinical Materials

Drafts of Theory Papers

Final Evaluation Reports for students

Self Final Evaluation

Curriculum plans

Tapes of individual and group supervision

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Certification Activities

Theory Papers may be submitted PHASE IV: SUPERVISORY CANDIDATE, PART 3

Complete independent supervision of a minimum of four CPE Units

Pass of three position papers

Meet with the ACPE National Certification Commission seeking Associate Supervisory status

Continue independent supervision of at least two additional CPE Units

Meet with Pacific Region or National Certification Commission to be granted ACPE Supervisor status

Continue to participate in SES peer group

Continue to seek consultation from Training Supervisor Phase IV Bibliography You are expected to develop your own bibliography related to the particular theory, practice piece focal for the unit. In preparation for each unit’s evaluation, you are required to report reading accomplished. In addition, the following reading is required: Estadt: Part 4: Special Issues in supervision Hawkins: Part 3: Group, Team, and Peer Group Supervision Yalom: Chapter 12: The Advanced Group Chapter 13: Problem Patients Chapter 14: The Technique of the Therapist Chapter 16: Group Therapy and the Encounter Group Mueller: Part 3: Supervision in Action: developing, Maturing, and

Terminating Supervisory Relationships Pohly: Implications for Pastoral Supervision Mead: Chapter 5: Developing the supervision Plan Chapter 6: Observing Therapist’ Behavior Chapter 9: Professional, Ethical and Legal Issues Egan: Chapter 4: Leadership Chapter 5: Self-Disclosure Chapter 7: Active Support Chapter 8: Confrontation Lang: Chapter 6: A Strategy for Supervision Chapter 7: Self-Supervision Gage: Chapter 4: The Processes of Learning Chapter 15: Designing Instruction for Learning Patton: Chapter 15: A Theological Interpretation of Pastoral Supervision Browning: Chapter 7: The Influence of Psychology on Theology At this phase in your training the focus is on the submission of final drafts of all theory papers, rewriting and resubmission of theory papers as necessary, solo supervision of a unit of CPE that you have planned, and continuing integration of theory with practice.

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Self-Understanding As a Supervisor, you consistently seek collegial dialogue to assist in integration of theory with practice and in consolidation of professional identity. You will have developed the skills and knowledge to supervise competently. You will have attained a solid understanding of your individual supervisory style. At this level you will be able to function on your own with clarity about when to seek consultation and support form CPE Supervisor colleagues. Skill Development

Supervisory Relationship/Reflection Skills o Articulate and integrate one’s supervisory theory, awareness and skill toward an

increasingly accomplished crafting of pastoral education; o Confident use of self that manifests non-anxious awareness of one’s particular

strengths and weaknesses; o Empathize with students’ personal experiences while maintaining awareness and

use of one’s own thoughts, feelings, and insights; o Utilize one’s guiding theories with flexibility and creativity while remaining

engaged with the student; o Select an appropriate method of individual supervision from among a sufficiently

broad range of possibilities; o Capacity to reflect upon one’s work, demonstrated by the ability to:

formulate effective learning questions that identify significant learning issues;

the ability to initiate and sustain learning focused dialogue with one’s colleagues;

the ability to utilize a variety of different kinds of feedback to further one’s self-reflection;

o Affirm and/or modify one’s supervision in response to self-reflection and self-evaluation;

o Provide effective modeling and leadership to establish an ethical and professional culture within the group and with individual students.

o Articulate a mature personal faith that invites students to express their unique and individual faith experience.

Program Management Skills o Utilize one’s experience and expertise to vary program planning in response to

students’ needs; o Engage and use interdisciplinary resources int eh educational program; o Plan and conduct CPE programs whose contributors mirror the diversity of faith

and the clinical context.

Group Supervision/Reflection Skills o Competently engage the roles of teacher, resource, expert, or advisor at

appropriate developmental moments in the group’s life; o Act in the role of model-setting participant in group by providing interpersonal

honesty, spontaneity, responsibility, and restraint that is appropriate to the developmental life of the group and the individual needs of its members;

o Build group cultures that maximize the interpersonal learning and contribution of every group member and the group as a whole;

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o Provide leadership, modeling and facilitative interventions so as to foster a high degree of professional and ethical behavior among peer group members;

o Assist members to engage their “here-and-now” experiences of group interaction o Help members observe and understand relationships between one another; o Provide group members with a consistent level of concern, acceptance, empathy,

and genuineness.

Theoretical Mastery o Integration of proposed theory/positions with practice through a process of

dialogue initiated by you and encompassing all aspects of your work as a supervisor;

o Advanced understanding of group theory.

Clinical Experience o Supervision of CPE Units; o Administration, management and curriculum planning with needed consultation; o Continued pastoral experience with patients and staff; o Presentation of clinical work with peer group and supervisors. o

Clinical Materials o all papers written for Certification Review at Associate Level; o Completed Theory Papers; o Admission Interviews o Student Evaluations o Self-Evaluations o

Certification Activities o National Certification Commission meeting for Associate supervisor status; o Or Regional Certification Committee meeting for Extension of Supervisory

Candidate status.

