Side Note to Mark: - Canadian Association for Spiritual Care



Transitional Council Pilot Project

Reviewing & Recognizing Education and Training Programs

Guidelines for Completing Mapping Tool

Introduction

The Mapping Tool is the primary instrument for determining whether education and training programs have the substantive elements required for recognition by the College. Specifically, it provides education and training programs with a means of:

▪ describing how the program is aligned with selected competencies drawn from the Entry-to-Practice Competency Profile for Registered Psychotherapists; and

▪ identifying specific supporting evidence that substantiates the program’s statements regarding alignment and compliance with the competencies.

The pilot project will provide information to help the College:

▪ improve the design and structure of the tool so that it is easy for programs to use;

▪ clarify instructions and requirements, ensuring they are sufficiently detailed to support an efficient review process; and

▪ refine the tool so that it is useable by, and reflective of, the diverse range of programs and institutional offerings across Ontario.

The College encourages programs to complete the entire Mapping Tool. If time does not permit completion of all sections, please submit those sections and sub-sections that have been completed.

The College appreciates your willingness to contribute to the refinement of the Mapping Tool. Please also complete the Feedback Form included with this package and let us know how we could improve the Application Form and/or Mapping Tool, and the overall process.

Mapping Tool Instructions

The Mapping Tool was designed using the competencies detailed in the document Entry-to-Practice Competency Profile for Registered Psychotherapists. A subset of competencies and sub-competencies was selected for use in the Mapping Tool, based on relevance to education and training programs in supporting students to develop key professional competencies.

The competencies in the Mapping Tool are grouped into five main areas:

1. Foundations

2. Collegial and Inter-professional Relationships

3. Professional Responsibilities

4. Therapeutic Process

5. Professional Literature and Applied Research

Within each grouping are several “main competencies”. For example, Foundations has 5 main competencies identified as:

1. Integrate a theory of human psychological functioning and development.

2. Work within a framework based upon an established psychotherapeutic theory.

3. Integrate knowledge of comparative psychotherapy relevant to practice.

4. Integrate awareness of self in relation to professional role.

5. Integrate knowledge of human and cultural diversity in relation to psychotherapy practice.

The tool also identifies sub-competencies for most main competencies. For example, main competency 1.1 has the following sub-competencies listed:

|Main Competency |1.1 |Integrate a theory of human psychological functioning and development. |

| | |1.1.1 Integrate knowledge of human development across the lifespan. |

| | |1.1.2 Integrate knowledge of contextual and systemic factors that facilitate or impair human |

|Sub-competencies | |functioning. |

| | |1.1.3 Integrate knowledge of the psychological significance of various kinds of human |

| | |development, such as spiritual, moral, social, emotional, cognitive, behavioural, sexual, gender,|

| | |and biological development. |

In completing the Mapping Tool, programs should focus on the main competencies in each of the five areas, when providing requested information. The sub-competencies are intended to illustrate and further clarify the main competencies. Detailed evidence of each sub-competency is not required; however, it is expected that programs may refer to some or all of the sub-competencies as examples, when responding to each main competency.

Programs are asked to describe how they provide students with learning opportunities to develop the identified main competencies, by completing column 2 (Alignment and Compliance) and column 3 (Supporting Evidence). For column 2 (Alignment and Compliance), a word limit of 200 words is suggested for each main competency.

Alignment and Compliance:

In this column, please write a concise explanation, no more than 200 words per main competency (e.g. 1.1), describing how your program supports students in learning each of the main competencies.

Programs should consider the sub-competencies (e.g. 1.1.1), but each sub-competency does not have to be addressed individually.

Point form is acceptable.

Supporting Evidence:

In this column, please provide evidence to support the explanation in column two.

Please provide concise details of curriculum content that develops this competency. For example, you may list specific course readings or assignments, experiential learning situations, or supervised practice, among others.

Point form is acceptable.

Much of the evidence should be included as hyperlinks to online resources and materials or scanned versions of hard copy documents. Please do not submit large documents in their entirety; submit only relevant pages or references, e.g. table of contents, excerpts, etc.

Feedback Form

Feedback received from participants will guide the College in making wording changes, streamlining the process, and ensuring that instructions and tools are clear and easy to use. As mentioned in the cover letter, all of the necessary tools and documents will be provided online via a link on our website. We will notify you shortly when the link has been activated. Thank-you again for your participation.

