thinking has evolved in relation to the approved supervisory theories.
Attach the original preface of those papers
In this paper I will briefly present several enhancements to my supervisory theory as it has evolved over the last several years. Learning continues to be fun for me! I will share what I’ve been learning related to my theory of supervision through my experience and study.
Process theology continues to be the anchor for my theological understanding. The events in my religious denomination, the Evangelical Lutheran Church in America, surrounding the ordination of gay and lesbian clergy in committed relationships (of which I am one) have brought me to a greater appreciation for what it means to be from the reformed tradition. How this relates to my supervision is in how I experience God in the process of my CPE group’s moving toward true community. God works in the chaos as we risk disconnection, faith is necessary in ‘letting go’, and grace is experienced in authentic connection. I am inspired by Luther’s legacy in each of these ways.
I’ve learned in supervision that disconnection may be necessary for deeper connection. What holds the disconnection that makes learning possible is a strong learning alliance. My theory related to the how and why of my supervision has been enhanced in how I understand resistance, confrontation, and thinking patterns.
Growth and learning in any form is a challenge for human beings because it can evoke deep fear. Even with a student who comes to CPE with a large investment in the process of professional growth, I expect resistance. Supervising students who are becoming more aware and developing...
... middle of paper ...
... in a case study and didactic with University of Minnesota medical residents. As part of my approach to supervision I require students to learn about and become conversant in medical language outside of but related to chaplaincy. I have found this brings greater clarity to CPE student’s understanding of the context of the discipline of chaplaincy care.
In my chaplaincy work and teaching related to older adults with dementia I’m a firm believer in validation theory. This work has made its way into my supervision as I have more specifically named pillars in my supervisory approach. For me to build an alliance with my students and for my students to create pastoral relationships they learn to validate experience, provide unconditional positive regard, intimacy, connection and vulnerability, and the importance of self-education regarding physical data.
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