Fitchett George, Altenbaumer Mary L, Atta Osofo Kwesi, Stowman Sheryl Lyndes, Vlach Kyle
Professor & Director of Research, Department of Religion, Health and Human Values, Rush University Medical Center, Chicago, IL
Chaplain & ACPE Supervisor, Department of Religion, Health and Human Values, Rush University Medical Center, Chicago, IL.
J Pastoral Care Counsel. 2014 Dec;68(4):1-11. doi: 10.1177/154230501406800405.
Revisions to the processes for training and certifying supervisors continue to be debated within the Association for Clinical Pastoral Education (ACPE). In 2012 Ragsdale and colleagues published, "Mutually engaged supervisory processes," a qualitative research study utilizing grounded theory based on interviews with 19 recently certified Associate CPE Supervisors, of nine components that facilitate the development of CPE supervisory education students. In this article we critically engage this theory and the research upon which it is based. We also reflect on three issues highlighted by the theory: personal transformation in CPE supervisory education, how CPE supervisory education students develop theoretical foundations for their work, and engaging multicultural issues in supervisory education. We conclude that this theory offers ACPE the possibility of using research to guide future modifications to its practice of Supervisory education.
临床神职教育协会（ACPE）内部仍在对培训和认证督导的流程修订进行辩论。2012年，拉格斯代尔及其同事发表了《相互参与的督导流程》，这是一项定性研究，基于对19位最近获得认证的CPE准督导进行的访谈，采用扎根理论，探讨了促进CPE督导教育学生发展的九个组成部分。在本文中，我们对这一理论及其所基于的研究进行了批判性探讨。我们还思考了该理论所凸显的三个问题：CPE督导教育中的个人转变、CPE督导教育学生如何为其工作奠定理论基础，以及在督导教育中处理多元文化问题。我们得出结论，这一理论为ACPE提供了利用研究来指导其未来督导教育实践改进的可能性。
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