Thesis (Ph.D.)--Antioch University, 2008. / Title from PDF t.p. (viewed August 4, 2008). Advisor: Elizabeth Holloway, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy January 2008."--from the title page. Keywords: supervision, pastoral care, supervisory education, clinical pastoral education, chaplains, grounded theory, clergy Includes bibliographical references (p. 180-187).

Thesis (M.S.)--Calvary Theological Seminary, Kansas City, Mo., 1998. / Includes copy of "The standards of the Association for Clinical Pastoral Education, 1997." Includes bibliographical references (leaves 31-33).

Thesis (M.S.)--Calvary Theological Seminary, Kansas City, Mo., 1998. / Includes copy of "The standards of the Association for Clinical Pastoral Education, 1997." Includes bibliographical references (leaves 31-33).

Thesis (M.S.)--Calvary Theological Seminary, Kansas City, Mo., 1998. / Includes copy of "The standards of the Association for Clinical Pastoral Education, 1997." Includes bibliographical references (leaves 31-33).

Historically, clinical spiritual care and education (or clinical pastoral education, CPE) has focused on pastoral formation, pastoral competence/conversation, pastoral understanding, and interpersonal dynamics. With the rise in holistic education in adult education this research sought to understand how students’ spirituality is affected by the CPE process. The primary research question was: Does CPE affect the spiritual lives and formation of its students? And if it does, how? A secondary research question was: Does CPE affect students’ connection to the god(s)/higher power/divine entity of their understanding? And if it does, how? First, the researcher developed a qualitative survey that allowed participants to self-define their spirituality and provide open-ended descriptions on how CPE affected their spiritual formation, or not. The survey was published with ACPE, Inc. and 17 participants answered. The data was analyzed through thematic coding and five themes emerged: Changes in Relationality, Things That Came Out of Struggle, Changes in Spiritual Beliefs & Spiritual Practices, Importance of Essential Elements in CPE, Things that Came Out of Struggling Related to Divinity. My assessment of the results of the themes is that CPE has been implicitly addressing the spiritual needs and spiritual formation of its students. Therefore, my recommendation is for Educators to find ways to make the implicit explicit thus enhancing what is already present in the curriculum.