Clinical Pastoral Training Center of Southern Maine CPTCSM
Providing professional training and field experience for chaplains of varying traditions, in varying settings with the modern religious and spiritual landscape in mind.
A program of the Abbey of HOPE
Supervision provided by Rev. Lori Whittemore, MDiv. BCCC, BCPC, CPSP-SIT. CPTCSM is provisionally accredited by the College of Pastoral Supervision and Psychotherapy as a training site under the supervision of Rev Dr. M. Dwight Sweezy, DMin, CPSP-TS
Table of Contents
General Information 4
Mission and Vision 5
Overview of Clinical Pastoral Training 6
Standards for program (from CPSP standards) 7
Code of Professional Ethics 8-9
Unit descriptions 10-11
Program Details 16
Written Requirements 17
Guidelines for written requirements 18-27
Admission Guidelines 28
Financial policies 29
Dismissal Policy 30
Current unit calendar 34-35
These program guidelines are intended to provide information about the clinical pastoral training offered by the Clinical Pastoral Training Center of Southern Maine (CPTCSM), a program of the Abbey of HOPE. This manual provides information about the training program, including admission and program requirements for successful completion of the training. Included in this handbook are some of the standards provided by CPSP (College of Pastoral Supervision and Psychotherapy) for certification as a clinical chaplain, associate clinical chaplain and pastoral counselor. Certification for those designations happens through participation and presentation to an active chapter of CPSP. Maintenance of designation also requires ongoing participation in CPSP chapter. CPTCSM offers Clinical Pastoral Training to individuals interested in preparing professionally to provide spiritual care in a variety of settings within a paradigm of collaboration with interdisciplinary teams. This Handbook will outline the duties and responsibilities of the Clinical Pastoral trainees registered in CPTCSM and for their site location.
Name: Clinical Pastoral Training Center of Southern Maine-CPTCSM
Program Supervisor: Rev. Lori Whittemore, MDiv, BCCC, BCPC, CPSP-SIT
In training with Rev Dr. M. Dwight Sweezy, DMin, CPSP-TS
Training Schedule: 3 units per year
CPT unit hours: 400 per unit
Duration of each unit 13-15 weeks (extended units available)
Extended Unit: available and individually negotiated
Mission and Vision of CPTCSM
Clinical pastoral training at CPTCSM provides field training for chaplains and spiritual care providers from varying traditions with the evolving religious and spiritual landscape in mind. CPTCSM provides training in the form of clinical training units, to prepare people to provide professional spiritual care in a variety of settings, including churches, hospitals, cancer clinics, police cars, and prisons. Completing a unit of training is a way to deepen one’s current ministry, help someone prepare for pastoral visitation ministry, or prepare themselves for a volunteer position. Additional units in conjunction with education could be sought in preparation for trainees to become board certified clinical chaplains or associate board certified clinical chaplains within the CPSP modality. Each unit of training builds on the trainees unique life and work experience and helps them integrate their story to provide spiritual care, where their own call meet this community’s greatest need.
Most organizations, including ones in which you presently work for or volunteer have a need for spiritual care provided in a professional, inclusive way. Formalizing a relationship with them as a chaplain trainee, and developing your ability to demonstrate your chaplain skills and document your encounters sufficiently, as well as participate in clinical supervision to satisfy part of your clinical training hours. If you choose to do this, you may also need additional time in another setting to expand your knowledge, skills and abilities.
CPTCSM offers high quality training under the direction of skilled supervisors and chaplains and may be accessed remotely through web technology. Supervision, interpersonal group, didactic and discussions may be accessed remotely. This is intended to develop a program that is inclusive of trainees with different abilities, geographical locations, cultures and traditions.
Details of the CPSP certification process can be found on the CPSP website at www.CPSP.org. This training is a great resource for deepening one’s own skills in ministry or preparing to facilitate or participate in pastoral visitation ministry. Our program can prepare helping professionals of all sorts by offering integrative training coupled with field experiences in providing spiritual support as a chaplain.
By placing trainees in a variety of settings, CPTCSM provides pastoral support to organizations and offers continuing development and certification to those already serving in ministerial settings. A collaborative team oriented program, trainees will engage in giving and receiving consultation with interfaith spiritual care colleagues, and with interdisciplinary team members in their specific setting. As a part of the program they will be required to develop and participate in professional cohorts for ongoing support and accountability.
