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Chapter 2: Education

Section I: Supervised Pastoral Education (SPE)

SPE is an experience-based approach to learning spiritual care and counselling which combines care with qualified supervision and group reflection. SPE is normally in an inter-disciplinary context where the insights of other professions promote creative dialogue and where co-operation is encouraged with other workers and agencies serving the community. The program is open to people who are interested in pursuing a profession in spiritual care or counselling.

 

SPE is undertaken in educational ‘units,’ the content and duration of which are determined by the educational stream and centre chosen. SPE may be taken in consecutive units, however, many students find it useful to take time between the units for the integration of learning and completion of other education.

 

Links to Headings in this Section

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  1. SPE Program Essentials
  2. Goals of SPE
  3. Education Streams
  4. Education Levels
  5. SPE Summary & Assessments (Formerly Evaluations)
  6. Certification
  7. Admission and Certification Processes
  8. SPE Unit Confirmation
  9. Academic Credit
  10. Education Centres
  11. Calendar

 

A. SPE Program Essentials

  1. Spiritual care or counselling with others who may or may not be in a crisis situation. The frequency and intensity of encounters depends on factors unique to each situation.

 

  1. Reflective consideration of encounters facilitated by reports (written or taped), role playing, seminars, and discussion with peers and a supervisor. This reflective process considers the dynamics of the care recipient as well as the care provider from theological/spiritual, psychological and sociological perspectives.

 

  1. A group process in which SPE students and their Supervisor-Educator share and learn together.

 

  1. Individual supervision for each student with their Supervisor-Educator.

 

  1. An opportunity to acquire relevant theoretical information through an educational process including directed reading. Clinical seminars are integrated with the education.

 

B. Goals of SPE

  1. To become aware, and demonstrate awareness, of one’s personhood in the practice of spiritual care or psycho-spiritual therapy and of the ways one’s practice affects other persons, including sensitivity to ecumenical, multi-faith and multicultural issues.
  2. To become aware, and demonstrate awareness, of how one’s attitudes, values and assumptions affect one’s practice of spiritual care or psycho-spiritual therapy.
  3. To become aware, and demonstrate awareness, of one’s spiritual care or psycho-spiritual therapy presence in interdisciplinary relationships.
  4. To develop the ability to utilize the experiential method of learning.
  5. To develop the ability to utilize the peer group for support, dialogue and feedback in a way that integrates personal characteristics with professional functioning.
  6. To use individual and group supervision for personal and professional growth and for developing the capacity to evaluate one’s practice of spiritual care or psycho-spiritual therapy.
  7. To integrate the learnings of theology and/or spiritual/religious theories and the social and human sciences in understanding the human experience.

 

C. Education Streams

Education can be undertaken in the Clinical Pastoral Education (CPE) or Pastoral Counselling Education (PCE) stream.

  1. Clinical Pastoral Education (CPE)

CPE is a fully-integrated practical and theoretical experience conducted in units, each totalling a minimum of 400 hours. CPE provides training for spiritual care in such places as parishes, health institutions and correctional facilities.

 

  1. Pastoral Counselling Education (PCE)

PCE prepares one for counselling in a pastoral counselling centre, multi-staff parish setting or private practice. Students may choose to undertake Pastoral Counselling Education in one of two distinct formats, unit-based and course-based.

 

D. Education Levels

In both the CPE and PCE streams, education is offered at the follaowing levels:

  • Basic

 

  • Advanced

 

  • Provisional Supervisor-Educator

 

 

E.     SPE Summary & Assessments (formerly Evaluations)

At the end of each unit, both the student and Supervisor-Educator complete a SPE Summary & Assessment (evaluation) using the appropriate form (Form 2.1 for students and Form 2.2 for Supervisor-Educators). Each SPE Summary & Assessment must be dated and signed by both the student and the Supervisor-Educator in order to be valid.

 

For those who wish, the SPE Summary & Assessment form may be used at the mid-point of a unit to assess progress and gain familiarity with use of the form. Only the end unit SPE Summary & Assessment requires signatures for validation purposes.

 

F.     Certification

  1. Spiritual Care Practitioner Certification

Spiritual Care Practitioner Certification may be applied for following the successful completion of two Advanced units in CPE. See Manual: Chapter 2, Section II.

 

 

  1. Psycho-Spiritual Therapist Certification

Psycho-Spiritual Therapist Certification may be applied for following the successful completion of two Advanced units of PCE. See Manual: Chapter 2, Section III.

 

  1. Certification as a Certified Supervisor-Educator

Certification as a Certified Supervisor-Educator may be applied for following the successful completion of two units as a Provisional Supervisor-Educator. See Manual: Chapter 2, Section IV.

 

G.     Admission & Certification Processes

Admission and certification processes are outlined in detail in Manual: Chapter 2, Sections II – IV.

 

  1. Basic SPE

Admission to Basic SPE is a two-step process:

  • Submission of an application with accompanying documentation; and

 

  •  

 

Approval for admission to Basic SPE is granted following a successful interview.

 

  1. Advanced SPE, Provisional Supervisor-Educator Training and Certification as a Spiritual Care Practitioner/Psycho-Spiritual Therapist or Certified Supervisor-Educator

Admission to Advanced SPE, Provisional Supervisor-Educator Training and certification as a Spiritual Care Practitioner/Psycho-Spiritual Therapist or Certified Supervisor-Educator are all three-step processes:

  • Submission of an application with accompanying documentation;

 

  • Submission of professional papers with accompanying documentation; and

 

  • Consultation interview.

 

In Admission processes, the professional papers and accompanying documentation provide insight into the candidate’s readiness for the requested level of education and frequently generate questions to be discussed during the consultation interview. Although the papers are marked, no minimum mark is required to progress to the consultation interview; the process can be halted/denied only at Step One or Step Three. Approval for admission to the requested level of training is granted following a successful Step Three consultation interview.

 

In Certification processes the professional papers are marked and a minimum mark must be received to progress to the Step Three interview; the process can be halted/denied at any of the three steps. A recommendation for certification is granted following a successful Step Three consultation interview.

 

Note: The National Office does not store any documents, but the candidate may upload any of their official documents (such as: SPE summary & assessments, regional or certification reports, etc.) onto their CASC/ACSS profile on the CASC/ACSS website (spiritualcare.ca) for their future reference.

 

H.     SPE Unit Confirmation

Proof of completion of a unit of CPE/PCE is the dually signed and dated student’s and Supervisor-Educator’s final SPE Summary & Assessment (evaluation). It is therefore important to keep this documentation.

 

I.       Academic Credit

Most theological schools in Canada give academic credit for SPE.

 

J.      Education Centres

Programs are offered at facilities throughout Canada, including general and psychiatric hospitals, counselling centres, correctional institutions and a variety of other locations. Each centre is connected to a theological college. A list of education centres for a city, regional area, or province can be generated through our database which can be accessed by visiting the Search Education Centres under the My CASC/ACSS tab of the Members Only section of the CASC/ACSS website (spiritualcare.ca).

 

Personal interest, location, family situations, and financial limitations often influence students’ initial educational centre choices. However, students anticipating future CASC/ACSS Certification are encouraged to undertake education in a variety of contexts and with different Supervisor-Educators to enable them to make an informed decision regarding an area of specialty. (It is necessary that at least one unit of Advanced education be carried out in the area of specialty in which Certification will be sought.)

 

K.     Calendar

Schedules vary by facility. For specific dates and details, contact the individual education centres.

 

 

 

 

Section II: Clinical Pastoral Education (CPE): Basic to Certified Spiritual Care Practitioner

Glossary of Acronyms

CC Certification Committee
CPE Clinical Pastoral Education
CSE Certified Supervisor-Educator
PSE Provisional Supervisor-Educator
RAC Regional Admitting Chair
SPE Supervised Pastoral Education (includes both CPE and PCE)

 

Links to Headings in this Section

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  1. Basic SPE—(CPE/PCE)
  2. Advanced CPE—(Competency Assessment for Advanced)
  3. Clarifications—(for Advanced CPE Process)
  4. Certification—Spiritual Care Practitioner (CPE)

 

 

A.     Basic SPE— (CPE / PCE)

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Form #
Forms Required
  2.1 SPE Student Summary & Assessment
  2.2 SPE Supervisor-Educator Summary & Assessment

 

  1. Admission
    • Persons wishing to be admitted to a Basic CPE unit should apply according to the procedures of the education centre of their choice. Admission procedures usually include an interview conducted by a CASC/ACSS Certified Supervisor-Educator in which readiness for education is indicated (including: demonstration of language proficiency in the teaching context as part of the application process for SPE.)

 

  • A list of education centres for a city, regional area, or province can be generated through our database which can be found at www.spiritualcare.ca. (On CASC/ACSS website: Click on the top “Education” tab, then “Search Education Centres” from the drop-down list or click on “CPE Units” tab from drop down menu.)

 

  1. Prerequisites
    • Graduation from a college or equivalent education is recommended.

 

  • It is not necessary that college and/or seminary educational requirements be complete for education to begin, however, specific educational requirements must be completed to be eligible for the SPE Competency Assessment Process for Advanced (formerly known as application for Advanced Education) and certification.

 

  • Additional prerequisites may be determined by individual education centres.

 

  1. Goals of CPE/PCE (See Section 1, B.)

 

  1. SPE Summary & Assessments (formerly Evaluations)

 

  • At the end of each unit, both the student and Supervisor-Educator complete a SPE Summary & Assessment using the appropriate form (Form 2.1 for students and Form 2.2 for CSE’s). Each SPE Summary & Assessment must be dated and signed by both the student and the CSE in order to be valid.

 

  • The SPE Summary & Assessment must be completed no later than two weeks following the group evaluation day (the last day of the SPE class). For students seeking admission into advanced education it is imperative that the CSE provide their written evaluation in time for the student to submit it to the RAC and assessor according to the prescribed period stated in the manual. It is recognized that when students are doing back-to-back intensives, the window of time is short. In such cases for any student applying for the SPE Competency Assessment Process for Advanced, the CSE must supply the final written SPE Summary & Assessment to the student no later than four days following the last group supervision day.

 

  • For those who wish, the SPE Summary & Assessment (evaluation) form may be used at the mid-point of a unit to assess progress and gain familiarity with use of the form. Only the end unit SPE Summary & Assessment requires signatures for validation purposes.

 

  • At minimum a one page written mid-unit summary of the student’s progress with learning goals must be provided by a CSE.

 

B.     Advanced CPE— (Competency Assessment for Advanced)

(Formerly known as Advanced Education/Clinical Placement Process)

 

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Form #
Forms Required
  2.1 SPE Student Summary & Assessment
  2.2 SPE Supervisor-Educator Summary & Assessment
  2.6 Course Checklist for Competency Assessment Process for Advanced
  2.7 Application for Competency Assessment Process for Advanced
  2.8 Step One: Verification Report (Competency Assessment Process for Advanced)
  2.9 Step Two: SPE Competency Assessment Report
  2.10 Step Three: Competency Assessment for Advanced Regional Report

 

 

Objective of Advanced SPE (CPE / PCE)

Advanced Education is the term used to indicate that a student has reached a stage at which

they are intentionally being instructed and assessed for their ability to exercise advanced proficiency with the CASC/ACSS competencies. A student in Advanced Education has been evaluated by a committee which has deemed the student to have demonstrated the achievement of a foundational degree of proficiency with the core competencies that form the essence of the CASC/ACSS relational model. Once a student is admitted to Advanced Education, their learning goals must reflect the pursuit of deeper and more refined levels of exploration within the context of the relational model.

 

  • In basic SPE the focus is largely on the development of self-awareness as the foundational competency for creating an interpersonal bridge with the patient/client that can facilitate effective spiritual care support.

 

  • In Advanced SPE the intention is to become proficient and sophisticated in utilizing other CASC/ACSS competencies within the context of the interpersonal bridge, so as to intervene in ways that lead to deeper levels of healing and wholeness.

 

The use of the experiential method of learning, engaging the support, dialogue and feedback of a peer group for the integration of personal characteristics with spiritual care functioning, continues from basic into advanced but the degree of competency in self-evaluation and in utilizing supervision and peer consultation to evaluate one’s spiritual care practice is much greater.

 

Four Steps of the SPE Competency Assessment Process for Advanced

 

There are Four Steps of the SPE Competency Assessment process for Advanced. Please note the following requirements:

 

·       Submit all documentation listed in the checklists for Step One and Step Two sections to the RAC at least six weeks* prior to start of admission to desired SPE course.

 

·       Please provide electronic scans of all required documentation at the same time for each step of the process.

 

·       Send documents in the same order as the Step Reports.

 

*For students doing back-to-back units must communicate this to the RAC at time of application and submit any pending documentation as soon as possible after completion of current unit.

 

 

 

 

1.       Step One: Documentation Checklist

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Academic Prerequisite
  1.1

 

A completed Course Checklist for Competency Assessment Process for Advanced (Form 2.6)
  1.2 Copies (scans) of original transcripts (if able to obtain) of 1 year or its equivalent of graduate studies in theology and/or spiritual/religious theories from an educational institution accredited by the Association of Theological Schools (ATS) or the Council of Higher Education Accreditation (CHEA). (May need to produce original transcript at interview).
  1.3 Confirmation from Academic Assessment Committee confirming 1 year of graduate theology (if applicable).
  1.4 A resume highlighting spiritual care-giving experience, describing its nature and purpose, when and where it occurred. Please include any other documentation the candidate thinks is relevant in providing reviewers with insight into the candidate’s personal and professional competency/integration.
CASC/ACSS Prerequisites
  1.5 Usually the successful completion of a minimum of 2 CASC/ACSS SPE Units. One of the units must be in the same stream in which the candidate is applying for Competency Assessment. (SPE Units from APC, NAJC, NACC, and ACPE are accepted as equivalent.)

In exceptional circumstances, a candidate may apply after 1st Basic Unit but is only eligible to do so with a recommendation from previous CASC/ACSS Certified Supervisor-Educator. *Refer to 1.6.

  1.6 If applicable, a detailed letter of recommendation from a candidate’s previous CASC/ACSS Certified Supervisor-Educator that outlines how the candidate is functioning at an advanced level of competency and that clearly indicates the level at which the Supervisor-Educator assesses the candidate’s competency.
  1.7 A letter from a CASC/ACSS Certified Supervisor-Educator stating their willingness to provide supervision at the next competency assessment level for which the candidate is applying.
  1.8 A copy of any previous Regional Step 3 Reports (current Form 2.10, previously Form 2.23).
  1.9 NOTE: Participation in the life of the Association is recommended as a reflection of the development of professional identity. (See Manual: Chapter 2, Section VII)
CASC/ACSS Fees
  1.10 A copy of the current year’s CASC/ACSS membership receipt.
  1.11 A copy of receipt of Competency Assessment Consultation fee from National Office.
Good Standing in Spiritual, Religious or Faith Community
  1.12 Continuing good standing (within the last 5 years) in a spiritual, religious or faith community affiliated with one’s chosen tradition. (See Section VI).
Step One Report
  1.13

 

Form 2.8 Step One: Verification Report (Competency Assessment Process for Advanced) (verifier completes Section I; RAC completes Section II). RAC sends completed form to candidate, Certified Supervisor-Educator and assessor.

**Please submit this form to RAC in a Word doc file, NOT PDF.

2.       Step Two: Documentation Checklist

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Required Documentation
  2.1 Student SPE Summary and Assessments for all CASC/ACSS SPE courses taken.
  2.2 Supervisor-Educator SPE Summary and Assessments for all CASC/ACSS SPE courses taken.
  2.3 A resume highlighting spiritual care-giving experience, describing its nature and purpose, when and where it occurred. Please note any other documentation the candidate thinks is relevant in providing reviewers with insight into the candidate’s personal and professional competency/integration.
  2.4 A copy of any previous Regional Step 3 Reports.
Professional Competency Requirements (4 Competency Papers)
  2.

 

Autobiography (1000 – 1500 words):

2.5 a. What do you know about yourself? The Triad: My history – Me (my spirituality) – Me in my spiritual care practice (How is that acted out in my practice).

2.5 b. Using your personal life story (i.e. personal, family, educational and vocational history, including SPE history) describe how you have integrated this into your personal and professional identity and your practice of spiritual care.

2.5 c. Option: Using yourself as the subject write your autobiography based on one of the personality theories/ paradigms highlighting how this impacts the way you provide spiritual care.

  2.6 Paper (1000 – 1500 words) highlighting beliefs as they pertain to the Work of Spiritual Care including:

2.6 a. Give examples of how the expression of your faith, beliefs, values, and spirituality are expressed in your spiritual care work.

2.6 b. Give examples of a deepening self-awareness of your internal belief systems. What do you believe in context of experience?

2.6 c. Include in your discussion appropriate competencies as they apply.

  2.7 Paper (1000 – 1500 words) highlighting how the experience of SPE has informed your Work of Spiritual Care including:

2.7 a. What have been the learning threads throughout your basic SPE? How do these threads relate to your belief system, your spirituality, and your spiritual care giving?

2.7 b. Give examples of how your clinical experience has impacted and informed how you provide Spiritual Care.

2.7 c. Give examples of how the SPE educational process (i.e. supervision, group work, etc.) and how other education processes have informed/ influenced the development of your Spiritual Care work.

2.7 d. Include a discussion of SPE spiritual care and counselling competencies as they apply.

  2.8 Paper (1000 – 1500 words) demonstrating your readiness to learn at the Advanced level of SPE with reference to CASC/ACSS Competencies including:

2.8 a. Give examples of how you utilized the evaluation process (i.e., written and group presentation) for a synthesis of learning and growth.

2.8 b. Give examples of your ability and desire to utilize SPE education for the benefit of your work and for how other educational processes have informed your work.

2.8 c. Give examples of how you have grown personally and professionally in the SPE process. What goals have you set for yourself that will demonstrate that you are able to work at the next competency level?

Two Step Process
  2.9 RAC verifies that all documentation for STEPS ONE and TWO are complete.
  2.10 RAC sends Form 2.7 and Form 2.8 to all consultation team members (assessor, current or upcoming Supervisor-Educator, and previous Supervisor-Educator, if applicable).
  2.11 Candidate submits all documentation in STEP TWO section to consultation team members (assessor, current or upcoming Supervisor-Educator and previous Supervisor-Educator, if applicable).
  2.12 Assessor arranges date, time & location of consultation.
  2.13 Consultation happens before the next desired course begins, unless units are back-to-back intensive units. Then the consultation must happen within 100 hours of next course/unit.

