Reflective Practice Journal


Reflective Practice:  Formation and Supervision in Ministry is a journal that seeks to understand, expand, and promote theory, learning and reflection in the practice of supervision and formation in various ministries from pluralistic multi-faith perspectives. More…

 

The 2018 volume of Reflective Practice: Formation and Supervision in Ministry has been published and is now available.

This year’s theme, “Formation, Supervision and Leadership,” invites readers to view formation and supervision through the lens of leadership studies and prevailing theories of leadership. Featured in this issue are essays by Mary Hess, Barbara Blodgett, John Senior, and Herbert Anderson, to just name a few. A special forum, called “Chaplain as Prophet” explores the prophetic nature of chaplaincy and the changing role of the modern chaplain. A section on chaplaincy education features an essay on transference and countertransference in spiritual care, with two thoughtful responses from leaders in ACPE. As usual, this volume includes reviews of an array of contemporary books, the ACPE Theory Paper of the year and an ATFE report on field education in the Black church tradition….and so much more! This volume ends with a theme statement for next year’s issue.

This volume of Reflective Practice, as with previous volumes, is available free online, through http://journals.sfu.ca/rpfs/. A limited number of hard copies are also available for purchase at www.reflective-practice.org.

 

NEXT ISSUE’S THEME:  

EDUCATIONAL CORNERSTONES AND ADAPTATION IN CHANGING

LANDSCAPES OF PRACTICE
VOLUME 45, 2025

“The more things change, the more they remain the same.”

As editors we’ve been comparing notes about adaptation and change in CPE environments and in Theological Field Education. Clearly there are challenges being confronted in the new permutations of CPE and Theological Field Education environments. Adaptations are being made while the cornerstones of our educational process: action—reflection—action remains a constant.

In M.A./MDiv programs, Theological Field Education is conducted completely online, in various hybrid formats, or in traditional residential settings. In each, Theological Field Education provides places to practice and spaces to reflect (peer reflection group, with supervisor-mentor, and individually) under quality supervision committed to mentoring. Adaptation has been critical to delivering a rich formational experience.

In CPE, our cornerstone has long been educating and creating spiritual care leaders who embrace their unique and insightful pastoral identity and pastoral competence alongside their ability to engage in pastoral reflection. While this cornerstone remains the needed and necessary brick of CPE, new bricks of adaption are on the horizon all around us. The new adaptations on the horizon center on the question of where pastoral identity, pastoral competence, and pastoral reflection are developed. How do we redefine “the clinic” in Clinical Pastoral Education? Maybe the clinic is technically not a clinic at all but just as viable a teaching and learning space -the homeless shelter, the domestic violence safe haven, the airport, or the college dorm. They are some of the new bricks that are calling us to adapt in CPE…. if we are open.

What is your experience? Can you reflect on the adaptations you’ve made within your program in this changing landscape of practice? How has the value of the cornerstones been affirmed or been challenged—or maybe been challenging to maintain? When you found adaptation necessary, what provided the firm place from which to pivot?

Editors, Matthew Floding and Danie J. Buhuro

1 Etienne Wenger, Communities of Practice: Learning, Meaning, and Identity, (New York: Cambridge University
Press, 1998), 118ff.