Intercultural Communication Concepts in Clinical Pastoral Education: The Intercultural Experience of Muslim Students

Abstract

This essay argues that inclusivity and multicultural-theological representation in CPE is its most valuable component. We will explore Muslim students’ interaction, communication, and other processes, including conceptual analysis during their CPE training. Furthermore, gaps in the CPE curriculum will be addressed.

Recognizing and Managing Performance Anxiety in First-Year Supervised Pastoral Education (SPE) Students: Description, Causes and Remedies

“…In Canada, spiritual care providers have to deal with patients from a variety of cultures and faiths. Canada is a multicultural and multi-faith society (Jamal & Isgandarova, 2021; O’Connor & Meakes, 2021). Students from a variety of faith groups are now present in Canadian theological schools and some are being educated and trained as CASC spiritual care providers (Jamal & Isgandarova, 2021; O’Connor & Meakes, 2021).…”

“…Canada is a multicultural and multi-faith society (Jamal & Isgandarova, 2021; O’Connor & Meakes, 2021). Students from a variety of faith groups are now present in Canadian theological schools and some are being educated and trained as CASC spiritual care providers (Jamal & Isgandarova, 2021; O’Connor & Meakes, 2021). According to CASC standards and competencies, students must be respectful of the client's culture and faith practices and help the client within these (CASC Competencies, 2019a, 2.1.1–2.1.…”