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GUIDELINE FOR WRITING FINAL EVALUATIONS Use the Appendix 7-A Facesheet for Student Evaluations in the 2016 ACPE Accreditation Manual. Your self-evaluation and the final evaluation written by your supervisor become a permanent part of your CPE record. Therefore the evaluation should be a comprehensive, but concise, statement of your learning. The following are ingredients that should be included in the evaluation and illustrated generously with clinical data and vignettes.

INTRODUCTION

Provide a statement about the setting, your assignments, responsibilities, SES peer group, program, description of the unit and students supervised, and general experience of it.

PROGRESS

Provide a statement about your growth and learning progress as it relates to personal and supervisory identity, progress toward certification including preparation for and/or meetings with certification committees, and the realization of your learning goals. What have you learned about yourself personally and professionally?

OUTCOMES

Demonstrate how you addressed the Outcomes of Supervisory CPE (Standards 315-319) during this unit of training. Include vignettes from your work with or observation of students.

PROGRAM

Provide a brief evaluation of the program and its components. Include your suggestions for improvement.

FUTURE

Include a comment regarding your goals for future learning. How do you plan to meet these goals?

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ST MARK’S HOSPITAL PASTORAL CARE CENTER CLINICAL PASTORAL EDUCATION PROGRAM

OBJECTIVES OF SUPERVISORY CPE (ACPE Standard 313)

Through Supervisory CPE, qualified persons who have demonstrated pastoral, professional, and clinical competence will develop competence in the art, theory and practice of supervision of clinical pastoral education. The objectives of Supervisory CPE define the scope of the Supervisory CPE program curriculum. Outcomes define the competencies that result from a Supervisory Education Student’s participation in Supervisory CPE programs. Standard 313 The Supervisory CPE center designs its Supervisory CPE curriculum to facilitate achievement of the following objectives: 313.1 to develop Supervisory Education Students’ knowledge in theories and methodologies related to CPE supervision drawn from theology, professional and organizational ethics, the behavioral sciences, and adult education. 313.2 to provide students practice in the supervision of CPE under the supervision of an ACPE Supervisor. 313.3 to facilitate students’ integration of the theory and practice of CPE supervision in their identity as a person, pastor and educator.

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ST. MARK’S HOSPITAL PASTORAL CARE CENTER CLINICAL PASTORAL EDUCATION PROGRAM

OUTCOMES OF SUPERVISORY CPE (ACPE Standards 315-319)

Standard 314 Outcomes achieved by Supervisory CPE students accrue in six areas of competency derived from the Supervisory CPE objectives. A successful candidate for certification as ACPE Associate Supervisor demonstrates the following: ACPE Standards Revised 2016: Standard 315 Competence as a pastoral supervisor:

315.1 maintains personal integrity and a deepening pastoral identity.

315.2 demonstrates emotional and spiritual maturity.

315.3 forms meaningful pastoral relationships.

315.4 self-supervises own on-going pastoral practice.

315.5 refines one’s professional identity as a clinical pastoral educator.

315.6 demonstrates awareness of how one’s culture affects professional and personal identity, pastoral practice, the supervisory relationship, and student learning.

Standard 316 Competence in the theories of supervision:

316.1 articulates understanding of and methodology for clinical pastoral supervision based on a critical grasp of the professional literature relating to the field of clinical supervision.

316.2 articulates and implements a philosophy of CPE based on an educational model integrating the theory and practice of CPE, which is based on and congruent with one’s theology.

316.3 articulates rationale for multicultural competence, integrating the theory and practice of CPE, which is based on and congruent with one’s theology.

Standard 317 Competence in the practice of CPE supervision including:

317.1 individual supervision

317.1.1 assesses an individual student’s learning patterns, personality, and religious history as a basis for supervisory strategies. 317.1.2 supervises students’ pastoral work, giving attention to unique patterns of personal and professional development, including the ability to assist students’ movement toward pastoral identity.

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317.1.3 defines and evaluates students’ pastoral and personal resources, and uses supervisory strategies and interventions to facilitate students’ learning and development in pastoral care.

317.1.4 assists students in taking responsibility for formulating a learning process and evaluating the results of the learning experience.

317.1.5 uses one’s personality and personal, religious and cultural history as a teaching resource in shaping a personal supervisory style.

317.2 group CPE supervision

317.2.1 facilitates development of group interpersonal interaction.

317.2.2 enables students to use their responses to the program as a learning experience.

Standard 318 Competence in CPE program design and implementation:

318.1 develops and organizes programs of CPE based on program educational principles appropriate to experiential learning.

318.2 manages CPE programs effectively.

318.3 develops a variety of CPE program resources.

318.4 uses diverse clinical educational methods.

318.5 works with the theological implications of the ministry context.

318.6 understands and applies professional organizational ethics as they relate to CPE and pastoral practice.

318.7 uses appropriate clinical skills and teaching methods that integrate the role of context and culture in pastoral practice and education.

318.8 advocates for students based on awareness of how persons’ social locations, systems and structures affect one’s ministry, learning and the educational context.

