ACPE's Annual Conference 2023

Sunday, May 21, 2023 - Thursday, May 25, 2023

 

The ACPE Curriculum Committee is proud to present you with this year’s lineup of workshops.  These offerings will showcase the wisdom of our members and highlight the inspirational and innovative education that our educators and programs are offering to our students.

There are three workshop sessions available.  Some workshops will be offered more than once, in the hopes that everyone can get to participate in all of their top picks. 

Workshop Session I                 Tuesday 5/23               8:30 AM – 10:00 AM

Workshop Session II               Tuesday 5/23               10:30 AM – 12:00 PM

Workshop Session III              Wednesday 5/24           3:30 PM – 5:00 PM

An Empowered Co-journer Approach: Connection, Grounding and The Craft of Spiritual Care and Education 
Presented by: Lynel Beaty and Anastasia Holman

This 90-minute workshop will expand the anti-bias commitment of education and spiritual care by creating a safe-enough and courageous space for African American woman to continue healing and connecting as part of their ministry practice. This interactive workshop has the following learning objectives: 

 -Understand the Empowered Co-journer Approach using Womanist Methodology and Epistemology 
Embracing their voice and place as an African American Women in Spiritual Care and Education. 
- Recognize and embrace our own stories to rediscover the intentional process of educating, caregiving and receiving by African American women. 

 “Empowered Co-Journers are spiritual companions brought together on a common path for a particular time, who encourage us to work and walk together and as we work and walk together with our community, our family and ourselves as individuals are to be transformed. (Sheppard, Phillis Isabella. Self, Culture and Others in Womanist Practical Theology, p.46). This workshop will serve as a grounding space for African American Woman to connect to their roots and values, to learn how being an Empowered Co-journer can enhance their own ministry practice in the craft of Spiritual Care and Education. 

Art and Indigenous Spiritual Practice
Presented by:  Rev. Crystal Schmalz

The way of art has always been a connection between this world and the spirit world. Using our hands to craft what is in our hearts and minds gives us meaning, purpose, and belonging. Yet, somewhere along the way we have forgotten to play and create, and no longer identify ourselves as artists. My connection to art began when I was a young girl who observed my indigenous father venture into the creative pathways of Anishinaabe art and culture. I learned about the dream catcher, how to weave ash baskets, how to make a Wigwam, how to sew moccasins, how to draw the turtle, and what it meant to use what the Creator had given us for our daily life. Art became a way of reclaiming our heritage, holding onto our traditions, finding community and belonging, and lessening the trauma and assimilation encouraged for native people. It was a way to heal, a pathway to wholeness.

In this presentation, I would like to share with you both my passion for art, my desire to help people use art in their learning, and share some of the ways my people used the natural world around them for their spiritual practices. We will create something together, and we will listen to the drum. I will share stories with you as a tribal storyteller would to the people. I will take you on a retreat like I do with CPE students, and invite your spirit and soul to meet us there for a time of rest, discovery, play, and creation.

The presentation will incorporate sensory teaching modalities, music, story, and art. Participants will leave with access to further teaching resources, a digital PPT, and an experience in Anishinaabe culture and art.

Black Doulas & Chaplains Matter: The Intersection of Black Grief and White Supremacy
Presented by:  Dr. Eaddy-Chism

Grief, loss, death, and dying are a part of life – for all of us. Influenced by many factors, including but not limited to culture, religion/spirituality, personal history, and circumstances surrounding the death, those experiences will vary from person to person. Are there unique factors that influence how people of African descent grieve? How does the parasitism of whiteness impact the grieving of Black People? Anticipatory grief, the loss of a loved one- particularly from malicious acts of violence, disenfranchised grief, generational trauma, and the lack of social support place people of African descent at risk for continuous chronic grief reactions.

Furthermore, we often ignore Black grief and outsource care for the dying to medical professionals, who sometimes view death as failure and have historically disregarded the needs of Black patients. Because Black death is still ignored, Black life is still disregarded and the Black griever still shamed, can we prepare chaplains to provide support that does not cause additional harm for people of African descent? In this workshop you will identify how whiteness impacts Black grief.

