Definition

Clinical Pastoral Education and Formation (CPEF) program evolved from an academic, theoretical, and scientific training to a “hands-on” care of patients as living human documents at the bedside.  The program develops the knowledge and skills that are vital to the effectuation of healing and treating patients and caregivers by addressing their affect and relationships.  It is also an avenue for the chaplains or caregivers to gain awareness leading to a deeper understanding and analyzing of various dynamics or structures that reveal self during the patient visits.  In the Philippines, it is a program that is gaining acceptance in preparing persons for religious ministry, clinical jobs, leadership and management positions, professional excellence, and community service.  The value of the program is in honing skills in the areas of pastoral counseling and ministry.

Early History

Clinical Pastoral Education came about from a man named Anton Theophilus Boisen (1876-1965). The concept emerged from his experiences at the mental institutions where he was confined due to his schizophrenic episodes.  These confinements led him to discover that theology is best learned from a first hand study of human experience.  In other words, the reading of “the living human document” was the essential supplementation to enhance the theological education.

Value of “The Living Human Document” Concept

Full Unit Evaluation, (Baguio, 2013)

The concept of the living human document is gaining greater appreciation in garnering deeper knowledge and skills in doing pastoral ministry to the sick, the dying, the chronically ill, and those who are into grief.  It veers the chaplains away from “boxing in” their patients or clients based on the medical diagnosis or labels.  The chaplains learn the value of doing their own pastoral diagnosis based on what the patients and clients feel and struggle on.  In doing this pastoral diagnosis, chaplains are able to provide the proper plan of care. The experiential method of listening to the patients and clients have allowed the chaplains to discover more of the self that wrestle with the issues of pain, death and dying, theology of sin, salvation, forgiveness, and meaning in life, ethics, culture, and so many others.  In facing the tensions within that could hinder the proper disposition of care, the chaplains are able to gain deeper maturity that enables them to gain confidence and authority.

Methodologies Used In CPEF

a. Seminars:

A group of 4-8 persons is formed.  A schedule is then agreed upon for the group to come together to journey as one in going through the process of enhancing areas of clinical and pastoral experiences.  The seminars are centered on the interns and their issues for the purpose of understanding the living human document that minister to others.

b. Cases:

Each intern is required to present cases encountered during their pastoral visits in the hospital or in the community.  During the case discussion, the group is expected to provide feedback and consults that would foster pastoral counseling proficiency, professional skills, and conceptual competence that would result to greater self-awareness.

Uniqueness of CPEF

Completion Ceremony (Baguio, 2017)

The CPEF Program is a specialized way of learning that is appropriate for the modern times and for post-graduate continuous learning.

• The curriculum is flexible and adapts to the needs of the interns. Likewise, the time schedule is flexible.  The formed group decides on the matter as one.
• The issues tackled thru the case presentations, readings and didactic seminars are varied. The topics could be personal, cultural, ethical, theological, professional or behavioral.  Thus, the learning is extensive.
• The group processing is interactive providing each intern the time to speak and share. No one is allowed to monopolize the discussions.
• The group context is inter-faith, safe, and intentional for the development of one’s personal knowledge, skills, pastoral identity, competence, and authority while providing care to the patients, caregivers, and hospital or community staff.
• It is an interdisciplinary kind of program that allows the interns to collaborate with various medical practitioners and personnel, volunteers, and service workers attending to and needed by the patients. Each intern is given the opportunity to work jointly with other disciplines to bring in their expertise to the bedside and their specific plan of care.
• The intern’s issues, arising from the patients and caregivers, are processed in the group and individually. These activities enable the intern to have an in-depth look on his/her issues.
• The program unit received is an entry point for the intern to pursue the certification process that would allow her/him to become a professional Interfaith Clinical Chaplain or Pastoral Counselor. A minimum of four units of CPEF is required to qualify for the certification process.

Structure

 CPEF PROGRAM GOALS AND OBJECTIVES

Summer CPE Program-Central Philippine University (Iloilo, 2013)

CPEF Program is designed to provide theological and professional education utilizing the clinical method of learning in diverse contexts of ministry. There are professional benchmarks of expected outcomes from CPEF Program, which formulate the competency objectives. They are as follows:

Standards of Practice Competency
(Learning Commitment Objectives)
Pastoral Counselor/Spiritual Care Counselor Competencies

The candidate shall possess the ability to articulate and demonstrate CPE competencies/ learning objectives within a clinical or ministry context. Therefore, the Certification Review Board must be able to affirm that the candidate:

 QUALIFICATIONS FOR THE PROGRAM:

• The person must have the emotional maturity and stability.
• The person has the capacity to work and function independently.
• The person has the ability to work in a group setting.
• The person is able to function well in an interfaith, interdisciplinary and intercultural setting.
• The person has the ability to integrate one’s experiences in his/her learning process.
• The person has the capacity to relate well with authority.
• The person has the willingness to be vulnerable before his/her peers.

 CURRICULUM:

A unit of CPEF requires the completion of a minimum of 400 hours of training.  Of this, around ¾ (300 hours) shall be spent providing direct care to patients, families, and/or interdisciplinary team colleagues.  The intern shall document direct care hours, which would be verified by the supervisor.  Direct patient care and presentation of clinical cases arising from visits from any or all of these individuals for review and consultation in the group seminars are the heart and soul of the CPEF program.

NOTE:  While 300 hours is the minimum requirement, trainees are expected to be engaged in patient care throughout the entire training program even beyond the 300 hours before the scheduled end of the CPET program.

A half unit will require completion of 200 hours of work and training divided as indicated above.

The remaining 100 hours of training will be devoted to the following program components:

• case study seminars
• group relations work/pastoral concerns
• individual supervision
• didactic seminars
• reading reports
• theological reflection
• mid-unit and final evaluations
• completion ceremony/awarding of individual certificates

Actual schedule will be determined and published at the beginning of each CPEF unit.  Schedule will be subject to change based on the number of interns, holidays, and unforeseen needs of the interns, and/or the institution.  No changes to the schedule shall result in less than 400 hours of training.