1. Revd Dr Sally Nash Director, Midlands CYM, Researcher BCH Chaplaincy
Metaphors for understanding the spiritual and religious needs of young people with cancer: reflections from an empirical research project
Revd Dr Sally Nash Director, Midlands CYM, Researcher BCH Chaplaincy
Revd Paul Nash, Senior Chaplain Birmingham Children’s Hospital, Tutor MCYM
IASYM INTERNATIONAL CONFERENCE
LONDON SCHOOL OF THEOLOGY 3-6 JANUARY 2015

2. Methodology
Semi-structured interviews were conducted with 9 young people, and 7 of their parents. Participants needed to be aged between 11 and 16 and been receiving treatment for more than 4 weeks and less than 2 years. The initial approach to participation in the study was done by a senior nurse and families then referred to the research team. Voluntary informed consent was integral to the process with an emphasis that the choice to participate or not had no impact on treatment.
The final sample consisted of 2 Sikhs, 3 Christians and 4 young people of no expressed religious faith (no Muslims fitted the criteria).
7 parents were interviewed, in addition to the total of 9 young people over an 8 month period.
8 oncology clinical staff participated in 2 focus groups.

3. Metaphors for youth workers / families/ communities
Spiritual double helix

4. Metaphors for youth workers / families/ communities
Spiritual double helix
Inverted transition

5. Metaphors for Youth Workers / families/ communities
Spiritual double helix
Inverted transition
Spiritual remission

6. Metaphors to explore in the spiritual and pastoral care of YP with cancer
Spiritual double helix
Inverted transition
Spiritual remission
Decompression

7. Metaphors to explore in the spiritual and pastoral care of YP with cancer
Spiritual double helix
Inverted transition
Spiritual remission
Decompression
The elephant in the room

8. Metaphors to explore in the spiritual and pastoral care of YP with cancer
Spiritual double helix
Inverted transition
Spiritual remission
Decompression
The elephant in the room
Rollercoaster

9. Metaphors to explore in the spiritual and pastoral care of YP with cancer
Spiritual double helix
Inverted transition
Spiritual remission
Decompression
The elephant in the room
Rollercoaster
Weather

10. Metaphors to explore in the spiritual and pastoral care of YP with cancer
Spiritual double helix
Inverted transition
Spiritual remission
Decompression
The elephant in the room
Rollercoaster
Weather
Shrek

11. Metaphors to explore in the spiritual and pastoral care of YP with cancer
Spiritual double helix
Inverted Transition
Spiritual remission
Decompression
The elephant in the room
Rollercoaster
Weather
Shrek
The cage or glass box

12. Metaphors drawing upon Biblical and theological material
Spiritual double helix
Inverted Transition
Spiritual remission
Decompression
The elephant in the room
Rollercoaster
Weather
Shrek
The cage or glass box
On hold

13. Metaphors drawing upon Biblical and theological material
Spiritual double helix
Inverted Transition
Spiritual remission
Decompression
The elephant in the room
Rollercoaster
Weather
Shrek
The cage or glass box
On hold
Mugged / robbed

14. Metaphors drawing upon Biblical and theological material
Spiritual double helix
Inverted Transition
Spiritual remission
Decompression
The elephant in the room
Rollercoaster
Weather
Shrek
The cage or glass box
On hold
Mugged / robbed
Stranger in a foreign land

15. Metaphors drawing upon Biblical and theological material
Spiritual double helix
Inverted Transition
Spiritual remission
Decompression
The elephant in the room
Rollercoaster
Weather
Shrek
The cage or glass box
On hold
Mugged / robbed
Stranger in a foreign land
Coracle and St Brendan

16. Implications
The need to facilitate conversations around spiritual and religious needs in relation to their illness and time to listen;
The importance of appropriate rituals at different stages of the journey;
Helping process ethical dilemmas which may arise which may include exploring worldviews;
The importance of acts of kindness and support from their wider community of school and church to the young person;
The significance of peer learning as a resource;
Involvement in a multi-disciplinary team where appropriate.

17. Implications for wider youth work