FYI

Help Students Engage Their Cities

Teaching young people about the power of place

Shares Nov 06, 2014 Mary Glenn

Photo by Miles Actually.

It was the beginning of the summer, and twenty students and leaders sat on the steps outside of the Japanese American National Museum in Little Tokyo. They were waiting for me to introduce them to the city of Los Angeles, where they would be spending the next week serving various local non-profit organizations. This was their first trip to L.A.

I spent three hours walking and talking with them through downtown, helping them to experience the city through God’s eyes. I gave them tools with which to understand what they were seeing, and challenged them to ask questions and to be attentive to what was all around them. I began the city walk as I always do, with my own story.

Seventeen years ago I prayed: “Anywhere but L.A.” I was praying to God about the next season of my life. Any city was appealing to me except Los Angeles. After all, why would anyone want to live there? L.A. is dirty, crowded, and dangerous.

God has a sense of humor. Today my life and work in the city is focused on engaging and educating people about Los Angeles through city walks and immersion experiences. It has been a wonderful journey of learning more about the city while watching others discover the city for the first time. And now I love this city.

Why walk?

As the walk began, we arrived at the Biddy Mason wall. Biddy was a former slave who not only gained her freedom, but also was an early Los Angeles landowner and a founding member of the First African Methodist Episcopal Church in LA. We were inspired by her courage and faith. When we walked into the historic 1893 Bradbury building, we were awed by the beauty of architecture and use of natural light. Entering into Grand Park near City Hall, we were refreshed by the huge fountain of water that gave relief from the heat. In the city there is both historical and spiritual heritage, and there are tangible indicators of God’s presence and peace.

Walking with students in the city has given me a unique lens through which to view it. They notice things that I don’t. They see the shades and colors, the joy, the play in the city. They also see the places of isolation and pain that I sometimes miss. Their tender hearts pick up on the hurt in the city. 

Driving through a city does not allow us to join fully in the conversation with God and others happening in the city. Driving in a city doesn’t give us opportunity to see people and dialogue with them. On the other hand, I’ve found that walking in the city provides an opportunity for us to experience it with all of our senses (sight, sound, smell, touch, and taste). Historian and architect Dolores Hayden describes why cities matter based on her years of experience and research in The Power of Place: Urban Landscapes as Public History. She examines how people can connect with the history and memory of a city, as well as how people relate to their communities. One of the ways we do this is by walking and being present in the city.[1]

Why cities matter to God

In the beginning, God created.

God didn’t create in a vacuum, he created place and then created in that place. In the book of Genesis we read how God created the garden in which humans and all of creation would interact with each other and with God. Urban theologian Dr. Ray Bakke says, “Humanity’s story started in a garden but ends in a city.” Cities matter to God.

Got works, dwells, and redeems in a place. In John 1:14 “The Word became flesh and moved into the neighborhood” (The Message). In Jeremiah 29:4-7, God calls the exiled and relocated people to seek the peace of the city in which they now live. In the process, God would bring his peace upon them. God asks us not just to live in a city, but also to invest our lives in the city, build relationships, and dream in the city. Cities are mentioned over 1,200 times in the Bible. Cities are also now the places where people are dwelling in greater numbers. By 2030, some estimate that 70% of the world’s population will live in cities.

Colossians 1:16-20 tells of God’s reconciling nature. God redeems both people and places, making all things new. As we develop a “theology of place,” we become more committed to the community in which we live.

Why cities matter to young people

Youth long to make a difference and change the world, address injustices, and fight for freedom for the oppressed. God speaks to their passion by inviting them to journey with him in the city.  As the artist Propaganda urges:

You can have a heart that breaks for a dying city, yet have nothing to offer them. Wait! There’s the problem: "Them!" There is no them. Them is us! Culture is you. It’s me. We. We’re our city. We’re the culture. So we too are the problem. And our Savior: He, he wasn’t a commuter. He moved in. He spoke the language of the broken. He spoke our language…. The culture is us. It’s you. We’re participants. How could we possibly be the solution? We need someone to move in! And, the Savior moved in. This is your city. He came and walked the streets of your soul. And you, in the same vein, must move in. You go. You pray that the gospel prospers. ‘Cause if it prospers, you will, too.[2] 

Learning about the city helps us to be more attentive to God’s presence and creates a theology that is God-honoring, people-honoring, and place-honoring. In the city there are countless opportunities to make a difference and seek God’s peace.

Young people are looking to the church to teach cultural discernment—ways to understand and translate culture as well as how they can make a difference. Teenagers have passions, but sometimes don’t know how to connect their hearts with action that brings change. We can give voice to this, and provide students opportunities to engage their passions with the city in ways that will change them and their communities. 

When students engage their cities, they gain a greater sense of connection to their community, and grow in their own sense of well-being. Many of the Search Institute’s 40 developmental assets are about a student’s connectedness to their neighbors and neighborhood. Finally, students grow in understanding God’s heart for them as they see and experience God’s presence and heart for their cities.

