ACPE Learning Objectives/Outcome
O1. to develop students’ awareness of themselves as ministers and of the ways their ministry affects persons.
O2. to develop students’ awareness of how their attitudes, values, assumptions, strengths, and weaknesses affect their pastoral care.
O3. to develop students’ ability to engage and apply the support, confrontation, and clarification of the peer group for the integration of personal attributes and pastoral functioning
Level I Outcomes
L1.1. articulate the central themes and core values of one’s religious/spiritual heritage and the theological understanding that informs one’s ministry.
L1.2. identify and discuss major life events, relationships, social location, cultural contexts, and social realities that impact personal identity as expressed in pastoral functioning.
L1.3. initiate peer group and supervisory consultation and receive critique about one’s ministry practice.
Level II Outcome
L2.1. articulate an understanding of the pastoral role that is congruent with one’s personal and cultural values, basic assumptions and personhood
O4. to develop students’ awareness and understanding of how persons, social conditions, systems, and structures affect their lives and the lives of others and how to address effectively these issues through their ministry
O5. to develop students’ skills in providing intensive and extensive pastoral care and counseling to persons
O6. to develop students’ ability to make effective use of their religious/spiritual heritage, theological understanding, and knowledge of the behavioral sciences and applied clinical ethics in their pastoral care of persons and groups
O7. to teach students the pastoral role in professional relationships and how to work effectively as a pastoral member of a multidisciplinary team
O8. to develop students’ capacity to use one’s pastoral and prophetic perspectives in preaching, teaching, leadership, management, pastoral care, and pastoral counseling
Level I Outcomes
L1.4. risk offering appropriate and timely critique with peers and supervisors
L1.5. recognize relational dynamics within group contexts
L1.6. demonstrate the integration of conceptual understandings presented in the curriculum into pastoral practice
L1.7. initiate helping relationships within and across diverse populations
L1.8. use the clinical methods of learning to achieve one’s educational goals
Level II Outcomes
L2.2. provide pastoral ministry with diverse people, taking into consideration multiple elements of cultural and ethnic differences, social conditions, systems, justice and applied clinical ethics issues without imposing one’s own perspectives
L2.3. demonstrate a range of pastoral skills, including listening/attending, empathic reflection, conflict resolution/ transformation, confrontation, crisis management, and appropriate use of religious/spiritual resources
L2.4. assess the strengths and needs of those served, grounded in theology and using an understanding of the behavioral sciences
L2.5. manage ministry and administrative function in terms of accountability, productivity, self-direction, and clear, accurate professional communication
L2.6. demonstrate competent use of self in ministry and administrative function which includes: emotional availability, cultural humility, appropriate self- disclosure, positive use of power and authority, a non-anxious and non- judgmental presence, and clear and responsible boundaries
O9. to develop students’ understanding and ability to apply the clinical method of learning
O10. to develop students’ abilities to use both individual and group supervision for personal and professional growth, including the capacity to evaluate one’s ministry |
Level I Outcome
L1.9. formulate clear and specific goals for continuing pastoral formation with reference to one’s strengths and weaknesses as identified through self-reflection, supervision, and feedback
Level II Outcomes
L2.7. establish collaboration and dialogue with peers, authorities and other professionals
L2.8. demonstrate self-supervision through realistic self-evaluation of pastoral functioning
L2.9. By the end of Level II, students will be able to demonstrate awareness of the Common Qualifications and Competencies for Professional Chaplains
Outcomes for Certified Educator Candidates
A successful candidate for certification as ACPE Associate Certified Educator demonstrates the following:
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 ability to explicate how one’s personal history and culture affect 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, religious history, and cultural values 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.
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 uses applied clinical 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, applied clinical 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.
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.