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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