Ways to engage students in their city

We don’t get connected by just reading or talking about a city. Research tells us that face-to-face interactions and relationships are what change us and our environments. For example:

One experiment performed by two researchers at the University of Michigan challenged groups of six students to play a game in which everyone could earn money by cooperating. One set of groups met for ten minutes face-to-face to discuss strategy before playing. Another set of groups had thirty minutes for electronic interaction. The groups that met in person cooperated well and earned more money. The groups that had only connected electronically fell apart, as members put their personal gains ahead of the group’s needs. This finding resonates well with many other experiments, which have shown that face-to-face contact leads to more trust, generosity, and cooperation than any other sort of interaction.[3] 

Here are a few practical next steps for helping students engage your city:

  1. Share with students what you love about your community. Ask your students to share their favorite thing about the city. Find ways to express God’s love your city and invite students in that process with you. (i.e. build relationship with and bless neighbors, pray in the city, beautification projects, etc.)[4]
     
  2. Learn together from the history of your city. For example, make it a group project to gather information, interview key leaders and neighbors, and learn from historical figures. In the example of former slave-turned-landowner Biddy Mason mentioned earlier, she also spoke Spanish fluently, was generous, an influencer in the community, and showed bravery beyond her circumstances. In her story we find courage and strength for the challenges we face. But her story too often goes untold in our particular city. Cities offer us many learning opportunities like this as we engage with their histories, but sometimes we have to search for hidden stories like Mason’s.
     
  3. Create a city walk or prayer walk with your students (praying for city leaders, schools, and shared spaces). You can include a treasure hunt (seeking out gifts in the city) or look for symbols in the city (i.e. the cross, heart, dove, etc.). Provide tools for them to understand what they are seeing and experiencing. (FYI has created a sample guide for an urban prayer retreat experience to help you get started.)
     
  4. If you are a suburban youth leader outside of a city, find a conversation partner who is knowledgeable about and/or leads walking tours in your community or nearby community. You might also explore questions with students around how your particular suburban area developed. What history do you know? What are the similarities/differences to the city? What is the unique gift and identity of the suburban context? Perhaps do a city walk in the downtown core of both areas to compare and contrast. 
     
  5. For those who serve in rural communities, identify the rhythms and seasons of your particular area. How is community experienced in your local setting? How are people and place defined? What are the natural and artificial boundaries? Walk and drive to various boundaries and landmarks (e.g. a lake, town square, historic landmark) and do something at each location to interact with the power of place. 

We are called to love our cities, to be part of our communities, to seek their peace and to work on their behalf. Helping students to encounter God in the city makes God’s love real for us and our cities!

 

[1] Dolores Hayden, The Power of Place: Urban Landscapes as Public History (Cambridge, MA: MIT Press, 1997).

[2] Propaganda, “Justice and the Gospel,” Live Verge 2012: May 21, 2012.

[3] Edward L. Glaeser, Triumph of the City: How our Greatest Invention Makes Us Richer, Smarter, Greener, Healthier and Happier. Penguin Books, 2011.

[4] Thriving City Blocks (http://thrivingcityblocks.com/) is a great interactive resource that helps facilitate dreaming for and with your community.


Leading our kids into calling

How do I help my kids find their calling? Part 2

Shares Oct 29, 2014 Brad M. Griffin

Photo by ike hire.

This is the second of a 2-part series on calling that reflects on Fuller President Mark Labberton’s new book entitled Called: The Crisis and Promise of Following Jesus Today. Mark draws on scripture to give parents a helpful framework for developing our kids’—and our own—sense of calling.

Read Part 1 Here

“'For I know the plans I have for you,’ declares the Lord, ‘plans to prosper you and not to harm you, plans to give you hope and a future.’”

I’ve probably heard these words from Jeremiah 29:11 a thousand times, almost never in context. Usually we invoke this verse as a promise that God is going to give someone a job, help them out of a difficult situation, or make their college scholarship package line up perfectly so they can attend the school of their dreams.

And then there’s the aftermath.

When our dreams don’t seem to pan out in alignment with the plans God has—or not in the ways or timing we imagined—the results can be crushing for our faith. I have sat with many high school and college students in the fallout after these experiences, wondering what’s next, and wondering when God will show up to reveal those grand plans spoken of in Jeremiah.

As it turns out, the verses are written to give hope to a people in exile, encouraging them to stay right where they are, living in the land and seeking the peace of the city where they find themselves. In short, their calling is to wait and serve faithfully where they are planted. And while God does offer each of us a “hope and a future,” the co-opting of that phrase has perhaps done more harm than good in church culture.

After exploring what it means to reframe and relocate “calling” with our kids in Part 1 of this series, now we move to a few practical steps we can take.

Three paths forward: Leading our kids into calling

It’s one thing to tell our kids to live out their calling. It’s quite another to walk with them as they figure it out. Mark Labberton suggests three paths we might take:

1. The Path of the Beloved

“The love of God is the start and the finish of our vocation.”[1]

Before all else, we are created and invited into the love of God. This part of our vocation is a pure gift. One of the truths I pray over my children every night is that they are God’s deeply-loved children above all else. Whatever labels, adjectives, or titles the world may bestow upon them, this identity is core. It’s also the core of our calling to “love God, love others” (Matthew 22:37-39). Without knowing we are loved by God, being asked to love in return can feel like something we do to earn God’s favor.

