ACPE Standards Revised 2016

Changes from ACPE Standards 2010

 

Mission to Mission and Vision

2010 Mission

1. Mission of the Association for Clinical Pastoral Education, Inc. (ACPE)

The Association for Clinical Pastoral Education, Inc. (ACPE) is a professional association committed to advancing experience-based theological education for seminarians, clergy and lay persons of diverse cultures, ethnic groups and faith traditions. ACPE establishes standards, certifies supervisors and accredits centers to provide programs of clinical pastoral education (CPE) in varied settings. ACPE approved programs promote the integration of personal history, faith tradition and the behavioral sciences in the practice of spiritual care.

 

2016 Mission and Vision

1. Mission and Vision of the Association for Clinical Pastoral Education, Inc. (ACPE)

Mission

Advancing exceptional experience-based theological education and professional practice to heal a hurting world.

Vision

We will be an organization where people of diverse faith traditions, backgrounds, and cultures collaborate to provide innovative experiential education. We will lead in the theory and practice of clinical education for spiritual care. We will promote and broaden the provision of quality professional theological education in a variety of settings.

 

Rationale:ACPE Board approved a undated Mission and separated Mission into Mission and Vision. This change was adoptedby the ACPE body in the 2010 Revised 2015 Standard

 

Standard 100 

2010– Maintenanceof high standardsof ethical conduct is a responsibility shared by all ACPE  members and students.

 

2016  Maintenance of high standards of ethical conduct is a responsibility shared by all ACPE members. Each student enrolled in a program of ACPE will maintain the ethical standards outlined in center’s ethics policy. (cf. Standard 304.7)

 

Rationale:ACPE cannot hold non-members of ACPE accountable to ACPE code of conduct.  Further it is established in Standard 304.7 that each center shall establish a code of conduct for students within its ACPE-CPE programs.

 

Code of Professional Ethics

2010 ACPEmembers agree to adhereto a standard of conduct consistent with the code of ethics established in ACPE standards. Members are required to sign the Accountability For Ethical Conduct Policy Report Form(Appendix 1) and to promptly provide notice to the ACPE Executive Director ofany complaint of unethical or felonious conduct made against themin a civil, criminal, ecclesiastical, employment, or another professional organization’sforum.

 

2016 ACPE members agree to adhere to a standard of conduct consistent with the code of ethics established in ACPE standards. Members are required to sign the Accountability

For Ethical Conduct Policy Report Form (ACPE 2016 Standards) yearly and return it with their annual ACPE dues. Members are required to provide promptly notice on this form (available at www.acpe.edu) to the ACPE Executive Director of any complaint of unethical or felonious conduct made against them in a civil, criminal, ecclesiastical, employment, or professional organization’s forum, including complaints within ACPE or APC.

 

Rationale: The addition of yearly was to keep records current and to maintain high standards of practice and accountability. Accreditation will resolve the logistics for accomplishing this.

 

Standard 200 Complaints

2010 ACPEencourages persons to work out concerns or grievancesinformally, face-to-face, and in a spirit ofcollegiality and mutual respect. Ifdifferences are not resolved, a complaint involving an alleged violation of the ACPE ethical or educational standards may be filed in accordance withthe procedures set forth in Processing Complaints of EthicsCodeViolations,PolicyforComplaints Alleging Violations of Educational Standards in Educational Programs, or Policyfor Complaints Against the Accreditation Commission respectively.

 

2016 ACPE encourages persons to work out concerns or grievancesinformally, face-to-face, and in a spirit ofcollegiality and mutual respect. Ifdifferences are not resolved, a complaint involving an alleged violation of the ACPE ethical, educational or certification standards may be filed in accordance withthe procedures set forth in Processing Complaints of EthicsCodeViolations,PolicyforComplaints Alleging Violations of Educational Standards in Educational Programs, Policyfor Complaints Against the Accreditation Commission, or Policy for Complaints Against the Certification Commission respectively.

 

Rationale:The Ethics Commission has clarified the processes for grievances or complaints so that concerns are addressed to the appropriate sources of accountability.

 

Standard 200 Complaint

2010 On occasion, there may be overlap between the ethics and the education standards implicated in complaints. ACPE will follow its processes in such complaints according to its discretion and may use either or both Commissions.

 

2016 On occasion, there may be overlap between the ethics and the education or certification standards implicated in complaints. ACPE will follow its processes in such complaints according to its discretion and may use either or both Commissions.