Competencies Mapping Tool for

Psychotherapy Education and Training Programs

| |Competencies |Alignment and Compliance |Supporting Evidence |

|1.0 |Foundations |

| |

|Program activities enable students to learn how to: |

| |1.1 |Integrate a theory of human psychological | | |

| | |functioning and development |Preamble. | |

| | | | |Verbatim |

| | | |Our program is guided by C,A,S,C.’s |Eneagram |

| | | |Educational Standards and Standards of |Myers-Briggs |

| | | |Practice. These standards are in |Family Systems Theory |

| | | |substantial alignment with those of the |Genogram |

| | | |College, and promote compliance with the |Kolb’s Learning Styles |

| | | |College’s competencies. Please see |Theological paradigms and |

| | | |Standards of Practice attachment, |worldviews |

| | | | | |

| | | |Some of the contents of this document are | |

| | | |taken directly from these sources and can be| |

| | | |viewed in their entirety on the | |

| | | |C.A.S.C.website. : | |

| | | | | |

| | | | | |

| | | |Our teaching program support students’ | |

| | | |learning utilizing an ongoing reflective | |

| | | |process of intrapersonal and interpersonal | |

| | | |learning. | |

| | | | | |

| | | |To address psychological function and | |

| | | |development we offer the following | |

| | | |components: | |

| | | | | |

| | | |Interpersonal PRelations Group | |

| | | | | |

| | | | | |

| | | |Ongoing Reflective Process | |

| | | |Didactics | |

| | | |Book & Article Reviews | |

| | | |Verbatim Seminars | |

| | | |Peer case study Seminars | |

| | | |Theological Reflection | |

| | | |Clinical staff in-services (SLP, Psych. | |

| | | |Social Work,) | |

| | | | |Please see sample weekly |

| | | |Direct clinical Assessesassessment by means |timetable for items listed |

| | | |of listening to story. Encounters the life |below: |

| | | |narrative of the client through dialogue, |See CPE Teaching Schedule |

| | | |observation and emotional understanding. |below. |

| | | | |Sample Table of Contents for |

| | | |Identifies the client’s worldview and |Student manual. |

| | | |theological or spiritual belief system. | |

| | | | |Three 90 min or five 60 min |

| | | |Identifies the client’s sacred symbols, |sessions each week. |

| | | |metaphors and relationships that provide | |

| | | |meaning. | |

| | | | | |

| | | |Assesses past and present trauma, spiritual |One or two per week. |

| | | |distress, spiritual pain, suffering, grief | |

| | | |and loss. |0ne or two every 12 weeks. |

| | | | | |

| | | |Assesses specific risks, including suicide, | |

| | | |homicide, violence, abuse, neglect, drug | |

| | | |abuse and monitors risk over time. |One each year. |

| | | | | |

| | | |Assesses spiritual coping strategies. | |

| | | | | |

| | | |Assesses for faith process and development, |Typically these are some of |

| | | |structure and content. |the didactics. |

| | | | | |

| | | |Recognizes when and how medications/drugs | |

| | | |are impacting the client. | |

| | | | | |

| | | |Recognizes when physiological or |Specific sections of the |

| | | |psychological symptoms are limiting |verbatim process |

| | | |effectiveness of care and when there is need|addressprocess address this |

| | | |for consultation with others within the care|area. |

| | | |team. | |

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| | | | |In consolation with the |

| | | | |treatment team. |

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| | | | |Verbatim Possess |

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| | | | |In consolation with the |

| | | | |treatment team. |

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| | | | | |

| | | | |Integral part of clinical |

| | | | |placement and inter- |

| | | | |professional team. |

| | | | | |

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| | | | | |

| | |1.1.1 Integrate knowledge of human development | | |

| | |across the lifespan. | | |

| | |1.1.2 Integrate knowledge of contextual and | | |

| | |systemic factors that facilitate or impair human | | |

| | |functioning. | | |

| | |1.1.3 Integrate knowledge of the psychological | | |

| | |significance of various kinds of human development,| | |

| | |such as spiritual, moral, social, emotional, | | |

| | |cognitive, behavioural, sexual, gender, and | | |

| | |biological development. | | |

| |1.2 |Work within a framework based upon an established | | |

| | |psychotherapeutic theory | |Didactics and reading with |

| | | |Assesses by means of listening to story. |increasing levels of |

| | | |Encounters the life narrative of the client |familiarity and integration in|

| | | |through dialogue, observation and emotional |one or more of the following: |

| | | |understanding. | |

| | | | | |

| | | |Identifies the client’s worldview and |Self-Psychology |

| | | |theological or spiritual belief system. | |

| | | | |Intersubjectivity |

| | | |Identifies the client’s sacred symbols, | |

| | | |metaphors and relationships that provide |Rogerian |

| | | |meaning. | |

| | | | |Jungian |

| | | |Assesses past and present trauma, spiritual | |

| | | |distress, spiritual pain, suffering, grief |Freudian |

| | | |and loss. | |

| | | | |Spiritual assessment (Pruyser,|

| | | |Assesses specific risks, including suicide, |HOPE, FICA , Fitchett, |

| | | |homicide, violence, abuse, neglect, drug |Spiritual/religious formation |

| | | |abuse and monitors risk over time. |ie Christian, Buddhist, |

| | | | |Jewish, Hindu, Islam |

| | | |Assesses spiritual coping strategies. | |

| | | | |Ability to assist client to |

| | | |Assesses for faith process and development, |engage, reframe world view, |

| | | |structure and content. |spiritual belief system and |

| | | | |sense of self, leading to |

| | | |Recognizes when and how medications/drugs |transformation, reframing of |

| | | |are impacting the client. |current orientation |

| | | | | |

| | | |Recognizes when physiological or | |

| | | |psychological symptoms are limiting |Students demonstrate their |

| | | |effectiveness of care and when there is need|learning within verbatims, |

| | | |for consultation with others within the care|weekly reflection reports and |

