CASC/ACSS Policy and Procedure Manual Chapter 4 Section I (©) Page 1

Chapter 4

SPE PROGRAM APPROVAL and SITE ACCREDITATION (©)

There are two-steps in the Accreditation process:

Section I– SPE Program Approval Standards and Procedures

Section II– SPE Site Accreditation Standards and Procedures

Introduction to Accreditation Standards

Section I and Section II are the standards for approved Supervised Pastoral Education (SPE) programs and accredited SPE centres. Individual practitioners of spiritual care, psycho-spiritual therapy, and supervisory education complete SPE can be certified within CASC/ACSS. Programs of SPE are submitted by the individual supervisor-educator and approved for four years. Thereafter, the education centres offering approved SPE programs may apply for accreditation for five to seven years. This ‘Program Approval – Site Accreditation’ process is a two-step process, beginning with a provisional supervisor-educator or certified supervisor-educator submitting a program approval document to the accreditation committee. Through its accreditation standards, CASC/ACSS seeks to support best practices in education, ensure both quality and consistency of programs, and facilitate the planning and evaluation of programs as well as education centres.

Section I - outlines STANDARDS and the PROCEDURE for SPE PROGRAM APPROVAL.

SPE programs are approved for a maximum of five years, after which time centre accreditation must be requested.

These programs may be linked to an existing approved program or accredited centre when a new form of SPE is introduced or a new supervisor-educator plans to teach his/her first SPE program. Programs may also be linked to a specific supervisor-educator who is offering SPE in a new context or setting, with a view to proceeding toward centre accreditation. All SPE programs have required structures, responsible relationships, and educational content in keeping with the three levels of learning (basic, advanced, supervisory) identified by CASC/ACSS. SPE programs are affiliated with one of the eleven CASC/ACSS regions across Canada and with a theological institution.

Section II - outlines STANDARDS and the PROCEDURES for ACCREDITATION of an SPE education centre or regional accreditation of a group of SPE programs.

The accreditation rationale, documentation requirements, the process for program review, timeframes, and identification of outcomes and recommendations are described in detail. Roles and responsibilities of program and centre certified/provisional supervisor-educators, advisory committee membership and functioning, theological college affiliations, and CASC/ACSS regional affiliations are delineated.

For Questions – Contact

For the Program Approval Fillable Form -

SECTION I:

SPE PROGRAM APPROVAL STANDARDS and PROCEDURES

Overview:

  1. Standards For Programs offering SPE
  1. When to Apply for Program Approval and When to send a Program Update
  2. SPE Program Requirements
  1. Standards for SPE Program Structure and Content
  1. Program Designation and Length
  2. Program Requirements
  3. Hours
  4. Program Content

Standards for Basic SPE

Standards for Advanced SPE

Standards for Supervisory SPE

  1. SPE Program Approval Application Procedure
  2. Video-Conferencing Standards (Distance Education and Virtual Learning)
  1. STANDARDS FOR PROGRAMS OFFERING SPE

1.When to apply for Program Approval and when to provide a Program Update

1.1.Overview

An SPE program is a course of experience-based learning comprised of theoretical foundations and clinical/practical experiences in the provision of spiritual care and/or psycho-spiritual therapy. The learning process within SPE is viewed as movement from experience, through reflection and person/professional integration, to competent professional functioning. Every SPE program is led by a CASC Certified Supervisor-Educator (CSE) or by the Provisional Supervisor-Educator (PSE) who is supervised by a CSE.

The Program Approval Application and Documents are sent to the CASC Accreditation Committee at least three months prior to the start of the program. There may be three to seven students in the program, including the PSE. However, application may be made to the Accreditation Committee to accept additional students (8-11) if sufficient support by a PSE or other CASC approved CSE’scan be demonstrated for quality assurance and protection of the students. SPE programs are approvedby the Accreditation Committee. The program registration form is sent to the National Office. Notification of the program is sent to the regions’ designated Regional Admitting Chair* (new request by RAC’s). Individual programs, multi-site programsor regional programs may be accredited.