318.9 considers cultural factors in the use of learning assessments, educational strategies, curriculum resources, and evaluation procedures. Standard 319 Competence in pastoral education:

319.1 integrates educational theory, knowledge of behavioral science, professional and organizational ethics, theology, and pastoral identity into supervisory function.

319.2 demonstrates awareness of the cultural contexts of diverse student groups and clinical populations that integrates and articulates ethnic identity development and its implications for pastoral practice and supervisory relationships.

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The Pastoral Care Center at St Mark’s Hospital(PCCSMH)

AGREEMENT FOR SUPERVISORY TRAINING (ACPE Standard 304.9, 2010)

CPE is conducted as an “education for ministry experience.” This document and acceptance into the SMH Supervisory Education program authorizes you to visit patients and work with assigned students as a Supervisory Education Student, to be informed of their situation (physically, spiritually, emotionally, psychologically, and sociologically) and to write materials that would be beneficial to your educational process based on your work under the direct supervision of an assigned ACPE Supervisor. Confidentiality is basic to professionalism and any communication regarding patients outside our professional treatment and/or training circles is prohibited, except as required for the safety of patients, families, students or others. Breech of this standard of professional confidentiality is determined by the hospital management and may result in your immediate termination.

Supervisory Education Student Initials:__________

The material submitted to your training supervisor concerning you and your ministry as a Supervisory Education Student will be used in your learning process and may be used in consultation among other ACPE supervisors and other professionals under contract with this center. The purpose of sharing your confidential materials is for consultation/education within this professional circle. Uses of your self/supervisory evaluations on file, beyond this center’s professional training circle, require a written release signed by you.

Supervisory Education Student Initials:__________

You have received and reviewed the SMH Supervisory Education Student Handbook and the ACPE Standards governing Supervisory Clinical Pastoral Education as provided you during your orientation. You have had opportunity to review the policies with your supervisor during orientation, which are: Admissions, Rights and Responsibilities of Students and Supervisors, Professional Ethics, Financial, Maintenance of Records, Complaint Procedure, Quality Improvement, Provision for Consultation, Discipline, Dismissal and Withdrawal, Completion of Units, and the ACPE Standards.

Supervisory Education Student Initials:__________ Unless otherwise negotiated you are responsible for paying your yearly clinical membership dues for ACPE and the $100 to register each of your supervisory units.

Supervisory Education Student Initials:__________ In all of your activities during your Supervisory training you agree to function professionally and within the Code of Professional Ethics as contained in ACPE Standards 100. A copy of the ACPE Standards containing the Code of Professional Ethics has been provided to you and reviewed with you during your orientation so that you now understand its intentions and requirements of you professionally.

Supervisory Education Student Initials:__________ I understand that I am accountable to the general employee and/or volunteer policies of St. Mark's Hospital and ECS, including policies on sexual harassment, drug and alcohol abuse, confidentiality, and security. I agree to abide by these policies and all those policies and procedures contained within the CPE Handbooks.

Supervisory Education Student Initials:__________ I agree to participate in the Pacific Supervisory Education peer group and the Pacific Supervisory practice group during the duration of my program. I will faithfully attend and participate in the discussion. I will bring my supervisory process, learning goals, materials for certification and theory

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papers to the peer group for support and feedback which will assist me in my work toward professional development and certification. I understand and expect that my training supervisor will actively participate in the peer group of which I am a part.

Supervisory Education Student Initials______________ I agree to the video and/or audio taping of my supervision with CPE students in their individual or group sessions. They will be used for my educational and certification purposes only and will not be available to others without my written or verbal consent. The tapes may be kept on file for a period of not longer than one (1) year and then will be destroyed.

Supervisory Education Student Initials________________

I understand that my Supervisory Education Student records that will be kept on file during my process will be: Certification face sheet, signed ACPE Ethics Agreement, copy of credentials, paid ACPE Membership fees, all presenter’s reports, action reports, theory papers, student and supervisor evaluations, unit report forms and agreement for training. Upon completion of my program or upon leaving the center my permanent file will consist of: certification face sheet, and all supervisory evaluations from student and supervisor. All other material will be returned to me prior to leaving or upon completion of program. Supervisory Education Student Initials__________________ I understand and agree to the conditions of this Agreement for Training. __________________________________________ __________________ Signature of Supervisory Education Student (date) __________________________________________ __________________ Signature of Primary ACPE Supervisor (date)

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PASTORAL CARE CENTER AT ST. MARK’S HOSPITAL

LIBRARY FACILITIES

The Pastoral Care Center at St. Mark’s Hospital offers a growing pastoral care library of over 1000 volumes. This library also has resources for Supervisory Education Students in a separate catalog for Supervisory Education. This library owes its existence primarily to the personal contributions of the ACPE Certified Supervisors and from the donations of ACPE students. The contract between ECS and St. Mark’s Hospital allows for the continued expansion of the library. Volumes of video and audio cassette tapes on spiritual and healthcare are also available. St. Mark’s Hospital also provides Internet access to the national medical library network. To access the online St. Mark’s Pastoral Care Library, go to: www.libib.com/login Search for the St Mark’s Supervisory Education Student Library Individual logins to this library will be provided to each student during Orientation week.