Critically Engaging “Mutually Engaged Supervisory Processes”: A Proposed Theory for CPE Supervisory Education
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 o...
| Auteurs: | ; ; ; ; |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Publié: |
2014
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| Dans: |
Journal of pastoral care & counseling
Année: 2014, Volume: 68, Numéro: 4, Pages: 1-11 |
| Sujets non-standardisés: | B
pastoral supervision
B Pastoral Education B CPE supervisory education B Clinical Pastoral Education |
| Accès en ligne: |
Volltext (lizenzpflichtig) |
| Résumé: | 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. |
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| ISSN: | 2167-776X |
| Contient: | Enthalten in: Journal of pastoral care & counseling
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| Persistent identifiers: | DOI: 10.1177/154230501406800405 |