 

Rationale: the addition of ‘certification’to bring into congruence with the above.

 

Standard 302.3 (Accredited Centers)provide at least the following components:

2010a written agreement that specifies the relationship and operational details between the center and any agency(ies) whenever a program uses elements for many agency(ies) external to itself.

 

2016whenever a center uses CPE program elements external to itself, a written agreement that specifies the relationship and operational details is required.

 

Rationale: Seeking greater clarity and to speak to all such occasions when any center uses CPE program elements external to itself.

 

Standard 304.8(provide all policies and procedures in writing)

2010a statement of student rights and responsibilities.

 

2016a statement of student rights and responsibilities. Centers using videoconferencing methodology must include a statement of students’ and supervisors’ rights and responsibilities related to the use of the technology.

 

Rationale: Distance Learning has been determined to be only a different modality for providing education. Therefore no extensive additions to the Standards were needed to allow for an accredited ACPE Center to provide Distance Education.  The statement clarifies what must be provided when offering the Distance Learning modality of education.

 

Standard 308.6.6(308 Program standards; 308.6 instructional plan)

2010 (no 308.6.6)

 

2016the CPE Level II curriculum involves two or more program units of CPE.

 

Rationale: This statement was moved from an introduction section for 312 to 308.6.6to establish it as a program standard and not confuse it with objectives and outcomes.

 

Standard 308.9.5

2010personal ethics and professional ethics

 

2016personal ethics, applied clinical ethics and professional ethics.

 

Rationale:the reason for the addition of ‘applied clinical ethics’ was to incorporate current thinking within healthcare ethics and to broaden and enhance the supervisory education curriculum.

 

Standard 308.11(308 Program standards; 308.11 Distance Learning)

2010(not in 2010)

 

2016When there is geographic distance between the CPE supervisor and students, electronic presence, i.e., video conferencing, is allowed as an alternative to physical presence.

 

Rationale: Distance learning strategies are being employed throughout the field of education. In order to assure quality and continuity of programming Standards engaged an extensive study of best practices around distance learning. This is a first step in recognizing and integrating a wide spread practice into our standards.

 

Standard 309.6 (Objectives: Pastoral Competence)

2010to develop students’ ability to make effective use of their religious/spiritual heritage, theological understanding, and knowledge of the behavioral sciences in their pastoral care of persons and groups

 

2016to 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.

 

Rationale: The addition of ‘and applied clinical ethics” was added here and other places for the reason offered above in reference to 308.9.5

 

Standard 311.1(Outcomes CPE Level I)

2010articulate the central themes of their religious heritage and the theological understanding that informs their ministry.

 

2016articulate the central themes and core values of one’s religious/spiritual heritageand the theological understanding that informs one’s ministry.

 

Rationale: The critique is that our language is narrow and excludes many. These additions as well as the ones that follow are looking to widen our lens and make room for those whose concepts are grounded differently.

 

Standard 311.2(Outcomes CPE Level I)

2010 identify and discuss major life events, relationships and cultural contexts that influence personal identity as expressed in pastoral  functioning.

 

2016 identify and discuss major life events, relationships, social location cultural contexts and social realities that impact personal identity as expressed in pastoral functioning.

 

Rationale:  These additions are attempts to broaden our cultural competence and to engage another level in the formation of cultural humility.

 

Standard 311.4

2010 risk offering appropriate and timely critique.

 

2016  risk offering appropriate and timely critique with peers and supervisors.

 

Rationale:  The changes to the outcomes were a first effort at revision. It was determined that while there are areas for improvement a full revision was not in step with the other levels of development currently being pursued by ACPE. The changes that were recommended then sought to make what we currently have clearer and more inclusive.  This would apply to 311.4, 311.8, and 311.9

 

Standard 311.8

2010 use the clinical methods of learningto achieve their educational goals.

 

2016 use the clinical methods of learningto achieve one’s educational goals.

 

Rationale: the use of the word their seemed incorrect as the standard is addressing an individual person’s learning goals. (See rationale in 311.4)

 

Standard 311.9

2010 formulate clear and specific goals for continuing pastoral formation with referencetopersonalstrengthsandweaknesses.

 

2016 formulate clear and specific goals for continuing pastoral formation with referenceto one’s strengthsandweaknesses as identified through self-reflection, supervision and feedback.

