The Gift of Chaplaincy Nigel Roberts MCYM

Ephesians 4 v 7-11 Ephesians 4 v 7 -11 Recognising the special nature of the gift of chaplaincy People, given unconditionally by God. Chosen with love and care and given with love.

Biblical inter-action with schools Evangelism Founded on Mtt28v19 Part of good RE – faith sharing Helps develop awareness of the spiritual Co-operative and not coercive Invitation and incarnation not imposition Hospitality

Servant Founded on Philippians 2 v 6-8 and the Isaiah Passages School sets the agenda Worker follows the ministry model of Jesus – Bartimaus Cannot be easily described

The expert Founded on Romans 12 v 6 If we have…then we should Agenda is set by worker and not the school It is a ministry of presence The link with transforming lives and chaplaincy

accompanying accompanying Founded on Luke 24 -Most sought after by schools A trinitarian way of working - - the father in Eden the son in Emmaus the spirit in Johns Gospel

David Pohlman Pastoral Care Peer support Priest teacher Liturgical Community leadership In Pohlman’s study he identifies five models of school-based chaplaincy. These are: Pastoral care –a model where the chaplain is driven by concern and a readiness to support a person(student) at all times but especially when affected by personal all domestic circumstances. The chaplain in this model is available when needed and follows the needs of those he serves rather than expecting others to follow him. Any faith leadership is incidental. Peer support – this model is based on equality and support is offered within the context of the community of equals. The chaplain exists not to be the past oral care of all but to be the guide to the peer carers. The priest teacher model- in this model the chaplain is seen clearly as a faith leader. The model expects the chaplain to behave as a faith leader offering people the opportunity to discover new spiritual truths for themselves. In the words of Johnstone “the chaplain is the presenter of the possibility of there being a text for life.” The objective of the priest teacher is to transform culture and transform people at every opportunity through the daily connections that a chaplain has within a context. In this model it could be argued that caregiving is incidental The liturgical model – again with the liturgical model of chaplaincy the chaplain is clearly seen as a faith leader with the responsibilities of a faith leader: that is leading worship, explaining scriptures and inviting people to discover more. In this and the previous model the faith leader responsibilities appear to outweigh those of the caregiver but do not do away with them The community leadership model..-in this model of chaplaincy the chaplain is not seen as a faith leader but as a community leader in the sense of holding a position of responsibility within the school and is therefore a leader in the school to the community: as well as being a leader from the community to the school. Forward and Suosaosi describe the work of this Chaplain as a ‘promoter of the well-being of the whole community’; they are not interested in salvation as such but about creating Shalom; the peace and wholeness that is needed in a fractured school or local community. What do you think Pohlman’s analysis means for the question Faith leader or care giver? Is the question only answered when the context is understood? So for example in a faith-based school a chaplain could possibly be both Faith Leader and caregiver. But in a hospital it might be less easy to hold those positions equally.

Diane Tregale The mission prism: Priest Pastor prophet Missioner Discipler Servant teacher

Spiritual development

Matthew 5 v 48 Be more like God Becoming more like God

Jesus saw peoples potential You are you will be You see, you will see Peter in John 1 v 42 – you are, you will be, Nathaniel you are – you will see. He acknowledged vocation.

He set targets and had high expectations Het set targets and had high expectations – you will become fishers of men

environment for growth He created an environment for growth He created an environment for growth - Community, fellowship, shared vision

He created opportunities for growth He created opportunities for growthChallenges to individuals – peter on water – evaluated The disciples who could not cast out the demons The sending out of the 12 and the 72 He created opportunities for growth

He tested development through questions He tested development through questions - Who do men say that I am? Disciples questions/statements – teach us to pray – it was a move up

He tested development through circumstance He tested development through circumstance - Peter in the courtyard Peter on the beach

He offered an aspirational model He offered a personal model John 13 – the servant Widow of nain – moved with compassion, Lazarus weeping, He offered an aspirational model

He lived a balanced life – wisdom stature favour with God and man – the spiritual was inextricably link to physical, emotional, social etc SMSC is right – its based on scripture

SMSC cultural spiritual social moral wisdom stature Favour with Man With God

He was constantly encouraging and evaluating

Your task is to plant an orchard And see the fruit

Development continued But he provided the means Achieved his goal but the left the means for further development

A vital ministry Pillars of the Church Vital ministry Pillars of the church – priority for each diocese A vital ministry Pillars of the Church

reflections Expectations of School Church Student God