From identifying our own biases to understanding and recognizing institutional biases, we will reimagine how to cultivate space for personal and communal healing and learn how to disrupt institutional harm for people of African descent. 

Chaplain’s Role in High Reliability Organization Safety Culture
Presented by:  Rev. Dr. Gale Kennebrew, BCC, ACPE; Rev. Eronica King, BCC, ACPE; Rev. Brooks Heard, BCC, ACPE

“Health care safety events are the third leading cause of death in the U.S. behind only heart disease and cancer (BMJ, May 2016).” Therefore, High Reliability Organization (HRO) safety culture has become a major priority for many health care systems. It has proven successful in other industries and, perhaps, has the capacity to transform health care. Members of spiritual care departments who embrace this initiative have the potential to increase productivity, enhance quality of service as well as promote wellness themselves and their care recipients.

Many of the examples from HRO training focus on processes that may appear to be outside of the scope of spiritual care (ie. infection control in surgery or blood transfusion reactions). However, the work of spiritual care teams is to establish how to apply HRO principles to professional  spiritual care. Promoting HRO values can foster credibility and create trust with interdisciplinary team members. Engaging in HRO practices can address behaviors of spiritual care providers that have directly affect the safety of care recipients.

This presentation provides an overview of what HRO is and how  it applies to the provision of  spiritual care, education and training.  The presentation will then discuss how spiritual care team members working in a cancer center have implemented HRO practices within the spiritual care context over the last three years. The process of using HRO skills in this space has evolved over time. The presenters will share best practices that have come from this experience as well as painful lessons learned on importance of prioritizing safety.

Conservative Students Rooted in Their Values and Faith Can Grow in Their Vision Without Compromising Themselves
Presented by:  Rev., Dr. Jan McCormack

Chaplaincy exists in a pluralistic institutional environment. We educators and chaplains desire CPE students to broaden their thinking, skills and competency in order to care effectively for the needs of a multi-cultural clientele. Unfortunately, the diversity in the theologies, experiences and values of students, chaplains, and educators alike often leads to a resistance by parties to see, hear and effectively engage the other’s point of view. At extremes, are students who think educators have lost any faith they ever had and educators who disdain any student’s faith experience and expressions that are not as “open, accepting and affirming” of all forms of spirituality as they are. This workshop will explore the validly of both ends of the spectrum and offer practical techniques for finding language and practices to bridge the perceived divides between us.

CPE Values: Relativism or Pluralism?
Presented by:  Michael Schirmacher

In this seminar we’ll talk about “universal values” and how they are supported or perhaps undermined by the values of ACPE. We’ll compare relativism with pluralism, as described by the Canadian Catholic theologian Gregory Baum, and how CPE can foster interfaith dialogue. The seminar will include clips from relevant TED talks and we’ll have group discussion on questions like:

How do we handle differences between our beliefs and those of our patients and students?

Is there really such a thing as “universal values”?

What do we think about the UN’s “Universal Declaration of Human Rights”? Does it need more cross-cultural input? How might it affect our relationship with students and patients? 

Digitally Serving The Disinherited: Online CPE as Disability Justice for Disadvantaged Students
Presented by:  Rev. Dr. Danielle J. Buhuro

Since 2019, our nation has had to take a serious look at health disparities with the inception of our ever-looming COVID-19 pandemic. What has become blaringly evident is the ways in which those with serious debilitating health conditions have been most impacted in these last few years. Disabled communities across the country have been forced to create a new normal, adjusting to the world through new lens despite their health challenges.

In light of this phenomenon, how can our ACPE chaplaincy training programs become more sensitive to the needs of disabled CPE students? How can our programming address the larger systemic issue of ableism? This workshop will highlight Online CPE as a useful educational tool that ACPE educators can employ to support  disabled students and combat disability injustice.

