Articles of interest from the Journal of Pastoral Care and Counseling
LINK TO PUBLISHER’S PAGE:
Spring-Summer 2006:
“Contemplation and Compassion: At the Heart of a Franciscan Spirituality of Clinical Pastoral Supervision” by John Brice and Celia Kourie.
Abstract: “After five years of supervising CPE modules in two different hospitals in South Africa, a chaplain supervisor reflects on how his Franciscan spirituality had impacted his supervisory ministry. He describes how he was able to narrow the impact of two defining Franciscan qualities: contemplation and compassion. This article explores the relationship between spirituality and clinical pastoral supervision...”
Winter 2005:
“Opening Up the Circle: Next Steps in Process Group Work in Clinical Pastoral Education (CPE)” by Joan E. Hemenway.
Abstract: “This article applies systems-centered theory…to the small process group experience in Clinical Pastoral Education… by exploring six key questions…”
Spring Summer 2005:
“Through the Looking Glass: Women and Ministry Supervision” by Tracy J. Trothen
Abstract: “Issues pertaining to women and clinical pastoral supervision are identified and examined in the essay. An in depth literature review regarding the relationship between gender and supervised pastoral training provides the basis for the identification of the following themes: the relative lack of female supervisors, how and why we ought to talk about gender and ministry supervision...etc.”
Spring-Summer 2004:
“Virtual Visiting Seminar Replaces Verbatim Seminar in Clinical Pastoral Education (CPE)” by Douglas R. Wilson.
Abstract: “The article addresses the question of the value of the virtual visiting seminar compared to the verbatim seminar in Clinical Pastoral Education (CPE) unit…The results point to the advantages of the virtual visiting seminar over the verbatim seminar.”
Fall 2004:
“A Parallel Process Seminar for Use in Programs of Clinical Pastoral Education (CPE)” by J. Edwin Heathcock.
Abstract: “A seminar model is developed and used for students in Clinical Pastoral Education to explore parallel process dynamics operative in their ministry. One of the key assumptions on which this seminar is designed is that students will present material from their work with patients that carry relational dynamics that parallel the students’ intra-psychic dynamics…”
Winter 2002:
“Nearly Everything We Wish Our Non-Jewish Supervisors Had Known About Us as Jewish Supervisees” by Rabbi Bonita E. Taylor & Rabbi David J. Zucker
Abstract: “…presents twelve key points about Judaism and Jewish thought to help non-Jewish CPE supervisors and chaplains in their work with Jewish supervisees and patients.”
Spring 2002:
"From Object to Subject: Pastoral Supervision as an Intersubjective Activity” by William R. Delong.
Abstract: “The author sketches the development of psychoanalysis in terms of its trends from notions of objectivity to intersubjectivity and how this movement can inform contemporary pastoral supervision. The article argues that these same trends may be noted in the development of contemporary educational and theological theories.”
Summer 2002:
“Rethinking Supervision of Ministry” by Ryan LaMothe.
Abstract: “This article addresses the need for ongoing supervision in ministry and explores reasons for the avoidance of supervision. More specifically, twentieth century ideas regarding epistemology and Freud’s “discovery” of the unconscious reveal important limitations in the commonly held mode of supervision…”
Winter 2001:
“Canadian Supervised Pastoral Education— Affirmations and Ethical Queries Emerging from a Two-Year Study” by Tracy J. Trothen.
Abstract: “Presents the findings of the second phase of a research study carried out in the summer of 1999…Reports the results of a survey of students who completed a basic unit of SPE to identify the self-perceived effects of the unit on their pastoral functioning…”
Spring 2001:
“The Hamilton SPE Evaluation Tool (HSET): Is It Any Good?” by Thomas St. James O’Connor, Marlene Healey-Ogden, Elizabeth Meaks, Glen Empey, Lori Edey, Sarah Klimek, & Cathleen O’Neill.
Abstract: “HSET is a self report that evaluates student learning in the basic SPE unit utilizing six areas: supervisory relationship, personal growth, professional growth, theological reflection, learning context, and overall growth.”
“A Collaborative Pastoral Care and Counseling Supervisory Model” by E. Wayne Hill.
Abstract: “Presents a collaborative pastoral care and counseling supervisor model baed on constructivism and attachment theory.”
Winter 2000:
“Pastoral Counselors, Educators, and Clowns” by W. Craig Gilliam.
Abstract: “…Suggests that [by] seeing one’s relationship to the clown, a counselor or educator can be freed to facilitate [a] drawing out [or leading out of client/student] which ultimately benefits the client, student, and community.”
Spring 2000:
“An Examination of How Adult and Theological Education Literature Informs the Practice of Clinical Pastoral Care: A Critical Review” by Michael S. Koppel.
Abstract: “Examines the literature on adult learning and theological education in relationship to the field of clinical pastoral education. Elicits insight from the source material that informs practice. Evaluates strengths and weaknesses in the literature, particularly in reference to self-directed and transformative learning. Gestures towards implications for pastoral care.”
Summer 2000:
“Clinical Pastoral Education with Students from Other Cultures: The Role of the Supervisor” by Homer L. Jernigan.
Abstract: “Outlines an approach for Clinical Pastoral Education Supervisors in working with students in cross-cultural context…Urges both supervisors and students to learn from each other.”
Summer 1999:
“An Interdisciplinary Approach to Integrative Professional Education” by Fred L. Smooth.
