1. The Gift of Chaplaincy
Nigel Roberts
MCYM

2. 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.

3. 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

4. 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

5. 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

6. 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

7. 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.

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

9. Spiritual development

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

11. 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.

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

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

14. 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

15. 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

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

17. 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

18. 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

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

20. He was constantly encouraging and evaluating

21. Your task is to plant an orchard
And see the fruit

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

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

24. reflections
Expectations of
School
Church
Student
God