Specific topics covered in this workshop include:
-Creating and facilitating virtual CPE options
-Marketing Online CPE to disabled communities
-Creating and partnering with virtual, telechaplaincy spaces as clinical sites
-Demonstrating sensitive, compassionate online pedagogy practices to utilize during CPE group sessions with disabled students

Future Chaplains: Religious Not Spiritual, Spiritual Not Religious, Neither, Both?
Presented by:  Rev. Dr. Laurie Garrett-Cobbina and Rev. Paul Gaffney

It is commonplace in our CPE program to have students who identify as Spiritual Not Religious. However, more and more we encounter students who are Religious Not Spiritual (institutionalized/indoctrinated), Spiritual Not Religious (religiously disinclined/ ambiguous), or Neither (personal experience is truth), and fewer who are Both Religious and Spiritual.

When we pose questions inviting students to articulate a full, critical, and rigorous theological reflection on their beliefs and practices, we notice their struggle to communicate their theology of service and gain awareness of how their theological concepts impact others in practice.   

This workshop examines the state of theological education, the influence chaplains without a theological education have on the formation of chaplains, the impact of a culture of capitalism (privilege) on the context in which chaplain formation takes place, and educating CPE students within the spectrum of Religious Not Spiritual, Spiritual Not Religious, Neither, Both.

Why you should attend:
-Learn more about how to pose decolonizing questions and create decolonizing curriculum in the CPE educational process.
-Learn more about how practice decolonized education in order to decolonize spiritual care.
-Learn to play a vital role in supporting the emergence of spiritual care practitioners who have a theological ethos that informs, transforms, humanizes and decolonizes the being, beliefs, and practices of chaplains in the formation process.
-Learn more about dismantling dominating epistemologies which results in the elimination of many ways of local knowing and organic scholars among colonized populations, called “epistemicide.”
-Explore why it is important in the education of CPE students to articulate theological epistemology.   

Questions to consider:
-What is your theology of service?
-How are your theological mental models intersectional?
-How is Western imperialism embedded in your theology, work as a CPE educator, and spiritual care practice?

How Can We Electrify the Drama of Spiritual Care?
Presented by:  Pamela Ayo Yetunde, M.A., Th.D.

There are many ancient stories about spiritual care, and these stories have been told countless times by countless people throughout the centuries.  Yet, it appears that most people are not moved by these stories to become spiritual caregivers.  Why is that when the need is so great?  Does it have something to do with the stories we choose to tell and how we tell them?

In this workshop, I will share information about a group story-telling/story-writing process about an ancient spiritual care story that led to a re-imagining of that story in modern times.  In addition to this information, I intend to share more about the story selection process, how it has been re-imagined and electrified, the formats for re-telling the story, and a visual/musical presentation.  Attendees will be invited into a spiritual care story reimagination exercise.

Korean American Experiences of the ACPE Certification Process
Presented by:  Facilitator, Rev. Dr. Ki Do Ahn; Panelists, Panel: Rev. Joseph Kim, Rev. Sunghee Han, Rev. Mi Young Choi, Rev. John Paik

Korean American CoP members will share their certification experiences through the lens of Korean Americans. How did/does Korean American culture/language/immigration experiences influence their certification process? Some common themes/issues of KA members in the ACPE certification process will be shared in a narrative format. Some topics would include the struggles/benefits of Korean cultural heritage/language/immigration experiences in the relationship with the training CE, communication with the theory integration mentor, CCR, the process of writing theory papers/preparing theory integration presentations (especially struggles to integrate Korean cultural/spiritual heritage into the theory), and going through the interviews of Phase I/II. Some suggestions will be shared to ACPE/training Center/training CEs when they are planning to work with the KA population in the certification process.

Moving on Holy Ground: Embodied, Experiential Pedagogies
Presented by:  Rev. Dr. Cristina García-Alfonso, ACPE-CE; Rev. Dr. Tammerie Day, ACPE-CE

In this work, co-presenters share embodied practices that enable CPE students to engage in embodied, experiential, even non-verbal reflection about their clinical learning and formation. Participants in this workshop will have the opportunity to explore multiple modalities of physical embodiment – including an exploration of concept-through-choreography and the technique of group sculpture as theatrical improv – with appropriate permissions and boundaries, as well as accommodations and adaptations needed. The intention is to share practices participants can engage in their own learning settings.