 

Please Note: Assessors need at least four (4) weeks to review the candidate’s papers and documentation before the consultation.

 

3.       Step Three: Consultation Process

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Consultation Process
  3.1 Form 2.9 – Step Two: SPE Competency Assessment Report is completed independently by each consultation team member (assessor, candidate, Certified Supervisor-Educator, and previous Certified Supervisor-Educator, if applicable) prior to consultation.
  3.2 Form 2.10 is completed collaboratively during the consultation.
  3.3 Consultation is usually 60-90 minutes long.
  3.4 Candidate is assessed as having completed 1st Basic, 2nd Basic, 1st Advanced, 2nd Advanced.
  3.5 All signatures in Section I on Form 2.10 are obtained.
  3.6 Assessor scans & emails completed Form 2.10 to RAC after consultation.

 

 

 

4.       Step Four: Completion of Forms Process

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Completion of SPE Competency Assessment Process for Advanced
  4.1 At completion of SPE course, CSE completes Section II of Form 2.10.
  4.2 Candidate and CSE’s signatures are obtained on Section II of Form 2.10.
  4.3 CSE scans and emails completed Form 2.10 to RAC for signature.
  4.4 RAC signs Form 2.10, scans and emails back to CSE, candidate and National Office.
  4.5 If candidate is assessed at completed 2nd Advanced level and no further courses are required, Section II of Form 2.10 must be signed by all members of consultation team at end of consultation. Assessor scans and emails completed Form 2.10 to RAC.

 

C.     Clarifications

Clarifying notes have been added for any exceptions or special circumstances.

 

  1. Academic Prerequisites—Educational Requirements for SPE Competency Assessment Process for Advanced
    • This one year of graduate studies must include:

 

  • At least six graduate one-semester courses, three of these theology and/or spiritual/religious theories courses must be in one’s own faith tradition and three courses can be in another faith tradition, including one or more courses in each of the following four major theological/religious disciplines: Interpretation of Sacred Texts, Teachings and Tenets of Faith, Historical Studies of Faith Tradition, Moral Tenets/Faith-Based Ethics.

 

  • At least four one-semester courses in academic foundations for Spiritual Care or Psycho-Spiritual Therapy practice (these can include courses in spiritual care, psycho-spiritual therapy/psychotherapy, pastoral care or counselling, psychology, spiritual assessment, theories of human growth/development etc.). Four course are needed and only one CPE unit can be counted for one course.

 

  • Filling out Form 2.6 Course Checklist will help identify whether candidate has the required courses to apply for the SPE Competency Assessment Process.

 

  • Where the candidate is lacking any of the above, or there is uncertainty about the standing of the educational institution involved, or if the educational institution is not accredited by ATS or CHEA, confirmation of academic equivalency must be obtained from the Academic Assessment Committee. This must happen prior to application for SPE Competency Assessment Process for Advanced.

 

  • Special note may be made of education modules based in an action reflection model similar to that of CASC/ACSS and these should be thoroughly documented including any evaluations by the educators. If the candidate has working experience as a spiritual care provider in any setting, a detailed description of responsibilities is most welcome as are any performance appraisals.

 

 

  1. CASC/ACSS Prerequisites for SPE Competency Assessment Process for Advanced
    • The successful completion of a minimum of two CASC/ACSS SPE Units. One of the units must be in the last five years and in the same stream in which the candidate is applying for Competency Assessment.

 

  • A candidate with one SPE unit is only eligible to apply for Competence Assessment Process with the recommendation of the candidate’s previous CASC/ACSS Certified Supervisor-Educator. This CSE must provide a detailed written recommendation that outlines how the candidate is functioning at an advanced level of competency and that clearly indicates the level at which the Certified Supervisor-Educator assesses the candidate’s competency. This CSE will be part of the candidate’s competency assessment consultation team.

 

  • The candidate ought to demonstrate familiarity with CASC/ACSS’s website (spiritualcare.ca), including the information about:

 

  • Our association’s Vision, Mission, & Goals;

 

  • Details about SPE Education, including the Information Package for New Members and Students;

 

  • The standards for Basic and Advanced SPE and Spiritual Care Practitioner certification, including Competencies for Spiritual Care and Psycho-Spiritual Therapy; and

 

  • The CASC/ACSS Code of Ethics.

 

  1. Professional Competency Requirements – Step Two
    • Forms 2.1 and 2.2. Signed copies of all SPE Summary & Assessments (evaluations), both student and Supervisor-Educator, from previous SPE unit(s). (SPE Units from APC, NAJC, NACC, and ACPE are automatically accepted as equivalent.)

 

  • If student is applying for the SPE Competency Assessment Process for Advanced after only one Basic CASC/ACSS unit, the student is only eligible to do so with the written recommendation of a CASC/ACSS CSE. This letter must include a detailed evaluation of the competency at which the student is functioning.

SPE Units from APC, NAJC, NACC, and ACPE must also provide a written letter of endorsement from previous Supervisor-Educator which indicates the level of competency. (This unit must have been competed in the last five years.)

 

  1. Competency Papers

In the SPE Competency Assessment Process for Advanced, a candidate’s level of competence is demonstrated by documentation and the Consultation. The goal of the competency papers is to assess self-awareness of candidate, capability and potential to integrate self-awareness into professional functioning.

 

  1. Missing Documentation
    • The student ensures that the RAC receives their professional papers and supporting documentation at the time of submitting their application at least six weeks prior to the date of the consultation. If there are any supporting documents required but unobtainable by the student for reasons beyond their control, they should submit the application on time with a note indicating the title of the missing document and the reason for its absence.

 

  • The RAC or assigned verifier ensures that the candidate has submitted all their professional papers and supporting documentation within five days of receiving their materials and simultaneously notifies the student, the CSE and the RAC if there are any deficits, indicating which documents are missing.

 

  • The consultation will not take place if there are any deficits unremitted by the time of the consultation meeting.

 

  • If there are any documents missing that are beyond the control of the student to produce, the RAC is responsible for addressing this issue and resolving the matter quickly according to the guidance of the standards. Any issue that proves to be unresolvable by the RAC is brought to the attention of the chair of the Educational Standards Commission for timely resolution by the chair in order that the student’s process is not jeopardized.

 

  1. Potential Outcomes of SPE Competency Assessment Process for Advanced
    • At the conclusion of the unit, the CSE completes Section II of Form 2.10 Step Three: Competency Assessment Regional Report indicating whether or not the candidate has successfully completed the unit as an advanced student and forwards a copy of the completed Report to the RAC.

 

  • If the candidate is assessed as not demonstrating competence at the Advanced level, the candidate’s current SPE unit is deemed as training at the candidate’s current competency level.
    • A CSE may grant Advanced standing, if applicable, at the conclusion of a subsequent CPE unit without further Consultation provided that:

 

  • The goals to be met are clearly articulated and measurable.

 

  • There is no more than a twelve-month period of time between the ending of the first and beginning of the second CPE unit.

 

  • If a candidate has a change of CSE for any reason, a new consultation is needed. However, if the candidate re-applies within one year, the re-application fee is half of the initial application fee.

 

  • If a second attempt at an Advanced level unit has been unsuccessful, the candidate must request a consultation with the RAC prior to the beginning of the next SPE unit. At this time, the candidate will submit a letter from a CSE indicating the CSE’s willingness to accept the candidate in a unit at the basic level. The Consultation will focus on the candidate’s suitability as a spiritual care practitioner.

 

  • The candidate is only eligible to reapply if sufficient evidence is provided that demonstrates additional education, supervision and spiritual care/psycho-spiritual therapy experience that addresses the recommendations made in the consultation. A recommendation from a CSE is also needed.

 

  • If the candidate is assessed as having completed the 2nd Advanced level of Competence, the candidate may then proceed to the process for Certification for their requested stream, which requires specific clinical hours before proceeding.

 

  1. RAC Process
    • The RAC reports to the Education Standards Commission those students who have applied for SPE Competency Assessment Process for Advanced.

 

  • The RAC signs the completed Form 2.10 Step Three: Competency Assessment Regional Report, keeps an electronic copy on file for five years, and sends a copy to the student, the CSE and the National office.

 

  1. Moving from One Clinical Stream (CPE/PCE) to Another

When a certified Spiritual Care Practitioner/Psycho-Spiritual Therapist decides to pursue clinical education in the second stream (i.e. moving from CPE to PCE, or from PCE to CPE), it remains true that their basic SPE work is achieved. Hence, the person automatically is received into the Advanced level of competence; there is no need to repeat the SPE Competency Assessment Process for Advanced. The person directly makes application to a program and CSE with their request for advanced education.

 

D.     Clinical Certification—Spiritual Care Practitioner (CPE)

 

NOTE: Candidates can expect the certification process to take six months once application has been submitted.

 

 

  1. CASC/ACSS Definition Statement for Certified Spiritual Care Practitioner/Psycho-Spiritual Therapists

 

The Certified Spiritual Care Practitioner/Psycho-Spiritual Therapist:

  • Is a member of the Canadian Association for Spiritual Care who has been granted certification as a practitioner in spiritual care or psycho-spiritual therapy.

 

  • Is grounded in a faith commitment and commissioned by his/her respective faith community.

 

  • Being a spiritual care and/or psycho-spiritual therapy professional, responds to spiritual and psychosocial needs working holistically, namely as healer, witness, advocate, clinician and educator.

 

  • Accepts responsibility and accountability for maintaining professional certification, for continuing education and for active participation in the vision, direction and activities of the association.

 

Participation in the organizational life of the Association is required as a reflection of the development of professional identity as a CASC/ACSS Certified Spiritual Care Practitioner/Psycho-Spiritual Therapist. (See Manual: Chapter 2, Section VII.)

 

  1. Forms Required for Clinical Certification Process

 

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Form #
Forms Required
  2.11 Application for Clinical Certification
  2.12 Step One: Verification Report (Clinical Certification)
  2.13 Step Two: Clinical Certification Report
  2.14 Step Three: Clinical Certification Report
  2.15 Pre-Certification Mentor’s Checklist and Report

 

  1. Step One—Formal Documentation for Application

 

 

Please provide electronic scans of all required documentation and                                                         submit all documentation at the same time.

 

Send documents in the same order as the STEP Reports.

 

NOTE: Some documents listed in this section are also listed in Supporting Documentation

and must be submitted twice as the two sets of documents are submitted to different people.

 

 


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Form #
Formal Documentation Checklist
CASC/ACSS Fees
  3.1 A copy of the current year’s CASC/ACSS membership receipt.
  3.2 A copy of receipt of Certification Application fees paid to CASC/ACSS National Office.
  3.3 Copy (scan) of original transcripts of completion of a qualifying two-year graduate/masters degree in theology and/or spirituality/religion or a clinical related field from an educational institution accredited by the Association of Theological Schools (ATS) or the Council of Higher Education Accreditation (CHEA).  (If applicable, see 3.4)
  3.4 Letter from Academic Assessment Committee (if applicable). Where the candidate is lacking any of 3.3 above, or there is uncertainty about the standing of the educational institution or if the educational institution is not accredited by the Association of Theological Schools, a letter of academic equivalency must be obtained from the Academic Assessment Committee.
  3.5 Evidence of a graduate three-credit course in Professional Ethics.
  3.6 A letter (within the last five years) from the candidate’s faith endorser (following the guidelines of Manual: Chapter 2, Section VI).
  3.7 A letter (within the last five years) confirming the candidate’s current and continuing good standing from their faith community (following the guidelines of Manual: Chapter 2, Section VI).

NOTE: This may be combined with the letter confirming faith endorsement (3.6).

  3.8 A resume of professional and spiritual care experience.
  3.9 Three letters of reference from people who are in a position to comment on the candidate’s professional spiritual care practice. At least one reference must be a professional colleague in a discipline other than one’s own area of specialization. Please indicate relationship of reference.
  3.10 Evidence of completion of two (2) Advanced CPE Units (unless the candidate has been deemed as having completed 2nd Advanced through the SPE Competency Assessment Process.)

(In claiming the completion of a unit or units of CPE or PCE taken in the past, the final determinant of such completion will be the provision of a SPE summary & assessment (evaluation) written and signed by a CASC/ACSS Certified Supervisor-Educator at the time the unit was completed.)

  3.11 A completed copy of the Pre-Certification Mentor’s Checklist and Report (Form 2.15).  (See 6, Pre-Certification Process below)
  3.12 Documentation of a minimum of 1,000 hours work experience, beyond advanced units of clinical training, in the candidate’s spiritual care practice specialty (e.g. parish, hospital, corrections or other institution). Work experience may be part-time or full time and may be salaried or unpaid (which must be administratively supervised).
  3.13 A copy of all previous Competency Assessment and/or Certification (Step Three) Reports.
  3.14 A copy of any grievance or appeal reports (if required by the action of a grievance committee).
  3.15 Evidence of the candidate’s participation in the organizational life of CASC/ACSS. (See Manual: Chapter 2, Section VII.)
NOTE: There is a six-month validity period for documentation beginning                                                  on the date of the Pre-Certification Mentor’s report.

 

  1. Professional Papers
  • The Candidate shall submit three Professional Papers (4.1, 4.2, 4.3) together totaling 35 – 45 double-spaced pages) and Supporting Documentation (5.1 to 5.8). This total “documentation package” enables candidates to review their CPE/PCE learning experiences, articulate their personal/professional integration with a degree of vulnerability and transparency, and appreciate the unique competencies of this certification specialization. The required documentation package also provides Pre-Certification Mentors and the CASC/ACSS appointed Step Three review team a means through which to support and assess candidates in seeking professional certification as Spiritual Care Practitioners or Psycho-Spiritual Therapists. The objective, in all cases, is for the candidate to demonstrate and “make visible” (for assessment, feedback and affirmation by peer colleagues) what a “Spiritual Care Practitioner” or “Psycho-Spiritual Therapist” looks like to other professionals and the public at large when filtered through the uniqueness of the candidate.

 

  • Professional Papers will be scored to a maximum total of 100 points. They will be weighted as indicated in brackets. NOTE: For all three Professional Papers, see CASC/ACSS Competencies for Spiritual Care Practitioner and Psycho-Spiritual Therapy and Form 2.13 in order to become familiar with the competencies by which each paper will be assessed.

 


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Professional Papers Checklist
Form 2.13 Step 2:
Report Certification as Spiritual Care Practitioner & Psycho-Spiritual Therapist
  4.1 Integrative Professional Theory and Practice Paper [a maximum of 40 points out of 100]:

The candidate writes a 20– 25-page (5,000 – 6,250 word) paper (inclusive of scholarly references) using a standard style guide such as ones used by universities, seminaries, or the American Psychological Association (APA) [Note: The following web site offers information and down-loadable guides for standard styles such as – APA, Chicago, and MLA: www.calstatela.edu/library/styleman.htm. The paper is to demonstrate personal/professional integration, original thinking drawn from both theory and practice, and an ability to provide spiritual care and spiritually-integrated psychotherapy out of the unique strengths/limits of the candidate’s authentic self. Selected theoretical references to theology, spirituality, religious beliefs, ethical conduct and the behavioural sciences need to be engaged/assessed, agreed/disagreed with, and reflected upon in relationship with the candidate’s personal awareness and professional activities as a spiritual care provider or psycho-spiritual therapist. The candidate is encouraged to include clinical vignettes that demonstrate the specific competencies for this specialization.

  4.2 Thoroughly Documented Case Study [a maximum of 30 points out of 100]: The candidate writes a 9– 11-page (2,250 – 3,000 word) thoroughly documented case study describing their spiritual and religious care of an individual or group. This study should include the following elements: a description of the context in which the care is provided, background information about the patient/family/group, a spiritual assessment, spiritual care strategies and interventions, an analysis of the patient/family/group dynamics that includes awareness of and sensitivity to diversity, verbatim sections and/or descriptive vignettes that indicate the nature of the interaction (include chart notes if applicable), a summary of the candidate’s closure/referral/continuing involvement with the patient/family, and a reflective assessment of the candidate’s strengths/limits and learning areas within this spiritual and religious care relationship.
  4.3 Autobiographical Statement [a maximum of 30 points out of 100]:

The candidate writes a 6–  9-page (1,500 – 2,250 word) autobiographical statement that includes personal, family, educational and vocational history, and a summary of continuous threads and/or key transitions in the candidate’s learning process in CPE/PCE. In this paper, the candidate articulates how their personal story and life experiences inform their spiritual and religious care practice, making connections with their operative theology, foundational ideology and/or spiritual belief system.

 

 

  1. Supporting Documentation
  • These documents will not be scored. They are required, however, and will be assessed with regard to whether or not there is new insight (i.e. additional to what the candidate has provided through the three Professional Papers) into the candidate’s integration of competencies for Spiritual Care and Psycho-Spiritual Therapy.

 


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Supporting Document Checklist
Form 2.13 Step Two:
Certification as Spiritual Care Practitioner and Psycho-Spiritual Therapist Report
  5.1 Resume of both professional employment and unpaid/volunteer spiritual care experiences.
  5.2 Three letters of reference from people who are in a position to comment on the candidate’s professional spiritual care practice. At least one reference must be a professional colleague in a discipline other than one’s own area of specialization. Please indicate relationship of reference.
    Reference 1:
    Reference 2:
    Reference 3:
  5.3 Evidence of having completed a minimum of two basic and two advanced units of CASC/ACSS SPE or documentation from a Competency Assessment Process.
  5. A copy of all CASC/ACSS issued certificates.
  5.5 A copy of all previous Regional Step 3 Report Forms, and a brief (500 words) discussion of the candidate’s understanding of the written recommendations made on these reports, including work the candidate has done to respond to those recommendations.
  5.6 A copy of all previous Certification (Step One, Two, Three) Reports.
  5.7 A copy of the Pre-Certification Mentor’s Checklist and Report (Form 2.15).
  5.8 A self-assessment of the materials; using the Step Two Report Form 2.13, the candidate indicates their scoring of each of the competencies for a Certified Spiritual Care Practitioner.

