Two or three page article describing how associate supervisor thinking has evolved in relation to approved supervision theories. Attach the original preface to these articles. In this article, I will briefly present several improvements to my supervision theory as it has evolved over the past several years. . Learning continues to be fun for me! I will share what I have learned regarding my theory of supervision through my experience and studies. Process theology continues to be the anchor of my theological understanding. Events in my denomination, the Evangelical Lutheran Church in America, surrounding the ordination of gay and lesbian clergy in committed relationships (of which I am a part) have brought me to a greater appreciation of what means coming from the Reformed tradition. How this relates to my supervision depends on how I experience God in the process of growing my CPE group into a true community. God works in chaos when we are at risk of disconnecting, faith is needed to “let go” and grace is experienced in authentic connection. I am inspired by Luther’s legacy in each of these ways. I learned in supervision that disconnection may be necessary for deeper connection. What maintains the disconnect that makes learning possible is a strong learning alliance. My theory of how and why I supervise has been enhanced in my understanding of resistance, confrontation and thought patterns. Growing and learning in any form is challenging for human beings because it can create deep fear. Even with a student who comes to CPE with a significant investment in the professional growth process, I expect resistance. Mentoring students who become more aware and developing...... middle of article ...... in a case study and didactic with medical residents at the University of Minnesota. As part of my supervision approach, I require students to learn and become familiar with medical language outside of, but related to, the field of chaplaincy. I have found that this brings greater clarity to CPE students' understanding of the context of the discipline of chaplaincy care. In my chaplaincy work and teaching related to older adults with dementia, I strongly believe in validation theory. This work has made its way into my supervision since I have more precisely named the pillars of my supervision approach. For me to build an alliance with my students and for my students to create pastoral relationships, they learn to validate experience, offer unconditional positive regard, intimacy, connection and vulnerability, as well as the importance of self-education regarding physical data..

Essay / Two or three page article describing how associate supervisor thinking has evolved in relation to approved supervision theories. Attach the original preface to these articles. In this article, I will briefly present several improvements to my supervision theory as it has evolved over the past several years. . Learning continues to be fun for me! I will share what I have learned regarding my theory of supervision through my experience and studies. Process theology continues to be the anchor of my theological understanding. Events in my denomination, the Evangelical Lutheran Church in America, surrounding the ordination of gay and lesbian clergy in committed relationships (of which I am a part) have brought me to a greater appreciation of what means coming from the Reformed tradition. How this relates to my supervision depends on how I experience God in the process of growing my CPE group into a true community. God works in chaos when we are at risk of disconnecting, faith is needed to “let go” and grace is experienced in authentic connection. I am inspired by Luther’s legacy in each of these ways. I learned in supervision that disconnection may be necessary for deeper connection. What maintains the disconnect that makes learning possible is a strong learning alliance. My theory of how and why I supervise has been enhanced in my understanding of resistance, confrontation and thought patterns. Growing and learning in any form is challenging for human beings because it can create deep fear. Even with a student who comes to CPE with a significant investment in the professional growth process, I expect resistance. Mentoring students who become more aware and developing...... middle of article ...... in a case study and didactic with medical residents at the University of Minnesota. As part of my supervision approach, I require students to learn and become familiar with medical language outside of, but related to, the field of chaplaincy. I have found that this brings greater clarity to CPE students' understanding of the context of the discipline of chaplaincy care. In my chaplaincy work and teaching related to older adults with dementia, I strongly believe in validation theory. This work has made its way into my supervision since I have more precisely named the pillars of my supervision approach. For me to build an alliance with my students and for my students to create pastoral relationships, they learn to validate experience, offer unconditional positive regard, intimacy, connection and vulnerability, as well as the importance of self-education regarding physical data..

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