Co-presenter and ACPE-CE Cristina Garcia-Alfonso began to explore liberative embodied learning from the influence of educación popular during Hebrew Bible theological training, as she sought ways to bring the text alive. In supervisory interventions, Cristina uses experiential techniques to call students back to the body, and shape space for engagement and bodily attunement.

Co-presenter and ACPE-CE Tammerie Day has used improvisational theater techniques in settings as varied as religious studies classrooms, religious communities, community and activist organizations, and clinical pastoral education programs to explore spiritual identities, anti-bias activism experiences and other arenas of growth.

Quit the But, Embrace Yes and in Spiritual Care Education
Presented by:  Megan Colette Alleman, D.Min, BCC, ACPE Certified Educator

Adapted from a didactic session I do with my students using improvisational comedy and Theatre of the Oppressed games and exercises, this didactic will explore how embodied and performative educational models can be adapted to the spiritual care educational space. Participates will participate in real games and exercises used with students to help them assess their usefulness in their own context. We will also explore how this educational approach helps participates explore the embodied experience of being human.

This didactic also connects theory with embodied practice, particularly relational cultural theory, and systems-centered theory. I connect specific games to specific concepts which can be used to aid CES/Cs in their theory generation journey, guiding them to theoretical concepts that live within their bodies, not only their minds.

Finally, I have used improv/Theatre of the Oppressed/clowning games to aid students in reflecting on power and its imbalances, playing with gender and ability, and experiencing play as a resource for care of self and community. My own experiences as a clown and improv comedian helped me come into my power as a queer femme-presenting disabled person and realize that performance of gender and ability were keeping me from expressing the fullness of who I am and how I relate to others. My hope in sharing this didactic is to help others continue their own journey in self-reflection so that they might journey with their students in exploration.

Religious, Spiritual & Values-Based Diversity in CPE & the ACPE
Presented by:  Johnny C. Bush, ACPE-CE;  Jo Hirschmann, ACPE-CE; JoAnne Morris, DMin, MDiv, LMFT, ACPE-CE

This workshop builds on work done by the Religion & Values Task Force of ACPE’s Anti-Bias Work Group.  CPE grew out of theological and pedagogical frameworks developed by people who were predominantly white Protestants.  Over the decades, CPE and the ACPE have diversified and expanded to teach, certify, and be changed by Catholics, Christians from the Black Church, Evangelical Christians, practitioners of Indigenous, earth-based, and African diaspora traditions, Jews, Muslims, Buddhists, humanists, and others beyond mainline and largely white Protestant denominations.  This workshop will highlight some of these voices and this work.

Together, we’ll move through three activities.

Intersections of racism, xenophobia, and religiously-based oppressions – Drawing from the work of scholar Kyathi Joshi, we’ll define and explore her concepts of white Christian normativity, privilege, and hegemony.  We’ll look at our own organizations, CPE programs, teachings, and anti-bias work through these lenses and explore where we have opportunities to learn more and deepen our practice.

Hiddenness in CPE – We’ll hear from colleagues from minority traditions as they describe their experiences of hiddenness as CPE students, CECs, and educators.

Curricular innovations – We’ll hear from colleagues who have developed or adapted curricula to meet the needs of students from outside Christian and theistic traditions – and, by extension, to provide better care for patients from these groups.

We’ll have plenty of time for conversation and we’ll share resources, including the Religion & Values Task Force’s recommendations around religious, spiritual and meaning-making language in the Certification Manual.