 

Rationale: the additional wording seeks to draw focus in a student’sstrengths and weaknesses within the CPE process vs personal strengths and weaknesses as CPE goals(See rationale in 311.4)

 

Standard312 Outcomes of CPE Level II(Introduction)

2010 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 Supervisory CPE. Level II curriculum involves at least two or more programunits of CPE.

 

Thesupervisor determines whether the student has completed Level II outcomes based on the student’s competence. The supervisor must document completion of Level II outcomes in the student’s final evaluation.

 

2016The 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 Supervisory CPE. The supervisor’s final evaluation will include a statement attesting to the competence demonstrated at the time of the evaluation.

 

Rationale: The changes to this statement involved seeking to place program standards with other program standards thus 308.6.6  and, to address the use of the word  “complete”. In ACPE this is a technical term that was being  used incorrectly causing confusion  for those pursuing supervisory education.  To complete a program of CPE means that a person  has participated and fulfilled all the requirements for credit. It does not speak to what was learned or skills improved or perspective deepened. Additionally CPE supervisors do not certify students for anything other than ACPE supervisor which has a specific program and process. What a CPE supervisor does is provide her/his assessment and perspective/opinion  of the students work and effectiveness at the time.  Bottom line, these changes were to offer greater clarity of process and expectations.

 

Standard 312.1

2010 articulate an understanding of the pastoral role that is congruent with their personal and cultural values, basic assumptions and personhood.

 

2016 articulate an understanding of the pastoral role that is congruent with one’s personal and cultural values, basic assumptions and personhood.

 

Rationale: see rationale for change in Standard 311.9

 

Standard 312.2

2010provide pastoral ministry to diverse people, taking into consideration multiple elements ofcultural and ethnic differences, social conditions, systems, and justice issues without imposingtheirownperspectives.

 

2016provide pastoral ministry with diverse people, taking into consideration multiple elements ofcultural and ethnic differences, social conditions, systems, justice and applied clinical ethics issues without imposingone’s ownperspectives.

 

Rationale: Please refer to 308.9.5

 

Standard 312.3

2010 demonstrate a range of pastoralskills, including listening/attending, empathic reflection, conflict resolution/confrontation, crisis management, and appropriate use of religious/spiritual resources.

 

2016 demonstrate a range of pastoralskills, including listening/attending, empathic reflection, conflict resolution/transformation, confrontation, crisis management, and appropriate use of religious/spiritual resources.

 

Rationale: Please refer to 311.4

 

Standard 313.1

2010 to develop supervisory students’ knowledge in theories and methodologies related to CPE supervision drawn fromtheology; professional, and organizational ethics; the behavioral sciences; and adult education

 

2016  to develop supervisory students’ knowledge in theories and methodologies related to CPE supervision drawn fromtheology; professional, applied clinical and organizational ethics; the behavioral sciences; and adult education.

 

Rationale: Please refer to 308.9.5

 

Standard 315.6

2010 demonstrates awareness of how one’s culture affects professional and personal identity, pastoral practice,the supervisory relationship, and studentlearning.

 

2016 ability to explicate how one’s personal history and culture affects professional and personal identity, pastoral practice,the supervisory relationship, and student learning

 

Rationale: Counsel we received was that the task of demonstrating was looked for at the final review and that at this stage in the process what is sought is awareness and the ability to discuss how one’s story and culture affects one’s identity and practice.

 

Standard 319.1

2010 integrates educational theory;knowledge of behavioral science, theology, and pastoral identity into supervisoryfunction.

 

2016 integrates educational theory;knowledge of behavioral science, applied clinical ethics, theology, and pastoral identity into supervisoryfunction.

 

Rationale: Please refer to 308.9.5

 

Standard 400Certification (Introduction  paragraph three)

2010 Entryinto the formal certification process requires successful completion of at least four units of CPE (Level I/Level II) and demonstration of having met CPE (Level I/Level II) outcomes. (See ACPECertification Manual.)

 

2016 Entry into the formal certification process requires (1) successful completion of at least four units of CPE (Level I/Level II) and (2) demonstration of competence in each of the CPE Level I/Level II outcomes attested to either by attaining chaplaincy certification through an ACPE-recognized organization or by one’s CPE supervisor in the student’s final evaluation.

 

Rationale: Clarifying two separate components, and, addressing the confusing concept of “having met CPE outcomes”.  At the certification level we are looking to establish pastoral competencies that span the range of areas raised in the outcomes for programs of CPE. This may be attested to by either having achieved certification by an ACPE-recognized organization or through the assessment of one’s CPE supervisor in the student’s final evaluation.  While the current competency will be assessed through the certification process, the requirement is that the applicant has demonstrated competency to ones recognized as able to assess what is being sought for entrance into the Supervisory education process.

