PROFESSIONALISM: Values and Attributes, Ethics, and Reflective Practice & Self Care Values and Attributes: Integrity, honesty, accountability, responsibility, relational Demonstrates knowledge of and adherence to attributes of integrity, honesty, personal responsibility, and accountability. Deports oneself in a manner that reflects conduct and appearance appropriate to the context. Ethics Demonstrates knowledge of ACPE Standards and Manuals, ACPE Code of Professional Ethics, and APC Common Code of Ethics for Chaplains, Pastoral Counselors, Pastoral Educators, and Students. Recognizes situations that challenge adherence to Standards and Ethics. Articulates knowledge of ethical theories appropriate to a spiritual care context. Upholds ethical behavior and protects the welfare of others within spiritual care practice. Adheres to ACPE Standards and Code of Professional Ethics. Demonstrates knowledge and application of ethical decision-making processes applicable to context. Acts to understand and safeguard the welfare of others. Adheres to ACPE Standards and Manuals and ACPE Code of Professional Ethics as an Educator. Deports oneself in a manner that reflects ethical conduct appropriate to the role and context of an Educator. Engages in broader context to understand and safeguard the welfare of others. Holds others accountable to ethical standards. Reflective Practice & Self-Care Displays self-awareness and reflection in spiritual care practice. Demonstrates ability to utilize educational resources to develop reflectivity. Demonstrates emotional & spiritual maturity. Utilizes reflection to enhance self-awareness, self-assessment, and self-monitoring to evaluate and enhance supervisory practice. Understands and demonstrates the importance of self-care and its use for effective spiritual care and educational practice. Consistently uses and demonstrates care/wellness practices. Engages in reflection to evaluate and enhance professional educational practice. Demonstrates a broad range of self-awareness, self-assessment, and self-monitoring to evaluate and enhance professional practice. Demonstrates emotional & spiritual maturity in educational practice.
RELATIONSHIPS & IDENTITY Relational Abilities, Identity Formation as Educator/Supervisor, and Cultural Awareness/Humility (within educational context) Relational Abilities Demonstrates ability to form, maintain, and bring closure to spiritual care and collegial relationships. Engages and incorporates feedback with openness and curiosity. Demonstrates awareness of emotional self and the ability to translate awareness into spiritual care action. Communicates beliefs, thoughts, values, and feelings clearly through congruent verbal, non-verbal, and written skills. Respects physical, emotional, and spiritual boundaries in the practice of spiritual care. Demonstrates a consistent ability to form, maintain, and bring closure to relationships within educational and professional contexts. Demonstrates a non-anxious and non-judgmental stance when engaging differences and managing conflict. Demonstrates attunement to affective experience of care-receivers, students, and peers/colleagues. Demonstrates understanding of how power dynamics influence the forming, maintaining, and ending of relationships within educational and professional contexts. Demonstrates and chooses appropriately from a range of theoretically informed relational interventions when engaging individuals and groups. Facilitates dialogue and conflict resolution by attending to content and process of communication. Monitors and evaluates the effects of one's identities, behaviors, affective experiences, attitudes, values, and beliefs on persons within educational and professional contexts. Recognizes the impact of the psychological dynamics of projection, parallel process, and differentiation on the educational process. RELATIONSHIPS & IDENTITY Relational Abilities, Identity Formation as Educator/Supervisor, and Cultural Awareness/Humility (within educational context) Identity Formation as Educator Incorporates understanding of personal/cultural development, educational and vocational history, religious/spiritual development, and CPE experience into practice of spiritual care. Articulates an understanding of the role of educator that is congruent with one's beliefs, attitudes, and personhood. Recognizes how strengths and weaknesses affect one's own learning as well as the Articulates an understanding of the professional role of educator. Demonstrates use of self in creating educational environments that facilitate learners’ reflection on
Supervision and Behavioral Sciences Identifies qualities of pastoral/spiritual care education that have benefitted or hindered one's own learning. Acquires knowledge of theories of supervision from other professional disciplines (e.g. Psychiatry, Social Work, and Nursing). Applies a theory of supervision to practice. Provides examples of the use of behavioral sciences in spiritual care giving. Develops a knowledge of the behavioral sciences that informs educational practice. Demonstrates depth in the use of behavioral sciences for supervision/education. Educational and Personality Theory Demonstrates awareness of the need for a theoretical foundation in education and personality development for Certified Educators. Completes the core curriculum for educational and personality theory; identifies and presents theories that inform one's educational practice. Demonstrates facility in articulating and applying educational and personality theories to educational practice. Systems (Contextual)Theory Articulates awareness of the impact of systems and groups on individual persons. Develops a theory that orients educational practice beyond individual personal development to the larger (social/group) context ("Living Human Document" and "Living Human Web" or Living Human System") Demonstrates skill in CPE leadership that monitors and intervenes on behalf of both individuals and groups. Research Knowledge and Methodology Demonstrates basic research literacy and familiarity with evidence based practice in spiritual care. Demonstrates research literacy and awareness of evidence-based practice in education. Articulates and uses research outcomes in education. APPLICATION AND INTEGRATION Curriculum Development, Teaching Skills, Assessment of Learning, Intervention and Consultation Pastoral/Spiritual Care Practice provision of care; theological reflection; self-supervision Demonstrates ability to provide care as a skillful, empathic, and compassionate spiritual caregiver. Develops the ability to provide both education and care to students and to distinguish between the two. Demonstrates the connection between theology and spiritual care theoretically and practically. Models and teaches how to provide care respectfully, compassionately, and supportively. Shows integration of personal theology and spirituality with one's practice of education.