Respecting Our Body Knowledge as a Healing and Liberative Practice
Presented by:  Bridget L. Piggue, Th.D.  African American; Cisgender Woman; Able-bodied; English Speaking; Christian – ELCA; Practices Indigenous Spirituality

Our bodies are ALIVE!!! They hold significant knowledge, wisdom of ages past and the ability to inform itself.  As spiritual leaders it is important to understand that Healing and Liberation begins with our own Self-Literacy.  The relationship between having and knowing an embodied self can significantly inform the impact leaders have on others, as well as the state of their own physical and mental health. From an interdisciplinary approach, this workshop will explore the intersection of what select Neuro-scientific concepts, Psychology, and Indigenous Spirituality have to offer conversations on embodiment, healing and leadership practices.  In the allotted time the following will be highlighted and engaged: “Exploring…

Self-Literacy and Self-Relationship as a means toward healing our Body-Mind-Spirit Connection

Self-Literacy and Self-Relationship as a means of understanding correlations between our dis/embodied ways of being and pronounced health outcomes Self-Literacy and Self-Relationship as a means of healing the community within and thus, the community beyond”

Our Bodies are living beings, however we carry it often in a manner indicative of disconnection and secondary importance; that is until one finds themselves sick or challenged physically and thus moved to study every aspect of its existence.   Often early life experiences, including our introduction (or lack thereof) to our bodies along with our inherited theologies, pit the body against the psyche and spirit of which there is actually no disconnection. These “mapped” messages can cause literal and figurative death for the leader and unfortunately those who submit to their leadership.  In many situations, leaders aren’t afforded full access to their own being and gifts because functioning in fragmentation has become normative. In these situations a leader’s awareness of the need for greater Self-literacy & Self-Relationship eludes them; or in most cases, has never been presented as a necessity for greater effectiveness and balance in ministry.      

*This Workshop may be aligned with either of the first two sections listed on the ACPE website.   Please note, there is a meditation practice included in my presentation that aides in the discovery of the “mapped messages” mentioned above. 

Spiritual Care and Reproductive Loss: Abortion Chaplaincy in Post-Roe America
Presented by:  Mary Travers

This seminar-style workshop will examine the role of spiritual care providers in the context of reproductive loss, with a focus on abortion care in Post-Roe America. (This work will also be applicable to other experiences of reproductive loss like miscarriage and stillbirths, but they will not be the primary focus.) As I will suggest, spiritual care in this context needs to be empathetic, non-judgmental and inclusive of all patients—which requires the ability to hold space for religious and ideological difference. How do we train care providers in the deep empathy that is required for radically inclusive care in the face of the polarized differences that our current rhetorical climate has only bolstered?

I will begin answering this question by illustrating the contours of these historical and religious perspectives with reference to the Clergy Consultation Service on Abortion and how care providers today might live into that legacy I will also consider the implications and ethical responsibilities we have as multi-faith spiritual care providers, given this range of perspective. Next, I will shift to examine the scope of this work, using a trauma-informed approach to explore the emotional spectrum of reproductive loss. Coupling my training as a chaplain and as an abortion doula, I will consider how traditional religious rituals (ex. Mikvah in Judaism, Mizuko in Buddhism etc.) and embodied, naturalistic, practices of healing might offer a more expansive toolbox for spiritual care providers. How might religious ritual and embodied knowledge be sources of life to people experiencing abortions?

Abortion chaplaincy has to date not received much attention in the field of chaplaincy, despite the history, reality and needs around us. I hope to contribute to a movement that changes this by outlining the contours of this clinical subfield—what it means to enter spaces of reproductive loss, how we train chaplains to participate in interdisciplinary abortion care (including appropriate and inclusive language), and perhaps most importantly, by inviting chaplains from around the country to engage in a dialogue about this transformative care.

Teaching Gender and Sexual Diversity for CPE Students
Presented by:  Natalie Kertes Weaver, PhD

This workshop will be focused on supporting CPE students’ in their growth toward understanding gender and sexual diversity.  Many theological perspectives taught in seminaries and graduate theology programs favor traditional, dimorphic notions of sex-based maleness and femaleness.  Such teachings undergird the gender normativity that often defines the roles that men and women can perform within their religious communities, and these gender models may therefore be exceptionally risky areas for people to challenge within the context of theological formation programs.  As a result, clinical pastoral caregivers may require education beyond their theological formation programs in order to encounter and provide genuinely supportive care to persons presenting with sexual and gender variances. 

