Mutually Engaged Supervisory Processes: A Proposed Theory for ACPE Supervisory Education
Nineteen newly certified Association for Clinical Pastoral Education (ACPE) Associate Supervisors were interviewed to determine how they learned to do Clinical Pastoral Education (CPE) supervision. Grounded theory was the qualitative research method used in gathering and analyzing data for this IRB...
| Main Author: | |
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| Contributors: | ; ; |
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
2012
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| In: |
Journal of pastoral care & counseling
Year: 2012, Volume: 66, Issue: 3, Pages: 1-16 |
| Further subjects: | B
Clinical Supervision
B Vocational Development B Pastoral Education B Clinical Pastoral Education B Supervision B Pastoral |
| Online Access: |
Volltext (lizenzpflichtig) |
| Summary: | Nineteen newly certified Association for Clinical Pastoral Education (ACPE) Associate Supervisors were interviewed to determine how they learned to do Clinical Pastoral Education (CPE) supervision. Grounded theory was the qualitative research method used in gathering and analyzing data for this IRB approved study. The emerging theory, Mutually Engaged Supervisory Processes, includes nine processes: Discerning Vocation, Feedback, Support, Supervisory Practices and Identity, Theory, Increased Awareness, Shift in Personhood, Offering Presence, and Owning Authority. Member checks confirmed the trustworthiness of the results. |
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| ISSN: | 2167-776X |
| Contains: | Enthalten in: Journal of pastoral care & counseling
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| Persistent identifiers: | DOI: 10.1177/154230501206600303 |