Note: When a program approval document is submitted, the CSE or PSE must not be currently the subject of an ethics investigation or in an appeals process for any alleged violation of the CASC Code of ethics and Professional Conduct. (Motion from ESC, April 2017)

1.2Submission of a Program Approval Application and Documentation

A Program Approval Application and Documentationis submitted by the CSE prior to offering a program (or by the PSE and CSE together) and is necessary under any of the following circumstances:

  1. A Certified Supervisor-Educator plans to initiate a new SPE program.
  2. A Provisional Supervisor-Educator is beginning supervisory training and is submitting a program approval prior to the first or second program offering.
  3. When a CSE has not offered SPE for fiveor more years.(Peer review standards require supervisory functions within 5 years to maintain certification as a CSE, i.e. running a SPE program, supervising PSE, mentoring/consult)
  4. When an SPE program has been dormant for five or more years and it is restarting.
  5. When a CSE is taking over a previously established SPE program and they are not part of an active CASC supervisory team at the site.

1.3Submission of a Program Update Form

A Program Update Form may be submitted when significant changes in the program have occurred such as:

  1. The addition of new learning sites not indicated in the former program approval,
  2. An additional Certified Supervisor-Educator joins the team at the site,
  3. Closure/cessation of sites or programs.
  4. When significant changes in the program occur (ie. adding distance education)
  5. Requests for additional student(s).
  6. A PSE begins training in the program but is not submitting a program approval until their second program offering.

1.4Program Approval must be granted by the Accreditation Committee before an SPE program can be advertised or begin.

1.5Definitions:

a. Education centre: An entity (institution, geographic region, corporation) within which approved programs of SPE are offered and conducted,

b. Learning site: a location (academic, clinical, virtual, etc.,) where SPE learning occurs. This may be where the CSE or PSE is located, or another setting easily accessible to the CSE or PSE. There is an administrative supervisor at the learning site or a preceptor.

c. Administrative Supervisor: person at a learning site to support the student if the CSE is not located at the learning site.

d. Preceptor: A front line certified spiritual care practitioner and/or psycho-spiritual therapist who views themselves as a professional role model, focuses on practice-based learning, demonstrates the incorporation of theory in practice, identifies and demonstrates the handling of ethical issues, provides CPE/PCE Supervisor-Educators with feedback in keeping with identified CASC/ACSS competencies and engages SPE students as adult learners and prospective co-workers.

e. Spiritual Education Advisory Team: A governance, administrative, or advisory group representative of the unique vision, infrastructure, and needs of the program, comprised of interdisciplinary/inter-professional members, and reflective of the diversity of the local community in faith and culture, e.g. disciplines within the institution, ministerial or interfaith groups, theological school and/or other educational institutions in the community involved in adult education.

f. Virtual Learning Environment (VLE): A VLE is an online learning platform with an integrated set of interactive online services that provide supervisor-educators, preceptors, CPE/PCE learners, and others involved in SPE with information, tools and resources to support and enhance educational delivery and management.

2.SPE PROGRAM REQUIREMENTS

2.1Settings

SPE may be conducted in a variety of settings including but not limited to:

  1. Institutions – acute, sub-acute and long-term care hospitals; hospices; mental health centres; nursing homes, long term care homes; provincial and federal correctional settings; college or universities;
  2. Faith Communities/Worship Centres– (parishes, synagogues, mosques, temples);
  3. Community Centres - health clinics ornot-for-profit centres;
  4. Therapy Centres/Practices - Psycho-Spiritual Therapist education centres; Pastoral Counselling centres; Marriage and Family Therapy centres.
  5. Virtual Learning Environments (VLE’s) affiliated with any/all of the above.

