Corrections_Today_May_June_2020_Vol.82_No.3

Correctional Chaplain Perspectives

closure/ending relationships, ethics, and addiction. For the correctional context, some more specific topics may include self-disclosure, undue familiarity, staff wellness, racism, mass incarceration, sexism, sexual violence, gangs, PTSD, mindful- ness, grief, incarceration, attachment disorders and the neuroscience of trauma. In CPE, emphasis is placed on integrating new ideas into one’s ability to be deeply present with care-receivers rather than simply acquiring new information for its own sake or worse, because of the chaplain’s own desire for certainty or expertise. At the mid-point and end of units, students write and present self-evaluations to the peer group and CE. Evaluations explore a students’ learning goals, their process of fulfilling the objectives of CPE, and their development as spiritual caregivers. The CE uses a similar format to assess the progress of the unit from the CE’s perspective and is presented upon completion of the unit. These evaluations are shared in a relational, collaborative way that invites students to continue their growth through continued attention to one’s self and practice that lead to improved self-supervision. Conclusion Although CPE is not widely recognized as required training for correctional chaplains, CPE is uniquely suited to help chaplains cultivate a mindset of hope and emotional connection sorely needed in corrections. CPE’s approach is context-specific, student-directed, and relational. Ultimately, high quality CPE imparts to motivated

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Relational learning

and professional growth. The CE ensures that appropriate boundaries are established and guarded which supports students when intense emotional issues are raised. These seminars offer invaluable learning about groups, roles one tends to choose in a group (e.g. scapegoat, care-receiver, peacemaker, “Hero,” or silent observer), and group dynamics (e.g. non-verbal commu- nication, turning points, changes, power struggles, positive or negative outcomes, and noticing conflict or tension, etc.). The CE and faculty members offer didactic presentations on emo- tional and spiritual caregiving topics that arise out of students’ needs. These can include general topics such as care for people from various faiths or cultures, spiritual assess- ment and care plans, group dynamics and theory, APC certification and ACPE outcomes, the history of CPE or particular institutions/contexts, listening skills and role playing,

The Inter-Personal Relations Group Seminar is a time to work on issues of pastoral support, clarifica- tion of personal and professional identity, and to assess the capacity for mutual learning and growth in a community of learning. It is an opportunity for the group to utilize a peer group for support, clarifica- tion, confrontation, and to explore personal, practical, philosophical, and theological dimensions of the here and now relationships. A strong focus of the CPE curriculum is on community building; thus, the group time provides an opportunity to work together on what it means to be in a community with each other. The group will focus on interpersonal and intrapersonal relationships with care-receivers, staff, each other, and the CE as they arise in the life of the group. Students are responsible for voicing their concerns, or for raising issues with peers and the CE that are important for personal

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