Abstract: “Reports on a professional formation course in an integrative clinical learning for senior nursing students. Outlines the objectives and methods utilized in the course. Concludes that, given the characteristics and results of the course, vocational formation for ministry needs to include similar dimensions in designing educational curricula.”
Summer 1998:
“Theological Reflection in the Supervision of Pastoral Care” by Brid Long.
Abstract: “Reviews some elements of group supervision in preparation for the ministry of pastoral care and suggests five steps in theologically processing a case study. Reflects on the Word of God as an interpretive resource to providing meaning to life experiences. Suggests four ways demonstrating how the habit of an interpretive approach and theological reflection can enrich the Christian community.”
Spring 1997:
“Grafting Clinical Pastoral Education: Teaching Competencies for the New Spiritual Care Work” by Gordon J. Hilsman.
Abstract: “Proposes that preparing chaplains for integrated system spiritual care will involve acknowledging the need for new learnings and identifying competencies that will be useful in emerging health care structures. Provides a sketch designed to achieve these objectives and shares specific instruments to aid in facilitating movement toward appropriate competencies.”
Summer 1997
“Quantitative and Qualitative Outcome Research on a Regional Basic Supervised SPE Program” by Thomas St. James O’Connor, Karen-Anne Fox, Elizabeth Meakes, and Glen Empey.
Abstract: “Discusses issues in the evaluation of supervised pastoral education (SPE) programs. Explains four ways of applying triangulation in developing an accurate evaluation of SPE and presents a case study of an SPE program evaluated through triangulation. Offers suggestions about the use of triangulation in SPE program evaluation.”
Summer 1994:
“Five group Dynamics in Team Ministry” by Joseph T. Kelley.
Abstract: Considers how five dynamics which are characteristics of groups apply to a ministerial team. Focuses on the importance and structure of the team meeting, how a team goes through the stages of group formation and development, the influence of the family of origin and transference dynamics among the members of a team, the psychodynamics of projective identification and scapegoating, and the healing of a fractured team.”
Fall 1994:
“Conceptual Learning in Clinical Pastoral Education Supervisory Training: A Focus-Group Research Project with Recommendations” by Lyle B. Greiner & Robert Bendiksen.
Abstract: “Reports on focus group research designed to determine how conceptual skills are developed and integrated into the learning experience of supervisory training in Clinical Pastoral education.”
“The Failed Intern/Supervisor Relationship” by William O. Avery & Norma S. Wood. Abstract: “Identifies factors which define a failed relationship between a pastoral intern and his or her supervisor and analyzes possible causes, particularly in regard to issues of power and intimacy. Provides three recommendations designed to form an appropriate intern-supervisor affiliation which might avoid the identified failures and maximize an intern’s learning.”
Spring 1993:
“Integrating the Pastoral Dimension Into Pastoral Counselor Training Programs” by Marv Gardner.
Abstract: “Reports on formative evaluation research designed to answer the following questions: “What is the pastoral dimension so pastoral counselor training?” “What methods are in use to integrate the pastoral dimension into counselor training programs?,” and “What are the satisfaction levels of program participants with regard to this integration process?” Summarizes data gathered by the American Association of Pastoral Counselors. Analyzes and interprets the data on counselor attitudes, identity values, training content and training processes. Discusses the implications of the findings for training programs.”
Fall 1993:
“Do Gender Issues Affect Clinical Pastoral Education Supervision?” by Larry VandeCreek & Martha Glockner.
Abstract: “Presents empirical data to support certain conclusions concerning the effects of gender issues upon Clinical Pastoral Education…supervision, including 1) that female students bond with their supervisors more strongly than male students, 2) that the bonding style with father as a child is important in students reporting more than one unit of training, 3) that students’ self-esteem, death anxiety, and depression influence their evaluation of the supervisory relationship, and 4) the female supervisors worked with students who possessed more self-esteem problems…”
Winter 1991:
“Racial and Gender Myths as Key Factors in Pastoral Supervision” by Eugene Robinson, Jr. & Miriam A. Needham.
Abstract: “Explores the various dynamics activated when a black male supervisor and a white female supervisee are part of a Clinical Pastoral Education team. Uses the notion of racial and gender myths as a way to understand such a relationship. Claims that it is exceedingly important to train culture and gender conscious supervisors and that such training can lead to significant racial and gender learnings having implications beyond the CPE context.”
Winter 1990:
“Anxiety and Creation in the Clinical Pastoral Education Context: A Theology of Pastoral Formation” by William R. Beers.
Abstract: “Draws on the writings of Mircea Eliade, Paul Tillich, Soren Kierkegaard, and Henry Nelson Wieman to explicate a theology of pastoral formation as it may take form in the context of Clinical Pastoral Education. Proposes that an appreciation of the dynamics of grief is especially capable of connecting a theology of pastoral development to both the psychology of individual development and the sociology of cultural change.”
“Prophetic Dimensions of Ministry in Clinical Pastoral Education” by David C. Duncombe.
Abstract: “Points to the many possibilities for incorporating ethical and social issues into existing Clinical Pastoral Education structures. Gives some examples of how this is already being done, and describes a CPE program which employs interactive supervisory techniques while working with political protest groups.”
Spring 1988:
“The Trivial Nature of Clinical Pastoral Education.”
Abstract: “Links the educational assumptions of CPE with those of the medieval trivium and suggests that the ministerial training requires a similar emphasis on the quadrivium. Identifies supervision as a critical issue for quadrivial teaching in CPE and describes a variety of supervisory methods used in a pilot CPE program in campus ministry.”
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