Standard 314 Outcomes achieved by Certified Educator CPE students accrue in six areas of competency derived from the Certified Educator CPE objectives. A successful candidate for certification as ACPE Associate Certified Educator demonstrates the following:
Standard 315 Competence as a pastoral supervisor:
315.1 maintains personal integrity and a deepening pastoral identity.
315.2 demonstrates emotional and spiritual maturity.
315.3 forms meaningful pastoral relationships.
315.4 self-supervises own on-going pastoral practice.
315.5 refines one’s professional identity as a clinical pastoral educator.
315.6 how one’s personal history and culture affect professional and personal identity, pastoral practice, the supervisory relationship, and student learning.
Standard 316 Competence in the theories of supervision:
316.1 articulates understanding of and methodology for clinical pastoral supervision based on a critical grasp of the professional literature relating to the field of clinical supervision.
316.2 articulates and implements a philosophy of CPE based on an educational model integrating the theory and practice of CPE, which is based on and congruent with one’s theology.
316.3 articulates rationale for multicultural competence, integrating the theory and practice of CPE, which is based on and congruent with one’s theology.
Standard 317 Competence in the practice of CPE supervision including:
317.1 individual supervision
317.1.1 assesses an individual student’s learning patterns, personality, religious history, and cultural values as a basis for supervisory strategies.
317.1.2 supervises students’ pastoral work, giving attention to unique patterns of personal and professional development, including the ability to assist students’ movement toward pastoral identity.
317.1.3 defines and evaluates students’ pastoral and personal resources, and uses supervisory strategies and interventions to facilitate students’ learning and development in pastoral care.
317.1.4 assists students in taking responsibility for formulating a learning process and evaluating the results of the learning experience.
317.1.5 uses one’s personality and personal, religious and cultural history as a teaching resource in shaping a personal supervisory style.
317.2 group CPE supervision
317.2.1 facilitates development of group interpersonal interaction.
317.2.2 enables students to use their responses to the program as a learning experience.
Standard 318 Competence in CPE program design and implementation:
318.1 develops and organizes programs of CPE based on program educational principles appropriate to experiential learning.
318.2 manages CPE programs effectively.
318.3 develops a variety of CPE program resources.
318.4 uses diverse clinical educational methods.
318.5 works with the theological implications of the ministry context.
318.6 understands and uses ethics as they relate to CPE and pastoral practice.
318.7 uses appropriate clinical skills and teaching methods that integrate the role of context and culture in pastoral practice and education.
318.8 advocates for students based on awareness of how persons’ social locations, systems, and structures affect one’s ministry, learning, and the educational context.
318.9 considers cultural factors in the use of learning assessments, educational strategies, curriculum resources, and evaluation procedures.
Standard 319 Competence in pastoral education:
319.1 integrates educational theory; knowledge of behavioral science, , theology, and pastoral identity into supervisory function.
319.2 demonstrates awareness of the cultural contexts of diverse student groups and clinical populations that integrates and articulates ethnic identity development and its implications for pastoral practice and supervisory relationships.