 

  1. Pre-Certification Consultation Process

 

  • Initiating the Process
    • The candidate must negotiate a consultative process with a Certified Supervisor-Educator and/or a certified spiritual care practitioner (hereinafter called the pre-certification mentor). The model of either individual or group consultation is an acceptable option for this process.

 

  • The candidate and pre-certification mentor negotiate a learning contract and design a process whereby the candidate can reflect on their spiritual care practice experience and prepare to demonstrate competence for Certification as spiritual care practitioner.

 

  • The Role of the Candidate
    • To become knowledgeable about requirements for certification as spiritual care practitioner.

 

  • To reflect on their spiritual care practice experience and to write reflection papers focusing on particular dimensions of spiritual care practice. These reflection papers should demonstrate integration of theory and practice of spiritual caregiving.

 

  • To present the reflection papers to the pre-certification mentor/consultation group for discussion and critique. Within this context, the candidate has an opportunity to clarify their thinking, to verbally express spiritual care concepts and to further integrate their theory and practice.

 

  • To prepare a final draft of reflection papers utilizing that which has been learned in the consultative process.

 

  • To give completed documentation to the pre-certification mentor for review.

 

  • The Role of the Pre-Certification Mentor
    • To ensure that the candidate not only knows but also understands the requirements for certification as a certified spiritual care practitioner.

 

  • To establish a schedule of consultative sessions which allows adequate time for the writing of required documents, reflection on them, and incorporation of comments received.

 

  • To provide the candidate with:
    • Comments regarding the content and quality of the documents;

 

  • Guided reading designed to enhance the candidate’s understanding and practice of the spiritual care specialty; and

 

  • Assistance in understanding the systemic as well as the personal dimensions of the spiritual care practice specialty, including the political and economic realities of the spiritual care practice setting, a sound understanding of administration, advocacy, spiritual care practice with staff and colleagues, and structural accountability.

 

  • To (preferably) spend one of the consultative sessions in the candidate’s spiritual care practice setting in order for the pre-certification mentor to understand more clearly the candidate’s professional setting.

 

  • To review the completed documentation prior to its submission.

 

  • To provide the candidate with a completed “Pre-Certification Mentor’s Checklist and Report” (Form 2.15) which covers the following:
    • A description of the consultative process, the number and length of the sessions, the length of the process, the format of the process (group or individual);

 

  • An assessment of the candidate’s strengths and weaknesses relevant to the spiritual care practice specialty with particular focus on identity, authority and integration;

 

  • A recommendation regarding the candidate’s readiness to be certified as a spiritual care practitioner; and

 

  • Comments on recommendations from previous Admitting and Certification reviews.

 

  1. Step One Procedure—Approval of Formal Documentation

 


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Approval of Formal Documentation Checklist
  7.1 Candidate submits the prescribed certification fee to CASC/ACSS National Office with the application. National office will provide candidate with a receipt to be submitted with certification application documents sent to Chair of CC.
  7.2 Candidate assembles the required Formal Documents.

(See 3. Formal Documentation checklist)

  7.3 When the Formal Documents are assembled and the Professional Papers are completed, the candidate emails a completed application (Form 2.11) and the prescribed certification fee receipt (from the National office) to the Chair of CC.

(After the Certification Chair receives the application, the candidate can anticipate up to six months to complete the certification process.)

  7.4 The CC Chair informs the Candidate of the Verifier assigned to them and emails all the application documents to the Verifier.
  7.5 The Verifier reads the documents to ascertain whether all the requirements have been met, communicating with the Candidate to request any missing documents. The Verifier completes the first part of Form 2.12 Step One: Verification Report.
  7.6 The Verifier makes a recommendation to the whole CC regarding approval or non-approval. The Committee’s decision is recorded on Form 2.12 Step One: Verification Report.
  7.7 If the CC approves the formal documents, a review team will be appointed by the Certification Chair. A copy of the Step One Verification Report (Form 2.12) is emailed to the Candidate and each member of the Review Team. One copy is also retained on file by the Certification Chair. The Candidate then moves to Step Two.

 

  1. Step Two Procedure – Approval of Papers
    • The Review Team consists of the CC appointed team members; both shall be certified spiritual care practitioners. If a certified member within the candidate’s stream (CPE or PCE) is not available, a certified member may be recruited from the alternate stream. A third member may be added at the discretion of the CC Chair, with a note to the candidate and the Review Team stating why the third member is added. When there is a third member, this person may be a certified spiritual care practitioner or certified psycho-spiritual therapist.

 

  • If the CC does not approve the formal documents, a copy of Form 2.12 Step One Verification Report is transmitted (preferably by email or fax followed by a signed copy through regular mail) to the Candidate, outlining the reason for refusal and recommending what the Candidate needs to do in order to apply again. If the remedy is simple (the requirement may have been met but the documentation was not submitted), the Candidate has eight (8) weeks to submit that document for reconsideration. If the remedy is more complex or time-consuming (a requirement actually not met), the Candidate’s process is halted.

 

  • Whether a Candidate moves to Step Two or their process is halted, the formal documents that have been submitted electronically are deleted after six (6) months.

 

  • Statement on Confidentiality: The Chair and members of the CC keep confidential the names of the candidates who apply for CASC/ACSS Certification. Names of the candidates are not revealed to Members of the Association or to non-members.

 

  • Exceptions to the above ruling are those “who need to know;” namely, members (and potential members) of the candidate’s review team, and members of the Educational Standards Commission.

 

  • Names of candidates who are unsuccessful in their certification process are not revealed to anyone beyond the candidate’s review team, the CC and the Educational Standards Commission. At the annual National Convention only the successful candidates are announced to the Membership at large.

 

  • Upon receiving notification of the Review Team, the Candidate sends a full set of the Professional Papers with specific supporting documents (some of which were also required for Step One) to each member of the Review Team.

 


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8. Step Two Procedure – Approval of Papers Checklist
  2.13 Form 2.13 Step Two:

Certification as Spiritual Care Practitioner and Psycho-Spiritual Therapist Report

  4.1 Integrative Professional Theory and Practice Paper
  4.2 Case Study
  4.3 Autobiographical Statement
  5.1 Resume of both professional employment and unpaid/volunteer spiritual care experiences.
  5.2 Three letters of reference from people who are in a position to comment on the candidate’s professional spiritual care practice. At least one reference must be a professional colleague in a discipline other than one’s own area of specialization. Please indicate relationship of reference.
    Reference 1
    Reference 2
    Reference 3
  5.3

 

Evidence of having completed a minimum of two basic and two advanced units of SPE or documentation from a SPE Competency Assessment Process.
  5.4 A copy of all CASC/ACSS issued certificates (applicable for SPE units completed after May 2006).
  5.5 A copy of all previous Regional Step 3 Report Forms, and a brief (500 words) discussion of the candidate’s understanding of the written recommendations made on these reports, including work the candidate has done to respond to those recommendations.
  5.6 A copy of all previous Certification (Step One, Two, Three) Reports.
  5.7 A copy of the Pre-Certification Mentor’s Checklist and Report (Form 2.15).
  5.8 A self-assessment of the materials; using the Step Two Report Form 2.13, the candidate indicates their scoring of each of the competencies for a Certified Spiritual Care Practitioner.

 

  • Each Reviewer reads all the papers. The goal as the materials are read is to determine whether the candidate has demonstrated achievement of the required Competencies.

 

  • Without consulting with the other Reviewers, each Reviewer independently completes a draft Step Two Report (Form 2.13).

 

  • Within six (6) weeks of the arrival of the Candidate’s papers, the Reviewers meet (face-to-face or by phone) and, working from their draft forms, complete the Step Two Report Form 2.13. The Review Team Chair is responsible for ensuring that this meeting occurs within the six (6) week limit and for the completion of the Report Form.

 

  • If all competencies are demonstrated (i.e. all elements being assessed are “Minimally Demonstrated” and there is a total score of at least 60 points out of 100), the Review Team Chairperson negotiates an appointment for a face-to-face meeting of approximately 60 minutes with the Candidate and the Team, and the Candidate moves to Step Three.

 

**Please note it is required that reviewers meet face-to-face prior to the interview to review the Step Three process, assign roles (e.g. process facilitator, note-taker, process monitor) and distribute questions for discussion arising from the Step Two report form. It will be considered an “irregularity” (which could risk rendering both Step Two and Step Three of the certification review null and void) if this pre-meeting does not occur.

 

  • Questions for discussion in the Step Three interview are taken from the Step Two Report Form 2.13 and are only recorded in that form at the time it is completed.

 

  • If there are below “minimum” (see Step 2 Report Form 2.13) scores in up to two of the three professional papers, the paper(s) need(s) to be revised and the Candidate has up to eight weeks to revise the paper(s) for those competencies and to re-submit.

 

  • If there are below “minimum” scores in all three of the professional papers OR the Total Score is less than 60 points out of 100, the candidate’s process is halted. This means that the current application process cannot proceed; certification is denied.

 

[This information is communicated to the Certification Committee chairperson, who follows up with the candidate.]

 

  • Papers may be re-submitted once only and, upon re-submission, the Review Team again completes Step Two Report Form 2.13, ensuring that all competencies are now “Minimally Demonstrated” and there is a total score of at least 60 points out of 100 for the three Professional Papers. If this scoring standard is still not met, the Candidate’s process is halted.

 

  • For all Step Two reviews in which the candidate will proceed to Step Three, the Step Two Report Form 2.13 is transmitted electronically as a signed PDF file to the Candidate and the Chairperson of the Certification Committee within twenty-four (24) hours of the Review Team’s meeting. As well, whenever papers are re-submitted and reassessed, a new Step Two Report Form 2.13 is completed and transmitted.

 

  • If the current application is halted, the completed Step Two Report Form 2.13 is transmitted electronically as a signed PDF file to the Chairperson of Certification only within twenty-four (24) hours of the Review Team’s meeting, and it is the responsibility of the Certification Chairperson to inform the candidate that their process cannot proceed and certification is denied.

 

  • When a candidate’s process is halted, opportunity is offered to the candidate to have a conversation with the review team for feedback regarding their assessment. This is not considered an appeal or grievance process, rather it is an opportunity for the review team to provide support and prospective input should the candidate wish to re-apply at a later date.

 

  • When a candidate’s process is halted and they choose to reapply within one year, the re-application fee is half of the initial application fee.

 

  1. Step Three Procedure – Personal Interview
    • At the mutually agreed time, the Candidate meets with the Review Team for a face-to-face interview of about one hour. The purpose of the interview is to determine whether the Candidate, in the here and now of the interview, demonstrates the Spiritual Care Practice Competence Indicators to a degree appropriate for a certified spiritual care practitioner.

 

  • The Candidate first signs the statement on the Step Three Report (Form 2.14) certifying that they are not currently under investigation or in appeals process for any alleged violation of the Code of Ethics and Professional Conduct.

 

  • At the end of the interview, the Candidate leaves the room, and the Review Team completes the Step Three Report Form 2.14, determining whether to grant the Candidate’s request for certification (subject to the approval of the Certification Committee).

 

  • Whether the request is granted or not granted, written recommendations are made. (In the case of a positive outcome, these recommendations of areas for growth and development lead the new certified spiritual care practitioner towards their first five-year peer review.)

 

  • The Candidate is then called back in, and the Review Team’s decision and the contents of the Interview Report are communicated. All of the Candidate’s materials are returned to them, and the Candidate receives a copy of the Step Three Certification Report Form 2.14.

 

  • If the Candidate’s application for certification is unsuccessful, at the discretion of the Review Team, the Candidate may be invited to return for a second interview within eight (8) weeks. If this is the case, the Review Team negotiates that meeting with the candidate at this time.

 

  • If the Candidate has been denied their request or is in distress, and if the Candidate so desires, the Review Team offers or arranges for appropriate spiritual care support.

 

  • The Review Team Chair transmits a copy of the Step Three Certification Report Form 2.14 to the CC Chair within twenty-four (24) hours of the interview (preferably by email followed by a signed copy through regular mail).

 

  • The Review Team’s decision is presented to the Certification Committee.

 

  1. Grand-parenting for Certified Supervisor-Educators (CPE) Seeking Certification as Certified Spiritual Care Practitioner Process – Certified Supervisor-Educators who have not received their certification as Spiritual Care Practitioner may submit their completed (after December 2015) Peer Review documentation to the Certification Chair and receive their Spiritual Care Practitioner Certification.

 

 

 

Section III: Pastoral Counselling Education (PCE): Basic to Certified Psych-Therapist

Glossary of Acronyms

CC Certification Committee
CPE Clinical Pastoral Education
CSE Certified Supervisor-Educator
PSE Provisional Supervisor-Educator
RAC Regional Admitting Chair
SPE Supervised Pastoral Education (includes both CPE and PCE)

 

Links to Headings in this Section

(Ctrl+Click)

  1. PCE Education Formats
  2. Basic SPE (PCE / CPE)
  3. Advanced PCE—Competency Assessment for Advanced
  4. Clarifications
  5. Certification—Spiritual Care Practitioner (CPE)

 

 

A.     PCE Education Formats

Students may choose to undertake Pastoral Counselling Education (PCE) in one of two distinct formats, unit-based and course-based. Basic and Advanced PCE educational units are offered in both formats.

 

  1. Unit-based PCE
    • Unit based PCE is an integrated practical and theoretical experience conducted over an extended period of time (often a year) with theory, practice, individual and group supervision carried out in a variety of ways.

 

  1. Course-based PCE (See Section D. 3.)
    • Course based PCE requires two graduate courses, one from the human development area and the other from the counselling theory area together with counselling and supervision hours.

 

  • Because each student’s course based educational plan is individually set and because the timing of academic courses varies from student to student, supervised counselling hours are used as milestones to track each student’s progress. 125 supervised counselling hours are considered to mark the completion of one PCE educational unit. A student who successfully completes two Basic and two Advanced educational units would thus have 500 supervised counselling hours. Any additional supervised counselling hours would be credited to the student towards the certification requirements.

 

B.     Basic SPE (PCE / CPE)

Forms Required for Basic SPE

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Form #
Forms Required
  2.1 SPE Student Summary & Assessment
  2.2 SPE Supervisor-Educator Summary & Assessment

 

  1. Admission
    • Persons wishing to be admitted to a Basic PCE unit should apply according to the procedures of the education centre of their choice. Admission procedures usually include an interview conducted by a CASC/ACSS Certified Supervisor-Educator in which readiness for education is indicated, (including: demonstration of language proficiency in the teaching context as part of the application process for SPE).

 

  • A list of education centres for a city, regional area, or province can be generated through our database which can be found at www.spiritualcare.ca. (On CASC/ACSS website: Click on the top “Education” tab, then “Search Education Centres” from the drop down list or click on “PCE Units” tab from drop down menu.)

 

  1. Prerequisites
    • Graduation from a college or equivalent education is recommended.

 

  • It is not necessary that college and/or seminary educational requirements be complete for education to begin, however, specific educational requirements must be completed to be eligible for the SPE Competency Assessment Process for Advanced (formerly known as application for Advanced Education) and certification.

 

  • Additional prerequisites may be determined by individual education centres.

 

  1. Goals of CPE/PCE (See Section 1, B.)

 

  1. SPE Summary & Assessments (Evaluations)
    • At the end of each unit, or at the completion of each 125 hours of counselling or at each supervisory change (course based PCE), both the student and Supervisor-Educator complete a SPE Summary & Assessment (evaluation) using the appropriate form (Form 2.1 for students and Form 2.2 for CSE’s). Each SPE Summary & Assessment (evaluation) must be dated and signed by both the student and the CSE in order to be valid.

 

  • The SPE Summary & Assessment must be completed no later than 2 weeks following the group evaluation day (the last day of the SPE class). For students seeking admission into advanced education it is imperative that the CSE provide their written evaluation in time for the student to submit it to the RAC and assessor according to the prescribed period stated in the manual. It is recognized that when students are doing back-to-back intensives, the window of time is short. In such cases for any student applying for the SPE Competency Assessment Process for Advanced, the CSE must supply the final written evaluation to the student no later than 4 days following the last group supervision day.

 

  • For those who wish, the SPE Summary & Assessment form may be used at the mid-point of a unit to assess progress and gain familiarity with use of the form. Only the end unit SPE Summary & Assessment requires signatures for validation purposes.

 

  • At minimum a one page written mid-unit summary of the student’s progress with learning goals must be provided by a CSE.

 

C.     Advanced PCE—Competency Assessment for Advanced

(Formerly known as Advanced Education/Clinical Placement Process)

Forms Required for Competency Assessment Process for Advanced

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Form #
Forms Required
  2.1 SPE Student Summary & Assessment
  2.2 SPE Supervisor-Educator Summary & Assessment
  2.6 Course Checklist for Competency Assessment Process for Advanced
  2.7 Application for Competency Assessment Process for Advanced
  2.8 Step One: Verification Report (Competency Assessment Process for Advanced)
  2.9 Step Two: SPE Competency Assessment Report
  2.10 Step Three: Competency Assessment for Advanced Regional Report

 

Objective of Advanced SPE (CPE / PCE)

Advanced Education is the term used to indicate that a student has reached a stage at which they are intentionally being instructed and assessed for their ability to exercise advanced proficiency with the CASC/ACSS competencies. A student in Advanced Education has been evaluated by a committee which has deemed the student to have demonstrated the achievement of a foundational degree of proficiency with the core competencies that form the essence of the CASC/ACSS relational model. Once a student is admitted to Advanced Education, their learning goals must reflect the pursuit of deeper and more refined levels of exploration within the context of the relational model.

 

  • In basic SPE the focus is largely on the development of self-awareness as the foundational competency for creating an interpersonal bridge with the patient/client that can facilitate effective spiritual care support.

 

  • In Advanced SPE the intention is to become proficient and sophisticated in utilizing other CASC/ACSS competencies within the context of the interpersonal bridge, so as to intervene in ways that lead to deeper levels of healing and wholeness.

 

The use of the experiential method of learning, engaging the support, dialogue and feedback of a peer group for the integration of personal characteristics with spiritual care functioning, continues from basic into advanced but the degree of competency in self-evaluation and in utilizing supervision and peer consultation to evaluate one’s spiritual care practice is much greater.

