Writing Theory Papers The Key to Getting Your Papers Approved By Robin Booth, ACPE Supervisor.

Writing Theory PapersWriting Theory Papers

The Key to Getting Your The Key to Getting Your Papers ApprovedPapers ApprovedBy Robin Booth, ACPE Supervisor By Robin Booth, ACPE Supervisor

Theory PapersTheory Papers

Read the Read the Certification ManualCertification Manual

Know what the Know what the Readers are looking Readers are looking forfor

Give the Readers Give the Readers what they are what they are looking forlooking for

Answer the Answer the questionsquestions


Papers should be professionally Papers should be professionally writtenwritten– This means that grammar, syntax, This means that grammar, syntax,

spelling should all be graduate level spelling should all be graduate level work. work.

– Use an editor if you do not write wellUse an editor if you do not write well– Have a number of people proof read Have a number of people proof read

your papers before submitting them. your papers before submitting them. – DO NOT PLAGERIZE!!!DO NOT PLAGERIZE!!!


Follow directionsFollow directionsFive pagesFive pagesStandard 1 inch marginsStandard 1 inch marginsFont size 12 points/ Times New RomanFont size 12 points/ Times New RomanDocument with footnotes for materials cited Document with footnotes for materials cited

directly or paraphraseddirectly or paraphrasedUse page numbersUse page numbers


One page preface stating main thesis One page preface stating main thesis of each paper; state congruence of of each paper; state congruence of the three positions clearly and the three positions clearly and conciselyconcisely

One page personal introductionOne page personal introductionShould include faith groupShould include faith groupGenderGenderSocial locationSocial locationOther pertinent information that relates you Other pertinent information that relates you

to your positionsto your positions

Theory PaperTheory Paper

Readers are looking for:Readers are looking for: Integration of theories with your historyIntegration of theories with your historyEvidence of knowledgeEvidence of knowledge

Do you know the concepts of the theory?Do you know the concepts of the theory?

Have you used significant primary resources?Have you used significant primary resources?

Are you able to apply concepts to the practice Are you able to apply concepts to the practice of supervision?of supervision?


Readers are looking for:Readers are looking for:Who are the theorist/theologian the writer is Who are the theorist/theologian the writer is

usingusingDoes the writer show evidence of familiarity Does the writer show evidence of familiarity

with relevant literaturewith relevant literature

Are these current theorist? If not, why?Are these current theorist? If not, why?

Can these theories be applied to CPE Can these theories be applied to CPE Supervision?Supervision?

Are the theories compatible with one another?Are the theories compatible with one another?


Readers are looking for:Readers are looking for:

If you have answered the questions in the If you have answered the questions in the certification manual and the gridcertification manual and the grid

Make use of both the manual and the gridMake use of both the manual and the grid

If you are articulating the “why” of If you are articulating the “why” of supervision rather than “how”supervision rather than “how”


Have a central theorist or two. Too Have a central theorist or two. Too many theorist will present like a book many theorist will present like a book report, avoid this.report, avoid this.

Know the theorist and the Know the theorist and the school/group to which (s)he belongs.school/group to which (s)he belongs.

Know the major concepts of this Know the major concepts of this theory thoroughly and demonstrate theory thoroughly and demonstrate your knowledge of this theory.your knowledge of this theory.


Critical Purchase: One of the major Critical Purchase: One of the major stumbling blocks: Ask yourself the stumbling blocks: Ask yourself the following questions:following questions:

– What do you/they foreground or focus on? What do What do you/they foreground or focus on? What do you/they value? What is you/they value? What is notnot focused on, maybe even focused on, maybe even overlooked? How could/does your heightened overlooked? How could/does your heightened awareness of “X” impact your supervision? awareness of “X” impact your supervision?

– What do you/they assume? What do you/they assume? – Where are your/their limits? Where are your/their limits? – What happens or where do you go when you meet What happens or where do you go when you meet

“the edges of your theory”: the limits in yourself, “the edges of your theory”: the limits in yourself, your students, your supervisory practice?*your students, your supervisory practice?*

*From Barbara Brumleve’s research for Certification Commission, 2010*From Barbara Brumleve’s research for Certification Commission, 2010

Theology PaperTheology Paper

Focus is on one’s understanding of Focus is on one’s understanding of God and how this understanding God and how this understanding impact the manner in which one impact the manner in which one functions as a CPE Supervisorfunctions as a CPE Supervisor

This concept of God should be This concept of God should be consistent with one’s religious consistent with one’s religious tradition, its teachings and practicestradition, its teachings and practices


This paper should address:This paper should address:

One’s understanding of God/DivineOne’s understanding of God/DivineCharacteristics of GodCharacteristics of GodHow these characteristics impact one’s How these characteristics impact one’s

supervisionsupervisionWho are persons as creatures of God?Who are persons as creatures of God?How one’s cultural background has How one’s cultural background has

influenced your understanding of Godinfluenced your understanding of God


This paper should address:This paper should address:How one understands suffering, sin, illnessHow one understands suffering, sin, illnessHow humankind relates to the DivineHow humankind relates to the DivineHow this concept of the Divine impact How this concept of the Divine impact

human relationshipshuman relationshipsWho are the theologians that speak to one’s Who are the theologians that speak to one’s

understanding of God/Divine?understanding of God/Divine?How does one make use of these How does one make use of these

theologians? theologians? Key concepts and understanding of these Key concepts and understanding of these

conceptsconcepts


Remember toRemember to– Represent the theologians accuratelyRepresent the theologians accurately– When you use a concept, give an When you use a concept, give an

example of how you use it in supervisionexample of how you use it in supervision– Do your concepts flow together? Are Do your concepts flow together? Are

they congruent with one another? they congruent with one another? – Articulate the “why” of supervision, not Articulate the “why” of supervision, not

the “how” of supervisionthe “how” of supervision– What is your critical purchase of this What is your critical purchase of this

theologiantheologian

Personality TheoryPersonality Theory

The focus of this paper is one’s The focus of this paper is one’s understanding of how the personality understanding of how the personality is formed and how one grows and is formed and how one grows and developsdevelops

How does one’s understanding of How does one’s understanding of personality inform your supervisory personality inform your supervisory assessment, goals, strategies and assessment, goals, strategies and interventions?interventions?


Readers are looking forReaders are looking forWho are the theorists that inform one’s Who are the theorists that inform one’s

understanding of personality?understanding of personality?The writer’s understanding of the theorist The writer’s understanding of the theorist

and a deep working knowledge of the theoryand a deep working knowledge of the theoryOne’s understanding of human natureOne’s understanding of human nature

how personality developshow personality developsconcepts and terms from concepts and terms from

the theorythe theorytheorist presented theorist presented

accuratelyaccurately


The Readers are looking forThe Readers are looking for Do the central themes resonate. Does this paper flow Do the central themes resonate. Does this paper flow

and do the concepts build upon each otherand do the concepts build upon each other Does the writer use various sources, primary and Does the writer use various sources, primary and

secondary sourcessecondary sources Does the writer make use of relevant literatureDoes the writer make use of relevant literature What is the writer’s critical purchase of this theoryWhat is the writer’s critical purchase of this theory

What works and doesn’t work What works and doesn’t work What does one do when the theory breaks downWhat does one do when the theory breaks down


The Readers are looking forThe Readers are looking forHow does one make use of this theory to How does one make use of this theory to

make assessments of the student’s make assessments of the student’s readiness for learningreadiness for learning

How does this theory inform the goals for How does this theory inform the goals for the studentthe student

How does this theory inform the supervisor’s How does this theory inform the supervisor’s interventions and supervisory allianceinterventions and supervisory alliance


The Reader’s are looking forThe Reader’s are looking for Is this theory congruent with the writer’s Is this theory congruent with the writer’s

theology paper? theology paper? Is this theory congruent with the writer’s Is this theory congruent with the writer’s

educational theory? educational theory? How does the writer’s cultural background How does the writer’s cultural background

influence his/her understanding of influence his/her understanding of personality theory and developmentpersonality theory and development


The Readers are looking forThe Readers are looking for

The “whys” not the “how's” of the theoryThe “whys” not the “how's” of the theoryWhen one uses a key concept, follow it with When one uses a key concept, follow it with

an example of your supervisory practicean example of your supervisory practiceThe paper has to flow, not be spliced The paper has to flow, not be spliced

togethertogetherDoes the writer have mastery of the Does the writer have mastery of the

materialsmaterials

Educational TheoryEducational Theory

The focus of this paper is how do people The focus of this paper is how do people learn – individually, dialogically and in learn – individually, dialogically and in groupsgroups

The writer’s understanding of the clinical The writer’s understanding of the clinical method of learning as it relates to his/her method of learning as it relates to his/her theory of educationtheory of education

How does one’s culture influence the How does one’s culture influence the educational process?educational process?


The Readers are looking forThe Readers are looking forWhat educational theory guides the writer in What educational theory guides the writer in

his/her understanding of how one learnshis/her understanding of how one learnsWhat are the key concepts of this theory? What are the key concepts of this theory?

Does the writer have a good working Does the writer have a good working knowledge of this theory?knowledge of this theory?

How does this theory assist the writer in How does this theory assist the writer in making assessments and interventions with making assessments and interventions with the students?the students?

How does this theory assist the writer in the How does this theory assist the writer in the evaluation of students?evaluation of students?


The Readers are looking forThe Readers are looking forOne’s understanding of how an individual One’s understanding of how an individual

learnslearnsOne’s understanding of how an individual One’s understanding of how an individual

learns in groupslearns in groupsHow one’s theory assist the supervisor to How one’s theory assist the supervisor to

form a supervisory alliance with the form a supervisory alliance with the student?student?

How does one’s theory make use of the How does one’s theory make use of the various components of the CPE process? various components of the CPE process? Orientation, verbatim seminar, IPR, Orientation, verbatim seminar, IPR, evaluation process evaluation process


The Readers are looking forThe Readers are looking forUnderstanding of group theory – learning Understanding of group theory – learning

within a group settingwithin a group setting

Critical purchase of the theoryCritical purchase of the theory

Coherent with personality theory and Coherent with personality theory and theologytheology

A good working knowledge of the theoryA good working knowledge of the theory


Readers are looking forReaders are looking for

Defining key conceptsDefining key concepts

Using examples for supervisory practiceUsing examples for supervisory practice

Cultural influences/ integration of theory Cultural influences/ integration of theory with personhoodwith personhood


Read, think, evaluate and rememberRead, think, evaluate and remember

– We are looking for integration and practice. We are looking for integration and practice. – These papers are not research papersThese papers are not research papers– They are papers which should reflect the They are papers which should reflect the

supervisor’s understanding of God, personality supervisor’s understanding of God, personality and learning. and learning.

Writing Theory Papers The Key to Getting Your Papers Approved By Robin Booth, ACPE Supervisor.

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Transcript of Writing Theory Papers The Key to Getting Your Papers Approved By Robin Booth, ACPE Supervisor.