canadian association for spiritual care nhs - st. catharines
TRANSCRIPT
Canadian Association for Spiritual Care
NHS - St. Catharines General Site
A Philosophy of Supervision in
Clinical Pastoral Education
Rev. Douglas F. Jones
B.A.A. M.Div
Specialist and Teaching Supervisor - CPE
Philosophy – less concerned with answers and more concerned with the process through which meaningful questions are framed around purpose and procedure. Less „what‟ and „how‟ and more „who‟ and „why‟. The former two get addressed in the „tools‟ of the educative context. E.g. verbatims, RR‟s, IPR…Praxis
In short – to thoughtfully and meaningfully speculate on the assumptions which underlie thoughts, understandings and actions about my role and identity as a supervisor.
Authenticity in Supervision
Two Foci:
Identity – the reciprocal spiritual, psychological
and social experiences and relationships that
shape who I am and am becoming.
Integrity – my choices as to „what‟ of the elements
gets integrated into the „who‟ as life-giving and
true to self.
Experience is not one way we learn…it‟s the only way.
“If occasions for the exercise of judgment are diminished, the moral-cognitive virtue of attentiveness will atrophy”
Matthew Crawford – Shop Class as Soul Craft
As a SPE supervisor it is my role, intention and hope to provide a guided, covenantal process and environment in which students may engage in such intra/inter personal dialogue and formation.
The Advent of Adult Education
(Andragogy) Alexander Knapp - German Grammar School Teacher - 1833)
Appreciates and Engages:
1. Student experience as the foundational teacher and richest resource; therefore is „learner centred‟.
2. Variety of personal learning styles.
3. Utilizing a variety of programme designs and methods.
4. An environment of safety and trust (inter-dependence/reciprocity) through which learning can take place. Begins from 1st contact!
5. Clarity regarding structure, expectations and format.
Supervision – An Environment for
Learning
- Equality is held sacred. (no hierarchy of power in covenantal
relationship).
- Non- equivalence in roles is acknowledged. (Acknowledges
power differential – real and/or perceived)
- Mutual covenant is foundational (personal and learning).
- Trust in the supervisory relationship is sought and developed
(posture of good will v. ill will)
- Risk is encouraged as essential in learning and growth.
- Evaluation is experienced (ongoing) as collegial critique toward
the personal/professional development of the learner (individual
and peer).
Supervision – An Environment for
Learning
- Student self-direction is honoured (need and benefits).
- Individualization of learning experience amidst wider
context of programme structure and objectives is
fostered.
- Learning is grounded in real life experience through
which they integrate present learning and growth with
past experience.
- There is an open acknowledgement of reciprocal
learning in the supervisory relationship.
A Shaping of Supervisory Formation
A Percolating Evening at „Tim Horton‟s
(or maybe drip) “Technique and theory are what the supervisor (chaplain/therapist) uses until
the supervisor arrives. Good supervision does not begin until the real life of the supervisor joins the real life of the student”
(adapted from Parker Palmer‟s – The Courage To Teach p.5)
- Trying on other‟s supervisory clothes (supervising as supervised)
- Adopting other‟s images (the process of personal identification)
- Personal identification (and inside job)
Welcome to the Niagara River
Supervision…a dynamic and mutual interplay of learning, growth and formation.
Formation Of A Supervisory Identity
The Riverbed
The Riverbed – Formation Of A
Supervisory Identity
The Riverbed – Formation Of A
Supervisory Identity
The Riverbed – Formation Of A
Supervisory Identity
The Riverbed – Formation Of A
Supervisory Identity
The Riverbed – Formation Of A
Supervisory Identity
The Riverbed – Formation Of A
Supervisory Identity
The Riverbed – Formation Of A
Supervisory Identity
A Shaping of Supervisory Formation
Teacher - Learner
Human Document
Learner- Teacher
Human Document
