Association for Clinical Pastoral Education Training
Since 1960, NewYork-Presbyterian Brooklyn Methodist Hospital has maintained a Clinical Pastoral Training Program.
Currently, NewYork-Presbyterian Brooklyn Methodist Hospital offers Levels I and II Clinical Pastoral Education (CPE) accredited by:
The program is a one-year residency with a stipend, comprising three units of training. The program integrates the chaplain residents fully into Hospital ministry, from patient visitation and support for Hospital staff to participation in multidisciplinary rounds. Their assignments will rotate the residents through not only medical/surgical units, but also specialty units including, critical care, obstetrics, oncology, pediatrics, psychiatry and rehabilitation.
Applying for CPE Training
The Application selection process for this CPE Program is as follows:
Relationship of Setting to CPE Training
When students enter the Clinical Pastoral Education Program at NYPBMH, they enter a religiously oriented, multidisciplinary community of healthcare professionals. As new members of this community, they immediately find themselves interacting with other members from doctors, nurses, and technicians to social workers, therapists, and administrators. Through the intersection of these disciplines, students quickly come to understand the concept of "holistic healthcare" and the integral role of pastoral care.
While a chaplain's responsibilities are clearly stipulated, what is purposely not defined at the beginning of training is how the student-chaplain should relate to other members of the community. This will be answered through experience and through reflection on the issues that arise for the individual.
The lessons learned in this way are far-reaching. For instance, the student's reflection on how he relates to other staff members, as well as to his supervisor, may help him understand how he relates to "authority figures" in general. The student may then be able to see how he relates to God and the Church as authorities. This, in turn, may lead the student to reflect on how he senses his own authority, as both person and minister.
Vital to the learning that will occur in the student's new community of NYPBMH are the lessons she brings from the communities of her upbringing, family, culture and religion. As she struggles to define the meaning of ministry for herself in the hospital setting, the student will always be asked to factor in influences from her personal background.
Dual Commitment Required Upon Acceptance
When a student is accepted into the Clinical Pastoral Education Program at NewYork-Presbyterian Brooklyn Methodist Hospital, he makes a double commitment: the first, "to offer a ministry to patients, their families and staff"; the second, "to reflect upon that ministry" through a planned academic program that includes submission of written materials, participation in seminars, and individual supervisory conferences.
Reflection is essential to clinical ministry. During training, the student will respond to real life situations unlike any he has met before. These experiences can challenge his theology, and even his beliefs about basic human psychology. It is through reflection on the questions raised for him, that the student-chaplain's understanding of ministry grows. In this same way, he becomes more aware of how his personal responses influence that ministry. When reflected upon, any experience will be a learning experience.
The curriculum introduces the student to three areas of reflection to strengthen and keep her ministry vital: the intra-personal, the interpersonal, and the conceptual. Over the course of her training, the student will come to identify the issues significant to her in each of these areas, as well as the ways in which they are related to each other.
Learning Through Patient Care
Each student-chaplain is assigned to patient-units where he is responsible for religious ministry to patients, their families, and staff as though the units were his congregation. As the student becomes involved in the variety of situations that arise in his assigned areas, his definition of religious ministry broadens. He is able to evaluate how his theology speaks to human experience and how new experience informs his theology.
Although questions of faith or ethics are easily identified as the business of religious ministry, the student-chaplain soon finds that he is being turned to with patient concerns about such things as relationships within family, relationships with staff, his or her self-image, financial difficulties, or post-discharge planning. With the help of the CPE supervisor, the student will determine what the chaplain's role can be in particular cases and how to set priorities on any assigned unit/congregation.
Because chaplains are involved with long-term illness as well as crisis situations, they have the opportunity to observe the physical/emotional/spiritual cycles of particular illnesses. By way of their on-going contact with patients and families, student-chaplains will see the effects of illness on all involved, and learn about family dynamics, family dynamics in crisis, and the influence of family dynamics on the healing process. Often, what the chaplains learn illuminates issues in their own families of origin, which on reflection gives them new insights into themselves, their ministries, and their feelings about ministry.
The selection of patient-units to which a student is assigned will be made with an eye to making as varied a hospital ministry experience as possible. The broader the student-chaplain's exposure, the greater her opportunities to find not only the areas of her pastoral strengths but the situations that create the greatest difficulty for her. As she learns to identify those difficulties, she can also develop effective ways to deal with them.
Basic Structure of Program
Each unit of training lasts eleven to thirteen weeks. The schedule runs from 8:30 a.m. to 4:30 p.m. Monday-Friday. Students begin each weekday with Morning Report. At this time the Duty Chaplain for the previous twenty-four hour period reports any calls received, with particular attention to those that need follow-up. The Duty Chaplain will also offer a brief devotion at this time, as we begin the day together in one community. Students rotate Duty-Chaplain responsibilities on a daily basis. Of the student's weekly schedule, approximately eight hours are spent in seminar. An additional hour each week is spent in an individual supervisory session.
In the beginning of the program-year, each student draws up a contract stating personal goals and objectives for the training period. By putting these in writing, the student takes on an active role in planning the curriculum, the hallmarks of which will be experiential learning and making connections between experience, emotional responses and theology through reflection, seminars and supervisory sessions.
As noted above, ministry is not explicitly defined for the student. Rather, it is through work with patients, and reflection on it with fellow students and the CPE supervisor, that the student-chaplains gradually define ministry for themselves. In the continuing interplay between the experiential and the didactic, the students come to identify the ways in which their personalities, personal backgrounds, and theology affect their understanding of the role of chaplain. In time, it becomes quite clear how these affect actual functioning in pastoral care. It is believed that these methods and the practice of reflection cultivated in CPE training will be useful to students throughout their lives as ministers and counselors.
The Didactic Seminar introduces students to the general hospital structure and to the various functions of the staff involved in "holistic healthcare." This type of seminar may also focus on specific issues in pastoral care, or the relationship between pastoral care and other disciplines.
Interpersonal Group Seminar
Students meet regularly in this unstructured peer-group seminar. The group is the forum to which a student may bring professional and personal concerns on which she wishes to reflect or receive peer feedback. Feedback about oneself in the small-community setting of the group often applies to other areas, as well. A student may see, for example, that the reactions of her fellow students are similar to reactions she has sensed from patients and staff. As a group member, the student can learn more about herself as a person and as a pastor, while deepening her understanding of personality development and the functioning of groups themselves.
Verbatim and Case Study Seminars
Students present written verbatims and case studies to the peer group for feedback. A verbatim scripts and evaluates a specific visit, while a case study examines more generally the person of the patient. Each illuminates the relationship of the chaplain with the patient and incorporates theological and psychological reflection upon the particular situation.
Individual Supervisory Conference
The student meets for one hour each week in private with his supervisor. It is the responsibility of the student to set the agenda for the supervisory conference. The student is free to use the supervisor as a resource for reflecting upon any concern or aspect of the program he wishes.
Stipend & Benefits: Because these may be subject to annual adjustments, inquiries should be made at the time of application.