 

Standard 404.5 & 6 Pastoral Competence (Demonstrates)

2010 (404.5 & .6 not in standards)

 

2016

404.4 self-supervision of own on-going pastoral practice

404.5 refinement of professional identity as a clinical pastoral educator

404.6 ability to explicate how one’s personal history and culture affects professional and personal identity, pastoral practice, the supervisory relationship, and student learning

 

Rationale:These three items add clarity of the expectations required of the student at the supervisory candidate level

 

Standard 405.1

2010 is familiar with diverse conceptual frameworks in pastoral theology and the behavioral and social sciences as they relate to pastoral functioning.

 

2016 is familiar with diverse conceptual frameworks in pastoral theology, applied clinical ethics and the behavioral and social sciences as they relate to pastoral functioning.

 

Rationale: Please refer to 308.9.5

 

Standard408 Supervisory competence:

2010 version

408.1 completes the objectives and outcomes of Supervisory CPE.

408.2 chooses among methods of individual and group supervision.

408.3 plans, organizes and implements a unit of CPE.

408.4 relates to and uses interdisciplinary teaching resources.

408.5 critiques one’s supervisory methodology based on feedback.

408.6 demonstrates collegial competence.

 

2016 version

The Associate Supervisor will be able to demonstrate a theoretical understanding for, and competence in, administering and conducting CPE Level I/Level II programs.

408.1 demonstrates a broadly understood and applied pastoral identity which is congruent with one’s pastoral practice (cf. Standard 315).

408.2 demonstrates the ability to supervise student learning in individual and group contexts (cf. Standard 317).

408.3 demonstrates the ability to plan, organize and implement a unit of CPE Level I/Level II (cf. standard 318).

408.4 demonstrates the ability to implement one’s theory of supervision (cf. Standard 316)

408.5 critiques one’s supervisory methodology based on feedback.

408.6 demonstrates the development of an effective supervisory relationship (cf. Standard 319).

408.7 demonstrates collegial competence.

 

Rationale: The listing was rewritten to better reflect the outcomes for Supervisory CPE and to direct the focus at this juncture on one’s ability to demonstrate  ones competency in the various areas. The movement here is to have gone from knowledge of and critical understanding toward a level of facility with the material that one has assimilated and is able to effectively work with the concepts.

 

Standard 413 Continuation of Supervisory Statusis

 

2010 Continuation of Supervisory Statusis contingent upon:

413.1adhering to the ACPE Code of Professional Ethics

413.2demonstrating spiritual and educational growth

413.3supervising students in an ACPE accredited programat least once every three years or participating in other CPE-relatededucationalactivities.

413.4 maintaining ordination or commission to function in ministry by an appropriate religious authority

413.5maintaining faith group endorsement.

413.6participating in peer review at least every five years in accordance with regional procedures.

413.7maintaining membership in ACPE

 

2016 Preservation of one’s status as ACPE Supervisor is contingent upon:

413.1 adhering to the ACPE Code of Professional Ethics as attested to by one’s professional peers and constituents through on-going program review

413.2  completing and documenting 50 hours minimum of continuing education and spiritual development annually.

413. 3 supervising students in an ACPE accredited program at least once every three years or participating in other CPE-related educational activities.
414. 4 maintaining faith group endorsement.

413.5  maintaining ACPE membership in good standing.

413.6 participating in peer review at least every five years in accordance with regional procedures.

413.7 following ACPE standards, processes and practices including, but not limited to, timely and professional submission of all required program reports, center reviews, fees, and dues.

413.8 maintaining appropriate supervisor/student ratio.

413.9 demonstrating ongoing written and verbal communication skills that are articulate, professional, and cohesive.

413.10  demonstrating cultural humility and multicultural competence.

 

Rationale: The core objective was to establish the base line standards for maintaining ones status as a certified supervisor would be to maintain the competencies established upon certification .  ACPE is in the process of  asserting high levels of quality and accountability. These additions provide the baseline for what the organization believes it can assert regarding anyone of our certified supervisors. In cases where there may be question this foundation is available for critical conversation and action.

 

Standard 414 Reciprocity for CPE Supervisor Status

 

2010Proceduresand guidelines for reciprocity shall be included in the ACPE

CertificationManual(Part Two, IV. K, p. 42). Organizations with which reciprocity exists are published on the ACPE website at http://acpe.edu/WhoWeAreRR.html.