As a program of the Abbey of HOPE, CPTCSM prepares spiritual caregivers to provide professional, holistic care to people of various traditions, in a variety of settings, with today’s religious and spiritual landscape in mind
Overview-Clinical Pastoral Training
CPT provides interfaith professional training for ministry. It brings theological students, ministers, chaplains, and other helping professionals of any and all faiths, as well as faithful people who wish to prepare to provide spiritual care into encounter with persons who are ill, in crisis, or in need. From involvement with persons in need of spiritual support, and with the feedback from peers and supervisors, trainees develop new awareness of themselves as individuals and of the needs of those to whom they minister. From theological and psychosocial reflection on specific human situations, they gain a new understanding of ministry. Within the interdisciplinary team process of helping people, they develop skills in intrapersonal, interpersonal and inter-professional relationships. The CPT method uses: the pastoral experience, reflection on the pastoral experience by the chaplain in written and oral reports, and reflection and critique of those reported experiences by members of the peer group and the supervisor.
Group formation exercises, group interaction, evaluation and sharing become a laboratory for learning. Trainees are encouraged to recognize their differing gifts for ministry and how those gifts may be shaped and improved with the guidance of the supervisor. Both peers and supervisor serve as consultants, challengers, and supporters in the process of self-learning and self-growth. The basic impetus for learning and spiritual growth, however, comes from the trainees themselves, as they become aware of their personal and professional issues, review their autobiography, and invest in the learning opportunities available to them. Patients, clients, parishioners, family, peer, staff and supervisor encounters, all contain the seeds for challenge and support which can lead to professional, personal, interpersonal, emotional, and spiritual growth and development.
CPT mainly grows out of the experiences of the trainees in a clinical context (e.g., congregation, clinic, wards, prison block, cancer center, food bank etc.). There is also an extended body of knowledge of pastoral care, social awareness, psychology, sociology, theology, ethics and technical aspects of health and human care that will be communicated to the trainees through seminars and workshops. Seminars and training will be led by the supervisor and content experts from the broader community, religious and educational institutions. Since some of these subjects are of universal concern, certain subjects are routinely scheduled into the CPT program. Since CPT is also a form of adult education and experience-driven learning, other subjects are added to each CPT unit based on the an assessment of the trainees in a particular unit. Co-learning experiences such as joining with other CPT centers or visits to other facilities may also be scheduled into the CPT program
- STANDARDS FOR ACCREDITED CPSP PROGRAMS OF
Clinical Pastoral Training
CPSP requires that all Accredited CPSP Programs which offer Clinical Pastoral Training
function in accordance with commonly held standards which address criteria for admission to training, program content and structure, and objectives for the various levels of training.
- 210. Program Standards for Clinical Pastoral Training (CPT)
Clinical Pastoral Training was conceived as a method of learning pastoral practice in a
clinical setting under supervision. The concept was promoted by Anton T. Boisen to
include a case study method of theological inquiry—a study of “living human
documents.” For over eighty years CPT has developed its principles and methods through,
interaction and close collaboration with persons from the disciplines of medicine, psychology, the
behavioral sciences, as well as with theology.
210.1 Program standards for CPE include the following:
210.1.1 No less than 400 hours of supervised learning for a unit/quarter of CPE. At
least 240 hours of supervised learning is required for a half unit/quarter of
210.1.2 The actual practice of ministry to an appropriate variety of persons.
210.1.3 Pastoral supervision by a CPSP Diplomate in CPE Supervision or by a
Supervisor-in-Training who is in direct supervision with a CPSP Diplomate in
210.1.4 Detailed reporting and evaluation of the practice of ministry.
210.1.5 A process model of learning.
210.1.6 Participation of students/trainees in a peer group (3-8 people) which is large enough to
enable students to experience a variety of relationships and small enough to
provide time for each student to enter a creative interpersonal process for
growth and learning.
210.1.7 Didactic instruction to enable the students/trainees to understand the particular
needs of persons receiving ministry and the variety of ways of helping those
persons. Material is utilized from all sources and disciplines which assist the
students/trainees’ integration of theological understanding and knowledge of
behavior sciences with personal and pastoral functioning.
