Supervision of spiritual care and therapy is an educational process; it involves a teaching relationship between a qualified supervisor and a group of students. Students learn skills, theory, and spirituality/theology and integrate these into their personal and professional identities. The goal of this supervision is to transform the students and supervisor so that they may become more effective in the provision of spiritual care and therapy
Counseling students report a lack of competence in spiritual and religious integration (SRI). As suc...
The author describes the of the role of co-active spiritual coaching. Personal spiritual renewal is ...
ABSTRACT SPIRITUALITY IN SUPERVISION: A PHENOMENOLOGICAL STUDY by Deborah K. Ross The counseling pro...
In this paper I describe my theology of awakening to Spirit within andbecoming an expression of Spir...
Authors describe their experiences of conducting clinical pastoral education in Victoria, Australia,...
Learning occurs in community. Identity is formed within community. Character is experienced in and t...
This essay summarizes and critiques the types of training and support provided to site supervisors, ...
In this inquiry, by reflecting upon my lived experience of good supervision and utilizing Poling and...
These theory papers all assume the following:1. Presence of a higher power catalyzes trust and deepe...
Matthew Floding introduces this collection of essays on excellence in supervision, as a needed updat...
Israeli CPE supervisory education student reflects on how preparing to be a CPE supervisor began thi...
As spiritual caregivers in healthcare organizations have evolved from external religious visitors to...
Clinical Pastoral Education (CPE) is an 80 year old education modality that provides professional ed...
Specifically, in this contextual learning space the supervisor-mentor is critical for guiding and di...
Approaches to clinical pastoral education (CPE) have in part been determined by the kind of students...
Counseling students report a lack of competence in spiritual and religious integration (SRI). As suc...
The author describes the of the role of co-active spiritual coaching. Personal spiritual renewal is ...
ABSTRACT SPIRITUALITY IN SUPERVISION: A PHENOMENOLOGICAL STUDY by Deborah K. Ross The counseling pro...
In this paper I describe my theology of awakening to Spirit within andbecoming an expression of Spir...
Authors describe their experiences of conducting clinical pastoral education in Victoria, Australia,...
Learning occurs in community. Identity is formed within community. Character is experienced in and t...
This essay summarizes and critiques the types of training and support provided to site supervisors, ...
In this inquiry, by reflecting upon my lived experience of good supervision and utilizing Poling and...
These theory papers all assume the following:1. Presence of a higher power catalyzes trust and deepe...
Matthew Floding introduces this collection of essays on excellence in supervision, as a needed updat...
Israeli CPE supervisory education student reflects on how preparing to be a CPE supervisor began thi...
As spiritual caregivers in healthcare organizations have evolved from external religious visitors to...
Clinical Pastoral Education (CPE) is an 80 year old education modality that provides professional ed...
Specifically, in this contextual learning space the supervisor-mentor is critical for guiding and di...
Approaches to clinical pastoral education (CPE) have in part been determined by the kind of students...
Counseling students report a lack of competence in spiritual and religious integration (SRI). As suc...
The author describes the of the role of co-active spiritual coaching. Personal spiritual renewal is ...
ABSTRACT SPIRITUALITY IN SUPERVISION: A PHENOMENOLOGICAL STUDY by Deborah K. Ross The counseling pro...