 

Four Steps of the SPE Competency Assessment Process for Advanced

 

There are Four Steps of the SPE Competency Assessment process for Advanced. Please note the following requirements:

 

·       Submit all documentation listed in the checklists for Step One and Step Two sections to the RAC at least six weeks* prior to start of admission to desired SPE course.

 

·       Please provide electronic scans of all required documentation at the same time for each step of the process.

 

·       Send documents in the same order as the Step Reports.

 

*For students doing back-to-back units must communicate this to the RAC at time of application and submit any pending documentation as soon as possible after completion of current unit.

 

 

1.       Step One: Documentation Checklist

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Academic Prerequisite
  1.1

 

A completed Course Checklist for Competency Assessment Process for Advanced (Form 2.6)
  1.2 Copies (scans) of original transcripts (if able to obtain) of 1 year or its equivalent of graduate studies in theology and/or spiritual/religious theories from an educational institution accredited by the Association of Theological Schools (ATS) or the Council of Higher Education Accreditation (CHEA). (May need to produce original transcript at interview).
  1.3 Confirmation from Academic Assessment Committee confirming 1 year of graduate theology (if applicable).
  1.4 A resume highlighting spiritual care-giving experience, describing its nature and purpose, when and where it occurred. Please include any other documentation the candidate thinks is relevant in providing reviewers with insight into the candidate’s personal and professional competency/integration.
CASC/ACSS Prerequisites
  1.5 Usually the successful completion of a minimum of 2 CASC/ACSS SPE Units. One of the units must be in the same stream in which the candidate is applying for Competency Assessment. (SPE Units from APC, NAJC, NACC, and ACPE are accepted as equivalent.)

In exceptional circumstances, a candidate may apply after 1st Basic Unit but is only eligible to do so with a recommendation from previous CASC/ACSS Certified Supervisor-Educator. *Refer to 1.6.

  1.6 If applicable, a detailed letter of recommendation from a candidate’s previous CASC/ACSS Certified Supervisor-Educator that outlines how the candidate is functioning at an advanced level of competency and that clearly indicates the level at which the Supervisor-Educator assesses the candidate’s competency.
  1.7 A letter from a CASC/ACSS Certified Supervisor-Educator stating their willingness to provide supervision at the next competency assessment level for which the candidate is applying.
  1.8 A copy of any previous Regional Step 3 Reports (current Form 2.10, previously Form 2.23).
  1.9 NOTE: Participation in the life of the Association is recommended as a reflection of the development of professional identity. (See Manual: Chapter 2, Section VII)
CASC/ACSS Fees
  1.10 A copy of the current year’s CASC/ACSS membership receipt.
  1.11 A copy of receipt of Competency Assessment Consultation fee from National Office.
Good Standing in Spiritual, Religious or Faith Community
  1.12 Continuing good standing (within the last 5 years) in a spiritual, religious or faith community affiliated with one’s chosen tradition. (See Section VI).
Step One Report
  1.13

 

Form 2.8 Step One: Verification Report (Competency Assessment Process for Advanced) (verifier completes Section I; RAC completes Section II). RAC sends completed form to candidate, Certified Supervisor-Educator and assessor.

**Please submit this form to RAC in a Word doc file, NOT PDF.

 

 

2.       Step Two: Documentation Checklist

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Required Documentation
  2.1 Student SPE Summary and Assessments for all CASC/ACSS SPE courses taken.
  2.2 Supervisor-Educator SPE Summary and Assessments for all CASC/ACSS SPE courses taken.
  2.3 A resume highlighting spiritual care-giving experience, describing its nature and purpose, when and where it occurred. Please note any other documentation the candidate thinks is relevant in providing reviewers with insight into the candidate’s personal and professional competency/integration.
  2.4 A copy of any previous Regional Step 3 Reports.
Professional Competency Requirements (4 Competency Papers)
  2.5

 

Autobiography (1000 – 1500 words):

2.5 a. What do you know about yourself? The Triad: My history – Me (my spirituality) – Me in my spiritual care practice (How is that acted out in my practice).

2.5 b. Using your personal life story (i.e. personal, family, educational and vocational history, including SPE history) describe how you have integrated this into your personal and professional identity and your practice of spiritual care.

2.5 c. Option: Using yourself as the subject write your autobiography based on one of the personality theories/ paradigms highlighting how this impacts the way you provide spiritual care.

  2.6 Paper (1000 – 1500 words) highlighting beliefs as they pertain to the Work of Spiritual Care including:

2.6 a. Give examples of how the expression of your faith, beliefs, values, and spirituality are expressed in your spiritual care work.

2.6 b. Give examples of a deepening self-awareness of your internal belief systems. What do you believe in context of experience?

2.6 c. Include in your discussion appropriate competencies as they apply.

  2.7 Paper (1000 – 1500 words) highlighting how the experience of SPE has informed your Work of Spiritual Care including:

2.7 a. What have been the learning threads throughout your basic SPE? How do these threads relate to your belief system, your spirituality, and your spiritual care giving?

2.7 b. Give examples of how your clinical experience has impacted and informed how you provide Spiritual Care.

2.7 c. Give examples of how the SPE educational process (i.e. supervision, group work, etc.) and how other education processes have informed/ influenced the development of your Spiritual Care work.

2.7 d. Include a discussion of SPE spiritual care and counselling competencies as they apply.

  2.8 Paper (1000 – 1500 words) demonstrating your readiness to learn at the Advanced level of SPE with reference to CASC/ACSS Competencies including:

2.8 a. Give examples of how you utilized the evaluation process (i.e. written and group presentation) for a synthesis of learning and growth.

2.8 b. Give examples of your ability and desire to utilize SPE education for the benefit of your work and for how other educational processes have informed your work.

2.8 c. Give examples of how you have grown personally and professionally in the SPE process. What goals have you set for yourself that will demonstrate that you are able to work at the next competency level?

Two Step Process
  2.9 RAC verifies that all documentation for STEPS ONE and TWO are complete.
  2.10 RAC sends Form 2.7 and Form 2.8 to all consultation team members (assessor, current or upcoming Supervisor-Educator, and previous Supervisor-Educator, if applicable).
  2.11 Candidate submits all documentation in STEP TWO section to consultation team members (assessor, current or upcoming Supervisor-Educator, and previous Supervisor-Educator, if applicable).
  2.12 Assessor arranges date, time & location of consultation.
  2.13 Consultation happens before the next desired course begins, unless units are back-to-back intensive units. Then the consultation must happen within 100 hours of next course/unit.

 

Please Note: Assessors need at least four (4) weeks to review the candidate’s papers and documentation before the consultation.

 

3.       Step Three: Consultation Process

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Consultation Process
  3.1 Form 2.9 – Step Two: SPE Competency Assessment Report is completed independently by each consultation team member (assessor, candidate, Certified Supervisor-Educator, and previous Certified Supervisor-Educator, if applicable) prior to consultation.
  3.2 Form 2.10 is completed collaboratively during the consultation.
  3.3 Consultation is usually 60-90 minutes long.
  3.4 Candidate is assessed as having completed 1st Basic, 2nd Basic, 1st Advanced, 2nd Advanced.
  3.5 All signatures in Section I on Form 2.10 are obtained.
  3.6 Assessor scans & emails completed Form 2.10 to RAC after consultation.

 

 

 

4.       Step Four: Completion of Forms Process

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Completion of SPE Competency Assessment Process for Advanced
  4.1 At completion of SPE course, CSE completes Section II of Form 2.10.
  4.2 Candidate and CSE’s signatures are obtained on Section II of Form 2.10.
  4.3 CSE scans and emails completed Form 2.10 to RAC for signature.
  4.4 RAC signs Form 2.10, scans and emails back to CSE, candidate and National Office.
  4.5 If candidate is assessed at completed 2nd Advanced level and no further courses are required, Section II of Form 2.10 must be signed by all members of consultation team at end of consultation. Assessor scans and emails completed Form 2.10 to RAC.

 

D.     Clarifications

Clarifying notes have been added for any exceptions or special circumstances.

 

  1. Academic Prerequisites—Educational Requirements for SPE Competency Assessment Process for Advanced
    • This one year of graduate studies must include:

 

  • At least six graduate one-semester courses, three of these theology and/or spiritual/religious theories courses must be in one’s own faith tradition and three courses can be in another faith tradition, including one or more courses in each of the following four major theological/religious disciplines: Interpretation of Sacred Texts, Teachings and Tenets of Faith, Historical Studies of Faith Tradition, Moral Tenets/Faith-Based Ethics.

 

  • At least four one-semester courses in academic foundations for Spiritual Care or Psycho-Spiritual Therapy practice (these can includecourses in spiritual care, psycho-spiritual therapy/psychotherapy, pastoral care or counselling, psychology, spiritual assessment, theories of human growth/development etc.). Four course are needed and only one CPE unit can be counted for one course.

 

  • Filling out Form 2.6 Course Checklist will help identify whether candidate has the required courses to apply for the SPE Competency Assessment Process.

 

  • Where the candidate is lacking any of the above, or there is uncertainty about the standing of the educational institution involved, or if the educational institution is not accredited by ATS or CHEA, confirmation of academic equivalency must be obtained from the Academic Assessment Committee. This must happen prior to application for SPE Competency Assessment Process for Advanced.

 

  • Special note may be made of education modules based in an action reflection model similar to that of CASC/ACSS and these should be thoroughly documented including any evaluations by the educators. If the candidate has working experience as a spiritual care provider in any setting, a detailed description of responsibilities is most welcome as are any performance appraisals.

 

  1. CASC/ACSS Prerequisites for SPE Competency Assessment Process for Advanced
    • The successful completion of a minimum of 2 CASC/ACSS SPE Units. One of the units must be in the last 5 years and in the same stream in which the candidate is applying for Competency Assessment.

 

  • A candidate with one SPE unit is only eligible to apply for Competence Assessment Process with the recommendation of the candidate’s previous CASC/ACSS Certified Supervisor-Educator. This CSE must provide a detailed written recommendation that outlines how the candidate is functioning at an advanced level of competency and that clearly indicates the level at which the Certified Supervisor-Educator assesses the candidate’s competency. This CSE will be part of the candidate’s competency assessment consultation team.

 

  • The candidate ought to demonstrate familiarity with CASC/ACSS’s website (spiritualcare.ca), including the information about:

 

  • Our association’s Vision, Mission, & Goals;

 

  • Details about SPE Education, including the Information Package for New Members and Students;

 

  • The standards for Basic and Advanced SPE and Spiritual Care Practitioner certification, including Competencies for Spiritual Care and Psycho-Spiritual Therapy; and

 

  • The CASC/ACSS Code of Ethics.

 

 

  1. Additional Prerequisites for Admission to Advanced Course Based PCE

 

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Completion of SPE Competency Assessment Process for Advanced
  3.1 Theoretical
  3.1.1. 1 graduate human development course
  3.1.2. 1 graduate counselling theory course
  3.2 Clinical
  3.2.1 250 counselling hours (125 hours for each basic unit)
  3.2.2 100 supervision hours (50 hours for each basic unit)
  3.2.3 Written SPE summary & assessments form the CSE and the student
  3.3 Education Plan: A plan, developed in consultation with a PCE Certified Supervisor-Educator, for progression through the advanced course format inclusive of academic courses, clinical program, and research
  3.4 Integrative Learning Group: A contract with a CSE Supervisor-Educator to participate in a weekly integrative learning group throughout the time the candidate is engaged in course work and clinical education as an advanced student. The purpose of the group experience is to provide an opportunity for the applicant to integrate his/her spiritual, theological, clinical, theoretical and personal learnings.

 

 

 

 

 

 

  1. Professional Competency Requirements – Step Two
    • Forms 2.1 and 2.2. Signed copies of all SPE Summary & Assessments (evaluations), both student and Supervisor-Educator, from previous SPE unit(s). (SPE Units from APC, NAJC, NACC, and ACPE are automatically accepted as equivalent.)

 

  • If student is applying for the SPE Competency Assessment Process for Advanced after only one Basic CASC/ACSS unit, the student is only eligible to do so with the written recommendation of a CASC/ACSS CSE. This letter must include a detailed evaluation of the competency at which the student is functioning. SPE Units from APC, NAJC, NACC, and ACPE must also provide a written letter of endorsement from previous Supervisor-Educator which indicates the level of competency. (This unit must have been competed in the last five years.)

 

  1. Competency Papers

In the SPE Competency Assessment Process for Advanced, a candidate’s level of competence is demonstrated by documentation and the Consultation. The goal of the competency papers is to assess self-awareness of candidate, capability and potential to integrate self-awareness into professional functioning.

 

  1. Missing Documentation
    • The student ensures that the RAC receives their professional papers and supporting documentation at the time of submitting their application at least six weeks prior to the date of the consultation. If there are any supporting documents required but unobtainable by the student for reasons beyond their control, they should submit the application on time with a note indicating the title of the missing document and the reason for its absence.

 

  • The RAC or assigned verifier ensures that the candidate has submitted all their professional papers and supporting documentation within five days of receiving their materials and simultaneously notifies the student, the CSE and the RAC if there are any deficits, indicating which documents are missing.

 

  • The consultation will not take place if there are any deficits unremitted by the time of the consultation meeting.

 

  • If there are any documents missing that are beyond the control of the student to produce, the RAC is responsible for addressing this issue and resolving the matter quickly according to the guidance of the standards. Any issue that proves to be unresolvable by the RAC is brought to the attention of the chair of the Educational Standards Commission for timely resolution by the chair in order that the student’s process is not jeopardized.

 

  1. Potential Outcomes of SPE Competency Assessment Process for Advanced
    • At the conclusion of the unit, the CSE completes Section II of Form 2.10 Step Three: Competency Assessment Regional Report indicating whether or not the candidate has successfully completed the unit as an advanced student and forwards a copy of the completed Report to the RAC.

 

  • If the candidate is assessed as not demonstrating competence at the Advanced level, the candidate’s current SPE unit is deemed as training at the candidate’s current competency level.
    • A CSE may grant Advanced standing, if applicable, at the conclusion of a subsequent CPE unit without further Consultation provided that:

 

  • The goals to be met are clearly articulated and measurable.

 

  • There is no more than a twelve-month period of time between the ending of the first and beginning of the second CPE unit.

 

  • If a candidate has a change of CSE for any reason, a new consultation is needed. However, if the candidate re-applies within one year, the re-application fee is half of the initial application fee.

 

  • If a second attempt at an Advanced level unit has been unsuccessful, the candidate must request a consultation with the RAC prior to the beginning of the next SPE unit. At this time, the candidate will submit a letter from a CSE indicating the CSE’s willingness to accept the candidate in a unit at the basic level. The Consultation will focus on the candidate’s suitability as a spiritual care practitioner.

 

  • The candidate is only eligible to reapply if sufficient evidence is provided that demonstrates additional education, supervision and spiritual care/psycho-spiritual therapy experience that addresses the recommendations made in the consultation. A recommendation from a CSE is also needed.

 

  • If the candidate is assessed as having completed the 2nd Advanced level of Competence, the candidate may then proceed to the process for Certification for their requested stream, which requires specific clinical hours before proceeding.

 

  1. RAC Process
    • The RAC reports to the Education Standards Commission those students who have applied for SPE Competency Assessment Process for Advanced.

 

  • The RAC signs the completed Form 2.10 Step Three: Competency Assessment Regional Report, keeps an electronic copy on file for five years, and sends a copy to the student, the CSE and the National office.

 

  1. Moving from One Clinical Stream (CPE/PCE) to Another

When a certified Spiritual Care Practitioner/Psycho-Spiritual Therapist decides to pursue clinical education in the second stream (i.e. moving from CPE to PCE, or from PCE to CPE), it remains true that their basic SPE work is achieved. Hence, the person automatically is received into the Advanced level of competence; there is no need to repeat the SPE Competency Assessment Process for Advanced. The person directly makes application to a program and CSE with their request for advanced education.

 

E.     Clinical Certification—Psycho-Spiritual Therapist (PCE)

 

NOTE: Candidates can expect the certification process to take six months once application has been submitted.

 

 

  1. CASC/ACSS Definition Statement for Certified Spiritual Care Practitioner/Psycho-Spiritual Therapists

 

The Certified Spiritual Care Practitioner/Psycho-Spiritual Therapist:

  • Is a member of the Canadian Association for Spiritual Care who has been granted certification as a practitioner in spiritual care or psycho-spiritual therapy.

 

  • Is grounded in a faith commitment and commissioned by his/her respective faith community.

 

  • Being a spiritual care and/or psycho-spiritual therapy professional, responds to spiritual and psychosocial needs working holistically, namely as healer, witness, advocate, clinician and educator.

 

  • Accepts responsibility and accountability for maintaining professional certification, for continuing education and for active participation in the vision, direction and activities of the association.
  • Participation in the organizational life of the Association is required as a reflection of the development of professional identity as a CASC/ACSS Certified Spiritual Care Practitioner/Psycho-Spiritual Therapist. (See Manual: Chapter 2, Section VII.)

 

  1. Forms Required for Certified Spiritual Care Practitioners/Psycho-Spiritual Therapists Process

 

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Form #
Forms Required
  2.11 Application for Certification as Spiritual Care Practitioner & Psycho-Spiritual Therapist
  2.12 Step One: Verification Report (Spiritual Care Practitioner & Psycho-Spiritual Therapist)
  2.13 Step Two: Certification as Spiritual Care Practitioner & Psycho-Spiritual Therapist Report
  2.14 Step Three: Certification as Spiritual Care Practitioner & Psycho-Spiritual Therapist Report
  2.15 Pre-Certification Mentor’s Checklist and Report

 

 

 

 

  1. Step One—Formal Documentation for Application

 

 

Please provide electronic scans of all required documentation and submit all documentation at the same time.

 

Send documents in the same order as the STEP Reports.

 

NOTE: Some documents listed in this section are also listed in Supporting Documentation

and must be submitted twice as the two sets of documents are submitted to different people.