210.1.8 A curriculum which enables students/trainees to meet the objectives of CPE,
utilizes the unique resources of the center, takes into account the
students/trainees’ interests, gifts, learning and growth needs and areas of individuals.
THE CPSP CODE OF PROFESSIONAL ETHICS
All CPSP certified and non-certified members, students and trainees are required to maintain the highest level of personal, professional, moral and ethical standards. Certified and non-certified members of CPSP are expected to adhere to the Code of Ethics below. When questions arise about a member adherence to ethical standards below; the Chapter will initiate a meeting for engaging the person and issue.These engagements are expected to be redemptive and problem-solving in intent and nature.
The CPSP Code of Ethics follows.
The College of Pastoral Supervision and Psychotherapy (CPSP) seeks to maintain the highest standards of professional ethics. Therefore members covenant to work together with colleagues, students, clients and institutions in an attitude characterized by respect, commitment and professionalism consistent with the CPSP Covenant.
Professional ethics for CPSP members is rooted in respect for all persons regardless of their race, gender, religion, ethnic origin, age, abilities or sexual orientation. In other words, who they are is the reason for our respect. Members agree to commend the call, vocation and personal lives of coworkers, counselees, students, supervisees, and parishioners. Members respect each other. When there is an allegation of misconduct, all responses will be intentional while maintaining an attitude characterized by forgiveness, compassion, humility, and an empowering love. All responses to allegations will focus on accountability, education, redemption, reconciliation, and growth. Respect includes issues of confidentiality. Therefore what we know about students, colleagues and counsels will be used in their best interest.
Members are committed and accountable to each other through Chapter participation. Therefore, members will be pro-active in issues of professional abilities, continuing education, pastoral concerns, ethics and personal integrity. This form of peer review is crucial to our covenant with each other.
CPSP members recognize those who have gone before us, endeavoring to preserve, create and implement the body of knowledge in the fields of pastoral education and counseling. CPSP members maintain professional relationships with other persons in their institutions, their community, and with members of other professional organizations.
CPSP recognizes that not all ethical issues can be detailed through this or any other code. Therefore, we depend on the professional judgment of our colleagues and agree to abide by and to engage their decisions.
Colleagues, students, clients, parishioners, and patients deserve our respect. Therefore, members will not proselytize nor force their own theologies, beliefs or spiritual practices on others. CPSP members will refrain from exploiting relationships or using them to their own advantage. Exploitation includes emotional, financial, sexual, and/or social gain. Records, evaluations, personal notes, and informational conversations will be kept confidential.
Members will maintain their commitment and good standing with their CPSP Chapters. Members will maintain good standing outside of CPSP, including faith groups, endorsing agencies, licensing agencies, and employing institutions. CPSP members will take concerns of impairment, incompetence, or behavioral problems seriously. Concerns for such are expected to be addressed within each Chapter.
CPSP members will continue to use their Chapters, as well as other resources, for
professional and personal growth. This includes attention to spiritual, family and health related issues which are always significant to the professional functioning of members. CPSP members will represent their qualifications correctly, limiting their practice only to their level and area of certification. CPSP members will keep accurate financial and training records, will be accurate in professional brochures, and will make timely responses to inquiries and applications. Members are expected to be good stewards of their spiritual, collegial and financial resources and responsibilities. CPSP members have the freedom to share their private and public opinions, distinguishing these from the positions of CPSP.
Unit 1-Individual Preparation
Psychotherapeutic approach to pastoral care
Understanding one’s own story as a background for ministry
Understanding and employing spiritual assessment tools
Introduction to pastoral care models
OUTCOME: Ability to tell your story, how it led you to this place and how and where it affects the care that you give. Become familiar with spiritual assessment tools and determine which one/s work for you. Understand the current models of pastoral care and see which, if any resonate
Unit 2-Understanding Groups
Motivation for ministry
Understanding how your issues have led to call to helping profession
Understanding models of group process and navigating conflict
Trainees will develop confidence and skill in giving and receiving feedback
Trainees will learn about IDT and how to function on a clinical team
Learning about the development and culture of CPSP.
OUTCOME: Ability to work well in groups, giving and receiving appropriate and helpful feedback in a timely fashion. Become comfortable bringing a spiritual voice to the clinical table for the wholeness and healing of patient/client/staff or organization.
