Helpful Resources

(Under Construction)

The following resources and ideas are presented to give you additional ways to make the internship process enjoyable:

WWW SITES:  

www.atfe.org

BOOKS AND ARTICLES:
    Pohly, Kenneth.  Transforming the Rough Places .  Franklin, TN:
        Providence House Publishers, 2001.

    Coll, Regina, C.S.J. Supervision of Ministry Students. Collegeville, MN:  
        The Liturgical Press, 1992. ISBN: 0-8146-2040-X

ABSTRACT:
Coll's book is a resource for new field supervisors of students preparing
for vocational ministry in parish and non-parish settings. The author
contents that theological reflection is at the heart of field education and
is a discipline through which the supervisor helps the student to learn to
do theology. The specific roles of the supervisor are explained as helping
to develop ministerial skills, formulation of a ministerial identity and
integrating academic theory with pastoral practice. Coll argues that while
seven distinct modes of supervision exist, all supervisor-mentor
relationships must move towards a resource or consultative mode. As a
resource, the supervisor assists in reflection and identification of
resources. In the latter, the student identifies issues and concerns while
the supervisor confronts and challenges the student in order to facilitate
further insight. Supervision is not a footnote to ministry; supervisors
are encouraged to view their role as directly contributing to the coming
reign of God. A supervisor, as one working toward their own obsolescence,
must also understand the he or she is an educator among equals who helps
students move themselves towards greater independence, intentionality and
responsibility. Following Paulo Freire, Coll advocated "problem-posing
education," an approach that understands crises as opportunities for
transformation. Transformation becomes possible as supervisor and students
engage in critical thinking. Three methods of critical reflection, Shared
Christian Praxis, the Pastoral Circle, and the Tripolar Model are discussed
and promoted as means of involving the student in this
dialogical-relational dynamic. Contracts, journals, case studies and
evaluations ("supervisory artifacts") are explained in light of their
potential to benefit the student. These provide the substance of the
supervisory session and help surface themes for theological
reflection. Coll advocates several models of reflection and insists upon
the fact that "theological reflection constitutes supervision, it is not an
extra added attraction that may be ignored. It is the very heart of the
supervisory relationship." (p. 109)

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