Assessing and Reimagining Chaplaincy Education:
The Case of Healthcare Chaplaincy

This project investigates the pedagogical and theological foundations of chaplaincy education in healthcare. It is premised on the idea that the educational bases for chaplaincy education are several decades out of date, and that chaplains may be even more in demand in coming years as fewer people belong to religious organizations through which to turn to local religious leaders in the midst of crises. First, we mapped the institutional landscape of education for healthcare chaplains in the United States including all of the institutions currently offering education for healthcare chaplains ranging from Clinical Pastoral Education Centers to Masters Degree Programs in chaplaincy to online and other forums through which healthcare chaplains are being trained. We then gathered information about the institutions as well as the curriculum and certification processes to understand all of the models for training currently in use. As a next step, we are convening chaplains, chaplaincy educators and social scientists through the Educating Effective Chaplains Project through a grant from the Henry Luce Foundation to the School of Theology at Boston University.

Publications based on the Assessing and Reimagining Project include:

2020. “Training Chaplains and Spiritual Caregivers? The Emergence and Growth of Chaplaincy Programs in Theological Education” with Irene Elizabeth Stroud, Patricia K. Palmer, George Fitchett, Trace Haythorn, Casey Clevenger. Pastoral Psychology 69: 187-208.

2020. “Education for Professional Chaplaincy in the US: Mapping Current Practice in Clinical Pastoral Education (CPE)” with Casey Clevenger, Irene Elizabeth Stroud, Patricia K. Palmer, Trace Haythorn, George Fitchett. Journal of Healthcare Chaplaincy

2019. “Training Healthcare Chaplains: Yesterday, Today and Tomorrow” with George Fitchett, Trace Haythorn, Patricia K. Palmer, Shelly Rambo, Casey Clevenger, Irene Elizabeth Stroud.  Journal of Pastoral Care and Counseling. 73(4):211-221.

This project is supported by the grant from the Henry Luce Foundation.

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