Perceptions of Live Experiences of Clinical Pastoral Education Students PDF
Preview Perceptions of Live Experiences of Clinical Pastoral Education Students
Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2015 Perceptions of Live Experiences of Clinical Pastoral Education Students Brenda Perry Wallace Walden University Follow this and additional works at: htps://scholarworks.waldenu.edu/dissertations Part of the Adult and Continuing Education Administration Commons, and the Adult and Continuing Education and Teaching Commons Tis Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact Walden University COLLEGE OF EDUCATION This is to certify that the doctoral study by Brenda Perry Wallace has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Mari Vawn Tinney, Committee Chairperson, Education Faculty Dr. Elizabeth Bruch, Committee Member, Education Faculty Dr. John Hendricks, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2015 Abstract Perceptions of Live Experiences of Clinical Pastoral Education Students by Brenda Perry Wallace MDiv. Morehouse School of Religion at The Interdenominational Theological Center, 1998 BS, Bethune Cookman University, 1974 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University May 2015 Abstract This qualitative case study addressed the problem at a West Indies theological college that lacked the ability to provide courses for spiritual care training by using the teaching methodology of clinical pastoral education (CPE). CPE is an experiential process using a clinical method of learning to interpret human conditions. Spiritual care training through CPE teaches clerics how to help persons find meaning in life’s situations and make connections with their God. Guided by the frameworks of transformative learning and critical theological reflection, this study explored the lived experiences of 5 purposefully selected CPE students who participated in 1 unit of CPE training at the college. Interview data were coded and analyzed to uncover emergent themes. The findings revealed these overarching themes: (a) personal empowerment, (b) increased pastoral care competencies, (c) increased sensitivity to suffering, and (d) connectivity to self-care and ministry. The interview data provided the impetus for the developed CPE Orientation (CPEO) to help students obtain basic skills in pastoral/spiritual care and critical theological reflections. It is recommended that persons with advanced CPE training could conduct the CPEO training, negating the need for a certified CPE supervisor expertise. Positive social change may occur when pastoral/spiritual care training is provided to clergy and laity to improve basic pastoral/spiritual care skills by helping clergy and parishioners respond to stressors in a healthy manner. Theological education that promotes spiritual care for persons in crisis may benefit the world and presents an avenue for social change to occur in the communities where clergy serve. Perceptions of Live Experiences of Clinical Pastoral Education Students by Brenda Perry Wallace MDiv. Morehouse School of Religion at The Interdenominational Theological Center, 1998 BS, Bethune Cookman University, 1974 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University May 2015 Dedication I dedicate this doctoral project to my mothers: Christine Hill Perry my biological mother who died when I was ten-years-old and Vanester Fields Lewis my foster mother for 46 years who died in 2012 in the middle of this doctoral journey. It was their teachings, abiding love, and spirits that sustained me in this difficult doctoral process. Acknowledgments I want to thank my husband James (Jimmy) of 43 years for his continued love, prayers, and support. I also want to thank my daughters, Kristina Wallace Edwards and Kimberly Wallace, for their love and support throughout this process. I am very grateful for the love I received from my grandchildren, Brandon Edwards, Jalen Edwards, Kennedy Yancy, and Khloe Yancy, who were often a much-needed distraction. Special thanks tis given to my sister, Aletha Richardson who helped to keep me on track and offered tangible help sorting my literature into categories. I truly thank Mari Vawn Tinney, Ph.D. for the many prayers, phone calls, and directions that guided me through this doctoral journey. If it were not for Dr. Tinney, I may not have been able to complete this journey. My manager during the actual research Liwilla Villagomeza, Ph.D., doctoral mentor Barbara DeVeaux Holmes, Ph.D., and my friend Jacqueline Atmore Scott, Ed.D. helped me by reading my work and giving me much needed feedback all along the way. Friends that encouraged me throughout this that I journey that I want to mention were Jennette C. Fields and Peggy Rice Johnson, many thanks to you. I want to thank the students, faculty, and staff for providing and sharing with me their experiences and the information I needed to conduct this study on the island of the West Indies. I also want to thank all of the Walden faculty and staff who taught me and supported me during this doctoral journey. Table of Contents List of Tables ..................................................................................................................... vi List of Figures ................................................................................................................... vii Section 1: The Problem ....................................................................................................... 1 Introduction ................................................................................................................... 1 Definition of the Problem ............................................................................................. 2 Local Setting ........................................................................................................... 2 Local Culture .......................................................................................................... 3 The Larger Population ............................................................................................ 4 Relationship of Problem to Local Setting ............................................................... 5 Relationship of the Problem to Other Low Income Countries ............................... 5 Rationale ....................................................................................................................... 6 Evidence of the Problem at the Local Level ........................................................... 6 Evidence of the Problem from the Professional Literature ..................................... 7 Definitions ..................................................................................................................... 8 Significance ........................................................................................................... 11 Guiding/Research Question .................................................................................. 12 Review of the Literature ............................................................................................. 13 The Void in CPE Literature .................................................................................. 13 Pastoral Care Literature ........................................................................................ 16 Pastoral and Theological Leadership .................................................................... 17 Chaplaincy ............................................................................................................ 18 i Saturation .............................................................................................................. 21 Theoretical and Conceptual Framework ............................................................... 21 Implications ................................................................................................................. 29 Summary ..................................................................................................................... 32 Section 2: The Methodology ............................................................................................. 34 Introduction ................................................................................................................. 34 Research Methodology Design ............................................................................. 34 Selection of Participants ....................................................................................... 37 Qualitative Inquiry Procedure ............................................................................... 38 Justifications for Case Study Research Method .................................................... 38 Sample Selection of Participants .......................................................................... 40 Participant Consent and Protection ....................................................................... 41 Data Collection ........................................................................................................... 42 Instruments ............................................................................................................ 42 Barriers to Accessing Participants for Data Gathering ......................................... 43 Implementation Plan of the Qualitative Inquiry ................................................... 47 Role of Researcher ................................................................................................ 49 Data Analysis and Qualitative Results ........................................................................ 50 Credibility ............................................................................................................. 52 The Findings ............................................................................................................... 56 Linking Interview Data to Research Questions .................................................... 56 Demographics ....................................................................................................... 63 Linking Emergent Themes to Research Questions ............................................... 64 ii Linking Interview Data to Emergent Themes ....................................................... 66 Linking Emergent Themes to Conceptual Frameworks ....................................... 85 Synthesis of Findings ............................................................................................ 87 Conclusion .................................................................................................................. 88 Section 3: The Project ....................................................................................................... 91 Introduction ................................................................................................................. 91 PDT CPEO Purpose .................................................................................................... 92 Description and Goals ................................................................................................. 94 Rationale ..................................................................................................................... 95 Review of the Literature ............................................................................................. 98 Professional Development Training (PDT) .......................................................... 98 Merrill’s (2002) Instructional Design Theory ..................................................... 100 Merrill’s First Principles ..................................................................................... 101 Blended Learning ................................................................................................ 107 Project Themes’ Literature ................................................................................. 108 Interconnection of Instructional Design, Critical Theological Reflection, and Transformative Learning .................................................................. 112 Search Criteria .................................................................................................... 114 Saturation ............................................................................................................ 115 Project Description .................................................................................................... 115 Needed Resources and Existing Supports ........................................................... 115 Potential Barriers ................................................................................................ 116 Potential Solutions to Barriers ............................................................................ 117 iii
The list of books you might like