2.2StaffingSupervisor-Educators and Educational Resource Team

  1. ACASC trainedCertified Supervisor-Educator or a Provisional Supervisor-Educator under the supervision of a Certified Supervisor-Educator directs the program. Certified membership in CASC and Peer Review must be current.
  2. Programs may utilize the expertise of other professionals within their institution or community; however, the primary responsibility for the program and the majority of the students’ supervision will be conducted by the CSE or PSE.
  3. Preceptors may be used for augmented clinical orientation, role modeling, competency observation, practical support and accountability, particularly when students are placed at diverse learning sites.

2.3Responsible Relationships

  1. The CSE will be responsible to an individual within the education centre where the program is located for administrative oversight of the program, support and integration.
  2. The CSE will notify the National Office and the Regional Admitting Chair of the region each time the SPE program is offered so that the CASC website listing of programs may be up to date.The CSE is responsible to notify the national office when a student withdraws or is dismissed from the program.
  3. The CSE will establish an SPEadvisory team/committee of at least fourmembers to provide guidance in developing the SPE program, to receive feedback from the students and other staff impacted by the program, and to act as a liaison between the CSE/PSE and the students if conflicts arise.
  4. A Provisional Supervisor-Educator functions with the direction/supervision of a CSE.

2.4Students

  1. To provide an adequate peer learning experience, the SPE program will have a minimum of three students and a maximum of seven students per CSE (see exceptions in 1.1)
  2. The students will meet the admission requirements outlined in Chapter 2 of the Manual.
  3. Language proficiency will be assessed prior to acceptance into a unit (request TOFEL) to ensure applicant has sufficient oral and written skills for group participation, written work, and clinical practicum.

2.5Facility or Site for the SPE Program

  1. The SPE program’sclinical/practicum sitesis able to support sufficient clinical assignment experience for the students to complete the required number of clinical practice hours in either spiritual care or psycho-spiritual therapy.
  2. When a SPE program has students placed in clinical/practicum learning sites that are not administratively part of the education centre nor where the CSE/PSE is located:
  3. The CSE will maintain regular verbal contact with a designated administrative supervisor or preceptor at each affiliated learning site for the duration of the SPE program.
  4. A written contract (i.e. student placement agreement) will describe the relationship between the SPE program and the clinical/practicum learning site, including the functions which the student(s) is expected to carry out in the placement, the number of clinical practice hours the student will receive at the placement, and the expectations for the learning site administrative supervisor. In some cases the clinical/practicum might be in the clinical context in which the student is an employee.

c. The SPE program will be conducted in a location that provides adequate, accessible space for classroom activities and individual/group supervision. Secure storage of student records may be at a separate location.

d. The learning site will provide access to library services, computers and educational equipment (video/audio/ observation rooms). Note: While this principle is promoted for all programs, it is understood there may be limitations.

e. The learning site will provide access to administrative support to ensure provision of all materials to students, completion of all CASC documentation, processing fees/tuitions, etc. When there is no administrative support these responsibilities fall to the Certified Supervisor-Educator.

f. When students are joining through distance education/virtual learning environments, there will be access to quality audio/visual equipment and information technology support. Please see Chapter 4, Section II, 4 for distance education requirements.

2.6Policies and Procedures

Each SPE program or Regional Education Centre will establish the following policies and procedures and will provide copies to students, in writing, preferably in the form of a student manual. Policies include:

  1. An admission policy and process that:
  1. Accepts students irrespective of race, gender, age, faith group, national origin, sexual orientation, or physical disability.
  2. Identifies requirements for admission to SPE program(s) offered by the centre.
  1. A financialstatement clearly stating the fees for students in the SPE program, any additional fees, payment schedules, refunds, stipends, and benefits.
  2. A process for handling grievances and complaints within the Centre.
  3. A probation procedure and dismissal or withdrawal policy.
  4. A confidentiality agreement regarding student information (i.e. the terms by which CSE/PSE may share information and a release for the electronic sharing of student contact information).
  5. Adequate facilities for storing student records over a five-year period and a process for destroying these documents after five years.
  6. A policy for program evaluation to ensure quality education.

