Articles from the JPCP

LINK TO PUBLISHER’S PAGE: Journal of Pastoral Care and Counseling

 

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.”