 

 


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Form #
Formal Documentation Checklist
CASC/ACSS Fees
  3.1 A copy of the current year’s CASC/ACSS membership receipt.
  3.2 A copy of receipt of Certification Application fees paid to CASC/ACSS National Office.
  3.3 Copy (scan) of original transcripts, copies of diplomas or other evidence of completion of a qualifying two-year graduate/masters degree in theology and/or spirituality/religion or a clinical related field from an educational institution accredited by the Association of Theological Schools (ATS) or the Council of Higher Education Accreditation (CHEA).

NOTE: Candidates who have been deemed as having completed 2nd Advanced through the SPE Competency Assessment Process must have the above required two-year graduate/master’s degree).

  3.4 Letter from Academic Assessment Committee (if applicable). Where the candidate is lacking any of the above (3.3), or there is uncertainty about the standing of the educational institution involved or if the educational institution is not accredited by the Association of Theological Schools, a letter of academic equivalency must be obtained from the Academic Assessment Committee.
  3.5 A graduate three-credit course in Professional Ethics.
  3.6a A letter (within the last five years) from the candidate’s faith endorser (following the guidelines of Manual: Chapter 2, Section VI).
  3.6b A letter (within the last five years) confirming the candidate’s current and continuing good standing from their faith community (following the guidelines of Manual: Chapter 2, Section VI).

NOTE: This may be combined with the letter confirming faith endorsement (3.6a).

  3.7 A resume of professional and spiritual care experience.
  3.8 Three letters of reference from people who are in a position to comment on the candidate’s professional spiritual care practice. At least one reference must be a professional colleague in a discipline other than one’s own area of specialization. Please indicate relationship of reference.
  3.9 The successful completion of two (2) Advanced CPE Units (unless the candidate has been deemed as having completed 2nd Advanced through the SPE Competency Assessment Process.) In claiming the completion of a unit or units of CPE or PCE taken in the past, the final determinant of such completion will be the provision of a SPE summary & assessment (evaluation) written and signed by a CASC/ACSS Certified Supervisor-Educator at the time the unit was completed.
  3.10 A completed copy of the Pre-Certification Mentor’s Checklist and Report (Form 2.15).
  3.11 Documentation of a minimum of 1,000 hours work experience, beyond advanced units of clinical training, in the candidate’s spiritual care practice specialty (e.g. parish, hospital, corrections or other institution). Work experience may be part-time or full time and may be salaried or unpaid (which must be administratively supervised).
  3.12 During the time of preparation to meet the Certification Committee (CC), the candidate must be in a consultative relationship with a Certified Supervisor-Educator and/or a certified Spiritual Care Practitioner/Psycho-Spiritual Therapist (a pre-certification mentor).
  3.13 A copy of all previous Competency Assessment and/or Certification (Step One, Two, Three) Reports.
  3.14 A copy of any grievance or appeal reports (if required by the action of a grievance committee).
  3.15 Evidence of the candidate’s participation in the organizational life of CASC/ACSS. (See Manual: Chapter 2, Section VII.)
NOTE: There is a six-month validity period for documentation beginning on the date of the Pre-Certification Mentor’s report.

 

  1. Professional Papers
  • The Candidate shall submit three Professional Papers (4.1, 4.2, 4.3) together totaling 35 – 45 double-spaced pages) and Supporting Documentation (5.1 to 5.8). This total “documentation package” enables candidates to review their CPE/PCE learning experiences, articulate their personal/professional integration with a degree of vulnerability and transparency, and appreciate the unique competencies of this certification specialization. The required documentation package also provides Pre-Certification Mentors and the CASC/ACSS appointed Step Three review team a means through which to support and assess candidates in seeking professional certification as Spiritual Care Practitioners or Psycho-Spiritual Therapists. The objective, in all cases, is for the candidate to demonstrate and “make visible” (for assessment, feedback and affirmation by peer colleagues) what a “Spiritual Care Practitioner” or “Psycho-Spiritual Therapist” looks like to other professionals and the public at large when filtered through the uniqueness of the candidate.

 

  • Professional Papers will be scored to a maximum total of 100 points. They will be weighted as indicated in brackets. NOTE: For all three Professional Papers, see CASC/ACSS Competencies for Spiritual Care Practitioner and Psycho-Spiritual Therapy and Form 2.13 in order to become familiar with the competencies by which each paper will be assessed.

 


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Professional Papers Checklist
Form 2.13 Step 2:
Report Certification as Spiritual Care Practitioner & Psycho-Spiritual Therapist
  4.1 Integrative Professional Theory and Practice Paper [a maximum of 40 points out of 100]:

The candidate writes a 20 – 25 page (5,000 – 6,250 word) paper (inclusive of scholarly references) using a standard style guide such as ones used by universities, seminaries, or the American Psychological Association (APA) [Note: The following web site offers information and down-loadable guides for standard styles such as – APA, Chicago, and MLA: www.calstatela.edu/library/styleman.htm. The paper is to demonstrate personal/professional integration, original thinking drawn from both theory and practice, and an ability to provide spiritual care and spiritually-integrated psychotherapy out of the unique strengths/limits of the candidate’s authentic self. Selected theoretical references to theology, spirituality, religious beliefs, ethical conduct and the behavioural sciences need to be engaged/assessed, agreed/disagreed with, and reflected upon in relationship with the candidate’s personal awareness and professional activities as a spiritual care provider or psycho-spiritual therapist. The candidate is encouraged to include clinical vignettes that demonstrate the specific competencies for this specialization.

  4.2 Thoroughly Documented Case Study [a maximum of 30 points out of 100]: The candidate writes a 9 – 11 page (2,250 – 3,000 word) thoroughly documented case study describing their spiritual and religious care of an individual or group. This study should include the following elements: a description of the context in which the care is provided, background information about the patient/family/group, a spiritual assessment, spiritual care strategies and interventions, an analysis of the patient/family/group dynamics that includes awareness of and sensitivity to diversity, verbatim sections and/or descriptive vignettes that indicate the nature of the interaction (include chart notes if applicable), a summary of the candidate’s closure/referral/continuing involvement with the patient/family, and a reflective assessment of the candidate’s strengths/limits and learning areas within this spiritual and religious care relationship.
  4.3 Autobiographical Statement [a maximum of 30 points out of 100]:

The candidate writes a 6 – 9 page (1,500 – 2,250 word) autobiographical statement that includes personal, family, educational and vocational history, and a summary of continuous threads and/or key transitions in the candidate’s learning process in CPE/PCE. In this paper, the candidate articulates how their personal story and life experiences inform their spiritual and religious care practice, making connections with their operative theology, foundational ideology and/or spiritual belief system.

 

 

  1. Supporting Documentation
    • These documents will not be scored. They are required, however, and will be assessed with regard to whether or not there is new insight (i.e. additional to what the candidate has provided through the three Professional Papers) into the candidate’s integration of competencies for Spiritual Care and Psycho-Spiritual Therapy.

 


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Supporting Document Checklist
Form 2.13 Step Two:
Certification as Spiritual Care Practitioner and Psycho-Spiritual Therapist Report
  5.1 Resume of both professional employment and unpaid/volunteer spiritual care experiences.
  5.2 Three letters of reference from people who are in a position to comment on the candidate’s professional spiritual care practice. At least one reference must be a professional colleague in a discipline other than one’s own area of specialization. Please indicate relationship of reference.
    Reference 1:
    Reference 2:
    Reference 3:
  5.3 Evidence of having completed a minimum of two basic and two advanced units of CASC/ACSS SPE or documentation from a Competency Assessment Process.
  5. A copy of all CASC/ACSS issued certificates.
  5.5 A copy of all previous Regional Step 3 Report Forms, and a brief (500 words) discussion of the candidate’s understanding of the written recommendations made on these reports, including work the candidate has done to respond to those recommendations.
  5.6 A copy of all previous Certification (Step One, Two, Three) Reports.
  5.7 A copy of the Pre-Certification Mentor’s Checklist and Report (Form 2.15).
  5.8 A self-assessment of the materials; using the Step Two Report Form 2.13, the candidate indicates their scoring of each of the competencies for a Certified Spiritual Care Practitioner.

 

  1. Pre-Certification Consultation Process

 

  • Initiating the Process
    • The candidate must negotiate a consultative process with a Certified Supervisor-Educator and/or a certified spiritual care practitioner (hereinafter called the pre-certification mentor). This pre-certification mentor is different from the consultant the candidate had at the advanced phase of training. The model of either individual or group consultation is an acceptable option for this process.

 

  • The candidate and pre-certification mentor negotiate a learning contract and design a process whereby the candidate can reflect on their spiritual care practice experience and prepare to demonstrate competence for certification as spiritual care practitioner. The consultative process usually spans several months.

 

  • The Role of the Candidate
    • To become knowledgeable about requirements for certification as spiritual care practitioner.

 

  • To reflect on their spiritual care practice experience and to write reflection papers focusing on particular dimensions of spiritual care practice. These reflection papers should demonstrate integration of theory and practice of spiritual caregiving.

 

  • To present the reflection papers to the pre-certification mentor/consultation group for discussion and critique. Within this context, the candidate has an opportunity to clarify their thinking, to verbally express spiritual care concepts and to further integrate their theory and practice.

 

  • To prepare a final draft of reflection papers utilizing that which has been learned in the consultative process.

 

  • To give completed documentation to the pre-certification mentor for review.

 

  • The Role of the Pre-Certification Mentor
    • To ensure that the candidate not only knows but also understands the requirements for certification as a certified spiritual care practitioner.

 

  • To establish a schedule of consultative sessions which allows adequate time for the writing of required documents, reflection on them, and incorporation of comments received.

 

  • To provide the candidate with:
    • Comments regarding the content and quality of the documents;

 

  • Guided reading designed to enhance the candidate’s understanding and practice of the spiritual care specialty; and

 

  • Assistance in understanding the systemic as well as the personal dimensions of the spiritual care practice specialty, including the political and economic realities of the spiritual care practice setting, a sound understanding of administration, advocacy, spiritual care practice with staff and colleagues, and structural accountability.

 

  • To spend one of the consultative sessions in the candidate’s spiritual care practice setting in order for the pre-certification mentor to understand more clearly the candidate’s professional setting. (Preference, but not required.)

 

  • To review the completed documentation prior to its submission.

 

  • To provide the candidate with a completed “Pre-Certification Mentor’s Checklist and Report” (Form 2.15) which covers the following:
    • A description of the consultative process, the number and length of the sessions, the length of the process, the format of the process (group or individual);

 

  • An assessment of the candidate’s strengths and weaknesses relevant to the spiritual care practice specialty with particular focus on identity, authority and integration;

 

  • A recommendation regarding the candidate’s readiness to be certified as a spiritual care practitioner; and

 

  • Comments on recommendations from previous Admitting and Certification reviews.

 

  1. Step One Procedure—Approval of Formal Documentation

 


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Approval of Formal Documentation Checklist
  7.1 Candidate submits the prescribed certification fee to CASC/ACSS National Office with the application. National office will provide candidate with a receipt to be submitted with certification application documents sent to Chair of the CC.
  7.2 The candidate assembles the required Formal Documents.

(See 3. Formal Documentation checklist)

  7.3 When the Formal Documents are assembled and the Professional Papers are completed, the candidate emails a completed application (Form 2.11) and the prescribed certification fee receipt (from the National office) to the Chair of the CC.

(After the Certification Chair receives the application, the candidate can anticipate up to 6 months to complete the certification process.)

  7.4 The CC Chair informs the Candidate of the Verifier assigned to them and emails all the application documents to the Verifier.
  7.5 The Verifier reads the documents to ascertain whether all the requirements have been met, communicating with the Candidate if necessary to request missing documents. The Verifier completes the first part of Form 2.12 Step One: Verification Report.
  7.6 At the next CC meeting, the Verifier makes a recommendation to the whole CC regarding approval or non-approval. The Committee’s decision is recorded on Form 2.12 Step One: Verification Report.
  7.7 If the CC approves the formal documents, a review team will be appointed by the Certification Chair. A copy of the Step One Verification Report (Form 2.12) is emailed to the Candidate and each member of the Review Team. One copy is also retained on file by the Certification Chair. The Candidate then moves to Step Two.

 

  1. Step Two Procedure – Approval of Papers
    • The Review Team consists of the CC appointed team members; both shall be certified spiritual care practitioners. If a certified member within the candidate’s stream (CPE or PCE) is not available, a certified member may be recruited from the alternate stream. A third member may be added at the discretion of the CC Chair, with a note to the candidate and the Review Team stating why the third member is added. When there is a third member, this person may be a certified spiritual care practitioner or certified psycho-spiritual therapist.

 

  • If the CC does not approve the formal documents, a copy of Form 2.12 Step One Verification Report is transmitted (preferably by email or fax followed by a signed copy through regular mail) to the Candidate, outlining the reason for refusal and recommending what the Candidate needs to do in order to apply again. If the remedy is simple (the requirement may have been met but the documentation was not submitted), the Candidate has eight (8) weeks to submit that document for reconsideration. If the remedy is more complex or time-consuming (a requirement actually not met), the Candidate’s process is halted.

 

  • Whether a Candidate moves to Step Two or their process is halted, the formal documents that have been submitted electronically are deleted after six (6) months.

 

  • Statement on Confidentiality: The Chair and members of the CC keep confidential the names of the candidates who apply for CASC/ACSS Certification. Names of the candidates are not revealed to Members of the Association or to non-members.

 

  • Exceptions to the above ruling are those “who need to know;” namely, members (and potential members) of the candidate’s review team, and members of the Educational Standards Commission.

 

  • Names of candidates who are unsuccessful in their certification process are not revealed to anyone beyond the candidate’s review team, the CC and the Educational Standards Commission. At the annual National Convention only the successful candidates are announced to the Membership at large.

 

  • Upon receiving notification of the Review Team, the Candidate sends a full set of the Professional Papers with specific supporting documents (some of which were also required for Step One) to each member of the Review Team.

 


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8. Step Two Procedure – Approval of Papers Checklist
  2.13 Form 2.13 Step Two:

Certification as Spiritual Care Practitioner and Psycho-Spiritual Therapist Report

  4.1 Integrative Professional Theory and Practice Paper
  4.2 Case Study
  4.3 Autobiographical Statement
  5.1 Resume of both professional employment and unpaid/volunteer spiritual care experiences.
  5.2 Three letters of reference from people who are in a position to comment on the candidate’s professional spiritual care practice. At least one reference must be a professional colleague in a discipline other than one’s own area of specialization. Please indicate relationship of reference.
    Reference 1
    Reference 2
    Reference 3
  5.3

 

Evidence of having completed a minimum of two basic and two advanced units of SPE or documentation from a SPE Competency Assessment Process.
  5.4 A copy of all CASC/ACSS issued certificates (applicable for SPE units completed after May 2006).
  5.5 A copy of all previous Regional Step 3 Report Forms, and a brief (500 words) discussion of the candidate’s understanding of the written recommendations made on these reports, including work the candidate has done to respond to those recommendations.
  5.6 A copy of all previous Certification (Step One, Two, Three) Reports.
  5.7 A copy of the Pre-Certification Mentor’s Checklist and Report (Form 2.15).
  5.8 A self-assessment of the materials; using the Step Two Report Form 2.13, the candidate indicates their scoring of each of the competencies for a Certified Spiritual Care Practitioner.

 

  • Each Reviewer reads all the papers. The goal as the materials are read is to determine whether the candidate has demonstrated achievement of the required Competencies.

 

  • Without consulting with the other Reviewers, each Reviewer independently completes a draft Step Two Report (Form 2.13).

 

  • Within six (6) weeks of the arrival of the Candidate’s papers, the Reviewers meet (face-to-face or by phone) and, working from their draft forms, complete the Step Two Report Form 2.13. The Review Team Chair is responsible for ensuring that this meeting occurs within the six (6) week limit and for the completion of the Report Form.

 

  • If all competencies are demonstrated (i.e. all elements being assessed are “Minimally Demonstrated” and there is a total score of at least 60 points out of 100), the Review Team Chairperson negotiates an appointment for a face-to-face meeting of approximately 60 minutes with the Candidate and the Team, and the Candidate moves to Step Three.

 

**Please note it is required that reviewers meet face-to-face prior to the interview to review the Step Three process, assign roles (e.g. process facilitator, note-taker, process monitor) and distribute questions for discussion arising from the Step Two report form. It will be considered an “irregularity” (which could risk rendering both Step Two and Step Three of the certification review null and void) if this pre-meeting does not occur.

 

  • Questions for discussion in the Step Three interview are taken from the Step Two Report Form 2.13 and are only recorded in that form at the time it is completed.

 

  • If there are below “minimum” (see Step 2 Report Form 2.13) scores in up to two of the three professional papers, the paper(s) need(s) to be revised and the Candidate has up to eight weeks to revise the paper(s) for those competencies and to re-submit.

 

  • If there are below “minimum” scores in all three of the professional papers OR the Total Score is less than 60 points out of 100, the candidate’s process is halted. This means that the current application process cannot proceed; certification is denied. [This information is communicated to the Certification Committee chairperson, who follows up with the candidate.]

 

  • Papers may be re-submitted once only and, upon re-submission, the Review Team again completes Step Two Report Form 2.13, ensuring that all competencies are now “Minimally Demonstrated” and there is a total score of at least 60 points out of 100 for the three Professional Papers. If this scoring standard is still not met, the Candidate’s process is halted.

 

  • For all Step Two reviews in which the candidate will proceed to Step Three, the Step Two Report Form 2.13 is transmitted electronically as a signed PDF file to the Candidate and the Chairperson of the Certification Committee within twenty-four (24) hours of the Review Team’s meeting. As well, whenever papers are re-submitted and reassessed, a new Step Two Report Form 2.13 is completed and transmitted.

 

  • If the current application is halted, the completed Step Two Report Form 2.13 is transmitted electronically as a signed PDF file to the Chairperson of Certification only within twenty-four (24) hours of the Review Team’s meeting, and it is the responsibility of the Certification Chairperson to inform the candidate that their process cannot proceed and certification is denied.

 

  • When a candidate’s process is halted, opportunity is offered to the candidate to have a conversation with the review team for feedback regarding their assessment. This is not considered an appeal or grievance process, rather it is an opportunity for the review team to provide support and prospective input should the candidate wish to re-apply at a later date.

 

  • When a candidate’s process is halted and they choose to reapply within one year, the re-application fee is half of the initial application fee.