You might want to pray a passage like Ephesians 3:16-19 for your children regularly:

I pray that out of his glorious riches he may strengthen you with power through his Spirit in your inner being, so that Christ may dwell in your hearts through faith. And I pray that you, being rooted and established in love, may have power, together with all the Lord’s holy people, to grasp how wide and long and high and deep is the love of Christ, and to know this love that surpasses knowledge—that you may be filled to the measure of all the fullness of God.

Belovedness is something we have to live out with our kids. This means praying for them, yes, and also paying attention to how we place value on their performance and their behavior. When they fail, or when they succeed, they need us to remind them that their value doesn’t lie in either performance or behavior, but has already been determined by God.

2. The Path of Suffering

This love doesn’t always mean protection. Responding to the call as God’s beloved inevitably leads us down roads of suffering. This is both a mystery and an affront to the “Promised Land” vision of what we may have thought following Jesus might mean. As parents, none of us want our kids to suffer. But that’s the catch. Suffering is part of the path of discipleship, as Jesus makes painfully clear over and over (see Matt 16:21-26, Phil 2:5-11). Living in exile, suffering will be part of our story until Jesus comes to make all things new.

Paul prays, “I want to know Christ and the power of his resurrection and the sharing of his sufferings by becoming like him in his death, if somehow I may attain the resurrection from the dead” (Phil 3:10-11). I remember memorizing this verse in college, praying it over and over, and being struck by how unnatural it was to pray to identify with Christ’s sufferings during a season of life where I was supposed to be preparing for success in career and adulthood. How could suffering be linked to success? There is, of course, the narrative of “paying our dues” in working our way to the top of a particular career field. But that doesn’t seem to be what Jesus has in mind.

Labberton wonders, “What if our call is really one of deeply entering and loving a world full of suffering?”[2] As our kids encounter the suffering of others, wrestle with injustice, and serve among the marginalized, these experiences will indelibly shape their call, whatever line of work they may enter.

Megan was a girl in our youth ministry who is now in her 30’s. A mom of two biological children, along with her husband she sensed a call to explore interracial adoption. Living out this call has been anything from easy, as their family has now welcomed a son born in the Democratic Republic of Congo and, several years later, a daughter came to them through a disrupted adoption. Between attachment issues, physical and emotional struggles, and becoming a “blended” family on several levels, I imagine Megan and her husband never would have dreamed the suffering this would involve. But at the same time, this suffering has brought deep joy, fulfillment, and a far deeper understanding of family to all six members of their household. I asked Megan about this, and she shared:

When we aren't willing to take on the suffering and hurts of one another, we often don't realize the hurt and suffering we further inflict by that rejection. I think as humans and especially as parents, our job in discipling our children often includes being willing to sit in their hurt and suffer with them—not take that suffering away from them. I find that when I talk to most of my friends, their goal is to take away hurt or protect their child from everything. Having our adopted children has really turned this notion on its head for me. Their biggest hurts and losses happened before I ever even knew them and I couldn't protect them. I think one of the best ways that I can lead my children toward greater connection with us as their family and ultimately with Jesus, is to continue to be present; acknowledging their hurts and sufferings and not always trying to fix it, but to just BE with them through it while they feel it. Sharing and helping to carry the burdens of my hurting children is one of the hardest seasons of suffering I've ever been through, but finding a way to build connection in that suffering is the greatest joy of my heart. There is something so healing for them when I say, "I'm here. I'm sorry that happened to you. I love you." It is not what we expected, and I don't think that my children's pasts is ever what Jesus wanted for them, but seeing redemption come from such hurt and loss is one of the best ways that he has shown me how to "know him in his death and resurrection." 

3. The Path of Wisdom

The third most important pathway our kids need to walk in order to discern call is the path of wisdom. Wisdom and its pursuit are the topics of a number of psalms and of course the entire book of Proverbs. This wisdom tradition sometimes feels foreign to us when we read these passages, in particular because our culture is so focused on the pursuit of knowledge (and possessions) rather than wisdom. Wisdom is something we grow into rather than grasp. And it’s part of the way our calling is shaped.

Labberton defines wisdom as “God’s truth and character lived in context.”[3] Jesus embodies wisdom by living out God’s will in action in his everyday encounters with people around him. So Jesus is what wisdom looks like. Sometimes he chose to act, sometimes to wait. Sometimes to speak, other times to speak through silence. We can invite our kids to be discipled by Jesus and by wise adult Jesus-followers who can help them grow in discernment in the little and big encounters of life.

This week my daughter announced that she wanted to speak out at a local school board meeting about an issue. In fact, she and a friend had already decided that they were going to do so. She also had a history test that would require study time, and the window of the meeting overlapped with her available time to study. As we wrestled with whether to stop her from attending the meeting or let her follow this passion to speak out, we decided that learning to use her voice in advocacy was probably more important than a history test. I’m not yet sure how the test turned out, but I am sure she won’t soon forget her experience at the board meeting. 

