https://orcid.org/0000-0003-2496-1271
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ABSTRACT
How can spiritual care faculty and clinical pastoral educators (CPE) help students integrate knowledge, capacities, and skills for practicing interreligious spiritual care? The newly adopted learning outcomes in CPE teach students specialized knowledge about spiritual care. Knowledge is then put into practice at the second level of learning in CPE. Using many of these CPE learning outcomes in graduate school spiritual care courses standardizes clinical learning across graduate degree programs and CPE units for students seeking ordination/endorsement as religious leaders and chaplains. I describe and illustrate experiential teaching strategies using the CPE learning outcomes most relevant for teaching spiritual care in graduate courses, to do with self-care, interreligious respect, interreligious listening, and self-reflexivity. I demonstrate how online discussion forums offer unique opportunities for qualitatively assessing how students are integrating knowledge and demonstrating interpersonal skills needed for interreligious spiritual care.
Disclosure Statement
No potential conflict of interest was reported by the author(s).
Notes
1 Cadge and Lawton, “The Persistence of Religion as a Master Status for Chaplains.”
2 Pargament and Exline, Working with Spiritual Struggles in Psychotherapy.
3 Lartey and Moon, Postcolonial Images of Spiritual Care.
4 Cooper-White, “The Psychology of Christian Nationalism.”
5 Morgan and Sandage, “A Developmental Model of Interreligious Competence.”
6 Ibid., 143.
7 “Revised: ACPE Outcomes and Indicators,” https://www.manula.com/manuals/acpe/acpe-manuals/2016/en/topic/acpe-outcomes-and-indicators
8 Keefe-Perry and Moon, “Courage in Chaos.”
9 van der Kolk, The Body Keeps the Score.
10 Baldwin, Through Dangerous Terrain.
11 Pargament, Desai, and McConnell, “Spirituality: A Pathway to Posttraumatic Growth or Decline?” 130.
12 Pargament, The Psychology of Religion and Coping; Pargament, Desai, and McConnell, “Spirituality: A Pathway to Posttraumatic Growth or Decline?”
13 Schuhmann and van der Geugten, “Believable Visions of The Good.” See also Schuhmann and Damen, “Representing the Good.”
15 Menakem, My Grandmother’s Hands.
16 Jennings, After Whiteness.
17 Schwartz, “Natural Vagus Nerve Stimulation,” https://www.manula.com/manuals/acpe/acpe-manuals/2016/en/topic/acpe-outcomes-and-indicators.
18 Morgan and Sandage, “A Developmental Model of Interreligious Competence,” 143.
19 “Revised: ACPE Outcomes & Indicators.”
20 Morgan and Sandage, “A Developmental Model of Interreligious Competence.”
21 This listening style, based on Motivational Interviewing, is used in spiritual care to establish trust, as noted in Doehring and Kestenbaum, “Interpersonal Competencies for Cultivating Spiritual Trust,”.
22 Doehring and Kestenbaum, “Interpersonal Competencies for Cultivating Spiritual Trust.”
23 “Revised: ACPE Outcomes & Indicators.”.
24 “Revised: ACPE Outcomes & Indicators.”.
25 Ibid.
26 Ibid.
27 Ibid.
28 Ibid.
29 Doehring and Kestenbaum, “Interpersonal Competencies for Cultivating Spiritual Trust,” 148.
30 Pargament and Exline, Working with Spiritual Struggles in Psychotherapy, 29–30.
31 “Revised: ACPE Outcomes & Indicators.”
32 Ibid.
33 Hart et al., “Predictors of Self-Reported Growth Following Religious and Spiritual Struggles.”
34 “Revised: ACPE Outcomes & Indicators.”
Additional information
Notes on contributors
Carrie Doehring
Carrie Doehring is psychologist, minister (Presbyterian Church, USA), professor of pastoral care at Iliff School of Theology, and author of The Practice of Pastoral Care: A Postmodern Approach.