Unit 3-Case studies and theological reflection
Focus on pastoral diagnosis, theological reflection and pastoral intervention and guidance
OUTCOME: Strengthen skills as a pastoral diagnostician by re-examining personal theology in the context of the work that is being done. Refine internal and external process of reflecting through preparing case studies. Become proficient at understanding how and where personal issues show up in the giving of Pastoral and Spiritual Care.
Unit 4-Theory and Practice of Spiritual Care
Develop understanding of contemporary religious and spiritual philosophies and practices and of the spiritual landscape in which trainee lives and works. Integrate evolving theology and model of spiritual care based on practical experience and expanding tool and skill sets. Understand how one’s own journey has called them to this work. Recognize where one’s own issues show up in clinic and develop ability to set them aside in order to be fully present to another. Be able to articulate one’s own experience of what is sacred/holy in a broad range of settings. Engage actively in supervision and collegial group process for wholeness and healing of self and others and for professional development.
OUTCOME: As a trainee progress through the units, they will become more aware of their ability as spiritual caregiver and more confident. By the end of the 4th unit they should be aware in real time of their own issues and feelings that are happening during an encounter and have developed the professional skill to set them aside. Trainee will be aware of their pastoral/spiritual identity and how it informs the care they provide. Trainee will understand professional resources and how to access them for support and development. Trainee will demonstrate willingness to provide spiritual care AND do so in a collaborative, team environment.
At the conclusion of one unit of CPT the trainee should be able to:
- Articulate central themes of her or his religious/spiritual heritage and the theological understanding that informs one’s ministry
- Identify and discuss major life events and relationships that impact on personal identity as expressed in pastoral functioning
- Demonstrate the ability to initiate helping relationships
- Initiate peer group and supervisory consultation and receive critique about one’s ministry and practice
- Risk offering appropriate and timely critique
- Utilize the clinical method of learning to achieve his or her educational and professional objectives
- Demonstrate the ability to integrate in pastoral practice conceptual understandings presented in the curriculum
- Formulate clear and specific objectives for continuing pastoral formation with reference to one’s strengths and weaknesses
- Recognize relational dynamics within group contexts.
- Understand one’s own psycho-social and spiritual issues and how these may have influence call to helping profession
At the conclusion of units 3-4 of CPT the trainee should be able to:
1 To demonstrate the ability to make use of the clinical process and the clinical method of learning. This includes the formulation of clinical data, the ability to receive and utilize feedback and consultation, and to make creative use of supervision.
2 To demonstrate the self as a work in progress and to cultivate the understanding of the self as the principal tool in pastoral care and counseling. This includes the ability to reflect and interpret one’s own life story both psychologically and theologically.
3 To demonstrate the ability to establish a pastoral bond with persons and groups in various life situations and crisis circumstances.
4 To demonstrate basic care and counseling skills including listening, empathy, reflection, analysis of problems, conflict resolution, theological reflection and the demonstration of a critical eye so as to examine and evaluate human behavior and religious symbols for their meaning and significance.
5 To demonstrate the ability to make pastoral diagnosis with special reference to the nature and quality of religious and spiritual values.
6 To demonstrate the ability to provide a critical analysis of one’s own religious tradition.
7 To demonstrate an understanding of the dynamics of group behavior and the variety of group experiences, and to utilize the support, confrontation and clarification of the peer group for the integration of personal attributes and pastoral functioning.
8 To demonstrate the ability to communicate and engage in ministry with persons across cultural boundaries.
9 To demonstrate the ability to utilize individual supervision for personal and professional growth and for developing the capacity to evaluate one’s ministry.
10 To demonstrate the ability to work as a pastoral member on an interdisciplinary team.
- To demonstrate the ability to make effective use of the behavioral sciences in pastoral ministry.
- To demonstrate increasing leadership ability and personal authority.
- To demonstrate familiarity with the basic literature of the field: clinical, behavioral
Augsburger, David. Caring Enough to Confront; Regal Books; Ventura, California; 2009.
Bion, W.R. Experience in Groups; Tavistock Publicans Limited; East Sussex, GB, 1961.
Boisen, Anton T. The Exploration of the Inner World; A Study of Mental Disorder and Religious Experience; University of Philadelphia Press; Philadelphia, Pa.; 1936.