This workshop will address, then, how CPE educators can work with CPE students to better understand 1) the nature of sexual variances as a biological and social phenomenon and 2) the inquisitive and flexible potential for progressive theological discussions about human sexuality.  The workshop will be divided into 3 components: 30 minutes devoted to teaching on sexual diversity as a bio-based human reality; 30 minutes devoted to theological approaches to dealing with diversity; and 30 minutes devoted to constructive group work on how to develop these ideas into tools that can be incorporated within a CPE unit.

I am in a unique position to speak on this topic as a CPE student; a professor of theology; a scholar on sexual diversity; a sexually diverse person; and the mother of both an intersex and a transgender child.  In my years as a professor, researcher, and most recently as a CPE student, I realize that there is a tremendous paucity of good education on both the reality of sexual diversity and also ways to deal with that diversity theologically.

Theology of Hip Hop:  Providing Pastoral Care in the Era of Black Lives Matter
Presented by:  Brittany Michelle Powell

Purpose

L1.2. identify and discuss major life events, relationships, social location, cultural contexts, and social realities that impact personal identity as expressed in pastoral functioning.

L2.2. provide the pastoral ministry with diverse people, taking into consideration multiple elements of cultural and ethnic differences, social conditions, systems, justice, and applied clinical ethics issues without imposing one’s own perspectives.

This workshop is designed to enlighten my fellow educators on ways to incorporate new ways of engaging race and coded bias in the hospital. For two years, I have taught a 90min didactic entitled theology of hip-hop. In this didactic, my students learn by listening to narratives of black and Latino hip-hop artists through their music and lyrics. We engage in a listening exercise by deciphering the narratives of different hip-hop artists who tell their stories of growing up in the inner city and how they navigated drugs and gang violence. The purpose is to help people establish a sense of connection and empathy as they hear the expression of pain and spirituality in these songs.

This is important for the spiritual clinician in the clinical environment to understand because homicide is the number five leading cause of death related in black men according to the CDC. There were 24,576 homicide-related deaths in the hospital according to the CDC and 1.2 million assaults were reported in the ED in the year 2020.

As an educator who teaches in rural America, my students have reported how this didactic has invited them to check their bias when engaging with patients who have been shot, killed, or wounded due to gun violence.

The Objective:  Vision to create a clinical environment that is more empathetic for black and Latino persons who experience gun violence:

     -Goal #1: To model a way of engaging race and coded bias in the hospital
     -Goal #2: To provide discussion and reflection on the spirituality of the Hip-Hop Culture and generation.
     -Goal #3: To provide resources for engaging minorities’ who are victims of homicide.
     -Goal #4: To provide new ways of engaging curriculum development.

Trauma Informed Education Intersecting with Special Education Theory and Practice
Presented by:  Alvernia Disnew, CEC; Rev. Dr. Tammerie Day, ACPE-CE

CPE in a Level 1 trauma center offers unique challenges as a learning context, with particular intensities for persons with trauma histories and neurodiversities. Educators at UNC Chapel Hill have been working to implement not only trauma-informed care and resilience, but also trauma-informed learning informed by special education theory and practice.

In this workshop, Alvernia Disnew and Tammerie Day will share examples of trauma-informed learning practices and explore how students can present with affects and behaviors that could be interpreted as resistance, but may actually arise from neural diversities, learning differences, or trauma responses. Tammerie will share trauma-informed practices for both the learning and care setting, and Alvernia will share practices from her use of special education with diverse student populations.

Participants will have a chance to learn from presenter’s vignettes and practices, as well as explore experiences of their own in embodied practice throughout the workshop. The workshop also gives participants chances to explore their engagement in the clinical model of education with a greater understanding of assessments and intentional interventions that help reduce stress and trauma responses to increase a safer and more helpful learning context for students and educators.

