Click Here to download a PDF of the Crosswalk for Revised Competencies
| Former Admissions | Current Admissions | Former Phase 1 | Current Phase 1 | Former Phase 2 | Current Phase 2 | ||
|---|---|---|---|---|---|---|---|
| P1.1 Demonstrates knowledge of and adherence to attributes of integrity, honesty, personal responsibility, and accountability. | A.20 | P1.1 Demonstrates knowledge of and adherence to attributes of integrity, honesty, personal responsibility, and accountability. | P1.19 | P1.1 Demonstrates knowledge of and adherence to attributes of integrity, honesty, personal responsibility, and accountability. | P2.21 | ||
| P2.2 Deports oneself in a manner that reflects conduct and appearance appropriate to the context. | A.21 | P1.2 Deports oneself in a manner that reflects conduct and appearance appropriate to the context. | P1.19, P1.20 | P1.2 Deports oneself in a manner that reflects conduct and appearance appropriate to the context. | P2.22 | ||
| A.1 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. | A.21 | P1.3 Adheres to ACPE Standards and Code of Professional Ethics. | P1.20 | P2.1 Adheres to ACPE Standards and Manuals and ACPE Code of Professional Ethics as an Educator. | P2.22 | ||
| A.2 Recognizes situations that challenge adherence to Standards and Ethics. | A.22 | P1.4 Demonstrates knowledge and application of ethical decision-making processes applicable to context. | P1.20, P1.21 | P2.2 Deports oneself in a manner that reflects ethical conduct appropriate to the role and context of an Educator. | P2.22 | ||
| A.3 Articulates knowledge of ethical theories appropriate to a spiritual care context. | A.21 | P1.5 Acts to understand and safeguard the welfare of others. | P1.21 | P2.3 Engages in broader context to understand and safeguard the welfare of others. | P2.23 | ||
| A.4 Upholds ethical behavior and protects the welfare of others within spiritual care practice. | A.22 | P1.6 Utilizes reflection to enhance self-awareness, self-assessment, and self-monitoring to evaluate and enhance supervisory practice. | P1.3 | P2.4 Holds others accountable to ethical standards. | P2.23 | ||
| A.5 Displays self-awareness and reflection in spiritual care practice. | A.5 | P1.7 Understands and demonstrates the importance of self-care and its use for effective spiritual care and educational practice. | P1.4 | P2.5 Consistently uses and demonstrates self-care/spiritual care/wellness practices. | P2.6 | ||
| A.6 Demonstrates ability to utilize educational resources to develop reflectivity. | A.5, A19 | P1.8 Demonstrates a consistent ability to form, maintain, and bring closure to relationships within educational and professional contexts. | P1.9, P1.10 | P2.6 Engages in reflection to evaluate and enhance professional educational practice. | P2.5 | ||
| A.7 Demonstrates emotional & spiritual maturity. | A.5 | P1.9 Demonstrates a non-anxious and non-judgmental stance when engaging differences and managing conflict. | P1.12 | P2.7 Demonstrates a broad range of self-awareness, self-assessment, and self-monitoring to evaluate and enhance professional practice. | P2.5 | ||
| A.8 Demonstrates ability to form, maintain, and bring closure to spiritual care and collegial relationships. | A.9 | P1.10 Demonstrates attunement to affective experience of care-receivers, students, and peers/colleagues. | P1.7 | P2.8 Demonstrates emotional & spiritual maturity in educational practice. | P2.5 | ||
| A.9 Engages and incorporates feedback with openness and curiosity. | A.24 | P1.11 Demonstrates understanding of how power dynamics influence the forming, maintaining, and ending of relationships within educational and professional contexts. | P1.11 | P2.9 Demonstrates and chooses appropriately from a range of theoretically informed relational interventions when engaging individuals and groups. | P2.17 | ||
| A.10 Demonstrates awareness of emotional self and the ability to translate awareness into spiritual care action. | A.5 | P1.12 Articulates an understanding of the role of educator that is congruent with one’s beliefs, attitudes, and personhood. | P1.1 | P2.10 Facilitates dialogue and conflict resolution by attending to content and process of communication. | P2.14 | ||
| A.11 Communicates beliefs, thoughts, values, and feelings clearly through congruent verbal, non-verbal, and written skills. | Observed | P1.13 Recognizes how strengths and weaknesses affect one’s own learning as well as the teaching of spiritual care, and adapts new behaviors as appropriate. | P1.3, P1.18 | P2.11 Monitors and evaluates the effects of one’s identities, behaviors, affective experiences, attitudes, values, and beliefs on persons within educational and professional contexts. | P2.1 | ||
