Thesis (Ph.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / Theologians, philosophers, and psychotherapists have assumed that a positive, linear, and sequential relationship exists between self-acceptance and acceptance of others. Research results, however, at points contradict one another and/or basic theory. The aims of the present study were to: (1) explore more fully the nature of the relationship between self-acceptance and acceptance of others with particular reference to Clinical Pastoral Training (CPT); and (2) present conclusions and implications relative to the goals and methods of CPT. Self-acceptance meant both the: (1) receiving into awareness of all experience relevant to one's self-concept; and (2) perceiving one's self as of value and worth. Acceptance of others connoted the same two meanings but in relation to others. A distinction was made between superficial and real acceptance. That which is superficially accepted is merely available to the understanding while that which is really accepted influences behavior. Two hypotheses were explored: (1) that a positive relationship exists between expressed self-acceptance and expressed acceptance of others, and (2) that a positive relationship exists between expressed self-acceptance and acceptance of others as indicated by the judged adequacy of interpersonal relationships. The sample was 115 students from the CPT programs at Boston City and Boston State Hospitals during the summers of 1963 and 1964. The first hypothesis was explored by comparing scores of self-acceptance and acceptance of others on each of two self-report tests: Billsrs Index of Adjustment and Values and Ellzey's A Study of Attitudes. Pearson product-moment correlations were computed to indicate the degree of relationship between the scores. The second hypothesis was explored by: (1) comparing the self-acceptance scores of all 115 subjects on each test with their grades in the CPT program; and (2) comparing self-acceptance scores of twenty-eight subjects, who were the fifteen with the highest and the thirteen with the lowest self-acceptance scores on both tests, with their supervisor's written evaluation of the adequacy of their interpersonal relationships. The first hypothesis was confirmed, since self-acceptance and acceptance of others scores correlated significantly (.05 level or above) with each other on each test. The second hypothesis was tentatively confirmed, since seven out of fifteen subjects with high and only two out of thirteen subjects with low self-acceptance scores were judged to have related adequately to others. Further, grades failed to correlate significantly (.05 level) with self-acceptance scores. In addition, high self-acceptance scores were more often obtained by those who valued themselves highly but who excluded negative aspects of their experience, while low self-acceptance scores were more often obtained by those who devalued themselves but who were aware of the negative aspects of their experience. Major conclusions: (1) numerous intervening variables influence the relationship between the variables; and (2) self-report tests are inadequate indicators of true self-acceptance. Implications for CPT are: (1) the self-report tests used in this study may be used best to aid a CPT student understand his self-perceptions; (2) grades in CPT are invalid indicators of the quality of interpersonal functioning; (3) goals and methods of CPT should be sufficiently flexible to accommodate the individuality of each student; and (4) the Christian faith with its concepts of the value, worth, and dignity of the individual in spite of his sinfulness should be actively affirmed for it provides a constructive framework within which a student may orient his self-acceptance. Future studies need to: (1) increase the validity of the measuring instruments; (2) use more than one method of investigation at a time as a check on the validity of each; and (3) investigate the relationship between self-evaluations and observed behavior. / 2031-01-01

Thesis (Ph.D.)--Boston University / Three trends in theological education today contribute to the significance of this study: the careful selection of students for theological schools; an increased interest in the close supervision of the student's personal growth. These appear to be the instigating factors underlying the extensive use of psychological testing being employed by theological schools. The purpose of this dissertation is to determine how extensively psychological testing is being used and what contributions testing can make to the supervision of students in clinical pastoral training (CPT). First an historical survey was made of the CPT movement with special reference to the Council for Clinical Training (CCT) and the Institute of Pastoral Care (IPC). The relationship to theological education was examined to gain perspective and see the context from which to focus more clearly on psychological testing in the supervisory process. The goals of CPT were examined and found to center around (1) the student's self-understanding, 2) the development of interpersonal and interprofessional relations, and 3) a pastoral identity with concomitant skills [TRUNCATED]

Thesis (Ph.D.)--Boston University. / It was the aim of this dissertation to study the change which takes place in students in twelve weeks of clinical pastoral education. More specifically, it was an exploratory study attempting to develop a methodology to evaluate change in one group of thirteen students in the Institute of Pastoral Care program at Massachusetts General Hospital and to discover the empirical relationships among the personality and behavioral variables being measured. This change was defined and examined in terms of the following questions: (1) During the intensive twelve-week period of clinical pastoral education do changes occur in the students with respect to the following four areas: (a) scores on personality tests and behavioral rating sca.les, (b) self-insight, (c) patient impact, and (d) insight into patient impact? (2) If changes do occur in any of these four areas, can these changes be shown to be correlated with behavior in the other areas? For example, is change in patient impact positively or negatively correlated with self-insight?) (3) Is the type of impact which a clinical pastoral education student makes upon hospital patients correlated with any of the following four areas: (a) scores on personality tests and behavioral rating scales, (b) self-insight, (c) individual variables of impact, end (d) insight into impact on patients? This study was directly related to the underlying philosophy, methods, end goals of clinical pastoral education. One of the problems which has hampered clinical pastoral education in the past has been the lack of respectable measures to evaluate what takes place in, or the degree of success of, a twelve-week training period or program. There has been a question as to whether or not the methods of a clinical training program lead toward the realization of its goals, and, therefore, whether or not the underlying educational theory is sound and realistic. There is a need for a methodology which meets the standards of the behavioral sciences. It was hoped that this study, though an exploratory one, might offer some leads and help in this area as its own methodology was developed and set forth. [TRUNCATED]

Thesis (Ph.D.)--Boston University. / The need of the Church for pastoral care, including especially pastoral care of groups, and the opportunity in clinical pastoral education for training to meet this need stimulated this study. It was undertaken as a first step in research to develop systematic understanding of small group processes from the pastoral standpoint and to evaluate the training groups which are a regular part of the program in clinical pastoral education at Boston State Hospital. One group of eight members was studied to assess the group's effect on its members and to describe its processes. As foundation for the study four steps were taken. First, the literature was reviewed. The review was comprehensive for evaluation of clinical pastoral education, pastoral care of small groups, and group training in clinical pastoral education. Also reviewed were representative books and articles on group work from the perspectives of religious education and church life. Attention was briefly given to secular disciplines which had influenced pastoral care of groups, especially group psychotherapy, education, and group training [TRUNCATED].

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).

Thesis (D. Min.)--McCormick Theological Seminary, 1997. / Includes bibliographical references.

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.