Labberton asserts that “wisdom leads people to acts of courage in places of need.[4] Whether that’s a local school board meeting, a global response to injustice, or befriending a classmate who is disabled, growing courage to act in response to need is part of discerning call. And allowing our kids room to experiment can create space for the opportunities that may ignite something deeper within them.

So What Does God Call Me to Do?

In a way these generalities about calling can feel like a cop-out. They don’t seem to answer the question of my specific calling very tangibly.

In response, Labberton suggests a helpful framework of “first things” and “next things” that I think can work well in conversations with our kids as they grow into an understanding of calling.

First things are what we already know from what’s revealed in scripture and most clearly through the life of Jesus. They are “normative for those who follow as disciples.”[5] Loving God and neighbor, growing in the fruit of the Holy Spirit (Gal 5:22-23), and serving the poor are all part of the call for anyone who follows Jesus. Helping our kids learn to work questions or scenarios through “first things” lenses rather than simply “right or wrong” can build discernment over time.

Next things are tied to first things, but go beyond them into specific expressions. And sometimes these next things are clearer than others. This is where we might respond to a specific sense of call to work, ministry, marriage or singleness, advocacy, education, and service. Scripture is very passionate about the first things of loving God and neighbor, and often more vague about how that works out in next things. Labberton assures us, “We live out the extraordinary call of following Jesus (first things) right in the midst of the ordinary actions of daily life (next things).”[6] In that sense, our calling is always tied to today. Calling may be long-term, but it’s always lived out in what is presented to us today, by what and who are in front of us this day.

Look for Sparks

I often say my nine year-old has a natural gift for teaching. When she was a preschooler she would come home, line up her stuffed animals, and begin teaching them. She could reproduce the teacher’s voice and actions so much that it was clear she spent her class time absorbing her teacher’s every move. When she later learned to ride a bike without training wheels, her very first words were “Now I can teach Sylvia!” (one of our neighbors). Teaching is part of her DNA. Researchers at the Search Institute would call this a “spark,”[7] an activity or interest that helps a kid be their best.

Parents and other adults play critical roles in helping point out and foster sparks in kids. Our recent research behind the Sticky Faith Guide for Your Family explored how real-life families do this, and the biggest theme from those interviews was that parents keep showing up in their kids’ worlds, paying attention to their interests, and letting their sparks lead rather than forcing parental expectations on them.[8]

But here’s where it gets complex. Sparks don’t always lead to jobs, success, or even ways to use them every day. “God isn’t required to use our gifts in a constant or predictable way.”[9] Inventories that help us understand our personalities, strengths, and the ways we work with others are helpful, but they also have limits. Our kids need our help to learn to let these natural abilities play alongside the work they find before them and the context in which God has placed them.

The truth is, not everyone gets to choose their work. Sometimes we work to sustain life. Sometimes we are forced to do work. Sometimes our social situation, education, background, or skin color prevent access to the jobs in which we might find fulfillment. While that may not be a reality for most of those who are reading this article, it’s an inconsistency our kids need to know, because it’s reality for a majority of their global—and many local—neighbors.

At the end of the day, call is more about discipleship than about results. Labberton shares, “Call isn’t measured by outcomes—how much we achieve or accomplish—but through the process of following Jesus in and through it all. In the end, call is about continuous formation into the likeness of Jesus Christ far more than it is about finding direction or getting a job.”[10] We’re invited by the Apostle Paul, “Whatever you do, whether in word or deed, do it all in the name of the Lord Jesus, giving thanks to God the Father through him” (Col 3:17). That’s a good verse to memorize with our kids as they sort out work and calling.

Fuller’s new Vice President for Vocation and Formation, Tod Bolsinger, asserts that vocation is something that is formed more than found. By that he means that we discover our vocation as we are shaped in a process of discovery and practice. Every Fuller student now wrestles with what we call the “central integration question” over and over throughout their study here. It’s not a bad question to begin with our own kids, even as we ponder it ourselves:

“At this point in your journey, how do you envision your call to God’s mission in the world?”

Wrapped up in the images of pilgrimage and vision, this question draws on our faithfulness to “first things” and invites us to articulate “next things.” But it’s always next things for now, at this point in the road. As we navigate these paths with our own kids, we’re invited to a similar faithfulness.

Because after all, our kids are part of our response to that question right now, at this point in our own journeys. 

Action Points

  • When you read about the paths of belovedness, suffering, and wisdom, which do you think you foster most intuitively already in your family? Which path represents a growth area in the way you help your kids develop a sense of call?
     
  • How could the “first things” and “next things” paradigm help your conversations with your kids (especially teenagers) about calling and vocation? Experiment this week in a conversation over a meal or a coffee date. Brainstorm together some people who might be mentors in particular areas of spark or skill that could help in the “next things” discernment journey.
     
  • On your own or with your spouse or a small group, read and discuss Mark Labberton’s Called: The Crisis and Promise of Following Jesus Today. Consider your own journey of discerning calling, and think about what parts of your story might be helpful for your kids to hear.
 

[1] Mark Labberton, Called: The Crisis and Promise of Following Jesus Today (Downers Grove: Intervarsity Press, 2014), 103.

[2] Labberton, 125.

[3] Labberton, 117.

