Clinical Pastoral Education

CPSP CPE/PPS CENTERS LISTING UPDATED 11/08 ARKANSAS AR – Little Rock (CPE)  George Hankins-Hull,  M.Div     University Arkansas fo Medical Sciences Medical Center  Little Rock,  AR (501) 686-6888  AR – Springdale (CPE)  C. J. Malone,  M.Div     Northwest Health System  Springdale,  AR72764  (479) 957-8782  CALIFORNIA CA - Long Beach (CPE)  Karyn Reddick,  M.Div     Long Beach Memorial Medical Center / Miller Children's Hospital  Long Beach,  CA90806  (562) 933-1452  COLORADO CO – Lakewood (CPE)  Foy Richey,  M.Div     Rocky Mountain Center for Education and Training  Lakewood,  CO 80235  (303) 797-8255  DELWARE DE – Wilmington (CPE) Bryan Bass-Riley Nemours-Alfred I duPont Hospital for Children 1600 Rockland Road Wilmington, DE 19803 (302) 651-5063 MASSACHUSETTES MA – Boston (CPE/PPS)  William E. Alberts,  Ph.D.,   Boston Medical Center  Boston,  MA 02118  (617) 638-6850  MARYLAND MD – Easton (CPE/PPS)  Benjamin P. Bogia,  Ph.D.     Shore Health System of Maryla

George Buck, Ph.D., is a Diplomate in the College of Pastoral Supervision & Psychotherapy and is dually certified as a pastoral psychotherapist and as a CPE supervisor. Chaplain Buck supervises the part-time and extended units of CPE at UAMS Medical Center Little Rock, Arkansas.

George Hankins-Hull, Dip. Th., Th.M., is the director of pastoral care and clinical pastoral education at UAMS Medical Center. He is a Diplomate in the College of Pastoral Supervision & Psychotherapy and a board-certified clinical chaplain.

The Clinical Pastoral Education (CPE) program at UAMS Medical Center engages in an action reflection model of learning, central to the CPE experience. The chaplain interns are involved in direct patient care, and it is that experience and reflection on the actual pastoral encounter that fosters the chaplain's learning. At UAMS Medical Center, trainees are involved with people from diverse religious and cultural backgrounds. Trainees are assigned to specific areas, function as ecumenical chaplains, and are responsible for providing pastoral care to patients, families and staff. Trainees attend interdisciplinary meetings and participate with other professionals in providing patient care. Chaplain interns also share on-call responsibilities, which provide learning opportunities in the midst of a developing health care crisis. Key concepts in the action reflection learning process include: Learning from experience, both personal and professional, through case study reflection, peer fee

College of Pastoral Supervision & Psychotherapy CPSP CPE Objectives: CPSP Clinical Pastoral Education (CPE) programs provide an opportunity for ministers, seminarians and lay people to develop pastoral competency within a particular pastoral setting (usually a hospital, parish, hospice, or retirement home). The CPE approach to training is based upon an "action-reflection" model of learning. Pastoral trainees function as ecumenical chaplains providing pastoral care in assigned areas and use their experience in pastoral encounters as a basis for their learning. CPSP CPE focuses on the development of personal and pastoral identity and the growth of professional competence as a minister. Specific objectives of CPE are: To become aware of one's self as a minister and of the ways one's ministry affects people. To become a competent pastor of people and groups in various life situations and crisis circumstances and to develop the maturity to provide intensive and extensi

The CPE program focuses on the development of self-awareness, formation of pastoral identity, professional functioning, and the ability to address issues from a competent clinical and pastoral perspective. The residency program is designed for the ordained person with a seminary degree and at least one unit of Clinical Pastoral Education. On occasion, a lay person may qualify for admission. CPE residents and interns serve as ecumenical chaplains, under supervision, to assigned areas throughout the UAMS Medical Center and clinics. The setting provides a rich base for clinical experience and opportunities for continued personal, professional and pastoral development. The UAMS Clinical Pastoral Training programs follow the standards set by the College of Pastoral Supervision & Psychotherapy (CPSP), the accrediting organization. A typical unit of CPE requires a minimum of 400 hours of supervised ministry in a clinical setting. Stipend: 25,000 plus medical benefits: This training opport

Getting to Know Yourself by George Hankins Hull, Dip.Th., Th.M Self-awareness as a pastoral care giver is essential to good pastoral care. Issues of transference and counter-transference loom large in pastoral encounters. Therefore, it’s of vital importance for the pastoral care giver to understand the use of the Self in the pastoral role. In her book, When Helping You is Hurting Me, Carmen Berry addresses the detrimental aspects of a lack of self-awareness in the person of the care giver in what she calls the “Messiah trap.” The “Messiah trap”, is defined as continued circumstances in which individuals are persistently putting their own needs aside in order to help others. Berry offers an important caution to all in the helping professions against becoming addicted to helping and then, like an addict, seeking out supplies for their fix. Further complicating the issue is what Berry calls the double-sided trap of helping: ‘If I don’t do it, it won’t get done’ and ‘Every one else’s needs