| | | |team. |Group and individual |

| | | | |supervision. |

| | | |IPR | |

| | | |Reflective Process | |

| | | |Didactic | |

| | | |Book & Article Reviews | |

| | | |Verbatim | |

| | | |Peer case study | |

| | | |Theological Reflection | |

| | | |Clinical staff in-services (SLP, Psych. | |

| | | |Social Work,) | |

| | | | | |

| | | | | |

| | | | | |

| | |1.2.1 Integrate knowledge of how human problems | | |

| | |develop, from the viewpoint of the therapist’s | | |

| | |theoretical orientation (e.g., knowledge of the | | |

| | |impact of trauma on psychological functioning) | | |

| | |1.2.2 Integrate a theory of change consistent with | | |

| | |the therapist's theoretical orientation. | | |

| |1.3 |Integrate knowledge of comparative psychotherapy | | |

| | |relevant to practice | | |

| | | |Recognizes when and how medications/drugs |Use of prayer, rituals, |

| | | |are impacting the client. |meditation , guided imagery, |

| | | | |sacred writings, music, as |

| | | |Assesses spiritual coping strategies. |appropriate to context and |

| | | | |person |

| | | |Assesses for faith process and development, | |

| | | |structure and content. |Interprofessional rounds, |

| | | | |consultation, didactics |

| | |1.3.1 Recognize the major diagnostic categories in | | |

| | |current use. | | |

| | |1.3.2 Recognize the major classes of psychoactive | | |

| | |drugs and their effects. | | |

| | |1.3.3 Recognize the benefits, limitations, and | | |

| | |contraindications of differing psychotherapeutic | | |

| | |approaches. | | |

| |1.4 |Integrate awareness of self in relation to | | |

| | |professional role |Per CASC Standards: | |

| | | |Assesses the impact of one’s own |IPR |

| | | |spirituality, beliefs, values, assumptions | |

| | | |and power dynamics in relationships with |Individual Supervision |

| | | |clients. |Verbatims |

| | | | | |

| | | |Recognizes instances where practitioner’s |Theological Reflection |

| | | |life experiences may enhance therapeutic | |

| | | |effectiveness. |Self -reflective model of |

| | | | |education for the purpose of |

| | | |Recognizes how the spiritual care |continued integration in |

| | | |practitioner’s values and biases may affect |serving client needs |

| | | |relationships with diverse clients. | |

| | | | | |

| | |1.4.1 Integrate knowledge of the impact of the | | |

| | |therapist's self on the therapeutic process. | | |

| | |1.4.2 Recognize how the therapist's values and | | |

| | |attitudes, both in and out of awareness, may impact| | |

| | |diverse clients. | | |

| | |1.4.3 Recognize the cognitive, emotional and | | |

| | |behavioural patterns of the therapist that may | | |

| | |influence therapeutic relationship. | | |

| | |1.4.4 Recognize instances where the therapist's | | |

| | |life experiences may enhance or compromise | | |

| | |therapeutic effectiveness. | | |

| | | | | |

| | | | | |

| |1.5 |Integrate knowledge of human and cultural diversity|Per CASC Standards: |Encountering diversity within |

| | |in relation to psychotherapy practice | |learning group and clinical |

| | | |Assesses the dynamics of the culture, |placement |

| | | |resources and community. | |

| | | | |Professional Practice |

| | | |Values diversity and advocates for |Standards |

| | | |accommodation of cultural, spiritual and | |

| | | |religious needs and practices. |Policies of university, |

| | | | |hospital, provincial and |

| | | |Assumes and communicates a non-judgmental |federal legislation |

| | | |stance. | |

| | | | |See accreditation document |

| | | |Demonstrates sensitivity to the diversity | |

| | | |and setting of spiritual care. |Appropriate screening in |

| | | | |selection process |

| | | |Integrates knowledge of diversity with | |

| | | |reference to age, class, race, gender, | |

| | | |ethnicity, levels of ability, language, |The areas in the adjacent |

| | | |spiritual and religious beliefs, educational|column are an integral part of|

| | | |achievement, sexuality, social factors, |the groups process within IPR,|

| | | |family, health beliefs and willingness to |and Verbatim presentations. |

| | | |seek help. | |

| | | | | |

| | | |Adapts the care approach when working with | |

| | | |diverse individuals, families and groups and| |

| | | |respectfully asks for guidance in learning | |

| | | |intercultural relationship skills. | |

| | | | | |

| | | |Shows respect toward various disciplines and| |

| | | |interest groups. | |

| | | | | |

| | | |Models behaviour that promotes inclusion. | |

| | | | | |

| | | |Recognizes and responds to how oppression | |

| | | |may impact human functioning. | |

| | | | | |

| | | |Recognizes how the spiritual care | |

| | | |practitioner’s values and biases may affect | |

| | | |relationships with diverse clients. | |

| | | | | |

| | | |Identifies culturally and spiritually | |

| | | |relevant resources. | |

| | | | | |

| | | |Explores and addresses in a timely manner | |

| | | |differences that may lead to | |

| | | |misunderstanding and conflict. | |

| | | | | |

| | | |Provides current information on different | |

| | | |faith groups and cultural traditions. | |

| | |1.5.1 Recognize | | |

| | |o how oppression, power and social injustice may | | |

| | |affect the client and also the therapeutic process.| | |

| | |o barriers that may affect access to therapeutic | | |

| | |services. | | |

| | |1.5.2 Adapt the therapist's approach when working | | |

| | |with culturally diverse clients, using | | |

| | |culturally-relevant resources. | | |

| | | | | |

| |Competencies |Alignment and Compliance |Supporting Evidence |

|2.0 |Collegial & Inter-professional Relationships |

| |

|Program activities enable students to learn how to: |

| |2.1 |Use effective professional communication | | |

| | | |Instructional time includes the teaching of |Didactic seminar on hospital |