We suggest - Formats for establishing and updating program policies and procedures will include a “References” section within which CASC/ACSS, education center, and clinical/practicum learning sites standards, guidelines and policies are cross referenced.

  1. STANDARDS FOR SPE PROGRAM STRUCTURE AND CONTENT

1.SPE Program Designation and Length

1.1A SPE program is designated as Clinical Pastoral Education (CPE), Pastoral Counselling Education (PCE), or may combine elements and curriculum from both streams and be designated as SPE.

1.2Basic and Advanced level training may be offered in an SPE program, alternatively, an SPE program can offer exclusive training focused at either level.

1.3An SPE program will be comprised of 400 hours and may be organized in any of the following formats:

a.one period of eleven continuous weeks of full-time education.

b.two periods of six continuous weeks each of full-time education.

c.a period of twenty-six to thirty weeks involving two days of education weekly.

d.a period of thirty weeks involving one day of education weekly followed immediately

by a period of six continuous weeks of full-time education.

e.any variation approved by the Accreditation Committee.

2.SPE Requirements

All SPE programs (CPE, PCE, SPEand Supervisory) at all levels (Basic, Advanced, and Provisional) shall include the following elements:

2.1.The opportunity for student to provide direct clinical spiritual care and/or psycho-spiritual therapy to patients/clients/families and groups that includes supervision, documentation and evaluation of the service provided. Note: No student can successfully have fulfilled the requirements of the SPE program without completing the required supervised clinical practice hours, i.e. CPE 200 hours and PCE 120 hours for a basic unit and 250 hours for an Advanced unit.Supervised Clinical Hours include direct contact hours, documentation, consultation, preparation and supervision.

2.2.Supervisory access by the CSE to the student's spiritual care and/or psycho-spiritual therapy practice through direct and indirect observation. Direct observation could include video and audio recording, patient simulation, role plays, live supervision (shadowing). Indirect observation includes verbatim accounts, case studies, critical incident reports, and clinical time reports.

2.3.Final written Summary and Assessment of Learning(Form 2.1 for students and 2.2 for supervisor-educators)are shared and signed at the end of the course or within two weeks of the completion date of the program. Extensions may be offered in unique circumstances with every effort made for completion within 30 days of the last day of the program.

2.4.Supervision is provided by a CASC Certified Supervisor-Educator (who may supervise a PSE).

2.5.Non-CASC certified supervisors may be used to augment the supervision of students but not provide more than 50% of the direct and indirect supervision and they will be identified in the program approval documents and the program registration form.

2.6.Individual student learning contracts, covenants or identification of learning goals.

2.7.Individual supervision in support of student personal and professional integration with attention to the student’s learning goals.

2.8.Group learning sessions are rooted in adult education principles and are focused on experiential methods which include student case studies, verbatims, critical incident reports, simulation learning and/or live supervision;Inter-personal Relations Seminars (IPR) that explore the students’ theological and worldview assumptions and group process skills are developed. Students come to understand more about how they experience others, including boundaries and power dynamics, and how others experience them for the development of safe and effective use of self in clinical practice.

2.9.Programs will foster in students the ability to utilize the peer group for support, dialogue and feedback in a way that integrates personal characteristics with the practice of spiritual care and/or psycho-spiritual therapy.

2.10.Brief written feedback from the CSE/PSE to the student by the mid-point of the program to indicate if the student is progressing toward satisfactory completion of the program.

2.11.Curriculum focuses on integration of the CASC Competencies.

2.12.Didactics/theoretical seminars that augment learning and address the needs of an SPE program environment while integrating the common curriculum in development by CASC. (See B 4.1)Didactic elements of the program will be undergirded by specific theoretical perspectives and content will be in keeping with the bodies of knowledge informing spiritual care and psycho-spiritual therapy.