Truth Justice Mercy Forgiveness
Presented by:  Marion Williams, BCC

The word “mandala”comes from the traditional Sanskrit, translated to mean “circle.” Carl Jung employed mandalas as a therapueutic tool. Students are asked to create a Mandala by reflecting on the elements of truth, justice, mercy and forgiveness and draw what comes up, ideas, pictures, symbols, and stories – what’s in their hearts, families, schools, community, world.  On a separate piece of paper, or on the back, participants are asked to write their ideas about truth and justice,mercy and forgiveness or a prayer for peace.  Taking this further one can build in a follow up- how is this manifesting in your life?

This exercise is based on the work of Mennonite leader Jean Paul Lederach who writes about reconciliation as being a flexible state that emcompasses Truth, Justice, Mercy and Forgiveness. This workshop has been delivered as a Training of Trainers for international peacekeepers at School for International training in Vermont and sucessfully facilitated in the Republic of Georgia US AID Peace Camp, a Youth Club in Uganda, the Bolivian Ju Jitsu Society,the  Chiean Peacemakers training, Riverside Church New York International Day of Peace Celebration, Holy Apostles Drumming Group Peace Day. A collective website with over 400 mandalas and participant statements was mounted as a way to build diverse community.

What are the concepts of learning?

The process of creating a mandala can be a very empowering experience for anyone. The projective technique of drawing allows for expression of symbols and feelings that might be difficult to verablize. Expression helps to instill a positive self-image through mirroring. The experience focuses on strengthening personal story-telling and exploring ways of conflict resolution.  The Peace Mandala provides a creative and positive visual demonstration of unity and diversity. 

What are the goals?

Self-Awareness: Think about your values, identity, and concept of justice and peace.

Creative Expression: Use your ideas and imagination to create a visual drawing.

Community Building and Communication Skills: Interact and communicate with others about concepts of truth, justice, mercy and forgiveness.

Dialogue and Cultural Exchange: Celebrate diversity.

Understanding Jewish Student Experiences in Spiritual Care Education: Vulnerabilities and Resilience
Presented by:  Rabbi Rochelle Robins, BCC, ACPE-CE; Rabbi Beth Naditch, BCC, ACPE-CE

In this interactive workshop, we will explore the complex intersectionality of Jewish people(s) in an effort to address and reduce anti-Jewish discrimination in CPE and the suffering that results.  In order to fully serve Jewish students, CPE Educators are invited to examine how Jewish communication style(s) and process, intergenerational trauma, and Christian normativity affect the CPE experience of Jewish students.  Educators are invited to engage with the Jewish story/stories of oppression and survival and discover how these impact current Jewish students and Educators. Targeting of Jews has been recurrent throughout history, and is on the rise across all sides of the social and political spectrum.  Spiritual care educators are uniquely positioned to recognize and address vulnerabilities of Jewish students, opening compassionate paths to greater safety and growth in spiritual care contexts.

Unsettling CPE and Counseling Education: The Transformational Indigenous Praxis Model
Presented by:  Carol Lakota Eastin; Michelle Oberwise Lacock, ACPE-CE; Amelia Catone, ACPE-CEC

Using the Transformational Indigenous Praxis model to critically examine CPE and counseling education and then how we can apply it our practice. This model uses four components to ignite educators to think about our own level of self-awareness, by understanding our colonial mindset and where we are on the path to a liberative and justice-centered approach to education. This model helps one to assess to what degree we are unconsciously influenced by the western colonial education model.

For educators who are already engaged in critical consciousness-raising with our students, this model provides strategies for resilience within systems that resist decolonization. The model is land-based and centered on an indigenous relational worldview.  This includes storytelling and a community-oriented focus which is sustainable for our future work together. Case studies and examples will be offered to highlight how to use this model successfully. We will also share the teams’ findings from their story research through a grant from the ACPE MAP foundation on Healing with Dignity within Indigenous communities.