 

  1. Step Three Procedure – Personal Interview
    • At the mutually agreed time, the Candidate meets with the Review Team for a face-to-face interview of about one hour. The purpose of the interview is to determine whether the Candidate, in the here and now of the interview, demonstrates the Spiritual Care Practice Competence Indicators to a degree appropriate for a certified spiritual care practitioner.

 

  • The Candidate first signs the statement on the Step Three Report (Form 2.14) certifying that they are not currently under investigation or in appeals process for any alleged violation of the Code of Ethics and Professional Conduct.

 

  • At the end of the interview, the Candidate leaves the room, and the Review Team completes the Step Three Report Form 2.14, determining whether to grant the Candidate’s request for certification (subject to the approval of the Certification Committee).

 

  • Whether the request is granted or not granted, written recommendations are made. (In the case of a positive outcome, these recommendations of areas for growth and development lead the new certified spiritual care practitioner towards their first five-year peer review.)

 

  • The Candidate is then called back in, and the Review Team’s decision and the contents of the Interview Report are communicated. All of the Candidate’s materials are returned to them, and the Candidate receives a copy of the Step Three Certification Report Form 2.14.

 

  • If the Candidate’s application for certification is unsuccessful, at the discretion of the Review Team, the Candidate may be invited to return for a second interview within eight (8) weeks. If this is the case, the Review Team negotiates that meeting with the candidate at this time.

 

  • If the Candidate has been denied their request or is in distress, and if the Candidate so desires, the Review Team offers or arranges for appropriate spiritual care support.

 

  • The Review Team Chair transmits a copy of the Step Three Certification Report Form 2.14 to the CC Chair within twenty-four (24) hours of the interview (preferably by email followed by a signed copy through regular mail).

 

  • The Review Team’s decision is presented to the Certification Committee.

 

  1. Grand-parenting for Certified Supervisor-Educators (PCE) Seeking Certification as Certified Psycho-Spiritual Therapist Process – Certified Supervisor-Educators who have not received their certification as Psycho-Spiritual Therapist may submit their completed (after December 2015) Peer Review documentation to the Certification Chair and receive their Psycho-Spiritual Therapist

 

 

 

 

Section IV: Supervisory Education

Glossary of Acronyms

AC Accreditation Chair
CC Certification Committee
ESC Educational Standards Commission
RAC Regional Admitting Chair
SPE Supervised Pastoral Education (includes both CPE and PCE)

 

Links to Headings in this Section

(Ctrl+Click)

  1. An Overview of Supervisory Education
  2. Provisional Supervisor-Educator (PSE)
  3. Certified Supervisor-Educator (CSE)
  4. Mentoring Relationships
  5. Grand-Parenting Associate Supervisors into Supervisory Certification

 

 

Please note – the title Certified Supervisor-Educator has been used to refer to both Certified Psycho-Spiritual Therapist Supervisor-Educator and also Certified Spiritual Care Supervisor-Educator. Assume reference is for both unless stated specifically for only one stream.

 

A.             An Overview of Supervisory Education

 

The following is description of admission to the two levels of supervisory status: Provisional and Certified. A full description of the application process is provided in sections B and C.

 

The two-level process is new for CASC commencing March 1, 2017. The previous levels of Associate Supervisor and Teaching Supervisor have been merged into the Certified level. A grand-parenting process for current Associate Supervisors will be available from February 2017-February 2019. The criteria for Provisional and Certified have been adjusted.

 

  1. The Provisional Supervisor-Educator (PSE):

(Supervises Basic Students in First Unit and Basic & Advanced Students in second unit)

 

  • Is certified in their field of specialization as a spiritual care practitioner or a psycho-spiritual therapist and will continue in the stream in which they have been certified.

 

  • Is admitted to Provisional Supervisor-Educator standing through a consultation process facilitated by the RAC.

 

  • Once admitted to Provisional, works under the supervision of a Certified Supervisor-Educator in order to learn the art and craft of SPE supervision.

 

  • Completes a program approval document, written in collaboration with the Certified Supervisor-Educator, and submits the program approval to the Accreditation Committee.
    •  
  • Co-supervises two units of SPE within one to three years.
  1. In the first unit, the Provisonal Supervisor-Educator will supervise 3-6 BASIC students and the Certified Supervisor-Educator will be present for most group sessions. All Advanced students will be supervised by the Certified Supervisor-Educator or other supervisors noted in the program approval documents.
  2. In the second unit, the Provisional Supervisor-Educator may supervise 3-6 BASIC or ADVANCED students. The Certified Supervisor-Educator remains actively involved in the co-supervison of the unit and will supervise any additional basic or advanced students.
  3. If two full units of SPE are not completed within three years and the application for Certified Supervisor-Educator not submitted, the Provisional Supervisor-Educator must apply for maintainance of education standing (see Section VII,B).

 

  • Prior to the second provisional unit, completes the supervisory learning module entitled “Becoming an Effective Certified Supervisor-Educator” available on the CASC website as of June 2017.

 

  • Seeks out a peer also working at the provisional level or a group of provisional supervisor-educators to meet with regularly as peer support for the duration of provisonal supervisory education.

 

  • The forms used for the provisional application and consultation process include:

 

  • 8.1 Form 2.5 – Provisional Supervisor-Educator SPE Summary & Assessment;
  • Form 2.16 – Provisional Application;
  • Form 2.17 – Step One;
  • Form 2.18 – Step Two Provisional;
  • Form 2.19 – Step Three Report;

 

  1. The Certified Supervisor-Educator (CSE):

(Supervises Basic, Advanced Students and Provisional Supervisors)

 

  • Completed two units of Provisional Supervisor education prior to applying for Certified Supervisor-Educator.

 

  •      Completed the program approval document during provisional education.

 

  • Admitted to the Certified Supervisor-Educator process through the Certification Chair. See Section C for the full description of the admission process.

 

  • For the first unit as a Certified Supervisor-Educator – Arranges with a Certified Supervisor-Educator for a mentoring relationship (See Section D, Mentoring Relationship) and supervises only Basic and Advanced students.

 

  • After first unit as a Certified Supervisor – Educator, submits Form 2.25 (Mentoring Relationship in Supervisory Education) to Certification Chair.

 

  • After submission of Form 2.25, may supervise Basic or Advanced students and Provisional Supervisor-Educators.

 

  • A reasonable workload guideline would be 2-3 units per annum.

 

  • In CPE, Certified Supervisor-Educators may request to have seven or more

students through the Accreditation Committee. In PCE, a Certified Supervisor-

Educator may supervise any number of students.

 

  • The Forms used for the Certified Supervisor-Educator process include:
    • Form 2.21 – Certified Supervisor-Educator Application;
    • Form 2.22 – Step One;
    • Form 2.23 – Step Two Certification;
    • Form 2.24 – Step Three;
    • Form 2.25 – Post Certification Mentoring.

 

  1. Maintenance of Educational Standing

 

  • Candidates are expected to proceed toward certification. Provisional supervisory educational standing is temporary, each granted for a period of 3 years. If transition toward certification does not occur within 3 years, the candidate must apply for Maintenance of Educational Standing.

 

  • Maintenance of Educational Standing may be granted for one additional three year period.

 

  • If the candidate does not proceed toward certification within this 6 year period (i.e. the original standing of 3 years plus 3 years in Maintenance of Educational Standing) the candidate’s education standing as a provisional supervisor-educator lapses and the candidate can no longer function in the educational scope of practice.

 

  • Candidates whose educational standing has lapsed must apply, submit their documentation and the professional papers from the level that has lapsed, and successfully complete a review process in order to be readmitted to the educational level.

 

  • Candidates in Maintenance of Educational Standing are monitored by a member of the Certification Committee. However, it is the responsibility of the candidate to note renewal deadline dates and pay fees.

 

  • The Application for Maintenance of Educational Standing (Form 2.20) together with the designated fee must be submitted by the candidate to the Chair of the CC in order to be granted this standing.

 

  • Provisional Supervisor-Educators who have applied for certification as Supervisor-Educator and who have been halted in their certification process, will be given a 3 year extension after their 1st “halt”.

 

  • A new application is required after a second certification “halt”.

 

 

B.             Provisional Supervisor-Educator (PSE)

 

  1. A definition of a Provisional Supervisor-Educator

 

Provisional Supervisor-Educator is a person who is certified in their field of specialization as either a Psycho-Spiritual Therapist or a Spiritual Care Practitioner and has achieved formal admission to learn the theories and competencies required to supervise SPE and who supervises students under the supervison of a CASC Certified Supervisor-Educator.

 

  1. Competencies of a Provisional Supervisor-Educator

 

Note: The Competencies for a Provisional Supervisor-Educator

will be revised in 2017-2018.

 

  • Conceptual and Supervisory Practice Competence

 

  • To become familiar with the body of knowledge that informs the development of a theory of supervision. This shall include:
  1. Education
  2. Theology and/or Spiritual/Religious Theories
  3. Psychology
  4. Sociology
  5. Ethics

 

  • To be able to articulate a philosophy of SPE.

 

  • To achieve a working understanding of SPE program organization and development, including integration of CASC Competencies, scope of practice and the concept of curriculum.

 

  • Supervisory Competence

 

  • To develop the art and skills of group and individual supervision.

 

  • To develop the ability to provide leadership in all facets of SPE program organization, administration and evaluation.

 

  • To develop the ability to assist students in utilizing an adult learning methodology.

 

  • To develop the ability to understand and evaluate the students’ personal and pastoral/spiritual resources and to assist them in achieving their own learning goals.

 

  • Integration of the Theory and Practice of Supervision

 

  • To identify one’s own personal strengths and weaknesses in order to safeguard the students’ personal and pastoral/spiritual integrity.

 

  • To develop one’s own professional identity as a SPE Certified Supervisor-Educator.

 

  • Criteria Considered for Admission to Provisional Supervisory Education

 

  • The candidate demonstrates the ability to form supervisory relationships with students.

 

2.4.2    The candidate demonstrates readiness to learn organizational/ administrative tasks involved in conducting SPE.

 

  • The candidate demonstrates the personal maturity suitable for learning to facilitate the professional development of students using individual and group supervisory methods.

 

  • The candidate demonstrates the ability to learn and teach theory and practice of spiritual care or pastoral counselling.

 

  • The candidate demonstrates the vocational commitment and values suitable for education as a supervisor-educator in CASC.

 

  1. Prerequisites for Provisional Supervisor-Educator:

 

  • Certification as either a Spiritual Care Practitioner or a Psycho-Spiritual Therapist and will continue in the SPE stream in which the candidate is certified.

 

  • A letter from a CASC Certified Supervisor-Educator confirming his/her willingness to provide supervision.

 

  • Arranges with another provisional supervisor-educator to form a peer mentoring group while preparing for provisional status, conducting the SPE unit, and to foster evaluation of the experience. Option to meet in person, by phone or via video-conferencing on a monthly or bi-monthly basis. May contact the ESC (certification chair or the accreditation chair to obtain names of fellow provisional supervisor-educators).

 

  • Completion of a graduate credit course in Adult Education or Supervision Theory from an educational institution accredited by the Association of Theological Schools (ATS) or The Council for Higher Education Accreditation (CHEA) or the Association of Universities and Colleges of Canada (AUCC).

 

Note: Where the candidate is lacking this course or there is uncertainty about the standing of the educational institution involved, or if the educational institution is not accredited by ATS or CHEA or AUCC, confirmation of equivalency must be obtained from the Academic Assessment Committee.

 

  1. Required Documents to be Submitted to the RAC

 

  # 4.    Required Documentation to be Submitted to RAC:
    Form 2.17 Step One: Verification Report (Provisional Supervisor-Educator)
  4.1 A receipt of the application fee submitted to CASC National Office.
  4.2 Evidence of current membership within CASC.
  4.3 A copy of the candidate’s Certificate as a Spiritual Care Practitioner or a Psycho-Spiritual Therapist and a signed copy of Step Three of this certification process.
  4.4 Evidence of the completion of the graduate course in Adult Education or Supervision Theory from an educational institution accredited by the Association of Theological Schools (ATS) or The Council for Higher Education Accreditation (CHEA) or the Association of Universities and Colleges of Canada (AUCC).
  4.5 Evidence of current endorsement (within last five years) by a recognized religious faith group. (See Section VI)
  4.6 Evidence of good standing in a faith community (within the last five years) affiliated with your chosen religious tradition (Section VI).
  4.7 Three Letters of Reference from persons who have experience of or knowledge about the candidate’s practice of spiritual care or pastoral counselling which gives evidence of the satisfactory practice. [Letter from a professional colleague; letter from another professional discipline; letter from a Certified Supervisor-Educator in the candidate’s stream.]
  4.8 A resume or curriculum vitae documenting pastoral experience, formal and alternative educational formation and personal & professional development.
  4.9 Description of participation in the organizational life of CASC. (Section VII)
  4.10 The letter from the CASC Certified Supervisor-Educator under whom the candidate will be studying to confirm his/her willingness to provide supervision.
  4.11 Declaration of another provisional supervisor-educator to form a peer mentoring group while preparing for provisional status, conducting the SPE unit, and to foster evaluation of the experience. Option to meet in person, by phone or via video-conferencing on a monthly or bi-monthly basis.

·     May contact the ESC (certification chair or the accreditation chair to obtain names of fellow provisional supervisor-educators).

 

NOTE – electronic scans of required documentation is preferred

 

 

  1. Professional Papers

 

5.1       An autobiographical statement (3 to 5 pages) outlining personal and relational history and education, and influences which have shaped one’s personal and professional functioning, with particular attention paid to personal dynamics.

 

5.2      A paper (10 to 15 pages) giving attention to each of the following categories:

  1. A philosophy of SPE including a discussion of the educational, theological, psychological, sociological and ethical framework which will guide the candidate’s developing theory of supervision.

 

  1. A statement of what the candidate considers important for effective program management, individual and group supervision.

 

  1. A statement concerning the candidate’s professional vocational goals.

 

  •           A bibliography of candidate’s reading within the last year.

 

 

  1. Procedure

 

  • The candidate identifies a Certified Supervisor-Educator who is willing to accept the candidate into provisional supervisory education.

 

  • The Certified Supervisor-Educator writes a letter to affirm decision to mentor the candidate in provisional supervisory education.

 

  • The candidate assembles the documents required for the Provisional application.

 

  • The candidate prepares his/her professional papers.

 

  • The candidate pays the prescribed fee to the CASC National Office.

 

  • The candidate contacts another provisional supervisor-educator to form a peer group for the duration of provisional supervisory education.

 

  • The candidate submits a completed application (Form 2.16) with the required documents, to the RAC, 3 months prior to the beginning of the proposed unit (preferably, although the timeline may be negotiated with the RAC).

 

  • The RAC uses Form 2.16 Step One to ensure the required documentation is complete.

 

  • The RAC recruits a consultant in collaboration with the Certification Chair. The consultant shall be a Certified Supervisor–Educator in the SPE stream for which the candidate is applying. “If a Certified Supervisor–Educator within the candidate’s stream (CPE or PCE) is not available, a Certified Supervisor–Educator may be recruited from the alternate stream.”  It is beneficial if the consultant remains the chair for the candidate’s certification process (review team) following provisional education when possible and with the agreement of the candidate.

 

  • The RAC forwards the name of the consultant to the candidate.

 

  • The consultant contacts the candidate and the named Certified Supervisor-Educator with whom the provisional will be working. Together they establish a date for the consultation. The consultation must occur before the unit begins. The consultant advises the RAC of the mutually agreed upon date for the consultation.

 

  • The RAC ensures that a date and a site for the consultation are set.

 

  • The candidate ensures that the consultant and Certified Supervisor-Educator receive her/his professional papers and required documentation at least four weeks prior to the date of the consultation. Please secure material together in a binder.

 

  • The consultant ensures that the written materials are complete. (Documentation has already been verified by the RAC).

 

  • The consultant, Certified Supervisor-Educator and candidate review the written materials and documentation and complete the scoring Step Two Report – Provisional (Form 2.18) prior to the consultation.

 

  • The consultation takes place, chaired by the consultant using Form 2.18.

 

  •  
  • stream is assessed. consultant. already been verified by the RAC). of hte oth unless stated specifically for only one stream. The consultant, candidate and Certified Supervisor-Educator compare and discuss their ratings and summary recommendations with a view to coming to a consensus about the ratings and summary recommendations.

 

  • The Consultant and the Certified Supervisor-Educator determine if the candidate is recommended for provisional education standing. (In exceptional circumstances, a candidate could be asked to return in 8 weeks to address any gaps in the professional papers or preparation for supervisory work. No fees are required for this second meeting.)

 

  • Learning goals are developed for the first unit in which the candidate will function    as a Provisional Supervisor-Educator.

 

  • The consultant and Certified Supervisor-Educator return all materials received from the candidate to the candidate.

 

  • The consultant ensures that the first section of the Regional Step Three Report (Form 2.19) is completed and sends a copy to the RAC.

 

  • Following receipt of Form 2.19 the RAC ratifies Admission to Provisional Supervisor-Educator and informs the Educational Standards Commission of the status of this unit of education.

 

  • After ratification, the RAC sends a note or letter of confirmation to the candidate, copying to the consultant, the designated Certified Supervisor-Educator, and copies the email to the Certification Chair, the Accreditation Chair and to National Office.

 

  • The candidate is now considered a Provisional Supervisor-Educator and with the designated Certified Supervisor-Educator together they will submit a program approval document to the Accreditation Committee.

 

Either the Provisional or the Certified Supervisor-Educator may take primary responsibility for the writing and submission of the program approval document provided that all materials are reviewed together and both retain a copy. It is the expectation that the Certified Supervisor-Educator will mentor the Provisional on the program approval process.

 

After Completion of the first provisional unit:

 

  • The Certified Supervisor-Educator and the Provisional candidate complete an SPE summary & assessment (evaluation) of the Provisional candidate using Form 2.3 and the Provisional candidate submits these summary & assessments in the application for Certified Supervisor-Educator.

 

  • The Certified Supervisor-Educator completes the Regional Step Three Report indicating whether or not the candidate has successfully functioned as a Provisional Supervisor-Educator and forwards a copy of the completed form to the RAC (within two weeks of completion of the unit).