Brown, Robert McAfee; Liberation Theology; John Knox Press, Louisville, Kentucky;1993.
Capps, Donald. The Depleted Self; sin in a narcissistic age. Augsburg Fortress Press; Minneapolis, Mn; 1993.
Doehring, Carrie; Practice of Pastoral Care: a postmodern approach. Westminster John Knox Press; Louisville, KY; 2006.
Dykstra, Robert C (ed); Images of Pastoral Care classic readings. Chalice Press; St Louis, MO:2005.
Everly, George ; Pastoral Crisis Intervention; Chevron Publishing; Ellicott, Md; 2007.
Everly, George and Mitchell, Jeffrey; Integrative Crisis Intervention and Disaster Mental Health; Chevron Publishing; Ellicott, Md; 2008.
Goulart, Frances Sheridan; God Has No Religion, Blending Traditions For Prayer; Sorin Books; Notre Dame, Indiana; 2005.
Jennifer Cisney and Kevin Ellers; The First 48 Hours, Spiritual Caregivers as First Responders; Abingdon Press; Nashville; 2009.
Kanel, Kristi; A Guide to Crisis Intervention; Thomas Brooks Cole Higher Education Publishers; Belmont, Ca; 2006.
Kirkwood, Neville; A Hospital Handbook on Multi-culturalism and Religion, Practical Guidelines for Health Care Workers; Morehouse Publishing; Harrisburg, Pa; 2005.
Lee, Jung Young; Marginality; The Key to Multicultural Theology; Fortress Press; Minneapolis, Mn.;1995.
Nottram, Kenneth P; Caring for those in Crisis; Brazos Press;Grnd Rapids, Michigan, 2007
Paget, Naomi and McCormack, Janet; The Work of the Chaplain; Judson Press; Valley Forge, PA, 2006.
Pruyser, Paul W. The Minister as Diagnostician; Westminster Press; Philadelphia; 1976.
Pulchalski, Christina; A Time For Listening and Caring, Spirituality and the Care of the Chronically Ill and Dying; Oxford University Press; New York; 2006.
Rabbi Stephen Roberts and Rev William Ashley Sr. (editors); Disaster Spiritual Care, Practical Responses to Community, Regional and National Tragedy; Skylights Paths; Vermont; 2008.
Ramsay, Nancy; Pastoral Diagnosis; A resource for Ministries of Care and Counseling; Fortress Press; Minneapolis, Mn.; 1989.
Rinpoche, Sogyal,; The Tibetan Book of Living and Dying; Harper Collins: New York, New York; 2002
Ripple, Paula; Growing Strong at the Broken Places; Ave Maria Press; Notre Dame, In.; 1991.
Thich Nhat Hanh; The Heart of Buddha’s Teaching, Transforming Suffering into Peace, Joy and Liberation; Broadway Books, New York, New York, 1998.
Wainrub, Barbara Rubin; Healing Crisis and Trauma With Mind, Body and Spirit: Springer Publishing; New York; 2006
Each Unit of CPT
Program Length: 13-15 weeks
Approximate breakdown of 400 unit hours
Clinical time: 320
Case studies: 30
Clinical Supervision 12
Midterm and Final 6
CPSP participation 12
Students must have access to internet and Microsoft word. Electronic drop boxes will be set up for sharing work with the supervisor
Units of CPT are available remotely by the zoom video conferencing program. This offers the possibility for broaden access to training along with the possibility of allowing for great diversity of students and settings.
When case studies are to be presented, the presenter must provide enough copies for their peer group.
Clinical Case Studies
Mid Unit evaluation
Motivation for ministry paper
GUIDELINES FOR WRITTEN REQUIREMENTS
The learning contract is an essential tool for you to focus on personal and professional areas of learning and growth. It should take into account your unique qualities; strengths and weaknesses. The CPT experience gives trainees the container to process their own spiritual journey in the context of accompanying others in a supportive way. The clinic and peer group present opportunity for getting in touch with powerful feelings and learning how to process them in new ways.
The following may help you formulate your goals:
- Name several strong qualities that you think will help you make a good chaplain.
- Name several weak qualities that you think will hinder your ability to be fully present to other.
- Select two from each list and reflect on them more deeply.
- With the two strengths listed, how could you build on them individually and with the help of peers to become a more skilled care giver.
