Categories of CASC Supervisory Recognition
and
List of SPE Supervisory Competencies
[Developed 2013/2014]
DEFINITIONS:
CASC recognizes Supervised Pastoral Education (SPE) Supervisors in the areas of Clinical Pastoral
Edication (CPE) and Pastoral Counselling Education (PCE).
There are three categories of supervisory recognition within CASC:
1. Provisional Supervisor – A certified Specialist who, in the field of her/his specialization, has
achieved formal admission to learn the theories and competencies required to supervise
SPE and who, as one having student standing in the field of SPE supervision, supervises
students under the supervision of a CASC certified Teaching Supervisor.
2. Associate Supervisor – One who has achieved formal recognition as competent to supervise
SPE autonomously and is now integrating the theory and competencies of SPE into his/her
autonomous functioning.
3. Teaching Supervisor –One who has accrued experience in autonomous supervisory
functioning and achieved full certification as a SPE Supervisor (in either CPE or PCE) in
keeping with the standards of CASC.
COMPETENCIES:
1. Conceptual Knowledge of Clinical Supervision
Demonstrates knowledge in theories and methodologies related to SPE supervision drawn from adult
education, spiritual/religious theoriesity, the behavioural sciences, and professional and organizational
ethics.
1.1
1.2
1.3
1.4
Articulates an understanding of methodologies for clinical supervision in either CPE or PCE based
on a critical grasp of the professional literature relating to one’s specified field of clinical
supervision.
Develops and articulates a philosophy of SPE based on adult learning models relevant to the
supervision of individuals and groups that are congruent with the distinct professions of spiritual
care or spiritually integrated counselling/psychotherapy.
Conveys awareness of multicultural and multifaith clinical competence and an ability to supervise
out of this awareness.
Understands organizational contexts within which SPE program development can occur, and is
conversant about how to develop various elements of a CPE or PCE program.
2. Aptitude in SPE Program Design, Implementation and Management
2.1
Demonstrates an ability to design, implement and manage a program of supervised clinical
education within the specific fields of spiritual care or spiritually integrated
counselling/psychotherapy.
Develops and organizes programs of SPE based on educational principles appropriate to
experiential learning.
2.3 Understands and is familiar with 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 Specialists and the Standards of Practice for
Supervisors.
2.4 Takes responsibility for making students aware of the relevance of the CASC documents listed in
2.2 as they relate to clinical practice and to students' progress toward certification.
2.5 Draws on and effectively uses a wide variety of program resources for SPE students’ learning (e.g.
client aggregates, spiritual care/counselling colleagues, interdisciplinary staff and/or consultants,
community agencies, administrative structures, housed as well as online libraries, etc.).
2.6 Employs diverse clinical educational methods, and can provide examples of assisting diverse
students in taking responsibility to formulate a plan of learning and to evaluate the results of the
learning experience.
2.7 Works effectively with spiritual/religious implications of the clinical context.
2.8 Understands and applies professional organizational ethics as they relate to SPE and spiritual
care/counselling practice.
2.9 Uses appropriate clinical skills and teaching methods that integrate the role of context and culture
in spiritual care/counselling practice and education.
2.10 Advocates for students based on awareness of how persons’ social locations, systems and
structures affect one’s spiritual care/counselling practice, learning and the educational context.
2.11 Secures program approval and accreditation as required by CASC/ACSS Standards.
2.2
3. Engagement in the Supervision of Individual SPE Students
Demonstrates an ability to assess and relationally engage individual SPE students such that the
student’s clinical learning, personal awareness, reflection on spiritual/religious theories, and
professional competency is furthered and optimal integration can occur.
3.1
3.2
3.3
3.4
3.5
3.6
Understands the individual student through awareness of the student's cultural and religious
history, sensitivity to the student's psychological and psychosocial patterns, and respect for
the student's individual learning style.
Oversees student's spiritual care/counselling work, giving attention to unique patterns of
personal and professional development.
Assesses the individual student’s spiritual care/counselling and personal resources, and
engages her/him moving toward a viable spiritual care/counselling professional identity.
Responds flexibly to individual students, using a wide range of supervisory methods and
strategies.
Uses the strengths and limits of one’s own personality and personal history as teaching tools
and as resources in shaping one’s supervisory style.
Evaluates students’ performance and growth according to the requirements of CASC/ACSS
Standards.
4. Facilitation of SPE Group Seminars and Related Activities
Demonstrates knowledge of group process, and skills for group supervision, in carrying forward
shared review of students’ clinical documents, personal/professional development, skills
integration, and ability to use the peer group for learning.
4.1
4.2
4.3
Facilitates the development of group interpersonal interaction for the education and personal
integration of students.
Assists the group of student peers as a whole, and enables individual group members, to use their
response to the program as a learning experience for the development of self/other awareness and
relational competency for spiritual care or spiritually integrated counselling/psychotherapy.
Draws upon a wide range of clinical education methods such as verbatims, audio/video taped
interviews, team interaction, administrative meetings, clinical seminars, didactic seminars, case
conferences, the practice of counselling, and supervisor-student sessions.
5. Integration of Personal and Supervisory Identity
Demonstrates personal integrity in tandem with a broadening profession identity that includes the roles
of clinical and educational supervision relevant to spiritual care or spiritually integrated
counselling/psychotherapy.
5.1
5.2
5.3
5.4
5.5
5.6
5.7
5.8
Communicates maturity, emotional awareness and spiritual rootedness (i.e. grounded in ones life
story, psychosocial theory base, operative faith tradition and/or religious heritage, spiritual
care/counselling practice, and adult education values).
Forms meaningful spiritual care/counselling and supervisory relationships – integrating
educational theory, knowledge of behavioral science, professional and organizational ethics,
spiritual/religious theories, and spiritual care/counselling identity into supervisory function.
Self-supervises own on-going spiritual care/counselling practice.
Refines her/his own professional identity as a clinical educator.
Demonstrates awareness of how his/her own culture affects professional and personal identity,
spiritual care/counselling practice, the supervisory relationship, and student learning.
Exercises congruence between written/philosophical perspectives and self-presentation in the
moment (i.e. there is consistency between content and affect).
Balances collegial and autonomous functioning (i.e. can assert personal/professional boundaries,
receive feedback or criticism with openness, articulate her/his own point of view non-reactively,
express strong feelings with grace, and take responsibility for his/her own responses).
Demonstrates awareness of the cultural contexts of diverse student groups and clinical populations
that integrates and articulates ethnic identity development and its implications for spiritual
care/counselling practice and supervisory relationships.