| | | |active, empathetic and reflective listening |documentation |

| | | |skills; clear communication and the art of | |

| | | |responding to verbal and non-verbal forms of|EPR training and test |

| | | |communication. | |

| | | | |Hospital orientation |

| | | |Student documentation in patient records are| |

| | | |reviewed by instructor. |Instruction on the Uuse of |

| | | | |paging systemer |

| | | |Feedback is obtained from members of the | |

| | | |interprofessional team. |Written assignments and oral |

| | | | |presentations (book reviews, |

| | | |Instruction provided in communication skills|weekly reflection report, |

| | | |with ESL persons, and persons with |verbatims) |

| | | |disabilities or medically unable to verbally| |

| | | |communicate. |Educational opportunities for |

| | | | |interprofessional team members|

| | | | | |

| | | | |Interprofessional |

| | | | |communication (ie. Member of |

| | | | |team, team rounds, family |

| | | | |meetings) |

| | | | |Verbatims |

| | | | | |

| | | | |Didactic seminar and IPR |

| | |2.1.1 Use clear and concise written, oral and | | |

| | |electronic communication. | | |

| | |2.1.2 Use effective listening skills. | | |

| | |2.1.3 Recognize and respond appropriately to | | |

| | |non-verbal communication. | | |

| |2.2 |Build and maintain effective relationships | | |

| | | |Instructional time covers professional |Didactic on CASC Standards of |

| | | |limits, and when to make referrals and |Practice, CASC Code of Ethics,|

| | | |consultations. |UHN Code of Ethics, |

| | | | |e-learning orientation tool |

| | | |Supervised on-call experience provides |kit |

| | | |opportunities to engage various members of |model behavior |

| | | |the interprofessional team. |Charter of rights and |

| | | | |responsibilities |

| | | |Use of instructional time to facilitate | |

| | | |learning and increased self-awareness |Conflict management |

| | | |regarding the impact of one’s personal intra|highlighted and used as a |

| | | |and inter personal dynamics. |teaching opportunity during |

| | | |Instructional use of validated |instructional time. |

| | | |self-assessment tools to further | |

| | | |understanding of interpersonal dynamics. |Facilitate conflicts within |

| | | | |student group, within |

| | | |Emphasis within instructional time given to |interprofessional team, and |

| | | |integrating personal culture, beliefs and |within client work. |

| | | |values leading to authenticity, consistency | |

| | | |and dependability in their practice |Within practice a |

| | | | |self-development of personal |

| | | | |and professional authority. |

| | | | | |

| | | | |Work with dialogue between |

| | | | |intrapersonal and |

| | | | |interpersonal dynamic. |

| | | | | |

| | | | |Charter of rights and |

| | | | |responsibilities |

| | | | |CASC , U of T, and UHN privacy|

| | | | |and confidentiality policies |

| | | | |and procedures. |

| | | | |UHN policies concerning |

| | | | |harassment, violence in |

| | | | |workplace |

| | | | |Evaluate instructional time |

| | | | |and group dynamics |

| | |2.2.1 Maintain appropriate professional boundaries.| | |

| | |2.2.2 Recognize and address conflict in a | | |

| | |constructive manner. | | |

| | |2.2.3 Demonstrate personal and professional | | |

| | |integrity. | | |

| | |2.2.4 Contribute to a collaborative and productive | | |

| | |atmosphere. | | |

| | | | | |

| |Competencies |Alignment and Compliance |Supporting Evidence |

|3.0 |Professional Responsibilities |

| | | |

|Program activities enable students to learn how to: | | |

| |3.1 |Comply with legal and professional obligations | | |

| | | | | |

| | | |Instruction provided regarding: |Recognizes responsibility to |

| | | |- reporting sexual abuse of minors |report to authorities what is |

| | | |- FIPPA |in the interest of security |

| | | |- Bill 168 Occupational Health and Safety |and/or required by law and/or |

| | | |Act |the CASC/ACSS code of ethics. |

| | | | | |

| | | |Elearning orientation module | |

| | | | |Please see UHN E- orientation |

| | | |Instruction time given to CASC Code of |Toolkit ZIP file. |

| | | |Ethics and Standards of Practice | |

| | | | |Recognizes one’s |

| | | |Real time learning arising from case |responsibility to report to |

| | | |presentations to further the discussion of |authorities what is in the |

| | | |legislation that impacts professional |interest of security and/or |

| | | |practice. |required by law and/or the |

| | | | |CASC/ACSS code of ethics. |

| | | |Development of self-awareness. | |

| | | | |Adherence to CASC |

| | | |Opportunities to participate in hospital |Competencies. Standards of |

| | | |wide educational events (i.e. rounds). |Practice and Code of Ethics |

| | | | | |

| | | |Instructional time focuses on use of |Recognizes one’s |

| | | |interprofessional collaboration and |responsibility to report to |

| | | |referral. |authorities what is in the |

| | | | |interest of security and/or |

| | | |Instructional time given to education of |required by law and/or the |

| | | |scopes of practice of interprofessional team|CASC/ACSS code of ethics. |

| | | |members. | |

| | | |Self-assessment tool, assessment and |Attendance at Ontario Central |

| | | |interventions of supervisor. |North Region – CASC, Annual |

| | | | |General Meeting. |

| | | |Use of reflective practice model of | |

| | | |education. |Didactic on CASC Competencies |

| | | | |and Standards of Practice. |

| | | | | |

| | | | |Application to standardized |

| | | | |educational level in a |

| | | | |consultative process with |

| | | | |professional organization |

| | | | |(CASC) |

| | | | | |

| | | | |academically accredited |

| | | | |professional ethics course |

| | | | |required for certification |

| | | | |with CASC |

| | | | | |

| | | | |Students work within scope of|

| | | | |practice knowing when it may |

| | | | |be appropriate to make a |

| | | | |referral or initiate a |

| | | | |consultation |

| | |3.1.1 Apply knowledge of pertinent federal and | | |

| | |provincial legislation. | | |

| | |3.1.2 Apply knowledge of CRPRMHTO legislative | | |

| | |requirements and relevant professional standards.| | |

| | |3.1.3 Identify organizational policies and | | |

| | |practices that are inconsistent with legislation | | |

| | |and professional standards. | | |

| | |3.1.4 Apply knowledge of relevant municipal and | | |

| | |local bylaws related to private practice. | | |

| | |3.1.5 Protect client privacy and confidentiality.| | |

| | |3.1.6 Recognize the limits of the therapist’s | | |

| | |professional competence | | |

| | | | | |

| |3.2 |Apply ethical decision making | | |

| | | |Use of reflective practice model of |Ethical behaviour is congruent|

| | | |education. |with the values of the |

| | | | |CASC/ACSS Code of Ethics |

| | | |Instructional time reinforces appropriate |reflecting justice, compassion|