[4] Labberton, 119.

[5] Labberton, 87.

[6] Labberton, 89.

[7] See http://www.search-institute.org/sparks and Peter L. Benson, Sparks: How Parents Can Ignite the Hidden Strengths of Teenagers (San Francisco: Jossey-Bass, 2008).

[8] See chapter 5, “Connecting: Finding Ways to Relate to Your Teenager” for more practical ideas from our interviews with 50 families. Kara E. Powell, The Sticky Faith Guide for Your Family: Over 100 Practical and Tested ideas to Build Lasting Faith in Kids (Grand Rapids: Zondervan, 2014).

[9] Labberton, 144.

[10] Labberton, 135.


How do I help my kids find their calling?

Helpful insights from Fuller President Mark Labberton

Shares Oct 29, 2014 Brad M. Griffin

Photo by Alex Ward.

Helpful insights from Fuller President Mark Labberton


“You must be called to that.”

“You were made for this!”

“Find your calling, and everything will unfold from there.”

Our kids get all kinds of confusing messages about calling, gifts, career, and vocation. What’s more, calling tends to get mixed up with our anxiety about college, scholarships, career, and financial success in adulthood. In other words, my kids’ ability to “find their calling” and launch a career often can feel like a direct reflection on my parenting skills.

I’ve noticed as a parent that I often feel a tension between two poles when it comes to my kids and calling: On the one hand I want to stay silent and let them figure it out, careful not to over-affirm a gift or pursuit for fear it might feel like pressure. On the other hand, I want to point out things my kids are good at, ways they excel, and the sparks I observe that come to life in them.

I’m caught between wanting to affirm and empower, but not proclaim or pressure. Wanting to name what I see, but not force any of my kids into a mold. The other day my twelve year-old said, “I’m not really sure what I want to be yet,” and my first reaction was to blurt out, “You don’t have to know! You have plenty of time to explore that.” In hindsight, I’m not really sure that’s what she needed from me.

But I’m not really sure what would have been more helpful, either.

In the midst of this ambiguity about calling and vocation steps Mark Labberton. A parent, pastor, scholar, and now Fuller’s President, Mark’s new book entitled Called: The Crisis and Promise of Following Jesus Today draws on scripture to give parents a helpful framework for developing our kids’—and our own—sense of calling.

What Calling Is—And What it Isn’t

It might be helpful to start by describing what calling is not. Calling is not just about work, or a specific job. It is beautiful when work and calling line up well, but this synergy isn’t always part of real life.

Call is also not just about “me.” Our American individualism sets us up to see everything through “me-colored” glasses, but God invites us to remove those lenses to see something bigger.

What is call, then? Call is about flourishing, about becoming all we were created to be. But it’s not just for our own good—it’s for the good of all. Call is something that all of God’s people experience, and is meant to be grounded in shared vocation in community.

Most centrally, Labberton grounds his understanding of calling in Jesus’ words to “Come, follow me.” When Jesus makes this invitation, it is not simply about spiritual salvation. It’s much more. “The heart of God’s call is this: that we receive and live the love of God for us and for the world.”[1]

This understanding of calling is also rooted in Jesus’ words in Matthew 22:36-40 about the greatest commandment: ““‘Love the Lord your God with all your heart and with all your soul and with all your mind.’ This is the first and greatest commandment.  And the second is like it: ‘Love your neighbor as yourself.’”

So at the core, we can help our kids explore call as following Jesus toward loving God and loving others.

Two Ways to Reframe Calling for Our Kids

1. Relocate Call as Real-time Discipleship in Exile

Where are we called? Sometimes those of us who happen to be born into dominant culture in the U.S. (white, educated, middle/upper class) are raised to see our faith as a way to help fulfill our dreams. These dreams are squarely centered in the American Dream of getting, having, claiming, and buying in order to procure happiness. Christian consumers have a hard time awakening to our “Promised Land” approach to faith and life in America. Our tendencies to think of America as the land of God’s blessing and opportunity might actually cloud our ability to see where we really live.

Labberton counters that we are not in fact living in the Promised Land but in exile.[2] Exile is the biblical image for God’s people living as strangers in a strange land. Christianity is not the prevailing influence in the culture in which we are raising our children. This doesn’t mean we need to run away or hide from the world, but instead to love it and seek God within it. The words of the prophet Jeremiah to a people in exile ring out to us, “Seek the peace and prosperity of the city to which I have carried you into exile. Pray to the Lord for it, because if it prospers, you too will prosper.” (Jer 29:7)

This gives us a provocative image of real-time discipleship. Labberton shares, “Every believer and every community of believers needs to recover our identity as followers of Jesus and learn to practice it in daily life, in the context of the real world.”[3] It turns out that this call isn’t about winning or having it all. Instead it is about serving, and about following the humble downward journey of Jesus to the cross. Teaching our children verses like, “The greatest among you will be your servant” (Matthew 23:11) can disrupt visions of the American Dream, but probably only if we consider their implications for our own lives as well.

