3. Developmental Stages of Generosity
Assumptions regarding developmental stages
of generosity:
• Human beings have a natural impulse to be
generous, but this impulse must be nurtured
and developed to its full expression as a part of
one’s character. It is a lifelong process.
4. Developmental Stages of Generosity
Assumptions regarding developmental stages
of generosity:
• Charitable giving and philanthropy is learned
behavior, reflecting one’s values, attitudes, and
beliefs.
5. Developmental Stages of Generosity
Assumptions regarding developmental stages
of generosity:
• The teachings of one’s faith community around
giving and generosity are highly influential in
instilling the value and practice of generous
behaviors (sharing, charitable
giving, volunterism).
6. Stages of Faith Development
James Fowler identified ages and stages of
faith development:
• Stage 3—Synthetic-Conventional Faith
(Adolescence, but also adults)
– World view now extends beyond the family.
– Experience and environments are more complex
and faith requires synthesis of a variety of values
and information.
– Basis for identity, judgment and action.
7. Synthetic-Conventional Faith
Generosity Implications:
• Gaining understanding the complexities of
money and resource distribution that does not
always seem fair or just. Making choices about
giving one’s own money and time to causes of
interest. Seeing how one can make a difference
in the world through giving and helping.
8. Stages of Faith Development
• Stage 4—Individuative-Reflective Faith
(Young adults; middle-adulthood)
– Accepting the burden of
responsibilities, commitments, lifestyle, beliefs
and attitudes.
– Experience the tensions: Individuality vs. being
defined by group identity.
– Self-fulfillment and self-actualization vs. service
and commitment to others.
– Critical reflection on identity (self) and outlook
(ideology) to discern one’s own truth and reality.
10. ―Where Do We Come From, What Are We, Where Are We Going?‖
YOUTH SUMMIT REPORT
11. The 2007 Youth Summit Report
Vision of Youth Ministry that is:
• Congregationally based;
• Multigenerational;
• Spirit-centered;
• Counter oppressive; multicultural, and
radically inclusive
12. Outcomes of Youth Summit Report
• Meeting the spiritual needs of youth
• Welcoming all youth in a multicultural world
13. Outcomes of Youth Summit Report
• Meeting the spiritual needs of youth
• Welcoming all youth in a multicultural world
• Building a multigenerational faith
• Organizing youth ministry for success
14. Outcomes of Youth Summit Report
• Meeting the spiritual needs of youth
• Welcoming all youth in a multicultural world
• Building a multigenerational faith
• Organizing youth ministry for success
• Moving beyond a one-size-fits-all youth
ministry
• Preparing and supporting adults for youth
ministry
16. Physical Growth
• Develops sexuality more fully
• Negotiates feelings of gendered attraction and
sexual orientation
• Navigates greater risks relating to
alcohol, drug use, sexual activity
• Peak physical growth stage for male youth
17. Cognitive, Intellectual Development
• Has the ability to think
deductively, inductively, conceptually, hypothe
tically
• Able to synthesize and use information
efficiently
• May engage in celebrating new mindfulness
about self (journal writing, re-reading
emails, etc.)
• Becomes more interested in and critical of the
wider world
18. Social, Affective Development
• Tries to claim identities, both independently
and in relationships with others
• Needs to belong and have a sense of self-worth
• May start to conform less to peer groups
• Needs engagement with diversity of peers to
broaden notions of racial and ethnic identity
• May claim boldly racial identity—may seek
same-race peers to affirm identity
19. Social, Affective Development
• Youth in mostly mono-racial environments
may just be starting to realize salience of their
racial identity (particularly White youth)
• Struggles with gender and sexual identity—
often a time of increased stress for GLBTQQ
youth
• Tries to reconcile scripts about ―normative‖
sexuality with feelings that may or may not be
similar
20. Moral Development
• Thinks conceptually and enjoys moral
reasoning
• Engages in ―principled morality‖—principles
are more important than laws
• Often has increased social awareness and
activism
21. Spiritual, Religious, Faith Development
• Conceptualizes religion as an outside authority
that can be questioned
• Questions faith, leading to deeper ownership
or disenfranchising
• Deepens religious spiritual identity
• May use faith as sustaining presence
22. Support for Early Adolescent Stage
• Affirm that sexuality is a healthy part of human
development
• Provide information about safe sex and contraception
• Be available for conversation; be a sounding board
• Offer fair and grounded support around risk taking;
provide safety limits
• Enjoy the youth’s ability to think
critically, hypothetically, and conceptually
• Encourage practices that celebrate youth’s mindfulness
(such as journaling)
23. Support for Early Adolescent Stage
• Understand that new thinking skills may result in new
criticisms
• Encourage involvement in multiple realms of activity
or achievement (e.g. music, faith, community
groups, sports)
• Strongly encourage sustained engagement for youth
with ethnically and racially diverse peers and seek role
models for Youth of Color who lack them
• Learn and support youths’ realities and struggles
• Engage openly with the youth about moral reasoning
24. Youth Ministry in Early Adolescence
• The importance of friendships.
• Family still matters, but in a different way.
• Huge swings in commitment levels are normal.