| | | |ethical behaviour arising from their |and healing for all. |

| | | |clinical and interprofessional experience. |Participates in and promotes |

| | | | |ethical reasoning and moral |

| | | |Didactic with Clinical Ethics |development |

| | | | | |

| | | |Experience with Patient Relations |Identifies ethical issues |

| | | | |encountered in one’s practice,|

| | | |Assigned readings and seminar discussions |teaching and research. |

| | | | | |

| | | | |Complies with relevant |

| | | | |regulations at all levels of |

| | | | |government and within one’s |

| | | | |provincial regulatory body. |

| | | | | |

| | | | |Differentiates the roles and |

| | | | |functions of professional |

| | | | |associations relevant to one’s|

| | | | |practice. |

| | | | | |

| | | | |Advocates for individuals in |

| | | | |abuse or neglect situations. |

| | | | | |

| | | | |Speaks out against systemic |

| | | | |oppressions that are in |

| | | | |violation of human dignity, |

| | | | |human rights and/or the |

| | | | |CASC/ACSS code of ethics. |

| | | | | |

| | | | |Consultation and referral with|

| | | | |Clinical Ethics and Patient |

| | | | |Relations |

| | |3.2.1 Recognize ethical issues encountered in | | |

| | |practice. | | |

| | |3.2.2 Resolve ethical dilemmas in a manner | | |

| | |consistent with legislation and professional | | |

| | |standards. | | |

| |3.3 |Maintain self-care and level of health necessary | | |

| | |for responsible therapy | |Per CASC Standards: |

| | | |Didactic instruction | |

| | | | |Continues to develop and |

| | | |Clinical supervision |maintain personal and |

| | | | |professional growth, awareness|

| | | |Modeling of behaviour |and self-understanding and |

| | | | |makes oneself appropriately |

| | | |Use of reflective practice model of |accountable. |

| | | |education | |

| | | | |Identifies and utilizes |

| | | |Peer case review |personal and professional |

| | | | |support, consultation and |

| | | |Self-assessment tool |supervision. |

| | | | | |

| | | |Engagement in spiritual reflection and |Engages in ongoing |

| | | |integration into one’s practice |theological/spiritual |

| | | | |reflection. |

| | | |Weekly spiritual reflective time | |

| | | | |Nurtures and utilizes own |

| | | |Educational written assignments. |spirituality with integrity. |

| | | | | |

| | | |Negotiating responsibilities of the |To draw upon the experiential |

| | | |educational program (i.e. on-call, written |method of learning |

| | | |assignments, clinical assignments, | |

| | | |professional responsibilities) and self-care|To become competent in |

| | | | |self-evaluation and in |

| | | | |utilizing supervision and |

| | | | |consultation to evaluate one’s|

| | | | |pastoral practice. |

| | | | | |

| | | | |To develop the capacity to |

| | | | |utilize one’s pastoral |

| | | | |perspectives and competencies |

| | | | |in a variety of functions such|

| | | | |as pastoral care and |

| | | | |counselling, as well as |

| | | | |worship, spiritual guidance, |

| | | | |group leadership, teaching and|

| | | | |administration. |

| | | | | |

| |3.5 |Obtain clinical supervision & consultation when | | |

| | |necessary | | |

| | | |IPR |Evaluates clinical practice, |

| | | |Weekly individual supervision |identifies strengths and |

| | | | |weaknesses, set goals and |

| | | |Instructional time also supervision time. |modifies practice accordingly |