- With the two weakness listed, how will you gain more insight into how these affect your ability to be present and give thorough attention and care.
- From this exercise, select 2-3realistic and attainable things to focus on during this unit
- Write them out in very clear and succinct language.
- State the ways you will be monitoring and measuring the changes taking place in these areas and how you would like the supervisor and peer group to support you
You will negotiate and finalize this at your first supervision
Trainees will become familiar with the models of spiritual assessment and how to use them informally and formally. These assessments are often used as a part of clinical documentation for charting purposes. Completing spiritual assessments helps create a plan of care in conjunction with other disciplines. It also facilitates a continuum of care, when another chaplain or clinician provides care to the same person.
For purposes of CPT please consider the following questions and sketch out how you addresses these in your encounters:
- situation of your encounter with person
- how did you initially introduce or connect yourself to person
- were they able to name the situation or reason for the encounter
- how did you reflect back their experience to them and validate their feelings
- were you able to help them identify their spiritual tools/resources for coping
- how did you encourage connection to those tools and resources
- did this encounter merit a referral, consultation or collaboration
- what is your spiritual diagnosi
Impression reports are a tool for helping chaplains connect to their feelings in real time, while providing spiritual care. These reports are written after the fact, however are intended to train a chaplain to be processing some of these questions in the moment.
1, Describe an encounter that left you feeling uneasy?
- Name the patient care issue?
- Where does this patient care issue come up for me elsewhere?
Other patients, or for me directly?
- How did it affect my giving full attention and care to the client?
- How have you/will you tend that wound?
Suggested Outline for Case Studies
II Preliminary Patient/Client data
III Background Information and Story
V Reason for presenting this visit
VIII Analysis of Pastoral Functioning
DETAILED OUTLINE OF CASE STUDY
Case Study Number
Date of Visit
II Preliminary Data
Date of encounter
Length of visit
III. Background and History
Please share additional information known prior to visit, summary of previous visits, information from charts or consultations with other team members. Briefly tell what happened and the steps you took to prepare for encounter.
Note the specific conditions of the encounter. Note condition of the client/patient, personal effects, cleanliness, and their specific physical context. Who is present with them? Where is the person sitting/ standing in conjunction to the people around them? What feelings come up for you as you encounter this situation?
V Reason for presenting this as a case study
What questions or issues were raised for you? How does this tie in with your personal story? What are you hoping to learn with the help of your peer group?
Include all verbal and nonverbal communication. Put non verbal in parenthesis ( ) Number the dialogue and note the speakers using a key:
PO police officer
The verbatim does not have to include an entire encounter, it may be a segment of a longer visit. Speakers should be numbered as they speak.
VIII Spiritual Assessment
How did your client name the situation? Did you reflect back their experience? Were you able to normalize their feelings? Did they identify any spiritual tools? Were you able to help them connect to those tools? Is a referral or consultation with another chaplain or professional necessary?
VIII Pastoral Functioning
Evaluate your successes and shortcomings in this encounter. Did any of your own issues or fears get triggered? If so, how did those impact your ability to be present? Were you able to remain objective during the visit? What have you learned about yourself from preparing this case study? Did this encounter effect your theology or beliefs? How were you stretched?
Mid Unit Evaluation
Presented Orally based on these questions
1 state your training objectives and briefly describe your progress.
2 how have you changed thus far during the unit
- describe your relationship to your peers. What have you learned from each of them individually? What specifically are their strengths and growing edges? How have you shared your observations with them
- describe your relationship your supervisor. What have you learned from her? What are her strengths and growing edges? How do you experience her pastoral care?
- How do you see yourself interacting with your site staff and training site supervisor or mentor?
Supervisor: Rev. Lori Whittemore
Summarize responses to these questions:
- State your training objectives and describe your progress. Are you ready to move forward to additional units and address new objectives?
- How have you changed in this unit?
- Describe a pastoral encounter that illustrates your gifts and growing edges that you have not previously presented? Describe how you used the clinical method of “action-reflection-action” to learn from the encounter
- How has your perception of the role of chaplain changed for you? How do you feel about yourself in this role?
- Describe your relationship with each of your peers?
- What relationships have been challenging for you? How have you used those areas of discomfort for personal growth?
