Reflective Practice - Formation and Supervision in Ministry (E-Journal)
Not a member yet
751 research outputs found
Sort by
Jethro and Moses: A Biblical Model for Supervision from Exodus 18
Get PDFThe practice of supervision as it is currently understood is less about seeking out a sage who will oversee and impart wisdom from above to one who is seen as a blank slate and more about striving for mutuality in the learning process
SECTION 3: MODELS AND APPLICATIONS OF LEADERSHIP THEORY
Get PDFAn important issue that surfaces in any discussion of leadership is how the supervision, mentoring, and formation of religious professionals might change if we looked at what we do through the lens of leadership. If we took the challenge of some denomination executives seriously to focus more on the training of leaders, how might our work as clinical theological educators change? What are the implications or applications of leadership studies to what we do as supervisors, mentors, and theological educators? What follows are two rather unique essays that describe two applications illustrating how models of leadership theory can and are being applied to and shape the work of supervising, educating, and mentoring religious leaders
Jewish Guide to Practical Medical Decision-Making by Jason Weiner
No full textReviewed by Leslie Schotz
Transference and Countertransference in Pastoral Care, Counseling and Supervision
Get PDFThe focus is restricted to the phenomena of transference and counter-transference and to the exploration how these phenomena emerge in clinical cases. Article concludes with suggestions about the implication of this discussion for the supervisory training of chaplains and pastoral counselors
Prophetic Ministry: A Distinctive Dimension of Professional Chaplaincy
Get PDFThe role that prophetic ministry plays in the work of chaplains and CPE Educators
Report: Forum on Ministerial Formation if Black Church Traditions
Get PDFChurch leadership is always developed contextually, never in a vacuum. Clergy leaders are shaped theologically, rhetorically, and culturally in distinct communities of faith. These communities of faith may not use the language of formation, but they are forming women and men for ministry. The task of field education is to make possible the dance between the formation students receive before they attend seminary and the formation they receive upon matriculation. Each student must begin a dance that will last a lifetime. The black church’s traditions of formation, when not excluded from the dance floor, enrich the church’s leaders across the divides of culture, gender, and theology
Engage: A Theological Field Education Toolkit, by Matthew Floding, ed.
No full textReviewed by Leslie Vee