 

  • Once the student successfully completes the unit, the student may arrange for a second unit of education without a further consultation. The candidate must complete at least two units as a Provisional Supervisor-Educator.

 

  • If the Certified Supervisor-Educator will be different than the first unit, the candidate will provide a copy of the Provisional Supervisor-Educator SPE summary & assessment (evaluation) form (2.3), the Step three form (2.19) and the candidate’s papers to the Certified Supervisor-Educator. The Certified Supervisor-Educator will inform the RAC, the CC, and the AC, of the work commenced together.

 

  • If the Provisional Supervisor-Educator did not successfully function as a Provisional Supervisor-Educator, the Certified Supervisor-Educator may grant successful completion at the conclusion of a subsequent SPE unit without a further consultation provided that:
  1. a) The subsequent SPE begins within 12 months;
  2. b) The Certified Supervisor-Educator remains the same. Otherwise, if a different supervisor is to be involved and a new consultation needs to be                                  When the candidate needs a new consultation and he/she chooses

to reapply within one year, their re-application fee is half of the initial                            application fee.

 

  • If a second attempt to function as a Provisional Supervisor-Educator has been unsuccessful, the student must request a consultation with the RAC before the student is able to proceed further in the supervisor education.

 

  • The candidate is required to complete two successful units as a Provisional Supervisor-Educator before applying for Certified Supervisor-Educator.

 

  • The candidate is required to complete the supervision learning module entitled “Becoming an Effective Certified Supervisor-Educator” and discuss with supervisor prior to applying for Certification as a Supervisor-Educator.

 

 

C.             Certified Supervisor-Educator (CSE)

 

  1. definition of a Certified Supervisor-Educator

 

A Certified Supervisor-Educator is a person who has demonstrated supervisory competence in the field of SPE and is able to conduct  SPE programs in keeping with the standards of CASC.  CASC recognizes supervisor-educators in the areas of Spiritual Care (CPE) and Pastoral Counselling (PCE).

 

  1. Competencies of a Certified Supervisor-Educator

 

The competencies for a Certified Supervisor-Educator will be revised in 2017-2018.

 

  1. Conceptual Competence
    1. Is conversant with conceptual models from theory and practice to understand and articulate spiritual care or pastoral counselling supervisory methodology.
    2. Articulates a philosophy of SPE which includes an educational model to integrate theory and practice.
    3. Provides examples of effectively using their philosophy of SPE with specific students of a variety of backgrounds, skills and learning goals.
    4. Demonstrates a growing understanding of organization and program development with an emphasis on organization and development of an SPE program.
    5. Is knowledgeable of and critically conversant with the literature relating to the field of clinical supervision.

 

  1. Competence in SPE Program Management
    1. Demonstrates the effective use of a wide variety of program resources for the SPE students’ learning, such as patients, residents, clients, and/or parishioners; treatment and rehabilitation programs; multidisciplinary staff; SPE supervisory staff; theological consultants; library; administrative structures; community resources.
    2. Demonstrates effective use of the theological perspective inherent in the SPE’s spiritual care or pastoral counselling program.
    3. Provides examples of assisting a variety of students in taking responsibility to formulate a plan of learning and to evaluate the results of the learning experience.
    4. Demonstrates an understanding of CASC guidelines, regulations and procedures as found in the Code of Ethics and Professional Conduct, the Standards for Certification, the Standards for Accreditation, the Standards of Practice for Certified Spiritual care Practitioners & Psycho-Spiritual Therapists and the Standards of Practice for Supervisor-Educators.
    5. Takes responsibility for making students aware of the relevance of the above documents as they relate to clinical practice and as they relate to students’ progress toward certification.
    6. Ensures the Teaching Centre maintains current CASC Accreditation and assists the Teaching Centre in understanding the benefits are requirements for Accreditation on an on-going basis.

 

  1. Competence in SPE Group Supervision
  2. Demonstrates the ability to facilitate the development of group interpersonal interaction for the education and personal integration of students.
  3. Demonstrates the ability to lead a small group of student peers, enabling the students to use their response to the program as a learning experience.
  4. Demonstrates the use of a wide range of clinical education methods such as verbatims, audio/video taped interviews, team interaction, administrative meetings, clinical seminars, didactic seminars, case conference, practice counselling and supervisory-student sessions.

 

  1. Competence in SPE Individual Supervision
  1. Demonstrates the ability to understand the individual student through: awareness of the student’s religious history, sensitivity to the student’s psychological and psychosocial patterns, and respect for the student’s individual learning style.
  2. Demonstrates the ability to supervise the student’s spiritual care or pastoral counselling work, giving attention to unique patterns of personal and professional development.
  3. Demonstrates the ability to facilitate students in movement toward viable spiritual care or pastoral counselling identities.
  4. Demonstrates the ability to use their own personality and personal history as teaching tools and as resources in shaping their supervisory style.
  5. Demonstrates the ability to define and evaluate individual students’ spiritual care or pastoral counselling and personal resources.
  6. Demonstrates the ability to respond flexibly to individual students, using a wide range of supervisory methods and strategies.

 

  1. Personal and Supervisory Integration
  1. Awareness – i.e. the ability to make meaningful connections among all of:
  2. One’s own life journey.
  3. The psychosocial sciences.
  • One’s operative faith or theology/spirituality and one’s religious heritage.
  1. One’s practice of spiritual care or psycho-spiritual therapy.
  2. Educational theory
  3. Demonstrates a developed professional identity as a SPE educator.
  4. Congruence, meaning
  5. Consistency between the positions presented in the written materials and the

presentation of self in the moment.

  1. Consistency in the moment between affect and content.
    1. Professional collegiality, meaning dynamic balance among the following abilities:
  2. To assert one’s own boundaries.
  3. To receive feedback or criticism with openness.
  • To articulate one’s point of view non-reactively.
  1. To express strong feelings with grace.
  2. To take responsibility for one’s own responses.
    1. In his/ her own supervisory functioning, demonstrates awareness of the connections among:
  3. Educational theory.
  4. Knowledge of the human sciences.
  • Theology and/or spiritual/religious theories and spiritual care or pastoral counselling identity.
  1. His/her own personal history.

 

  1. Prerequisites for Certified Supervisor-Educator

 

  • Completion of Two units or course-based programs as a Provisonal Supervisor-Educator.
    1. Co-supervision of a unit based CPE or PCE
  1. Complete a minimum of 2 CASC/ACSS units of CPE or PCE and,
  2. Provision of individual supervision to 6-12 students

(Please note that ACPE-USA units qualify as equivalent.)

Or 

  1. If co-supervised course-based CPE or PCE
    1. Participation in the delivery and supervision of all the components of course based CPE or PCE for a period of at least one year
    2. Provision of no less than 150 hours of individual supervision to at least 6 PCE students or Provision individual supervision to 6 – 12 CPE students.
  • Provision of at least 150 hours of group supervision to PCE students; or Provision of at least 100 hours of group supervision within at least two CPE student groups.

 

  • Completion of the supervision learning module entitled “Becoming an Effective Certified Supervisor-Educator” prior to applying for Certified Supervisor-Educator.

 

  • Completion of the program approval written in collaboration with Certified Supervisor-Educator during provisional training.

 

  • Required Documentation to be Submitted to Certification Chair:

 

  # 9.     Required Documentation to be Submitted to Certification Chair:
    Form 2.21 Application for Certified Supervisor-Educator (CSE)
    Form 2.22 Step One: Verification Report for Certified Supervisor-Educator  (Sent by Verifier)
  9.1 A copy of the current year’s CASC/ACSS membership receipt.
  9.2 A copy of the receipt for the application fee ($350.00) from CASC National Office.
  9.3 A copy of Certificate as Certified Spiritual Care Practitioner or a Psycho-Spiritual Therapist.
  9.4 A copy of Form 2.19 Step Three of the Provisional Supervisor-Educator consultation process.
  9.5 A copy of each Provisional Supervisor-Educator Certificate.
  9.6 Signed copies of the Provisional Supervisor-Educator’s own SPE summary & assessments (evaluations) from each unit.
  9.7 Evidence of completion of the supervisory training module “Becoming an Effective Certified Supervisor-Educator” available on the CASC Website.
  9.8 Evidence of completion of program approval written in collaboration with Certified Supervisor-Educator during provisional training.
  9.9 Evidence of current endorsement (within last five years) by a recognized religious faith group. (See Section VI)
  9.10 Evidence of good standing in a faith community (within the last five years) affiliated with your chosen religious tradition (See Section VI).
  9.11 Description of participation in the organizational life of CASC. (Section VII)
  9.12 A resume or curriculum vitae documenting pastoral experience, formal and alternative educational formation and personal & professional development.
  9.13 Three Letters of Reference from persons who have experience of or knowledge about the candidate’s practice of spiritual care or psycho-spiritual therapy which gives evidence of the satisfactory practice. [Letter from a professional colleague; letter from another professional discipline; letter from a Certified Supervisor-Educator in the candidate’s stream.]
  9.14 Name of CASC/ACSS Certified Supervisor-Educator who has committed to be post-certification mentor for the first SPE unit as Certified Supervisor-Educator.       Applicant acknowledges that they will submit completed Form 2.25 upon completion of supervising first SPE unit.
  9.15 Declaration of another provisional supervisor-educator to form a peer mentoring group while preparing for provisional status, conducting the SPE unit, and to foster evaluation of the experience. Option to meet in person, by phone or via video-conferencing on a monthly or bi-monthly basis.

·     May contact the ESC (certification chair or the accreditation chair to obtain names of fellow provisional supervisor-educators).

 

 

  • Professional Papers

 

  • A brief description of the SPE provided as a Provisional supervisor, highlighting the candidate’s familiarity with and competence in SPE program management, including:
    1. A statement of the number of units (or amount of corresponding course based supervision) completed as a Provisional supervisor. In both CPE and PCE, state whether the education was unit stream or course stream.
    2. The site
  • The name of the SPE site and that candidate’s position in that site.
  • A brief description of the student population
  • Other supervisors present, their roles in the SPE and their positions in the site.
    1. A brief description of each educational activity the candidate completed as a provisional supervisor. Include the number of hours and the number of students involved in each activity:
  1. individual supervision
  2. group supervision and the form it took (verbatim, case conference, practice counselling, etc.)
  • theory or didactic sessions and the topics which were presented
  1. IPR and other group integration activities
  2. theological reflection
  3. other educational activities

 

  1. For both PCE and CPE Course Streams: a description of other educational or research activities in which the candidate was engaged, including: research projects, publications, lectures, credit or non-credit courses, etc.  Include any activities (even if not conducted within a PCE or CPE program) which give evidence of the candidate’s ability to function as a course stream supervisor and to facilitate students’ progress through course stream education.

 

  • A (1,500-2,000 word) paper outlining the candidate’s approach to SPE which includes a discussion of the educational, psychological, sociological, ethical and theological frameworks which undergird that approach.

 

  • A brief (1,000 word) paper regarding the candidate’s SPE group facilitation as a Provisional supervisor. Include a description of the process occurring within the group supervision, the various methods that were used, and issues which arose.

 

  • A signed copy of the most recent six student SPE summary & assessments (evaluations) written as an Provisional Supervisor-Educator, as well as those written by each of those students. [Note: Students’ names must be blocked-out in order protect their confidentiality.]

 

  • A thorough reflective report on the supervision of one student supervised while a Provisional Supervisor-Educator, selected on the basis of:
  1. The student’s challenge to the candidate
  2. The candidate’s effectiveness with the student
  3. The candidate’s growth as a supervisor as a result of supervising the student.

 

The report shall include:

  1. A description of the student (life circumstances, religious-cultural background education, mandate for spiritual care or pastoral counselling, previous SPE etc.) including a biographical sketch of the student (candidate’s own words, not the student’s).
  2. The rationale for admitting the student into this unit of education.
  3. A description and discussion of the supervisory contract, including:
    1. A statement of the candidate’s initial goals and plans for the student and their rationale.
    2. If applicable, a discussion of the candidate’s previous history with the student and its effect on the early stages of the supervision.
  • A copy of the written learning contract, if one was used.
    1. An analysis of the supervisory process, illustrated by critical incidents and themes.
    2. A discussion of the candidate’s self-awareness of the supervisory relationship. This discussion may utilize the concepts of psychodynamic theory, depth psychology, systems theory, feminist theory, systems of power or other relational models.
    3. A student SPE summary & assessment (self-evaluation) of the candidate’s supervisory work, reflecting on the candidate’s successes and difficulties with the student and focusing on the candidate’s own functioning rather than on the student’s strengths or limitations.
    4. A discussion of what the candidate learned about supervision through supervising this student, exploring the key supervisory issues and themes which emerged.
    5. A discussion of the questions, which remain for the candidate in relation to the supervision of this student.
    6. A discussion of how the supervision of this student is related to the key issues which have emerged during the candidate’s supervisory career.

 

  • Omitting the student on whom the “thorough report” (item 5.5) is written, a reflective report which is not more than 250 words in length on the supervision of each student supervised as a Provisional supervisor, including:
  1. a description of the student (life circumstances, religious-cultural background, education, mandate for spiritual care or pastoral counselling, previous SPE etc.)
  2. a statement of the candidate’s previous history, if any, with the student.
  3. a statement of the candidate’s initial goals and plans for the student.
  4. an analysis of the supervisory process, illustrated by critical incidents and themes.
  5. a student SPE summary & assessment (self-evaluation) of the candidate’s supervisory work, reflecting on the candidate’s successes and difficulties with the student and focusing on the candidate’s own functioning rather than on the student’s strengths or limitations.
  6. a statement of what the candidate learned about supervision through supervising this student, including noting any key supervisory issues or themes which emerged.

 

  • An autobiographic statement which speaks to the candidate’s development as a supervisor-educator and the integration of supervisory identity with the larger identity as a person and a spiritual caregiver, pastoral counselor or pastor.

 

  • A brief (500 words) discussion of the candidate’s understanding of the written recommendations made on the Provisional Supervisor-Educator report form, including the work the candidate has done to respond to those recommendations.

 

  • A bibliography of the candidate’s reading.

 

 

  • Procedure – Step One: Approval of Required Documents

 

  • When the candidate’s materials are entirely prepared and assembled (required documents and all papers), the candidate submits the prescribed application fee to CASC National Office. National office will provide candidate with a receipt.

 

  • The candidate mails a completed application (Form 2.21) and the prescribed certification fee receipt (from national office) to the Chair of the CC. (Do not send Required Documents and Professional Papers to Certification Chair.)

(After the Certification Chair receives the application, the candidate can anticipate up to 6 months to complete the certification process.)

 

  • The Certification Chair appoints a Verifier (usually a member of the Certification Committee) and informs the candidate of the Verifier assigned to them.

 

  • The candidate submits the application (Form 2.21), the fee receipt, and a copy of the required documents (except papers) to the assigned Verifier.

 

  • The Verifier uses Form 2.22 to ensure all of the requirements have been met and will communicate with the candidate to request any missing documents. The Verifier completes the first part of the Step One Report Form and sends to CC.

 

  • The Verifier makes a recommendation to the certification chair to approve or not approve the required documents. Concerns or questions will be brought to the certification committee for discussion.  The Certification Committee will record decision regarding the required documents on the Step One Report Form (Form 2.22).

 

  • If the Certification Committee does not approve the required documents, a copy of the Step One Report Form will be emailed to the candidate, outlining the reason for refusal and recommending what the candidate needs to do in order to apply again. The candidate has 8 weeks to re-submit based on the recommendations.  If the candidate has not met a requirement, the candidate’s process is halted.

 

  • Upon approval of the required documents, the Certification Chair assigns a Review Team to the candidate consisting of two Certified Supervisor-Educators (with at least one in candidate’s stream) and assigning one member as the Review Team Chair. Preference for the chair to be the candidate’s provisional process consultation chair if agreeable by all.  A third member may be added to the team if requested.

 

  • The Certification Chair communicates this assignment to the Review Team and the candidate. Copies of the Step One Report Form are transmitted to the candidate and each member of the Review Team and kept on file by the CC.  The candidate moves to Step Two.

 

  • Whether a candidate moves to Step Two or their process is halted, the Required Documents shall be shredded after 6 months.

 

  • Procedure – Step Two: Approval of Professional Papers

 

  • Upon receiving the names of the Review Team, the candidate sends a full set of the professional papers and a copy of the approved required documents to each member of the Review Team. Note: the Review Team does not need to re-evaluate the required documentation.

 

  • Each Reviewer reads all the papers to determine whether the candidate has demonstrated achievement of the required Competencies.

 

  • Without consulting with the other Reviewers, each Reviewer independently completes a draft Step Two Report (Form 2.23).

 

  • Within 6 weeks of the arrival of the candidate’s papers, the Reviewers dialogue and complete the Step Two Report (Form 2.23) together. The chair ensures the 6 week limit and completes the Report Form.

 

  • If all competencies are demonstrated, the Review Team Chair communicates with the candidate to set up a face-to-face meeting; the candidate moves to Step Three.

 

  • Questions for discussion in Step Three process are included on the Step Two Report Form (Form 2.23).

 

  • If several competencies are not demonstrated (a score of 2.0 or less), the candidate has up to 8 weeks to revise and re-submit the pertinent key paper(s).

 

  • If three or more competencies are not demonstrated, the candidate’s process is halted. The current application process does not proceed to Step Three.

 

  • Papers may be re-submitted once only, and, upon re-submission, the Review Team again completes Step Two for the undemonstrated competencies only. If all competencies are now demonstrated, the candidate moves to Step Three.

 

  • If any competency is still found not to have been demonstrated, the candidate’s process is halted. This means that the current application process does not and cannot proceed to Step Three.

 

  • The Step Two Report Form (Form 2.23) is transmitted to the candidate and the CC Chair within 24 hours of the Review Team’s meeting (via email with a signed copy through mail). When papers are invited for re-submission, a Step Two Report Form is transmitted for each process.

 

  • If the current application is halted the CC Chair informs the candidate of the result. If the candidate chooses to reapply within one year, their re-application fee is half of the initial application fee.

