ACPE Outcomes

ACPE Outcomes

Outcomes of CPE Level I

Standard 311

The curriculum for CPE Level I addresses the fundamentals of pastoral formation, pastoral competence and pastoral reflection through one or more program units.

At the conclusion of CPE Level I students are able to:

Pastoral Formation

311.1 articulate the central themes and core values of one’s religious/spiritual heritage and the theological understanding that informs one’s ministry.

311.2 identify and discuss major life events, relationships, social location cultural contexts and social realities that impact personal identity as expressed in pastoral functioning.

311.3 initiate peer group and supervisory consultation and receive critique about one’s ministry practice.

Pastoral Competence

311.4 risk offering appropriate and timely critique with peers and supervisors.

311.5 recognize relational dynamics within group contexts.

311.6 demonstrate integration of conceptual understandings presented in the curriculum into pastoral practice.

311.7 initiate helping relationships within and across diverse populations.

Pastoral Reflection

311.8 use the clinical methods of learning to achieve one’s educational goals.

311.9 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.

Outcomes of CPE Level II

Standard 312

The curriculum for CPE Level II addresses the development and integration of pastoral formation, pastoral competence and pastoral reflection to a level of competence that permits students to attain professional certification and/or admission to Certified Educator CPE. The Certified Educator’s final Evaluation will include a statement attesting to the competence demonstrated at the time of the evaluation.

Progression into Level II requires a level of competency in the Level I outcomes that permits the student to be building upon those competencies and no longer needing to address them as primary learning objectives. This is established through the Certified Educator’s judgment documented in the written evaluation (cf. Standard 308.8.2).

At the conclusion of CPE Level II students are able to:

Pastoral Formation

312.1 articulate an understanding of the pastoral role that is congruent with one’s personal and cultural values, basic assumptions and personhood.

Pastoral Competence

312.2 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.

312.3 demonstrate a range of pastoral skills, including listening/attending, empathic reflection, conflict resolution/ Transformation, confrontation, crisis management, and appropriate use of religious/spiritual resources.

312.4 assess the strengths and needs of those served, grounded in theology and using an understanding of the behavioral sciences.

312.5 manage ministry and administrative function in terms of accountability, productivity, self-direction, and clear, accurate professional communication.

312.6 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.

Pastoral Reflection

312.7 establish collaboration and dialogue with peers, authorities and other professionals.

312.8 demonstrate awareness of the Common Qualifications and Competencies for Professional Chaplains. Note: The ACPE Standards and Code of Ethics supersede these standards.

312.9 demonstrate self-supervision through realistic self-evaluation of pastoral functioning.

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.