- What relationships have been helpful for you? What makes them so?
- In what ways has supervision been helpful for you?
- In what ways has it been a challenge?
- Talk about the relationship you have with your site supervisor.
- What is your relationship with your peers at your site?
MOTIVATION FOR MINISTRY
Prior to beginning this assignment, read Clinical Pastoral Education-Exploring Covenants with God by The Rev. Dennis E. Kenny, D.Min, in the “The Journal of Pastoral Care, June 1980, Vol. XXXIV, No. 2, available from your Supervisor.
a. Do I see myself motivated by
a. How have I understood
the “Spiritual” dimension
of my “Call”
(objective strengths that other
“reasons” I’d be pleased to tell a
(these may be subjective or
Weaknesses that other people
“reasons” I wish to hide & tell no one
but a best friend, only if they keep it
that have influenced me to seek
a career in the ministry (include
family & how they handle feelings)
(you may use Fowler or Westerhoff’s categories but write about your own
“Covenant” ramifications of the
covenant in relationships
Growth and understanding of my Call to the ministry.
Theory Paper outline
CPTCSM Admission Process
In accordance with CPSP application process. A completed application is submitted to the Director, Rev. Lori Whittemore, together with a non refundable check in the amount of $50. Checks can be mailed to 5 Northwood Road, Yarmouth, Maine 04096.
An interview with the CPTCSM Supervisor Lori Whittemore and her training supervisor Dwight Sweezy shall be conducted at an agreed upon time and location.
Applicants will be informed of the status of their applications. Applicants will be subject to a background check and may need to participate in other screening based on placement location. If a trainee is placed at a site that serves youth, additional screening/training may be required of the trainees.
CPTCSM does not discriminate against any individuals for reasons of race, color, national origin, gender, age physical disability, sexual orientation, faith group or military status. Equal access to education opportunities is extended to all qualified persons based on program availability.
This policy, not withstanding, all trainees accepted into this program shall be able, with reasonable accommodation, to physically perform the duties as a Trainee.
The trainee needs to sustain sufficient physical and emotional health to delver appropriate spiritual care to those he or she encounters as well as meet the other program requirements. The trainee must demonstrate a capacity to endure and cope with moderate amounts of chaos that accompany normal parts of institutional culture of a varied settings
CPTCSM Tuition Policy
Tuition must be paid before the end of the first week of a unit of CPT.
Tuition for a unit is $750
Special arrangements can be made with Supervisor prior to the unit if there is financial hardship.
Once the unit has begun, full payment is expected
$50 application fee is not refundable
50% of tuition will be refunded if person withdraws from unit up to the end of the second full week
No refund after the 2nd full week
Dismissal ends the trainee’s participation in the CPT program and is initiated by the CPT Supervisor,
Dismissal may occur as a result of:
Failure to complete the written requirements of the unit
Failure to participate in the peer group conducive to growth of self and peers
Failure to act responsibly in pastoral role
Not responding to calls
Responding inappropriately to the needs of clients, families and staff.
Failure to observe standards of professional behavior during assignment
Violating HIPPA privacy laws
Participating in illegal activities
Breach of confidentiality
Deception or dishonesty
CPT Complaint Protocol
CPTCSM will maintain the highest standards of ethical conduct. Any incident of
ethical violation, or presumed violation, will be processed in the following manner:
- Any person with an ethical complaint against a CPE/T supervisor, will first inform
the training supervisor, M. Dwight Sweezy. He can be reached at firstname.lastname@example.org. If both the supervisor and training supervisor are involved in the grievance, a complaint should be filed with the training supervisor’s CPSP Chapter. (Princeton Chapter)
- The Chapter convener, in consultation with chapter members, decide if the complaint has merit. If the complaint is deemed without merit, the complainant will be notified to that effect. If the complaint is judged to have merit, it will be referred to the Chapter where the object of the complaint has credentials.
- The Chapter on receiving the complaint will process it, interview the parties as needed, and make a judgment on any appropriate recompense or penalties required, and notify the complainant of such.
- If the complainant is not satisfied with the Chapter’s judgment, he or she may again notify the General Secretary, or President, who will together create a Panel to review the complaint and the Chapter’s decision. The Panel may sustain the Chapter’s decision or overrule it and make its own decision, and notify the complainant.