| A.12 Respects physical, emotional, and spiritual boundaries in the practice of spiritual care. | A.10 | P1.14 Demonstrates thorough grasp of pastoral identity and ability for educating others in the field of spiritual care. | P1.1, P1.15 | P2.12 Recognizes the impact of the psychological dynamics of projection, parallel process, and differentiation on the educational process. | P2.3 | ||
| A.13 Incorporates understanding of personal/cultural development, educational and vocational history, religious/spiritual development, and CPE experience into practice of spiritual care. | A.1, A.2 | P1.15 Demonstrates awareness of how culture affects professional identity, the educational relationship, and students’ learning. | P1.1, P1.5 | P2.13 Articulates an understanding of the professional role of educator. | TIP, P2.22 | ||
| A.14 Demonstrates awareness of self, including strengths and weaknesses in the educational process. | A.5 | P1.16 Demonstrates awareness of how one’s own culture influences educational goals, assessments, and interventions. | P1.1, P1.5, P1.16 | P2.14 Demonstrates use of self in creating educational environments that facilitate learners’ reflection on and integration of their personal and professional values into the practice of spiritual care. | P2.15, P2.16, P2.17 | ||
| A.15 Articulates clear motivation for entering a Certified Educator Program. | A.4 | P1.17 Seeks clarification when negotiating differences and adjusts teaching methods as appropriate. | P1.23, P1.15 | P2.15 Exhibits capacity for self-reflection and self-critique around cultural biases and incorporates insights into appropriate educational strategies. | P2.7 | ||
| A.16 Demonstrates commitment to self-evaluation and self-critique regarding one’s own cultural identities, norms, values, and practices. | A.1 | P1.18 Applies knowledge, sensitivity, and understanding of how ACPE Ethics issues apply to working effectively with diverse learners. | P1.21 | P2.16 Applies knowledge, skills, and attitudes regarding dimensions of diversity to professional work. | P2.7 | ||
| A.17 Provides spiritual care that is sensitive to individuals’ social, religious, and cultural contexts. | A.8 | P1.19 Demonstrates the ability to analyze curriculum to identify strengths, weaknesses, omissions, and/or problems. | P1.13 | P2.17 Establishes a clear philosophy, theory, and overarching goals that guide curriculum. | TIP, P2.15 | ||
| A.18 Demonstrates knowledge and awareness of how socio-economic and cultural systems and structures impact well-being of individuals and groups. | A.7 | P1.20 Demonstrates the ability to use analysis, design, selection, formation, and review to develop curriculum in the educational context. | P1.13 | P2.18 Promotes and integrates interdisciplinary learning in the curriculum. | P2.15 addressing Outcome E.4 | ||
| A.19 Attends to power imbalances in ways that promote the well-being of individuals and groups. | A.13 | P1.21 Promotes flexibility and encourages experimentation and innovation within the educational context. | P1.14 | P2.19 Demonstrates the use of feedback to evaluate achievement of the program’s goals and objectives; identifies best practices and continuous improvement through curriculum revisions as needed. | P2.20, P2.25 | ||
| A.20 Demonstrates knowledge of the clinical method of learning and how it informs the structure of a CPE program and its constituent parts. | A.19 | P1.21 Promotes flexibility and encourages experimentation and innovation within the educational context. | P1.14 | P2.19 Demonstrates the use of feedback to evaluate achievement of the program’s goals and objectives; identifies best practices and continuous improvement through curriculum revisions as needed. | P2.20, P2.25 | ||
| A.21 Exhibits the ability to mentor others on pastoral/professional functioning. | A.16 | P1.23 Demonstrates an ability to use and model the action-reflection-action method in the educational context. | P1.15 | P2.21 Implements, facilitates, and instructs others using appropriate teaching interventions. | P2.16, P2.17 | ||
| A.22 Demonstrates ability to instruct and facilitate reflection in other learners or professionals. | A.16 | P1.24 Demonstrates an ability to assess the learning needs and styles of others and apply appropriate teaching methods and interventions. | P1.14, P1.15, P1.16 | P2.22 Identifies and applies appropriate assessment tools that inform educational planning. | P2.18 | ||