Encourage your kids to think about what it might look like at school or on their sports teams to serve others in simple ways. Talk with your kids about the ways faith influences your work and your involvement in the community. Consider volunteering together with your family at a local food pantry, home for teen moms, or a ministry that serves refugees or immigrants in your community. Engaging marginalized people—and the systemic issues that impact them—can open up great conversations about living as Christ’s people in the midst of exile.  

2. Refocus Call Within Community

To whom and to what am I called? Young people need to know not only how they can find that out, but where and with whom they can explore these conversations.

For various reasons, our congregation has often become a safe haven for young adults who are tired of trying to figure out their call alone. I asked Sonia, one of our pastors, to share some of the backstory of how we began to create groups that intentionally explore questions of vocation together. Sonia explained that the leadership group began observing a general tendency among members in their twenties to question everything:

They wanted to tear down the expectations that had been established for their lives by American culture, family systems, and evangelical church culture. Their questions were often coupled with depression and a lack of confidence in whatever transitions they were in the midst of—finishing college or graduate school, experiencing broken relationships, traveling (and often serving the poor) abroad and finding their view of the world and of themselves dismantled.

In response, the congregation gathered a group including the pastor, a young professional, a psychologist, a theologian, a college graduate, a stay-at-home mother, and a working mother. These seven grappled with things of vocation. Out of those conversations and stories they developed a 20-week “vocation group” process.

We don't pretend to have direct answers for discerning another's calling, but we commit to journey alongside them. As we developed a curriculum, we found it necessary to bridge together our memories and hopes as persons, the tasks that we do for work, and our membership and participation in the body of Christ. One outcome for us was an articulation that vocation, in the Christian community, cannot be separated from discipleship. So we created these groups to explore vocation together as a shared journey. 

Labberton also emphasizes the importance of working out vocation within community. In our culture we often simultaneously seek and avoid community, and most teenagers feel this tension exponentially in that they are constantly wrestling with exploring their identity in relation to themselves and others. This makes “community” a tricky construction, and often ends up being more like a house of cards. Moving from mere connection to true communion with one another is a challenge of our time, embodied in most of our churches in the struggle to move from proximity to actual relationship. Being near one another and being truly known are two very different things.

One of the best gifts we can give our kids, then, is our help in creating a supportive web of relationships with both peers and adults. It’s from within this interconnected web that calling often emerges and begins to be lived out. Parents can become catalysts for this type of community by connecting their kids with adults who share some of their interests, or who live out their calling in varying ways that might inspire kids with contours of call beyond your family. Sometimes “my” vocation can only be discovered in the midst of “our” shared vocation.

Now that we’ve relocated our discovery of call within the context of exile and of the faith community, in Part 2 of this series we will explore three pathways for helping our kids walk in their calling.

Action Points

  • Explore the idea of “exile” with your kids. What does it feel like to live their faith day to day in their schools and other contexts as followers of Jesus? When does it come easy, and when does it feel like a challenge?
     
  • Look at biblical stories where vocation plays in. Jesus’ calling of his first disciples is embarrassingly filled with unlikely vocation changes: fishermen, tax collectors, Pharisees become followers of Christ. Earlier, the shepherd David becomes a king. The exiled Jewish girl Esther becomes queen of Persia. Alongside our love for planning the future, are we willing and open to the surprising disruption God might bring to our call?
     
  • What adults are already in your kids’ lives who could help explore elements of calling? Based on their interests, passions, and gifts, are there other adults who might be helpful dialogue partners for your son or daughter? What next step could you take this week to nurture the extended faith web around your kids?


Read Part 2

 


[1] Mark Labberton, Called: The Crisis and Promise of Following Jesus Today (Downers Grove: Intervarsity Press, 2014), 14.

[2] Labberton, 55.

[3] Labberton, 39.


Sticky Faith and Special Needs

An Inside Interview

Shares Oct 14, 2014 Amy Fenton Lee

Photo by Marmalade Girl.

If your youth ministry doesn’t have kids with special needs, you’re among the rare exception. The bigger question usually isn’t whether they are among our group, but what we are going to do in response to their particular needs as we lead.

In our first article in this series, “Refusing to Ignore Teenagers with Special Needs,” we looked at the landscape of disability among young people in our culture, and shared five ideas for working toward inclusion in youth ministry.

In this article we look to a seasoned practitioner who cares deeply about kids with special needs, and who has been working to integrate the principles of Sticky Faith in her ministry.

Until this past August, Katie Garvert was the Access Ministries Coordinator for Woodmen Valley Chapel in Colorado Springs, Colorado. Katie led the church’s special needs ministry for 9 years before returning to teach special education in the public school system. Under Katie’s leadership, Access Ministries served more than 100 families through respite events, sibling retreats, overnight camp for students with special needs, and parent support groups. Katie also directed the church’s deaf and hard of hearing ministry. You can read more about Katie’s work on The Inclusive Church website.

I visited Katie recently to hear more about her work and how it might help each of us in our own contexts.

Tell us a little about how your church included students with special needs, and your role in that process.

Katie Garvert: Our church adopted the view that there is no single way to do special needs ministry. Every person with special needs is different, and how the church defines inclusion for each of them may be different. It’s all about figuring out what works for the student, their family, and the church. Our big-picture goal was to provide a sense of belonging inside the bigger Body of Christ.

