An Integrative Professional Theory and Practice Paper: Personal Reflections from the Journey through Clinical Pastoral Education
CPE is an experience-based approach to learning spiritual care which combines clinical care with qualified supervision, in-class education and group reflection (CASC - http://www.spiritualcare.ca/). Through didactic seminars, group presentations and personal reading there is opportunity for the stud...
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| 格式: | 電子 Article |
| 語言: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | 載入...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| 出版: |
Sage Publishing
2015
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| In: |
Journal of pastoral care & counseling
Year: 2015, 卷: 69, 發布: 4, Pages: 201-214 |
| Further subjects: | B
Theological Reflection
B integrated theory / practice B Spiritual Care B Therapeutic Relationship B Empathy B Clinical Pastoral Education |
| 在線閱讀: |
Volltext (lizenzpflichtig) |
| 總結: | CPE is an experience-based approach to learning spiritual care which combines clinical care with qualified supervision, in-class education and group reflection (CASC - http://www.spiritualcare.ca/). Through didactic seminars, group presentations and personal reading there is opportunity for the student to acquire, apply and integrate relevant theoretical information into their practice.Written for my CPE Specialist application, this paper describes how, through the course of advanced CPE education, I learn to utilize and integrate theory into my clinical work. Beginning with three strands – authenticity, listening and storytelling – I then discuss how the behavioural sciences and theology inform my practice. Focusing on empathy, I speak of the application of disclosure, the use of counter-transference as a diagnostic tool, and the place of therapeutic termination. Group theory, family systems theory, theological reflection, liturgical ministry, and multi-faith practices are considered. |
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| ISSN: | 2167-776X |
| Contains: | Enthalten in: Journal of pastoral care & counseling
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| Persistent identifiers: | DOI: 10.1177/1542305015616100 |