| A.23 Demonstrates basic knowledge of spiritual care assessment tools and human development. | A.17 | P1.25 Demonstrates basic knowledge of the theoretical and contextual basis of educational assessment. | P1.16 | P2.23 Selects and implements means of evaluation that are responsive to and respectful of diverse individuals, groups, and context. | P2.18 | ||
| A.24 Uses tools for assessment, plan of care, intervention, and evaluation of outcomes appropriate to the patient care context. | A.17 | P1.26 Demonstrates awareness of the strengths and limitations of assessment during an interview process. | P1.17 | P2.24 Shows evidence of cultural competence in assessing students from a variety of socio-cultural and spiritual backgrounds. | P2.18 | ||
| A.25 Articulates a basic understanding of how intervention choices are informed by assessment. | A.12 | P1.27 Knows how to formulate questions and evaluate the level of preparation and readiness of CPE applicants. | P1.17 | P2.25 Shows mastery and ownership of assessment and interviewing tools appropriate to a variety of people, learning styles, and cultural/spiritual differences. | P2.19 | ||
| A.26 Applies assessment data in order to promote growth and/or learning in others. | A.12 | P1.28 Assesses how persons learn and formulates a learning plan in alignment with stages of human development and diversity. | P1.16 | ^.P2.26 Communicates results in written and verbal form clearly, constructively and accurately in a conceptually appropriate manner. | Observed | ||
| A.27 Articulates an understanding of one’s need for consultation in one’s clinical context. | A.23 | P1.29 Acquires additional assessment methods to evaluate students’ learning needs and individual learning styles. | P1.16 | P2.27 Assesses and responds to student needs independently and accurately. | P2.17, P2.9 | ||
| A.28 Demonstrates the ability to learn from peers, recognize relational dynamics, and establishes collaborative and dialogical relationships. | A.11, A24 | P1.30 Writes assessments reports and progress notes and communicates assessment findings verbally to educational colleagues/students. | P1.16 | P2.28 Uses good judgement in unexpected or difficult educational circumstances. | P2.17 | ||
| A.29 Demonstrates the ability to empower others to initiate and receive feedback in a clinical consultation. | A.16 | P1.31 Formulates educational strategies, plans, and interventions based worldviews and theories consistent with theoretical position papers. | TIP | P2.29 Presents rationale for intervention strategies consistent with theoretical orientation. | TIP | ||
| A.30 Articulates a theology/philosophy of spiritual care that is integrated with spiritual care practice. | A.2 | P1.32 Demonstrates the ability to select interventions, assessment tools, and consultation methods for different problems and populations related to the practice setting. | P1.15, P1.16, P1.23 | P2.30 Exhibits the regular use of supervision and peer relationships for support, clarification, and challenge in the practice and development of the art of supervised education. | P2.24 | ||
| A.31 Articulates basic familiarity with the history of ACPE and the pastoral/spiritual care movement | Outcomes Level IIA.16 | P1.33 Demonstrates the ability to partner with students, drawing upon theories, program elements, outcomes, and strategies to help them meet goals and change behaviors. | TIP, P1.15 | P2.31 Provides support and information as a consultant in professional and educational contexts. | P2.26 | ||
| A.32 Identifies qualities of pastoral/spiritual care education that have benefitted or hindered one’s own learning. | A.15 | P1.34 Demonstrates the ability to consult with peers or other professionals when presented with learning issues and ethical dilemmas. | P1.23 | P2.32 Applies a theological/philosophical framework for spiritual care and clinical pastoral education. | TIP, P2.1, P2.2 | ||
| A.33 Provides examples of the use of behavioral sciences in spiritual care giving. | A.2, A26 | P1.35 Demonstrates the capacity to self-supervise and to apply knowledge of personal and relational dynamics in collaborating with peers, educators/supervisors, students and other colleagues. | P1.3 | P2.33 Uses knowledge of ACPE history to address present needs within ACPE, spiritual care, and educational practice. | P2.15 – in curriculum addressing IIA.16 | ||
| A.34 Demonstrates awareness of the need for a theoretical foundation in education and personality development for Certified Educators. | n/a | P1.36 Develops familiarity with several theologies/philosophies of spiritual care in order to inform educational practice. | TIP | P2.34 Applies a theory of supervision to practice. | TIP | ||