My job as the special needs ministry leader was to make sure each child, student, or adult with special needs had the support they needed to experience success at church. The resulting accommodation plan could look different for each person. Nearly always we would meet with the individual and their family to learn about and observe their abilities and needs. In many cases I would take what I learned about the student and then work behind the scenes to equip and encourage their respective ministry leaders.

Sometimes we would determine that the individual with special needs and/or the ministry leaders could benefit from dedicated assistance. In those cases, it was our ministry that trained a buddy to shadow the student during their participation in the children’s ministry, youth group, or wherever. And then for a number of students with more complex needs, our ministry offered an alternative environment with sensory activities and sensory-friendly Bible teaching. Some of our ministry participants thrived in our ministry’s sensory room every week while others only needed it for a few weeks. The sensory room also offered a landing spot for students who needed short breaks from their regular ministry environment. Many kids need access to a place they can recollect for a few minutes if they become over-stimulated.

How were you first exposed to the Sticky Faith idea?

A couple of years ago, our family ministry team was reading Sticky Faith at the same time my small group was using the book as a parenting study. So I had the opportunity to process the ideas in the book from the perspective of both a ministry leader and a parent. Like others reading the book, my husband and I could relate to the stories and statistics of students who veered off the path and experienced life pain through the early adult years. Our staff and the other parents all loved the idea of creating a “sticky web” of relationships for the kids in our respective ministries and our own home.

How can a Sticky Faith philosophy apply to students with special needs?

In special education, we often use the term “delayed” to describe a student’s development pace. While it may take longer, the individual with a learning or developmental delay can make progress and often catch up to their peers.

The same may be true for the spiritual development of someone with a disability. Just because a child or teen doesn’t grasp all the concepts their peers do at age 9 or age 19 doesn’t mean they won’t eventually get there. And as church leaders, we often forget about the student who is delayed yet very capable of spiritual growth. Just like you and me, people with disability are hardwired to have a relationship with our Creator. They too yearn for God’s grace and love. Many of these same individuals will wrestle, some profoundly, with God’s purpose for their life. I’ve seen this firsthand working alongside kids and adults with a wide range of disabilities. So the Sticky Faith concepts are still relevant to students with special needs, sometimes just a little later in their life or after repeat exposure.

After reading Sticky Faith, our church began placing a higher value on intergenerational relationships. We wanted to make sure our kids had the opportunity to interact with believers across different ages, life stages, and interests. And with the Sticky Faith 5:1 adult-to-kid ratio in mind, we started asking the following question for each of our teens: “Who are the five people speaking into this student?” This exercise provided a huge “aha moment” for our disability ministry when we realized that virtually none of our students had one, let alone five, meaningful relationships.

The reality was that our kids with special needs only had one significant relationship outside of their parents: a teacher or educator. It became very obvious that these students were even more isolated than typically developing youth. Immediately I started working to create a relational net for our teens with special needs. Like every youth, these students needed a “sticky web” in order to grow into their faith.

My job did change as I dedicated more time and energy searching for the right people to become what we called Sticky Faith “investors.” It was a process, and it didn’t happen overnight. I also began to see the value of facilitating relationships before our students hit middle school and high school. In many cases it takes months, if not years, to identify and “grow” people who can influence and work alongside students with special needs. As a result, I found myself taking every opportunity to dialogue with virtually everyone I encountered inside our church. I was always asking questions and listening for life experiences that could match the needs and interests of individuals in my ministry.

The Sticky Faith initiative also changed my focus as I shifted away from an administrative mindset and adopted the approach of a people-leader and relationship builder. At times this created more work, but it gave me a renewed sense of purpose in my job. And it was especially fulfilling when I began to see our students reap the fruits of their growing number of relationships within our church. I had a front row seat to meaningful life change.

Let me share four ways and four stories that illustrate how we experienced God’s blessings through this shift:

1. We intentionally involved our students in the broader work of the church.

Each week we made the church’s master prayer list a key part of our ministry. In our learning environment for older students with disability, we would take the updated list and divide prayer requests among our participants. After a devoted time of prayer, students volunteered to write notes to the people they prayed for. As more church members began receiving notes and learning they had been prayed for by someone inside our ministry, we saw the church’s view of our ministry change. Suddenly, people began to see our students’ value inside the Body of Christ. Church members who were hurting deeply appreciated the prayers of our ministry participants. And suddenly these same people had something to talk about with our students when seeing them on campus. Some prayer recipients even sought out our students to say thanks. This interaction was often significant for our participants with special needs, and it provided an easy entry into relationship.

2. We found unconventional places to create meaningful relationships.

The adult volunteer running our church’s technology booth agreed to allow several students to help him with sound and lights. This church member quickly recognized the opportunity to make a real difference in these kids’ lives when he adapted his technical service to include relational leadership. Today, this guy has untold influence over a number of kids who were quirky and struggling to fit in in our youth group. Some of these kids have identified special needs. And they now have a connection to other students and to a leader who shares their same spark for technology. This normal volunteer has created an accidental discipleship group, where he leads the students serving under him in a time of discussion and prayer after each media event. As a result of this older believer’s investment, we have several vulnerable teens making huge strides in their own faith journeys.

