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In light of questions that have been raised about education for professional healthcare chaplaincy, we examined the skills and knowledge Clinical Pastoral Educators believe students need to perform the essential tasks and responsibilities of a chaplain. At 19 recently re-accredited ACPE centers across the country, we asked educators about the knowledge chaplains need to be effective, the specific content areas they teach, and how didactic education is planned and organized within their programs. Beyond a focus on religious diversity, we found little consensus among educators regarding a core knowledge base that should be taught during CPE. While most respondents in our study recognize the importance of didactic education in preparing students to become chaplains, there is a lack of consistency in didactic curricula across programs. Our findings suggest the need for broader conversation and collaboration among educators, national chaplaincy organizations, and theological schools regarding the goals, priorities, and outcomes of CPE. [ABSTRACT FROM AUTHOR]

While shadowing is a relatively common practice in the education of many health professionals, it is not widely used in chaplaincy education. Findings from our qualitative study of 12 chaplains who participated in the Coleman Palliative Medicine Training Program suggest it may offer benefits for practicing chaplains. In interviews with seven fellows who shadowed more experienced palliative care (PC) chaplains and the five mentors who were shadowed at their work settings, participants reported opportunities for mutual learning, self-reflection, and collegiality. Fellows observed how members of a PC team collaborate and contribute equally to the care of patients. Mentors found shadowing was a rare opportunity to share their chaplaincy practice with colleagues. It helped them to appreciate different aspects of their work settings and to distinguish between PC and generalist chaplaincy. We discuss the challenges participants experienced while shadowing and offer recommendations for incorporating the practice more widely into chaplaincy education. [ABSTRACT FROM AUTHOR]

This article explores how social service providers in two small, geographically distinct cities—Portland, Maine, and Olympia, Washington—understand the importance of welcoming and incorporating new immigrants in their cities. We focus on how providers characterize their responsibilities, how they understand the importance of responding to new immigrants, and what they describe as the challenges and opportunities presented by recent immigration to their cities. Despite differences in Portland and Olympia, we find that providers in both cities combine a sense of moral responsibility to help immigrants, with an emphasis on the economic and cultural resources immigrants bring to cities. These insights expand recent immigration scholarship from a focus on immigrants alone to include the perspectives and logics of social service workers who are often their first points of contact in new places. [ABSTRACT FROM AUTHOR]

We compare how religion is present in Portland, Maine and Danbury, Connecticut and how it influences the ways organizations provide social services to recently arrived immigrants. We find that a range of municipal, civic, and religious organizations shape contexts of reception in each city. In Portland, municipal organizations provide most of the services for the large refugee population. Religious organizations are more central in Danbury, and providers speak more often about religion in their work with the city's economic migrants. Collaboration among organizations is common, although religion sometimes acts as a barrier to collaboration in Portland. We argue that the religious dimensions of cities as contexts of reception are not homogenous and that variation between them is best explained by local factors including history, demographics and organizational ecology. [ABSTRACT FROM AUTHOR]

This article invites theological school educators, clinical pastoral education educators, representatives of the professional healthcare chaplaincy organizations, and social scientists to begin a shared conversation about chaplaincy education. To date, we find that theological educators, clinical educators, professional chaplains, and the healthcare organizations where they work are not operating from or educating toward a common understanding of what makes healthcare chaplains effective. Before we identify five key questions that might help us be in shared conversation and move towards educating the most effective chaplains, we briefly describe the history of education for healthcare chaplaincy. We then describe what we learned in interviews in 2018 with 21 theological and 19 clinical educators who are educating healthcare chaplains in theological schools and clinical pastoral education residency programs, year-long educational programs in hospitals and other settings that focus on preparing people for staff chaplain jobs. Their different approaches and frames inform the five questions with which we conclude.