What Metaphors, Embodied in the Experience of “Making,” have to Offer.
Presented by:  Jack Evert

A Creative/Arts Workshop. An area of growth in A.C.P.E.’S vision of relevant resources. It is rooted in A.C.P.E.’s tradition of experience-based educational opportunities.  This workshop will consist of a demonstration of pottery, highlighting an aspect of the process of creating a piece of pottery, sharing and discussion.  This program is based on:

     -John Dewey's Art as Experience.
     -Metaphors We Live By. The work of two Linguists, G. Lakoff and M. Johnson.

Other Resources:

     -The Theory and Practice of Group Psychotherapy, Irvin D. Yalom (See corrective emotional experience p.26)
     -The Teaching and Learning of Psychotherapy by Rudolph Eckstein and Robert Wallenstein.  (See constant “metaphor.”
     P.180)

GOALS

     -Recognize the benefits of experience-based metaphors and metaphorical concepts embodied in art and its stages of       expression.
     -Understand how to use art, and an artist, as adjunct educational resources.
     -Understand the challenges that metaphors address. These include; sidestepping resistance, engaging groups and a         person’s ownership of their learning.
     -Understand how and why working with experience-based metaphors is a relevant skill necessary for Spiritual Care,           Supervision and Psychotherapy.
     -Understand how insights are gained from witnessing an artist's approach to relating to loss, limitations and                       unanticipated outcomes.
     -Experience in their own and various responses to a demonstration, what John Dewey means by “imagination creates       empathy.”

“Why I won’t do a didactic to confirm your stereotypes.”
Presented by:  Julie Hanada, ACPE-CE

Yes, it is a bit of a cheek to title a workshop like this. But, at some point during the workshop this point would be made. There are much better ways of providing care for patients, families, staff, colleagues and students who identify, or are identified as a specific demographic, like Buddhism, than learning about that demographic.

Buddhists are often asked to provide didactics on how to support, engage with, and do spiritual assessments on those who identify as Buddhists. For the first half of my journey in ACPE, I provided didactics. The questions asked by participants told me more about what they had heard about Buddhism, or requests to instruct them so as to ease their anxieties to “not say the wrong thing.” Over time I became more reluctant to do didactics on providing spiritual care for Buddhists. A cultural competence approach in spiritual care can create an environment where stereotypes get established, confirmed, and/or the perspectives of the care provider become narrower.

This workshop will discuss the limitations of such an approach. It will also direct attendees to patient centered care approaches to address the many values of their immediate and extended communities, cultures, and spiritual and religious beliefs that influence an individual.

Why Should I Care about Anti-Bias Education?
Hosted by the Race Task Force of the ACPE Anti-Bias Work Group

It is recognized that everyone has unconscious biases in several areas of  intersectionality, such as race, disability, sexual orientation, etc. The Racial Bias Task Force of the Anti-bias work group will host this workshop to attend to racial bias as it relates to Educator Formation, Curriculum Development, and Organizational Leadership. We envision a workshop which not only brings awareness but also drives individual and collective change.

Through interactive activities, small group discussions, and creative practices, we will invite our membership to join us in exploring these important issues as it relates to each of us personally and collectively.

We are excited for the opportunity to take this journey together and hope that you will join us!

Wisdom from Within-- Learning from the CPE Experience of ACPE International/Immigrant Educators
Presented by:  Rev. Lee Ann Rathbun, ACPE-CE

The experience of international/immigrant Certified Educators (who identify as being from cultures outside of the dominant culture) and who completed their CPE in N. America is an untapped resource within ACPE.  They have a wealth of experience navigating the CPE process in a dominant culture outside of their own. What was that experience like? What were helpful aspects of the process? What were the barriers they encountered?  From interviews with international educators, I will be sharing ways that the CPE educational model can be more inclusive and accessible for students from countries outside of N. America. Also, how can we as CPE educators create and facilitate a more hospitable environment for learning that honors and centers cultures outside of the dominant culture within ACPE.