RT Article
T1 Critically Engaging “Mutually Engaged Supervisory Processes”: A Proposed Theory for CPE Supervisory Education
JF Journal of pastoral care & counseling
VO 68
IS 4
SP 1
OP 11
A1 Fitchett, George 1948-
A1 Altenbaumer, Mary L.
A1 Atta, Osofo Kwesi
A1 Stowman, Sheryl Lyndes
A1 Vlach, Kyle
A2 Altenbaumer, Mary L.
A2 Atta, Osofo Kwesi
A2 Stowman, Sheryl Lyndes
A2 Vlach, Kyle
LA English
YR 2014
UL https://ixtheo.de/Record/1809850452
AB Revisions to the processes for training and certifying supervisors continue to be debated within the Association for Clinical Pastoral Education (ACPE). In 2012 Ragsdale and colleagues published, “Mutually engaged supervisory processes,” a qualitative research study utilizing grounded theory based on interviews with 19 recently certified Associate CPE Supervisors, of nine components that facilitate the development of CPE supervisory education students. In this article we critically engage this theory and the research upon which it is based. We also reflect on three issues highlighted by the theory: personal transformation in CPE supervisory education, how CPE supervisory education students develop theoretical foundations for their work, and engaging multicultural issues in supervisory education. We conclude that this theory offers ACPE the possibility of using research to guide future modifications to its practice of Supervisory education.
K1 CPE supervisory education
K1 pastoral supervision
K1 Pastoral Education
K1 Clinical Pastoral Education
DO 10.1177/154230501406800405