| A.35 Articulates awareness of the impact of systems and groups on individual persons. | A.11 | P1.37 Appropriates knowledge of ACPE history and applies it to educational practice. | Outcome IIA.16 | P2.35 Demonstrates depth in the use of behavioral sciences for supervision/education. | TIP | ||
| A.36 Demonstrates basic research literacy and familiarity with evidence based practice in spiritual care. | A.26 | P1.38 Acquires knowledge of theories of supervision from other professional disciplines (e.g. Psychiatry, Social Work, and Nursing). | TIP, Leadership Development Course | P2.36 Demonstrates facility in articulating and applying educational and personality theories to educational practice. | TIP, P2.3, P2.4 | ||
| A.37 Demonstrates ability to provide care as a skillful, empathic, and compassionate spiritual caregiver. | A.9 | P1.39 Develops a knowledge of the behavioral sciences that informs educational practice. | TIP | P2.37 Demonstrates skill in CPE leadership that monitors and intervenes on behalf of both individuals and groups. | P2.11, P2.12 | ||
| A.38 Demonstrates the connection between the provision of pastoral/ spiritual care and one’s spiritual/theological foundation, religious heritage, and spiritual growth over time. | A.2 | P1.40 Completes the core curriculum for educational and personality theory; identifies and presents theories that inform one’s educational practice. | n/a | P2.38 Articulates and uses research outcomes in education. | TIP | ||
| A.39 Demonstrates ability to facilitate groups such as staff debriefings and support groups. | A.11 | P1.41 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”) | TIP | P2.39 Models and teaches how to provide care respectfully, compassionately, and supportively. | P2.9, P2.10, P2.16 | ||
| A.40 Articulates conceptual and practical understanding of the clinical method of learning as demonstrated through one’s own experience. | A.15, A.18, A.19 | P1.42 Demonstrates research literacy and awareness of evidence-based practice in education. | TIP | P2.40 Shows integration of personal theology and spirituality with one’s practice of education. | P2.2 | ||
| A.41 Demonstrates integration of theory and practice in the provision of spiritual care. | A.2 | P1.43 Develops the ability to provide both education and care to students and to distinguish between the two. | P1.7 | P2.41 Teaches others to reflect theologically in the practice of care. | P2.16, P2.17 in curriculum for Outcome A.3 | ||
| A.42 Articulates understanding of organizational complexity and competing goals. | Leadership Development Course | P1.44 Demonstrates the connection between theology and spiritual care theoretically and practically. | TIP | P2.42 Integrates self-supervision in the educational process through awareness of personal and interpersonal dynamics. | P2.5, P2.11 | ||
| A.43 Demonstrates awareness of multi-faceted roles in chaplaincy or pastoral/spiritual care context. | Leadership Development Course | P1.45 Practices reflection in the moment and adjusts practice in alignment with one’s interior experience and emotional process. | P1.3, P1.15 | P2.43 Integrates the clinical method of learning with the overall educational process and demonstrates the ability to guide students in their own learning trajectory. | P2.15, P2.16, P2.17 | ||
| A.44 Articulates the importance of and demonstrates ability to navigate interdisciplinary systems to accomplish shared goals for the benefit of care receivers. | Leadership Development Course | P1.46 Uses the clinical method of learning to develop students’ ability to reflect on their spiritual care practice and to make behavioral and intellectual modifications as needed. | P1.13, P1.14, P1.15 | P2.44 Demonstrates mastery of the process model of education and addresses students’ resistance to learning. | TIP, P2.3 | ||
| A.45 Articulates awareness of differing leadership and management styles. | Leadership Development | P1.47 Demonstrates a theoretical and practical understanding of the process model of education and applies theories of adult education. | TIP | P2.45 Successfully designs and implements a unit of CPE at Level I or Level II or in a mixed Level I and Level II group. | P2.16 and a requirement in the Certification Manual | ||
| A.46 Demonstrates basic knowledge of current ACPE Standards and the Common Qualifications and Competencies for Professional Chaplains and how to access the documents. | A.20, A.21 | P1.48 Articulates the core components of a CPE unit theoretically and practically and develops curriculum accordingly. | P1.14 | P2.46 Provides an environment in which learning and self-reflection are deepened through use of self. | P2.5 | ||
