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Youth & Young Adult Ministries
        Session Three

Middle Adolescence & Rites of Passage
Based on Fowler’s Stages of Faith

DEVELOPMENTAL STAGES OF GENEROSITY
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.
Developmental Stages of Generosity
Assumptions regarding developmental stages
of generosity:
• Charitable giving and philanthropy is learned
  behavior, reflecting one’s values, attitudes, and
  beliefs.
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).
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.
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.
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.
Individuative-Reflective Faith
Generosity Implications:
• Struggling with choices and attitudes around
  values and money—one’s own needs vs.
  concern for others/causes.
―Where Do We Come From, What Are We, Where Are We Going?‖

YOUTH SUMMIT REPORT
The 2007 Youth Summit Report
Vision of Youth Ministry that is:
• Congregationally based;
• Multigenerational;
• Spirit-centered;
• Counter oppressive; multicultural, and
  radically inclusive
Outcomes of Youth Summit Report
• Meeting the spiritual needs of youth
• Welcoming all youth in a multicultural world
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
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
Middle Adolescence (ages 15-18)

ADOLESCENT DEVELOPMENT
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
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
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
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
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
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
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)
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
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.
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–)
'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
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
iGeneration
•   Need for constant motivation
•   Closeness to family
•   Confidence
•   Openness to change
•   Need for collective reflection
•   Desire for intimacy
RITES OF PASSAGE
Rites of Passage
Arnold Van Gennep described the
journey as a threefold movement:
• Separation
• Transition
• Reincorporation
Rites of Passage Zones
Van Gennep noted the significance of a sacred ―zone‖ of transition
between the two worlds.
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.
The Church as Crucible
• Ritual teaches us.
• Faith rituals revise our personal narratives.
• The Church stands uniquely positioned to
  celebrate life cycle events.
Emerging Ritual
What Rites of Passage Can Churches and
Families Provide for Adolescents?
• Entering adolescence
• Milestones
• Ritual meals
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.
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.
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
Our Whole Lives
Sexuality Education for Grades 7‐9 & 10-12 & Young Adult & Adult
Y&YA Ministry Session Three
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
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
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
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
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
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
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
Subject Areas
• Worship:
  – designing and leading worship services for the
    group and congregation
• Spiritual growth:
  – creating meaningful opportunities for growing in
    maturity and faith
Y&YA Ministry Session Three
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

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Y&YA Ministry Session Three

  • 1. Youth & Young Adult Ministries Session Three Middle Adolescence & Rites of Passage
  • 2. Based on Fowler’s Stages of Faith DEVELOPMENTAL STAGES OF GENEROSITY
  • 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.
  • 9. Individuative-Reflective Faith Generosity Implications: • Struggling with choices and attitudes around values and money—one’s own needs vs. concern for others/causes.
  • 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
  • 15. Middle Adolescence (ages 15-18) ADOLESCENT DEVELOPMENT
  • 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
  • 38. Our Whole Lives Sexuality Education for Grades 7‐9 & 10-12 & Young Adult & Adult
  • 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