| | | | |as necessary. |

| | | |Availability of supervision for consultation| |

| | | |on a daily basis. |Consults with other |

| | | | |professionals and spiritual |

| | | | |care and counselling |

| | | | |colleagues when appropriate. |

| | | | | |

| | | | | |

| | | | |Written Final self-assessment |

| | | | | |

| | | | |Support and encouragement to |

| | | | |engage in personal therapy and|

| | | | |spiritual direction. |

| | | | | |

| |3.9 |Provide reports to third parties | | |

| | | |N/A |N/A |

| | |3.9.1 Prepare clear, concise, accurate and timely| | |

| | |reports for third parties, appropriate to the | | |

| | |needs of the recipient. | | |

| | |3.9.2 Recognize ethical and legal implications | | |

| | |when preparing third-party reports. | | |

| | | | | |

| |Competencies |Alignment and Compliance |Supporting Evidence |

|4.0 |Therapeutic Process |

| |

|Program activities enable students to learn how to: |

| |4.1 |Present psychotherapy to clients and maintain a | | |

| | |professional frame for therapy | | |

| | | |Clinical experience in providing care |To develop a specialization |

| | | | |involving: |

| | | |Working with other health care |-Familiarity with theories and |

| | | |professionals |methods of the spiritual care |

| | | | |specialty |

| | | |Individual supervision | |

| | | | |-A viable philosophy & |

| | | |Case conferences |methodology for spiritual care |

| | | | | |

| | | |Ontario Consent to Treatment Act |Demonstrated pastoral |

| | | | |competence in practice of |

| | | |Teaching Hospital’s policies and |spiritual care specialty |

| | | |procedures. | |

| | | | |Consent to treatment must be |

| | | | |obtained |

| | | | | |

| | | | |Wearing ID badge |

| | | | | |

| | | | |Works within one’s scope of |

| | | | |practice knowing when it may be|

| | | | |appropriate to make a referral |

| | | | |or initiate a consultation |

| | | | | |

| | | | |Materials specific to the |

| | | | |discipline of Spiritual Care |

| | | | | |

| | | | |Patient record documentation. |

| | |4.1.1 Describe therapist's education, qualifications| | |

| | |and role. | | |

| | |4.1.2 Differentiate the role of the therapist in | | |

| | |relation to other health professionals. | | |

| | |4.1.3 Explain the responsibilities of the client and| | |

| | |the therapist in a therapeutic relationship. | | |

| | |4.1.4 Explain the advantages and disadvantages of | | |

| | |participating in psychotherapy. | | |

| | |4.1.5 Explain client rights to privacy and | | |

| | |confidentiality, and the limitations imposed upon | | |

| | |them by law. | | |

| | |4.1.6 Explain relevant rules and policies. | | |

| | |4.1.7 Explain and obtain informed consent in | | |

| | |accordance with legal requirements. | | |

| |4.2 |Establish and maintain an effective therapeutic | | |

| | |relationship | | |

| | |4.2.1 Employ empathy, respect, and authenticity. |Didactic seminars |Per CASC Standards: |

| | |4.2.2 Establish rapport. | | |

| | |4.2.3 Demonstrate awareness of the impact of the |Case conference presentations |Become competent in ministry |

| | |client's context on the therapeutic process. | |with persons, families and |

| | |4.2.4 Demonstrate sensitivity to the setting in |IPR |groups in various life |

| | |which therapy takes place. | |situations and crisis and to |

| | |4.2.5 Assume non-judgmental stance. |Role plays |develop the skills to provide |

| | |4.2.6 Explain theoretical concepts in terms the | |intensive and extensive |

| | |client can understand. |Real time instruction and contextualization|pastoral care and/or |