 

2016Procedures and guidelines for reciprocity shall be included in the ACPE 2016

Certification Manual(Part Two, IV. K.). The ACPE Program Manager will provide the names of organizations with which ACPE has reciprocity to applicants seeking reciprocity.

 

Rationale: Because of the changing landscape of the most current listing is with the ACPE program Manager.  The intent is to provide updated information.

 

Appendix 1

2010 (no note at the bottom of page)

 

2016** Note: Members complete this form yearly and return with annual ACPE dues payment.

           

            Rationale: As a reminder to all, this “ACCOUNTABILITY FOR ETHICAL CONDUCT POLICY REPORT FORM” is due yearly.

In this article a group explored possible changes to supervisory education standards building on what had been learned and discussed at the Supervisory Summits that had been held that year.

While our discussion is primarily meant to look at CPE Level 1 and 2 the attention to language and educational theory are important contributions lifted up in this work.

Michelle Lacock writes:  In thinking about outcomes further I would suggest breaking them down even further so there is not so much in one outcome.  Similarly to what APC does, where there are more outcomes, and they are shorter phrases.  It would be easier to assess and show completion that way.  We used Bloom’s taxonomy on how by using different words to distinguish between the levels of ability.

ACPE_Supervisory_Standards_14 ( click here for complete article)

Kent Schaufelberger shared the following:

These are the themes that seem to build a solid curriculum. We’ve (Pacific Region Education Committee) identified them for a core curiculum ( cf. Pacific Region post) based on the Common Standards for Professional Chaplains and the ACPE Standards for Level I and II CPE:
1) Self Awareness
2) How to Deliver Care
3) Respect for Diversity
4) Spiritual Assessment
5) Ethical Practice
6) Teamwork and Collaboration
7) Care of Self and Staff
It seems if we back out of those, we could most likely come up with objectives and outcomes that would work for CPE generally in any venue.

 

           University of Minnesota Medical Center- Karen Hutt

Minnesota curriculum  (click here for complete article)

CPE Residency Unit Two

 Social and Cultural Geography through the Lens of Spiritual Humility

Contributing to Spiritual Health Services: Research and Reflection

 Program Rationale:   As CPE continues to change and evolve, our pedagogy and methodology continues to develop multiple constructs to meet the needs of the 21^st century student.  This unit will provide residents with a model for contextual learning and reflection that will include the disciplines of research, ethnography, visual arts, social psychology, spiritual syncretism, anthropology, and religious history.

ACPE Level Two Outcomes and Objectives will be met through the use of critical inquiry and engagement. The residents will develop a deeper awareness and understanding of how persons, social locations/conditions, personal spiritual systems, and structural realities, affect the lives of patients and families. They will also explore the role community based participatory research can play in the development of appropriate and relevant interventions for hospitalized patients and families…….

URBAN CPE CONSORTIUM, INC. ACPE CENTER

Outcomes of CPE Programs – ACPE 2010 Standards 311-312

The words in italics have been inserted by the Urban CPE Education Committee to better address the outcomes, purpose, language and methodologies of the Urban CPE program. (Std. 308.6.4) The nature of the Urban CPE program and its urban ministry provides students an opportunity to expand into greater breadth and depth of ministry and pastoral skills and to address some Level II Outcomes within their first CPE Unit.

Click here for the nuanced wording of the 2010 standards. Outcomes Level I, II nuanced

 

 

Curriculum Resource Pacific Region ACPE ( click here for complete document)

The Pacific region has shared this work as a way to strengthen the conversation and to continue the development of our work, click the link above to read the whole document. The following provides an introduction and an overall summary.

CLINICAL PASTORAL EDUCATION CURRICULUM RESOURCE
Edition #1

INTRODUCTION
This resource is intended to strengthen and support the ongoing learning of those who are preparing to care for the spiritual needs of individuals, their families, staff and colleagues in hospitals and other clinical settings throughout the ACPE Pacific Region. It is the work of many in the region: members of the education committee who have dedicated time, talents, writing skills and insights from their practical experience to create this draft and connect it directly to national ACPE standards. It also draws upon thoughtful feedback of colleagues during the 2011 and 2012 Regional Meetings.

It is a work in progress; ready for thoughtful use. This is an invitation to build on existing strengths and continue to improve what we bring to the care of those we serve.