• The need for immediate perceived relevance in
all aspects of the program.
• Every kid needs an older friend/mentor.
25. Generational Faith Formation
• Builder Generation (1945 and earlier)
• Baby Boom Generation (1946–1964)
• Generation X (1965–1979)
• Millennial Generation (1980–1999)
• Generation 2000 or the iGeneration (2000–)
26. 'i'
What does the "i" stand for in iMac and iPod? In
Steve Jobs’ iMac introduction in 1998, he said
the "i" stands for
• Internet
• Individual
• Instruct
• Inform
• Inspire
27. iGeneration
• Introduction to technology, literally at birth
• Constant media diet
• Adeptness at multitasking
• Fervor for communication technologies
• Love of virtual social worlds and anything
internet-related
• Ability to use technology to create a vast array of
"content"
• Unique learning style
28. iGeneration
• Need for constant motivation
• Closeness to family
• Confidence
• Openness to change
• Need for collective reflection
• Desire for intimacy
30. Rites of Passage
Arnold Van Gennep described the
journey as a threefold movement:
• Separation
• Transition
• Reincorporation
31. Rites of Passage Zones
Van Gennep noted the significance of a sacred ―zone‖ of transition
between the two worlds.
32. The Church as Crucible
Churches remain one of our culture’s few bodies
capable of creating and sustaining such
meaningful transitions. Because of
this, congregations have been called ―unique
crucibles‖ for exploring many of the processes of
identity and faith development.
33. The Church as Crucible
• Ritual teaches us.
• Faith rituals revise our personal narratives.
• The Church stands uniquely positioned to
celebrate life cycle events.
34. Emerging Ritual
What Rites of Passage Can Churches and
Families Provide for Adolescents?
• Entering adolescence
• Milestones
• Ritual meals
35. Why Bother?
• Obvious opportunities present themselves at
moments of age transition, such as from a
junior or middle school level to senior high, or
upon graduation from high school or
college, or at certain thresholds of aging.
• Location changes, such as a family move, are
also laden life-markers to be plumbed in
customized rituals of good-bye and hello.
36. Why Bother?
• Multi-age, single gender gatherings can be very
effective with even a simple format;
• Losses that affect a person’s daily world are
especially critical times to widen the context of
life passages. A ritual place to honor the new
psychic landscape is not something we will
necessarily know how to ask for, but will likely
welcome if it fits our needs.
• Any important decision made by a person can be
honored and deepened ceremonially.
37. Tapestry of Faith Curricula
for Rites of Passage
• Our Whole Lives, Grades 7-9
• Our Whole Lives, Grades 10-12
• Our Whole Lives: Sexuality Education for
Young Adults, Ages 18-35
• Our Whole Lives, Adults
• Coming of Age Handbook for Congregations
• Bridging: A Handbook for Congregations
40. Program Goals
As a participant in Coming of Age, you will:
• Get to know yourself better
• Begin to understand other people better
• Be part of a meaningful community of
youth, beyond labels and cliques
• Make Unitarian Universalism relevant to your life
• Understand your own religious beliefs more
deeply and know how to explain them
41. Program Goals
• Examine your values and how they relate to your
actions
• Learn how to live your beliefs and values every
day
• Experience multiple ways to connect with what is
spiritual--those things that put you in touch with
the miracle of life
• Build a strong and supportive relationship with an
adult mentor
• Develop and practice stronger leadership skills
42. Program Goals
• Get to know more people in the greater
congregation, both younger and older
• Understand the role worship plays in our
community and be a full participant in worship
services
• Identify our UU rituals and know their histories
• Increase your knowledge of the workings of the
congregation and the wider UU world
• Have a real sense of accomplishment and a
growing sense of maturity at the completion of
the program
43. Program Components
• Workshop activities
– games
– discussion
– journals and credos
– acting, drawing, movement
– youth-led worship
• Mentored relationships
• Field trips
• Retreats and overnights
• Worship service of recognition
44. Subject Areas
• Community building:
– creating a trusting and bonded group
• Unitarian Universalist Values:
– identifying what Unitarian Universalists, including
you, value most
• Community service:
– putting our values into action by serving others
45. Subject Areas
• Social action:
– learning about social change and making it happen
• Spirituality:
– learning practices, from prayer to martial arts, that
balance us and put us in touch with the miracle of
life
• Theology:
– clarifying our ideas about humanity and the divine
46. Subject Areas
• UU beliefs:
– looking at religious claims and "what we set our
heart to" in daily life
• UU history:
– interacting with the past to gain inspiration for the
future
• Leadership:
– developing skills to run meetings, handle
conflicts, and speak in front of crowds
47. Subject Areas
• Worship:
– designing and leading worship services for the
group and congregation
• Spiritual growth:
– creating meaningful opportunities for growing in
maturity and faith
49. Program Goals
• Offers youth a process that supports and honors
the many changes in their lives as they move into
adulthood
• Helps youth identify their strengths and gifts in
order to increase their resilience and ability to
face change and challenge
• Offers parents and caregivers a process that
supports and honors changes in family
relationships as Bridgers move into adulthood
• Challenges congregations to reexamine their
ministry to and with youth and young adults