| | |4.2.7 Foster client autonomy. |Interprofessional rounds |counselling |

| | | | | |

| | | |Teaching of parameters and limits of |To develop the ability to make |

| | | |professional scope of practice. |optimum use of one’s religious |

| | | | |heritage, spiritual heritage, |

| | | |Security, mental health professionals, |spiritual formation, |

| | | |institutional context |theological understandings, and|

| | | |Real time teaching, case conferences, |knowledge of psychological and |

| | | |on-call system. |social sciences in pastoral |

| | | | |ministry to persons, families |

| | | |Accountable to one another, or program |and groups, including |

| | | |doesn’t work. |sensitivity to ecumenical, |

| | | | |multifaith and multicultural |

| | | |Making sure family knows who to contact. |issues. |

| | | | | |

| | | |Part of regular time table. |To acquire self-knowledge to a |

| | | | |degree that permits pastoral |

| | | |Articulating care plan. |care to be offered within the |

| | | | |strengths and limitations of |

| | | | |one’s own personhood |

| | | | | |

| | | | |Gains an understanding of a |

| | | | |client’s source(s) of spiritual|

| | | | |strength, hope, methods/ways of|

| | | | |coping, needs, risks and |

| | | | |wellness goals through |

| | | | |encountering the client and |

| | | | |integrating this knowledge with|

| | | | |historical, theological, |

| | | | |philosophical, socio-cultural |

| | | | |and psychological theoretical |

| | | | |frameworks of human development|

| | | | |and transitions in life |

| | | | | |

| | | | |Fosters the client’s |

| | | | |independence and responsibility|

| | | | |within the care team. |

| | | | | |

| | | | |Assists client in their own |

| | | | |creative expression of |

| | | | |spirituality. |

| | | | | |

| | | | |Articulates and maintains |

| | | | |clear, appropriate and |

| | | | |therapeutic boundaries |

| | | | | |

| | | | |To draw upon the experiential |

| | | | |method of learning |

| | | | | |

| | | | |To become competent in |

| | | | |self-evaluation and in |

| | | | |utilizing supervision and |

| | | | |consultation to evaluate one’s |

| | | | |pastoral practice. |

| | | | | |

| | | | |To develop the capacity to |

| | | | |utilize one’s pastoral |

| | | | |perspectives and competencies |

| | | | |in a variety of functions such |

| | | | |as pastoral care and |

| | | | |counselling, as well as |

| | | | |worship, spiritual guidance, |

| | | | |group leadership, teaching and |

| | | | |administration |

| | |4.2.8 Maintain appropriate therapeutic boundaries, | | |

| | |including defining clear boundaries of response to | | |

| | |client's requests or demands. | | |

| | |4.2.9 Take all reasonable measures to safeguard | | |

| | |physical and emotional safety of client during | | |

| | |clinical work. | | |

| | | | | |

| | |4.2.10 Employ effective skills in observation of | | |

| | |self, the client and the therapeutic process. | | |

| | |4.2.11 Demonstrate dependability. | | |

| |4.3 |Apply safe and effective use of self in the | | |

| | |therapeutic relationship[1] | | |

| | | |Formal Program Requirements: (see |Assesses the impact of one’s |

| | | |accreditation standards) |own spirituality, beliefs, |

| | | |-Didactics |values, assumptions and power |

| | | |-Individual supervision |dynamics in relationships with|

| | | |-Case Conferences |clients. |

| | | |-IPR | |

| | | | |Has a clear sense of personal |

| | | |Overarching professional theoretical |and professional identity, |

| | | |practice. |integrity and authority. |

| | | | |Integrates personal culture, |

| | | |Modelling, experience of receiving care, |beliefs and values leading to |

| | | |teaching awareness of intra and inter |authenticity, consistency and |

| | | |personal dynamics. |dependability in the practice |

| | | | |of spiritual care. |

| | | |Increased awareness of personal issues and | |

| | | |values and how these impact and inform the |Maintains the practice of |

| | | |therapeutic process. |self-reflection and |

| | | | |self-evaluation including |

| | | |Increased awareness concerning gender, |critical self reflection on |

| | | |sexuality, ethnicity, etc. |one’s words, actions and |

| | | | |theoretical orientation. |

| | | | | |

| | | | |Recognizes professional |

| | | | |limits, and when to make |

| | | | |referrals and consultations. |

| | | | | |

| | | | |Recognizes instances where |

| | | | |practitioner’s life |

| | | | |experiences may enhance |

| | | | |therapeutic effectiveness. |

| | | | | |

| | | | |Recognizes the symbolic power |

| | | | |associated with the |

| | | | |practitioner’s role and the |

| | | | |presence and importance of |

| | | | |transference or counter |

| | | | |transference in the spiritual |

| | | | |care relationship. |

| | | | | |

| | | | |Recognizes occupational |

| | | | |hazards contributing to |

| | | | |burnout |

| | | | | |

| | | | |Integrates beliefs about |

| | | | |well-being and distress. |

| | |4.3.1 Recognize the impact of power dynamics within | | |

| | |the therapeutic relationship. | | |

| | |4.3.2 Protect client from imposition of the | | |

| | |therapist's personal issues. | | |

| | |4.3.3 Use self-disclosure appropriately. | | |

| |4.4 |Conduct an appropriate risk assessment | | |

| | | |Teach awareness of risk, how to keep self |Assesses specific risks, |

| | | |and client safe in the moment, provide line |including suicide, homicide, |