- The Panel’s decision may be appealed to the Executive Committee, and if the
complainant is not satisfied, he or she may appeal next to the Governing Council. The decision of the Governing Council will be final.
- The Person against whom the complaint is made may similarly appeal any decision to the Executive Committee, and next to the Governing Council. The decision of the Governing
Council will be final.
CLINICAL PASTORAL TRAINING CENTER of Southern Maine From Standards of CPSP
Application for Clinical Pastoral Education
|Unit Desired (Check one)|
| Fall Unit (September to December)
Winter Unit (January to March)
Spring Unit (April to June)
|First Name||Last Name|
Denomination/Faith Group Information
|Name of religious Body:
|Conference, Presbytery, Diocese, Association|
|Ordained?||Date of Ordination|
Previous Clinical Pastoral Education
References and Addresses
Include with Application:
- Three “stories” (one-half to one page each) of important events/people/ memories in your life. These may be anything of significance, but pay special attention to those which triggered life-changes for you.
- An autobiography outlining your spiritual journey and highlighting key social and emotional turning points in your life. Include information about faith group/denominational activities of each parent prior to your birth. If you have held leadership positions of any kind in your faith group, describe each one.
- An account of a time when you helped someone else (one-half to one page). Be specific about the need as you understood it, and about how you provided help.
- A statement about why you want to receive Clinical Pastoral Training. If you have specific ideas about what you would like to learn, include them.
- If you have had previous Clinical Pastoral Education, please include copies of evaluations written by you and by your supervisor(s).
- Tuition is $750 per unit. To reserve your place, please include a check for $50 as a nonrefundable deposit with your application.
Proposed CALENDAR FOR WINTER CPE/CPT UNIT 2016
(This calendar is subject to change)
|January 6||IPR 330-630pm||Introduction to unit
Introduction of group and supervision scheduling
|January 13||IPR 330-630pm||Case Studies||All|
|January 20||IPR 330-630pm||Case Studies||All|
|January 27||IPR 330-630pm||Case Studies||All|
|January 25||DIDACTIC 9am-5pm||Didactic||Supervisor/|
|February 10||IPR 330-630pm||Case Studies||All|
|February 17||IPR 330-630pm||Case Studies-midterm evals||All|
|February 29||DIDACTIC 9am-5pm||Didactic||Supervisor/|
|March 2||IPR 330-630pm||Case Studies||All|
|March 9||IPR 330-630pm||Case Studies||All|
|March 16||IPR 330-630pm||Case studies||All|
|March 23||IPR 330-630pm||Case Studies||All|
|March 30||IPR 330-630pm||Case Studies/final eval||all|
|ON OWN||8 hours||Personal ministry didactics (CEUs)||All|
|ON Own||3-6 hours||Chapter meeting|
SPRING UNIT CPT 2016 (subject to change)
|April 6||IPR 330-630pm||Introductions/cases
|April 13||IPR 330-630pm||Case Studies||All|
|April 20||IPR 330-630pm||Case Studies||All|
|April 27||IPR 330-630pm||Case Studies||All|
|May 4||DIDACTIC 9am-5pm||Didactic||Supervisor/|
|May tbd||NCTS||Cases and didactic|
|May 11||IPR 330-630pm||Case Studies||All|
|May 18||IPR 330-630pm||Case Studies-midterm evals||All|
|May 25||DIDACTIC 9am-5pm||Didactic||Supervisor/|
|June 1||IPR 330-630pm||Case Studies||All|
|June 8||IPR 330-630pm||Case Studies||All|
|June 15||IPR 330-630pm||Case studies||All|
|June 22||IPR 330-630pm||Case Studies||All|
|June 29||IPR 330-630pm||Case Studies/final eval||all|
|ON OWN||8 hours||Personal ministry didactics (CEUs)||All|
Consents and acknowledgements:
Consent to Video Tape
I agree to be videotaped during IPR sessions and individual supervision for purposes of peer review, consultation and certification:
Release of Written Materials
I agree to let my supervisor use my written materials for consultation and certification purposes:
Agreement to Maintain Confidentiality
I agree to maintain my client/patient’s confidentiality wherever I am assigned.
Acknowledge of understanding of program guidelines
I have read and am familiar with the program guidelines for CPTCSM and the standards and expectations therein: