Program of Priestly Formation 6th edition

38 | PROGRAM OF PRIESTLY FORMATION

has received. 113 At the same time, the applicant should understand that the testing results will be shared with the diocesan bishop, the vocation director, the rector, and his agent 114 in a way that permits a thorough review. At times formators may need to work with the seminarian on matters related to the evaluation, and thus they will need some knowl edge of the assessment. Due care should be observed in correctly inter preting the results of psychological testing in light of the cultural back ground of applicants. 115 Care must be taken to ensure that psychological records are maintained in a secure manner, respecting the civil laws of the state regarding records retention and divulging of facts contained in the records. 116 In the event that further consultation is needed in a particular case, additional release forms must be obtained. Admission processes should give sufficient attention to the emotional health of applicants. Special care and scrutiny should be given to those who manifest dysfunction or come from dysfunctional families. It is possible for some individuals to address these issues in the course of a formation program through counseling or other means. Their willingness, however, to confront these or other personal issues should be determined prior to the decision about admission. If long-term therapeutic work is indicated, this is best accomplished before the decision is made concerning admission into a priestly formation program. At times, the gravity of family or personal issues is such that, if the discerner has not yet adequately dealt with these issues, entrance into a priestly formation program should be delayed or denied. Similarly, the gravity of family or personal issues is such that, if a seminarian in the propaedeutic stage has not yet adequately dealt with these issues, entrance into the discipleship stage should be delayed or denied. Admission procedures should include an open and frank discus sion of the life experiences that applicants bring to the formation program. Their level of insight or self-knowledge and their willingness to address important human issues—such as their interpersonal abilities, evidence of sound peer relationships, their manner of dealing with authority, and 71. 72.

113 See Ratio Fundamentalis , no. 193. 114 See Ratio Fundamentalis , no. 195.

115 See Ratio Fundamentalis , nos. 191-196; Guidelines for the Use of Psychology in Seminary Admissions , 3. Regarding linguistic competency and intercultural competency for those conducting psychological test ing, see Guidelines for the Use of Psychology in Seminary Admissions , 6; Guidelines for Receiving Pastoral Ministers in the United States , E1-E2. 116 See Ratio Fundamentalis , no. 196; Guidelines for the Use of Psychology in Seminary Admissions , 10-11.