| | | |of accountability. – real time learning. |violence, abuse, neglect, drug|

| | | | |abuse and monitors risk over |

| | | |Experience with the interprofessional team |time. |

| | | |(teaching and working). | |

| | | | |Recognizes professional |

| | | | |limits, and when to make |

| | | | |referrals and consultations |

| | | | | |

| | | | |Recognizes one’s |

| | | | |responsibility to report to |

| | | | |authorities what is in the |

| | | | |interest of security and/or |

| | | | |required by law and/or the |

| | | | |CASC/ACSS code of ethics |

| | |4.4.1 Develop safety plans with clients at risk. | | |

| | |4.4.2 Refer to specific professional services where | | |

| | |appropriate. | | |

| | |4.4.3 Report to authorities as required by law. | | |

| | |4.4.4 Follow up to monitor risk over time. | | |

| |4.5 |Structure and facilitate the therapeutic process | | |

| | | | | |

| | | |Formal Program Requirements |Gains an understanding of a |

| | | |Students learn how to provide care that is |client’s source(s) of |

| | | |appropriate for the patient’s needs |spiritual strength, hope, |

| | | |including diagnosis, clinical setting. |methods/ways of coping, needs,|

| | | | |risks and wellness goals |

| | | | |through encountering the |

| | | | |client and integrating this |

| | | | |knowledge with historical, |

| | | | |theological, philosophical, |

| | | | |socio-cultural and |

| | | | |psychological theoretical |

| | | | |frameworks of human |

| | | | |development and transitions in|

| | | | |life |

| | | | | |

| | | | |To develop the ability to make|

| | | | |optimum use of one’s religious|

| | | | |heritage, spiritual heritage, |

| | | | |spiritual formation, |

| | | | |theological understandings, |

| | | | |and knowledge of psychological|

| | | | |and social sciences in |

| | | | |pastoral ministry to persons, |

| | | | |families and groups, including|

| | | | |sensitivity to ecumenical, |

| | | | |multifaith and multicultural |

| | | | |issues. |

| | | | | |

| | | | |Recognizes the symbolic power |

| | | | |associated with the |

| | | | |practitioner’s role and the |

| | | | |presence and importance of |

| | | | |transference or counter |

| | | | |transference in the spiritual |

| | | | |care relationship. |

| | | | | |

| | | | |Provides a relational and |

| | | | |patient/family-centred |

| | | | |approach to assessment and |

| | | | |care that sensitively |

| | | | |encounters the client(s) and |

| | | | |engages them in their healing |

| | | | |process. |

| | | | |Engages with the client’s |

| | | | |experience. |

| | | | | |

| | | | |Facilitates expression and |

| | | | |articulation of a client’s |

| | | | |beliefs, values, needs and |

| | | | |desires that shape the |

| | | | |client’s choices and |

| | | | |interactions. |

| | | | | |

| | | | |Encourages the client to |

| | | | |express emotions and a full |

| | | | |range of feelings. |

| | | | | |

| | | | |Encourages the client to share|

| | | | |fears/concerns, hopes/dreams, |

| | | | |creative expression, |

| | | | |intuition and awareness of |

| | | | |relationships, including the |

| | | | |divine/transcendent in |

| | | | |understanding the core |

| | | | |identity of the client. |

| | | | | |

| | | | |Provides a variety of |

| | | | |interventions and approaches |

| | | | |to spiritual care related to |

| | | | |needs assessment and |

| | | | |co-developed |

| | | | |inter-professional care plans.|

| | | | | |

| | | | |Helps client evaluate role and|

| | | | |function of |

| | | | |spiritual/religious identity |

| | | | |in their life. |

| | | | | |

| | | | |Helps client to identify |

| | | | |spiritual strengths, |

| | | | |vulnerabilities, resilience |

| | | | |and resources. |

| | | | | |

| | | | |Facilitates exploration of a |

| | | | |client's sense of purpose and |

| | | | |meaning in life. |

| | | | | |

| | | | |Facilitates exploration of |

| | | | |issues in relationships, moral|

| | | | |distress and grief/loss. |

| | | | | |

| | | | |Facilitates contextualized |

| | | | |meaning-making and sacred and |

| | | | |religious interpretation. |

| | | | | |

| | | | |Utilizes |

| | | | |spiritual/theological/ |

| | | | |faith reflection in exploring |

| | | | |and making meaning of one’s |

| | | | |life situation and in bringing|

| | | | |the unconscious to the |

| | | | |conscious understanding when |

| | | | |it is safe and appropriate. |

| | | | | |

| | | | |Fosters the client’s |

| | | | |independence and |

| | | | |responsibility within the care|

| | | | |team. |

| | | | | |

| | | | |Offers support and guidance |

| | | | |for spiritual growth. |

| | | | | |

| | | | |Strengthens relational |

| | | | |connections and fosters |

| | | | |experiences of community. |

| | | | | |

| | | | |Enables reconciliation (e.g. |

| | | | |conflict management, |

| | | | |forgiveness and relational |

| | | | |growth). |

| | | | | |

| | | | |Assists client in their own |

| | | | |creative expression of |

| | | | |spirituality. |

| | | | | |

| | | | |Provides or facilitates |

| | | | |prayer, rituals, rites, |

| | | | |ceremonies and services. |

| | | | | |

| | | | |Leads or facilitates |

| | | | |spiritually-focused themed |

| | | | |groups, workshops and studies |

| | | | | |

| | | | | |

| | | | | |

| | |Structure the therapeutic process | | |

| | |4.5.1 Formulate an assessment. | | |

| | |4.5.2 Formulate a direction for treatment or | | |

| | |therapy. | | |

| | |4.5.3 Review therapeutic process and progress with | | |

| | |client periodically, and make appropriate | | |

| | |adjustments. | | |

| | |4.5.4 Recognize when to discontinue or conclude | | |

| | |therapy. | | |

| | | | | |

| | |Facilitate the therapeutic process | | |

| | |4.5.5 Communicate in a manner appropriate to | | |

| | |client’s developmental level and sociocultural | | |

| | |identity. | | |

| | |4.5.6 Identify and respond appropriately to client's| | |

| | |strengths, vulnerabilities, resilience and | | |

| | |resources. | | |

| | |4.5.7 Respond non-reactively to anger, hostility and| | |

| | |criticism from the client. | | |

| | |4.5.8 Anticipate and respond appropriately to the | | |

| | |expression of intense emotions and help the client | | |

| | |to understanding and management. | | |

| | |4.5.9 Focus and guide sessions. | | |

| | |4.5.10 Facilitate client exploration of issues and | | |

| | |patterns of behaviour. | | |

| |4.6 |Identify when and how to refer clients appropriately| | |

| | | | | |

| | | |Formal program requirements |Makes appropriate referrals to|

| | | | |other professionals and |

| | | |Department policies and procedures. |partners |

| | | | | |

| | | |Awareness of internal and external resources|Feedback from |

| | | |and support |interprofessional team |

| | | |Teaching on suicide, falls risk, depression,| |

| | | |grief and bereavement |Familiarity and established |

| | | | |relationships with |

| | | |Didactics and shadowing by interprofessional|interprofessional team |

| | | |team. | |

| | | | | |

| | | |UHN Learning and Development Department | |

| | | |programs | |

| | | | | |

| | | |Working with interprofessional team and | |

| | | |clinical practice | |

| | | | | |

| |4.7 |Conduct an effective closure process to end a course| | |

| | |of therapy appropriately | | |

| | | |Formal Requirements of Program |Co-develops with the client(s)|

| | | | |a spiritual care plan that |

| | | |Patient record and documentation |complements and is integrated |

| | | | |with inter-professional care |

| | | | |plan, treatment and |

| | | | |interventions. |

| | | | | |

| | | | | |

| |Competencies |Alignment and Compliance |Supporting Evidence |

|5.0 |Professional Literature & Applied Research | | |

| |

|Program activities enable students to learn how to: |

| |5.1 |Access and apply a range of relevant professional | | |

| | |literature |Per CASC Standards: | |

| | | | |Learning seminar/workshop on |

| | | |Sees research as integral to professional |evidence based practice |

| | | |functioning and in keeping with one’s area | |

| | | |of expertise. |Book/article reviews |

| | | |Reads research articles as continuing | |

| | | |education pertinent to one’s area of |Literature searches |

| | | |practice. | |

| | | |Asks researchable questions as these arise |Health profession/research |

| | | |from practice. |learning day |

| | | |Participates in and/or promotes research. | |

| | | |Uses appropriate methodologies and |Hospital learning and |

| | | |established ethical protocols (if/when |development opportunities in |

| | | |conducting research). |research |

| | | |Subjects one’s findings as required and | |

| | | |appropriate to professional peer review | |

| | | |(if/when conducting research). | |

| | | |Disseminates research information. | |

| | |5.1.1 Access current professional literature | | |

| | |relevant to practice area. | | |

| | |5.1.2 Analyze information critically. | | |

| | |5.1.3 Apply knowledge gathered to enhance practice.| | |

| |5.2 |Use research findings to inform clinical practice | | |

| | | | | |

| | | |Exposure to interprofessional research |Attendance at CASC and other |

| | | |specific to clinical placement |professional associations |

| | | | |workshops |

| | | |Encourage attendance at grand rounds | |

| | | | |Working alongside professional|

| | | |Real time learning of actual case |practitioners |

| | | |presentations | |

| | | | |Grand rounds |

| | | | | |

-----------------------

[1] Safe and effective use of self in the psychotherapeutic relationship is one of the defining competencies of psychotherapy practice: the therapist's learned capacity to understand his or her own subjective context and patterns of interaction as they inform his or her participation in the therapeutic relationship with the client. It also speaks to the therapist's self-reflective use of his or her personality, insights, perceptions, and judgments in order to optimize interactions with clients in the therapeutic

process.

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