Students

SPE: Pastoral Counselling Education - Course Stream

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According to the CASC/ACSS Manual a course-based unit of PCE involves 400 hours of work that includes: enrollment in and completion of two graduate level courses (one in human development and one in counselling theory); a minimum of 125 hours of face-to-face contact with counsellees; 50 hours of supervision; and involvement in an integrative learning group.
This PCE Unit will run from September 13, 2016 to April 18, 2017. In order to receive credit for this integrative learning experience the student must attend and successfully complete both semesters of the PCE unit. The educational components of this integrative learning experience include clinical and simulated experiences, individual/dyadic supervision, group supervision, ethical/spiritual reflection, theory building, and reflecting on the “safe and effective use of self” (i.e., interpersonal relations). The student’s clinical work will be supervised through the use of audio/video tapes and verbatims which will be shared within the supervision group.
In addition to the integrative learning group, students are expected to complete the counselling courses are required for course-based PCE and spend two days per week in a clinical or ministry setting where they will provide a minimum of 125 hours of counselling services to individuals and/or groups, attend to site-specific administrative tasks, prepare for client sessions, and (where available) receive site-specific supervision. This site-specific supervision may entail any combination of the following, review of case notes, case report and reflection, review of audio/video recordings or and direct observation.
Students with no previous SPE training are expected to complete a minimum of 125 face-to-face hours with clients (individuals or in groups). Students who have completed at least two SPE units and have been admitted to Advanced SPE training will complete 250 clinical (face-to-face) hours.

 

Knowing...

  • To become aware, and demonstrate awareness, of one's pastoral/spiritual presence in interdisciplinary relationships.
  • To integrate the learnings of theology and/or spiritual/religious theories and the social and human sciences in understanding the human experience.

Being...

  • To become aware of how one's attitudes, values and assumptions affect one's practice of pastoral counselling.
  • To become aware of one's personhood in the practice of pastoral counselling and of the ways one's practice affects other persons, including sensitivity to ecumenical, multi-faith and multicultural issues.
  • To develop the ability to utilize the peer group for support, dialogue and feedback in a way that integrates personal characteristics with professional functioning.
  • To use individual and group supervision for personal and professional growth.

Doing...

  • To demonstrate awareness of one's personhood in the practice of pastoral counselling and of the ways one's practice affects other persons, including sensitivity to ecumenical, multi-faith and multicultural issues.
  • To demonstrate awareness of how one's attitudes, values and assumptions affect one's practice of pastoral counselling.
  • To use individual and group supervision for developing the capacity to evaluate one's practice of pastoral counselling.
  • To develop the ability to utilize the experiential method of learning.