 

  • When the candidate’s process is halted, opportunity is offered to the candidate to have conversation with the review team for feedback regarding their assessment. This is not considered an appeal or grievance process, rather an opportunity for the review team to provide support and prospective input should the candidate wish to re-apply at a later date.

 

  • Procedure – Step Three: Personal Interview

 

  • At the mutually agreed time, the candidate meets the Review Team and first signs the statement on the Step Three Certification Report (Form 2.24) certifying that s/he is not currently under investigation or in appeals process for any alleged     violation of the            Code of Ethics and Professional Conduct.

 

  • The face-to-face interview then proceeds for about one hour. The purpose of the             interview is to determine whether the candidate, in the here and now of the                        interview, demonstrates the Professional Competence Indicators to a degree   appropriate to function as a Certified Supervisor-Educator.

 

  • At the end of the interview, the candidate leaves the room, and the Review Team completes the Step Three Certification Report (Form 2.24), determining whether           to grant the candidate’s request for certification as a Certified Supervisor-Educator

(subject to ratification by the Certification Committee and the Education Standards       Commission).

 

  • Whether the request is granted or not granted, written recommendations are made.

 

  • The candidate is then called back in, and the Review Team’s decision and the contents of the Interview Report Form are communicated.

 

  • All of the candidate’s materials are returned to the candidate, and the candidate receives a signed copy of the Step Three Certification Report (Form 2.24).

 

  • At the discretion of the Review Team, the candidate may be invited to return for a second interview within 8 weeks.  If this is the case, the Review Team negotiates         that      meeting with the candidate at this time.  No third interview may be offered.

 

  • The Review Team Chair transmits a copy of the Step Three Certification Report Form to the CC Chair within 24 hours of the interview.

 

  • The Review Team’s decision is presented for ratification, in order, to the CC, the Educational Standards Commission and the Board of CASC.

 

  • Once the candidate is ratified as a Certified Supervisor-Educator by the ESC, this information will be included in the certification report to ESC and a      certificate will be issued by the CASC office.

 

 

D.             Mentoring Relationships

 

1.0       Definitions

 

1.1     Provisional Peer:

Has been admitted to provisional education standing and is willing to meet regularly with a designated other provisional supervisor for support, guidance, and information sharing.

 

1.2     Certified Supervisor–Educator Mentor:

Has been a Certified Supervisor-Educator for more than one year and is willing to meet regularly with a new Certified Supervisor-Educator while offering their first unit post-certification.

 

1.3     Mentoring Relationship:

The purpose of a mentoring relationship is to offer support in a positive atmosphere to encourage personal and professional development. Mentoring relationships give encouragement, provide opportunities to discuss experiences, acknowledge strengths and growing edges, provide suggestions or share personal expertise as appropriate, and connect persons with needed resources. Mentoring may be offered face to face, through video-conferencing or through telephone.

 

2.0     Role of Provisional Peer Group

 

2.1   Together, to negotiate the mutual goal of the peer support, clarify                   expectations of one another, establish the format, frequency and timing of                         meeting, ensure balance of sharing and support for all group members, and                               celebrate accomplishments.

 

3.0   The Role of the Mentor and the first unit Certified Supervisor-Educator:

 

3.1       Together to negotiate the goal of the mentoring relationship, clarify expectations                             of one another, discuss the frequency and format of mentorship.

 

  • Negotiate for reimbursement of any minor out-of-pocket expenses the mentor may           incur as result of the mentoring process paid by the first unit Certified Supervisor-

 

  • Explore with the first unit Certified Supervisor-Educator their experience in   supervision, drawing attention to the “Standards of Practice for Certified       Supervisor-Educators” (SEE CASC Policy and Procedure Manual).

 

  • Upon completion of the unit, the first unit Certified Supervisor-Educator will             complete Form 2.25 (Post-Certification Mentoring) with the mentor and will

submit it to the Certification Chair – within two weeks of completing the unit.

 

  • The new Certified Supervisor-Educator may supervise all levels of supervisory           education once they have received confirmation from the Certification Chair.

 

4.0   The Role of the Certification Committee Chair:

 

4.1       The CC Chair, upon receipt of Form 2.24 shall submit the mentorship report to the

Certification Committee for acceptance.

 

4.2       Notify the candidate and the ESC Chair in writing, upon acceptance by the Certification Committee.

 

 

E.             Grand-Parenting Associate Supervisors into Supervisory Certification

 

1.0     Definition of Associate Supervisor:

 

An Associate Supervisor in CASC has completed the three step associate supervisory process resulting in a certificate of Associate Supervisory educational standing.

 

Note – Associate educational standing is not a “certification” but rather a temporary, three year designation as the supervisor proceeds to full certification as a Certified Supervisor-Educator (formerly called ‘Teaching Supervisor’).

 

2.0    Competencies: Demonstrated at the Associate Supervisor Consultation.

 

3.0     Pre-requisites for Grand-Parenting

 

3.1   The Candidate has co-supervised two units of Provisional supervisory

education.

 

3.2  The Candidate has completed Step One, Two and Three of the Associate                                 Supervisory process and successfully achieved Associate Supervisor                                       education standing.

 

3.3  Associate Supervisor education standing has been ratified by the

Certification Committee (the certificate may not yet have been issued).

 

4.0    Required Documentation

 

4.1       A copy of the candidate’s Associate certificate or a letter of ratification       from the Certification Committee Chair).

 

4.2       A copy of the receipt for the current year’s membership from CASC National Office.

 

4.3       A copy of the receipt for the grand-parenting application fee ($350.00)        from CASC National Office.

 

4.4       Evidence of current endorsement (within last five years) by a recognized      religious faith group. (See Section VI)

 

4.5       Evidence of good standing in a faith community (within the last five years)       affiliated with your chosen religious tradition (Section VI).

 

4.6       Proof of completion of peer review in last 5 years or a copy of step three        of your associate consultation.

 

4.7       Evidence of facilitating a supervisory unit within the last five years (i.e. a     SPE unit registration form). (Special circumstances addressed by CC).

 

5.0     Professional Papers – no papers required for grand-parenting.

 

6.0     Procedure

 

6.1       Send the application fee ($350) with a copy of the application (Form 2.26)                 to the National Office. National office will issue a receipt to the candidate.

 

6.2       Send a copy of the required documentation with the Application for Grand-        parenting (Form 2.26) to the Certification Chair.             (certificationchair@gmail.com)

 

6.3       The CC will confirm receipt of the material by e-mail.

 

6.4       The CC will review the material, and upon ratification, will transmit a                                letter of confirmation of grand-parented status into certification as a                                  CASC/ACSS Certified Supervisor-Educator (by email). The letter will be                                    copied to the ESC chair, to the AC, and to National Office.

 

6.5       The CC may request further information from the candidate prior to                                 approval. If the requirements for grand-parenting are not met, the CC will                                  present concerns or questions to the Certification Committee. A decision                           will be made to proceed or to halt the process for grand-parenting. The                          candidate, if having completed the provisional supervisor-education level,                                  would continue to Certification with the normal route identified at the                                 beginning of Section IV.

 

6.6       A Certified Supervisor-Educator may use the title upon receipt of the letter                      from the Certification Chair.

 

6.7       Certificates will be presented at the CASC national conference in April for                                   those applications received before March 1st. Otherwise the Certificate                                will be presented at the following conference.

 

For example, Applications received by March 1, 2017 will be reviewed for certificates to be given at the April 2017 CASC conference. After March 1, 2017 applications will be processed for certifications presented at the April 2018 conference.

 

6.8       Grand-parenting has been designed for the current Associate Supervisors                             in CASC to receive full certification as a Certified Supervisor-Educator.                                      Since the designation of Associate Supervisor will no longer be active in                                                 CASC after April 1, 2017, the opportunity to be grand-parented is also                                       time-limited and will be dissolved as of February 1, 2019

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Section V: SPE Supervisor-Educator Placement Process

Glossary of Acronyms

ESC Educational Standards Commission
SPE Supervised Pastoral Education (includes both CPE and PCE)

 

Links to Headings in this Section

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  1. SPE Supervisor-EDUCATOR PLACEMENT FOR SUPERVISORY EDUCATION

 

 

  1. SPE Supervisor-EDUCATOR PLACEMENT FOR SUPERVISORY EDUCATION

 

These guidelines have been approved by the Educational Standards Commission as a policy, not a standard.

 

  1. Requirements

 

To claim SPE Supervisor-Educator Placement (Equivalency), candidates are required to have completed 1 SPE unit of providing supervision in last 5 years.

 

Candidates also shall be aware that “prior supervisory experiences” shall reflect the following for each unit of education provided as a supervisor-educator:

 

  • Relative to the students supervised, see Accreditation Chapter 4 Section I B-E.
  • Relative to the candidate’s own process, see Accreditation Chapter 4 Section I B-E.

 

  1. Guidelines

 

  • To apply as a Supervisor-Educator from prior clinical educational experiences first requires that the candidate has been certified by CASC/ACSS as a Spiritual Care Practitioner (CPE) or Psycho-Spiritual Therapist (PCE).

 

  • The Regional Admitting Chair (RAC) handles the request and seeks consultation with the Chair of Certification, as needed.

 

  • To initiate the process of SPE Supervisor-Educator Placement (Equivalency), the candidate shall:
  1. a) Make a written request to the RAC to be positioned in CASC’s supervisor-educator education process in one of the following streams: CPE unit or course or PCE unit or course.
  2. b) Indicate at what supervisor-educator level in the stream they believe they should be placed.
  3. c) Pay the prescribed fee as noted on the CASC/ACSS website.

 

  • The candidate prepares the Step 1 and Step 2 materials for an application for Provisional Supervisor-Educator, and in doing so is strongly recommended to consult with a CASC/ACSS Certified Supervisor-Educator in the stream in which placement is being requested. The following shall be submitted:
  1. a) Evidence of having met all the formal requirements, with the possible exception of CASC/ACSS admissions and with the understanding that the required number of units may not have been completed.
  2. b) Report forms from all SPE supervisor-educator admissions which have occurred.
  3. c) Supervisor-Educator and self-evaluations from all SPE supervisory units which have been completed.
  4. d) All the required papers.
  1. Any other documentation the candidate thinks is relevant.

 

  • The RAC shall recruit a review committee of three members which shall be structured and conducted in the same fashion as a certification committee.

 

  • The review is held and the review committee assesses to what extent, if at all, the candidate has met the objectives for supervisor-educator education in CASC/ACSS. The highest placement possible as result of this consultation is “ready to apply for Certified Supervisor-Educator immediately, no further recommendations”.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Section VI: Faith Group Affiliation & Endorsement

 

Links to Headings in this Section

 

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  1. Continuing good standing
  2. endorsement

 

 

[This document is to be provided to the appropriate religious authority/authorities by the candidate for admission or certification to any CASC process.]

 

The Canadian Association for Spiritual Care (CASC) is an educational and practice-based organization which trains, certifies and reviews persons engaged in ministries of spiritual care, pastoral counselling and supervisor-educator.  It is not a licensing or ordaining authority and is not intended to replace the endorsing role of religious authorities / faith groups.

 

Members of CASC are required to be members in good standing of recognized faith groups and endorsed by the authorities of their faith groups as spiritual and religious care providers. Members seeking admission to advanced training, any certification consultation or peer review are required to present current evidence in writing of the fulfillment of both of these requirements.

 

 

 

  1. Continuing good standing

 

Requirements to attain and maintain a status of “continuing good standing” within a faith group are determined solely by the religious authority/authorities of that faith group.

 

 

  1. Evidence of Continuing Good Standing

 

  • Must be from a faith community affiliated with the member’s own chosen religious tradition.

 

  • Must be within the last five (5) years prior to the consultation / review.

 

  • Must indicate in what way the candidate is known or recognized locally, regionally or nationally as a member of the faith group (e.g. member of stated denomination, local congregation, church, synagogue, temple, mosque, etc.).

 

  • This requirement may be met by a letter (on appropriate letterhead) from a local, regional or national religious authority stating that the candidate is “a member in good standing” and stating in which way(s) this is understood (e.g. member of local congregation, member of religious leadership or support groups, member of national committees, etc.).

 

  • May be combined with the evidence of endorsement in a single letter from the appropriate authority.

 

 

 

  1. Requested Phraseology

 

Religious Authorities may provide letters of their choice in order to document the above.  For clarity, they are requested to include in their document the phraseology provided, as follows:

 

This is to indicate that <name of CASC member> is a current <”member”, “adherent”, etc.> in good standing of <name of denomination or religious group, congregation, etc.>.  He/She also <state nature of person’s other involvements, if any>.

 

 

 

  1. endorsement

 

Summary from April 2011 – Many in our organization are of the belief that some form of endorsement remains necessary to ensure that the foundational identity of spiritual care practitioners/psycho-spiritual therapists remain firmly rooted in a clear spirituality or religion and the ensuing practices.

 

The Board recognizes the relevance of spiritual and/or religious orientations and the ensuing practices as formative in the vocational identity of spiritual care practitioners.  The Board believes that evidence of these commitments can be demonstrated in a variety of ways.   At the April 2011 Toronto CASC/ACSS Conference the membership passed the following recommendation to change the Standards to allow an optional way to demonstrate such commitments.

 

There are now two ways of soliciting this ‘evidence’.  A candidate may choose either of the following options:

 

(a) I can provide evidence of my spirituality and/or religious faith and the ensuing practices which inform my vocational identify as a spiritual care practitioner through an ‘endorsement for spiritual care/pastoral counselling practice’ as acknowledged by my appropriate religious authority and evidenced by continuing good standing in my faith community documented within 5 years of the date of this application.

 

OR

 

(b) I can provide three letters of reference from individuals who can attest to my commitment to a spirituality and/or religious faith and the ensuing practices, which inform my vocational identity as a spiritual care practitioner.  These letters of reference will address how I demonstrate accountability to those I identified as my spiritual community and will be dated within 5 years of the date of this application.

 

 

 

 

 

 

 

 

If you choose (a) use the following guidelines:

 

  1. Evidence of Endorsement

 

Requirements for endorsement as a spiritual and religious care provider within a faith group are determined solely by the religious authority/authorities of that faith group. An endorsement must include an indication of the ways (if any) in which the member is responsible to / held accountable by the faith group for his/her conduct as a spiritual and religious care provider.

 

  • Must be at whatever level a person is usually and fully endorsed by the faith group to function as a spiritual and religious care provider. Depending upon the requirements and practices of the faith group, this may be commonly understood as ordination, licensing, commissioning or appointment.

 

  • Must be on an appropriate letterhead of the endorsing authority, dated and signed by a person empowered in that faith tradition to make such endorsements.

 

  • In the event that the candidate does not meet the full requirements of the faith group for the above mentioned endorsement, the religious authority must specifically state in what way it does approve, commend, stand behind and support the candidate’s application for the training or certification sought.

 

  • May be combined with the evidence of continuing good standing in a single letter from the appropriate authority.

 

 

 

  1. Requested Phraseology

 

Religious Authorities may provide letters of their choice in order to document the above.  For clarity, they are requested to include in their document the phraseology provided, as follows:

 

This is to indicate that <name of CASC member> is recognized as <title or category of recognition> in <name of religious organization>.

 

  1. <name of CASC member> is responsible to or held accountable by <name of religious organization> for their conduct as a spiritual and religious care provider in the following ways …”

or,

 

  1. <name of religious organization> stands behind and supports <name of CASC member> in the following ways…

 

As <title of endorsing authority>, I endorse him/her as a suitable person to provide spiritual and religious care as understood by our religious organization.

 

 

 

 

 

 

Section VII: Participation in the Life of CASC

 

Links to Headings in this Section

 

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A Associate Member seeking Clinical Certification

  1. Provisional Supervisor-Educator seeking Maintenance of Educational Standing or Certification
  2. Certified Member seeking Peer Review
  3. Member Emeritus/Inactive Certified Supervisor-Educator

 

 

 

Throughout the manual there are references to “participation in the life of the Association”. These references are required for maintenance of educational standing, certification, and peer review. The list that follows is intended to be descriptive and not prescriptive.

 

  1. Associate Member seeking Certification as a Spiritual Care Practitioner/

Psycho-Spiritual Therapist

 

Examples of participation may involve:

  • Attending Regional meetings of the Association
  • Attending National Conventions of the Association
  • Volunteering for service in support of Regional/National gatherings
  • Offering a session or workshop at a Regional/National gathering
  • Contributing an article to a Regional Newsletter or National E-group
  • Communicating with Regional/National Commissions/Committees regarding relevant questions/concerns
  • Serving on or give input to ad hoc task groups within the Association

 

  1. Provisional Supervisor-Educator seeking Maintenance of Educational Standing or Certification as a Supervisor-Educator

 

In addition to activities previously outlined, examples of participation may involve:

  • Serving as a consultant for Advanced Standing
  • Serving as a Post-Advanced Consultant (preparatory to a person’s going for Specialist Certification)
  • Serving on a review committee for Step Two/Step Three in the Certification Process
  • Serving on a Standing Committee or Commission of the Association

 

  1. Certified Member seeking Peer Review

 

In addition to activities previously outlined examples of participation may involve:

  • Serving as a consultant for Advanced Standing
  • Serving as a Post-Advanced Consultant (preparatory to a person’s going for Spiritual Care Practitioner/Psycho-Spiritual Therapist Certification)
  • Serving on a review team for Spiritual Care Practitioner/Psycho-Spiritual Therapist Certification
  • Serving on a consultation committee for Supervisor-Educator Certification

 

 

  1. Member Emeritus/Inactive Certified Supervisor-Educator

 

Maintenance of Educational Standing recognizes a 5 year time frame for the Emeritus status.  During this time frame Emeritus members may function on Certification Committees/Review teams etc.

 

  • Serving as a consultant for Advanced Standing
  • Serving as a Post-Advanced Consultant (preparatory to a person’s going for Spiritual Care Practitioner/

Psycho-Spiritual Therapist Certification)

  • Serving on a review team for Spiritual Care Practitioner/Psycho-Spiritual Therapist Certification
  • Serving on a consultation committee for Supervisor-Educator Certification
  • Serving on a review committee for reactivation of certification
  • Serving on a Standing Committee or Commission of the Association

 

**Please see Professional Practice standards in Chapter 3, Section II,

for specific hours of participation required for Peer Review.