Abstract
Summarizes and analyses the findings of a research study that was commissioned and supported by CAPPE and The Churches' Council on Theological Education in Canada. Surveys students who were completing a basic unit in Supervised Pastoral Education (SPE) to identify the self-perceived effects of the unit on pastoral functioning. Utilizes qualitative and quantitative methods, focus group sessions, consultations, and a literature search to develop a questionnaire which was distributed to eligible students via the Internet. Draws several conclusions that suggest re-examination, further study or program changes, and validates the central focus of SPE basic units on self-awareness and experiential learning
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