Abstract
This article aims to offer a contribution to the definition of the professional domain of spiritual care professionals working in clinical settings. Starting with a conceptual disentanglement of theology and religious studies in face of the issue of interreligious communication, a starting point for this definition is found in the humanities domain. Existential, developmental, and contextual dimensions of the human condition, each with topics of their own, are distinguished in defining the object of spiritual care. These topics require professional attention in a set of tasks that are subsequently presented. Next, it is argued that clinical pastoral education offers the proper post-master program to develop these tasks in an established clinical skills training program. Integration of clinical pastoral education in postmaster spiritual care apprenticeships offers the best condition to contribute and innovate spiritual care in clinical settings, so it is concluded.
Highlights
Vervolgens vraag ik me af hoe dergelijke taken in de Klinische Pastorale Vorming (KPV) getraind kunnen worden, en tenslotte zal ik verwijzen naar een klinisch model van leerwerkplaatsen waarin dergelijke trainingen het beste vorm kunnen krijgen
De Klinisch Pastorale Vorming (KPV) is al decennialang dé opleiding die geestelijke zorgprofessionals helpt vormen in het vak
De karakteristieken ervan klinken nog steeds door in de opzet die de KPV in Nederland kenmerkt, getuige de wijze waarop de Raad voor Klinische Pastorale Vorming de KPV presenteert als een opleiding met specifieke aandacht voor de interactie van persoonlijke en professionele aspecten in pastoraat en geestelijke verzorging: ‘De Klinische Pastorale Vorming (KPV) is een specifieke vorm van postacademische opleiding voor de pastor, predikant of geestelijk verzorger, werkzaam in een categoriale of territoriale werksetting
Summary
Summary This article aims to offer a contribution to the definition of the professional domain of spiritual care professionals working in clinical settings. Existential, developmental, and contextual dimensions of the human condition, each with topics of their own, are distinguished in defining the object of spiritual care. These topics require professional attention in a set of tasks that are subsequently presented. It is argued that clinical pastoral education offers the proper post-master program to develop these tasks in an established clinical skills training program. Integration of clinical pastoral education in postmaster spiritual care apprenticeships offers the best condition to contribute and innovate spiritual care in clinical settings, so it is concluded
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