| A.47 Understanding of the value of accountability to the accrediting body of ACPE for quality improvement. | A.21 | P1.49 Demonstrates use of self in building educational alliances that enhance interpersonal connection and communication. | P1.3, P1.9 | P2.47 Articulates a well-formed theory of supervised education for the teaching/learning of pastoral/spiritual care in individuals and groups. | TIP | ||
| A.48 Articulates organizational strengths and weaknesses from current and previous spiritual care contexts. | A.18 | P1.50 Articulates the process of supervised education and uses clinical vignettes to demonstrate emerging theoretical foundation. | TIP | P2.48 Demonstrates congruence between theory and educational practice through the critical purchase of one’s theory. | TIP, P2.4 | ||
| A.49 Articulates the role of chaplain/spiritual caregiver as a potential change agent. | A.5 | P1.51 Articulates a theological and educational foundation, including the use of behavioral sciences, to understand context and content in the learning process. | TIP | P2.49 Draws upon varied institutional resources within the educational context to enhance programming. | Leadership Development Course | ||
| P1.52 Demonstrates knowledge of how the organizational context of the educational program influences program planning. | Leadership Development Course, P1.16 | P1.53 Shifts roles in alignment with diverse educational and patient care contexts. | P2.9, P2.17, Leadership Development Course | ||||
| P1.53 Shifts roles in alignment with diverse educational and patient care contexts. | P1.15, P1.7 | P2.50 Builds interdisciplinary/inter-professional alliances for educational collaboration across diverse contexts. | Leadership Development Course | ||||
| P1.54 Demonstrates knowledge of strategies that promote interdisciplinary collaboration and education. | Outcome Level I/II E.4 and P1.13 | P2.51 Demonstrates ability to engage in dialogue with management and to support organizational leadership. | Leadership Development Course | ||||
| P1.55 Articulates approaches to management and leadership that enhance effectiveness appropriate to the organizational context. | Leadership Development Course | P2.52 Demonstrates knowledge of administrative functions within a defined organizational context, including budget management, delegation of responsibilities, and daily functioning of workspace. | Leadership Development Course | ||||
| P1.56 Administers functional/technical aspects of a CPE program. | P1.13, P11.4, P1.15, P1.16, P1.17 | P2.53 Demonstrates initiative and programmatic accountability in adhering to Standards | New Accreditation requirements | ||||
| P1.57 Shows developing ability to apply ACPE Standards to the educational context. | P1.19, P1.13 | P2.54 Sustains relationships to local and national leadership structures for collegiality and program enhancement. | P2.24 | ||||
| P1.58 Shows initiative in establishing collegial relationships and contributing to the work of ACPE at the local level. | P1.23 | P2.55 Demonstrates center-wide accountability through timely reporting, fiscal responsibility to ACPE, and compliance with Standards. | New Accreditation requirements | ||||
| P1.59 Demonstrates knowledge of requirements of CPE Center’s ongoing compliance with Standards. | P1.20 and new Accreditation requirements | P2.56 Demonstrates the necessary knowledge of and readiness to assume responsibility for maintaining Accreditation. | New Accreditation requirements | ||||
| P1.60 Participates in continuous program evaluation; tracks and applies changes in Accreditation Standards to the CPE Center. | P1.18 and new Accreditation requirements | P2. 57 Creates and/or utilizes quality assessment tools that assure the ongoing improvement of the CPE program; implements and documents resulting changes. | P2.20 | ||||
| P1.61 Demonstrates an understanding of the ways by which the strengths and weaknesses of a CPE program might be evaluated and addressed. | P1.18 | P1.62 Demonstrates an understanding of the role of a CPE Certified Educator as an advocate on behalf of students and spiritual care within the organizational context and for the profession. | P2.7, Leadership Development Course | ||||
| P1.62 Demonstrates an understanding of the role of a CPE Certified Educator as an advocate on behalf of students and spiritual care within the organizational context and for the profession. | P1.5 |