The Curriculum Resource suggests learning expectations, while leaving room for creativity and responsiveness to the particular learning needs and strengths of individual students. We invite you to select, try out, and contribute your thoughts and suggestions for improvement as you support student learning.

This Curriculum Resource represents nearly four years of effort to create a resource for Supervisors, Centers and persons learning the art of supervision. This document consolidates the ACPE Standards, Outcomes and Competencies of the APC/NACC
into eight areas of learning and lists outcomes that are necessary to meet ACPE Standards and APC/NACC competencies. The focus was placed on Level 1 and Level 2 Standards as this represents the primary focus of Clinical Pastoral Education. Level 1 and Level 2 were also chosen to assist persons in Supervisory CPE.
Students in Supervisory Education must begin constructing curriculum for the students they will serve and prepare CPE Centers to be accredited educational sites. This Curriculum Resource provides a comprehensive look at the whole of learning a Level 1 and Level 2 CPE Student must achieve to be fully prepared for certification as a Chaplain and to begin working in the profession.

This Curriculum Resource was prepared using the principles and understandings from adult learning research. It is adult learning that is the corner stone of our educational process. The guiding principles from adult learning research are:
 Active listening and open communication with learners matters;
 Timely information and feedback matter;
 Choice matters;
 System or organizational learning matters;
 Student-focused learning matters most.

CONTENTS — SUMMARY OF LEARNING GOALS

Self-Awareness
I will…
 Know my personal story
 Be able to establish healthy relationships with others
 Develop awareness of my inner dynamics
 Be knowledgeable and respectful of spiritual diversity

Delivery of Care
I will…
 Initiate pastoral relations with individuals and groups
 Recognize and use my emotions appropriately in pastoral relationships
 Offer comfort and support for life change/transitions
 Design and use ritual
 Support persons in crisis
 Utilize a repertoire of pastoral intervention skills
 Contribute to bioethics consultations
 Participate in care conferences
 Offer end-of-life care
 Provide closure to relationships
 Apply knowledge of grief leading to emotional coping

Respect Diversity
I will…
 Expand my knowledge of cultural and religious/spiritual diversity
 Examine and evaluate my personal assumptions about diverse cultures and spiritual traditions
 Apply knowledge and insights about my own and others’ cultural and spiritual diversity to provide respectful and effective care
 Collaborate with colleagues to ensure that the spiritual beliefs, cultural values, and needs of those we serve are included in the planning and delivery of care

Spiritual Assessment
I will…
 Use a spiritual assessment model to identify and document the internal and external spiritual resources and needs of those in my care
 Seek knowledge and insights into the spiritual life of those I serve in order to respectfully incorporate spiritual beliefs/faith traditions into my care
 Self-assess and reflect on the quality and impact of my spiritual care

Ethical Practice
I will…
 Know and practice my role in maintaining confidentiality and appropriate professional boundaries in ministry
 Attain knowledge of the ethical issues in my clinical setting and apply a process of ethical analysis to reflect on those issues
 Become aware of and practice approaches to addressing unethical practices by colleagues in my institution

Teamwork and Collaboration
I will…
 Collaborate with the interdisciplinary team in order to provide patient- and
family-centered care
 Participate within the spiritual care department with the department director,
CPE supervisor, staff chaplains, and others to fulfill the department’s mission
within the larger institution
 Use CPE supervisor(s) and peers as learning resources through collaborative
consultation and communication

Care of Staff
I will…
 Develop a rapport with staff
 Serve as a resource for support of staff around personal or professional concerns and issues
 Make appropriate assessments, responses, and referrals

Acknowledgements

Thanks to ACPE Pacific Region Leadership for vision, encouragement, resources,
patience, and spiritual support.
We recognize the shoulders on which we stand – all those individuals who have
contributed to the development, growth, and effectiveness of CPE in the Pacific
Region.
We are grateful for the insights and challenges of the CPE supervisors and students
who have helped shape and refine this work-in-progress. Chief among the
contributors are those who did the various drafts of the document and the Resource
Team Members who attended the two Symposiums on Supervision.

Christina Miller, Chairperson
Birte Beuck
Adriana Cavina
Cheri Coleman
Earl Cooper
Susan Freeman
Dagmar Grefe
John Harrison
Wes McIntyre
Lisa Nordlander
Duane Parker
Michelle Kirby Randall
Teleso Satele
Kent Schaufelberger
Rod Seeger
Sandy Walker
John Moody