3. We learned to network outside our own ministry circle.

One Sunday a visiting mother dropped off her young daughter in our church nursery before heading to worship. No special instructions were left, and our volunteers assumed the new child was just like every other busy preschooler. But the childcare workers soon noticed differences and pulled me in for advisement. After several weeks and a delicate conversation with the mother, we discovered the child was blind. This single mother was in need of help and her daughter, who was the age children begin to learn to read, needed to learn Braille. As we were brainstorming ideas, I recalled a past conversation with a church member who talked about working with a little girl who was blind on a mission trip. Remembering this church friend’s heart for a child in South America, I contacted her and asked if she would be willing to reach out. A relationship began after this church member, who wasn’t involved in our special needs ministry, sent an email to the struggling mother. Today, nearly three years later, this church member is the single strongest influence in that family. As the girl with special needs ages into our middle school ministry, we already have one Sticky Faith investor who can help us identify and recruit others.

4. We saw God provide purpose and redemption for Sticky Faith investors.

Several years ago a family in our church adopted three children internationally. One of the children began exhibiting signs of special needs, including Reactive Attachment Disorder. (RAD is a syndrome where children have trouble attaching to their adoptive parents due to earlier trauma or neglect.[1]). As this adopted daughter aged, her challenges escalated, sending the entire family into turmoil.

Our ministry team connected this family to another church member, who years earlier had adopted a son internationally and had walked a similar path. This more experienced adoptive father stepped in, investing hours in the family and particularly the struggling daughter who was approaching middle school. Because he could understand the family’s pain, he earned the right to influence all of them. Our ministry team watched God use this man profoundly in the life of a hurting child whose early life experiences had left deep scars. And his help improved the trajectory of the entire family. At the same time we witnessed God using the Sticky Faith investor, we saw God blessing him as well. This man was still grieving the pain of his own adoption experience. It was through his work with the other family that he was able to catch glimpses of God’s eternal plan for his own pain.

Action Points:

  • As you read this interview, did you think of a student with special needs who before now has been relatively unnoticed by your ministry team? Do you know much about this student’s capability for spiritual growth? Identify one action step to help you understand and aid this student in their faith formation.
  • Make a list of good networkers inside your church. Schedule a time to meet with them individually. Share your vision to find Sticky Faith investors for each student with special needs. Ask the networkers to brainstorm ideas and to identify contacts across the church. Go to these meetings prepared with a mental inventory of the students’ needs and interests. (Be careful to respect students’ privacy and to share information in a manner that protects each person’s dignity.)
  • Begin identifying and building a relationship with potential Sticky Faith investors. It may take time to determine and develop the right people across the church. Be mindful of selecting and equipping people who have the emotional capacity and appropriate level of spiritual maturity. (Hint: Look for people who take a marathon approach to relationships. Sprinters will often fizzle in special needs situations where an abundance of patience is required.)

Refusing to Ignore Teenagers with Special Needs

Five Ideas for Inclusion

Shares Sep 15, 2014 Amy Fenton Lee

Photo by David Thiel.

Every kid has special needs. But John’s quirks were a little different than his church leaders were accustomed to. As John aged out of children’s ministry and into his teens, his leaders worried about how they could weave him into the student ministry, in particular how he’d fit in a small group.

John’s nearly constant desire to recount stats from his beloved sports team wavered between fascinating and irritating. And when John wasn’t giving a play-by-play of a recent game, it was hard to follow his train of thought, creating labored interactions for his peers. So they tended to avoid him.

Other times he became an easy target for jokes.

His youth ministry leaders tried to connect with John, but struggled to read him emotionally. It wasn’t uncommon for John to show visible signs of frustration or anxiety whenever there was a schedule change or new visitor. Yet when discussion turned to a sensitive or emotional subject matter, John seemed lost or distracted. This “disconnect” could create awkward moments for his small group. More than once, John blurted out a random sports fact, interrupting the group dynamic at an inopportune time. And his interjections could come off as disrespectful, especially if they happened on the heels of a peer’s vulnerable prayer request.

Admirably, John’s parents were committed to his regular church attendance. However, John’s youth leaders silently wondered how they could include John in the student ministry environment without compromising the other students’ church experience.

John lives daily with a diagnosis of autism. And if he’s not already in your youth group, he will be soon.

The Rising Rates of Teenagers with Disabilities

More kids like John are becoming part of church youth groups everywhere. The American Academy of Pediatrics reports a 16% increase in the prevalence of childhood disability between 2001 and 2011.[1] While the number of kids with physical disabilities decreased (notably), the diagnoses of mental health and neurodevelopmental conditions jumped a whopping 21% for this same population. We know from other studies that these changes are largely attributable to the escalating rise in autism specifically. It is currently estimated that 1 in 68 children has been identified with autism spectrum disorder (ASD), a 120% surge in diagnoses between 2002 and 2012[2].

Keep in mind these numbers only account for children who have been identified after being tested and then receiving a formal diagnosis. So the real number of kids with autism is likely somewhat higher. With each new promotion year, the growing number of children with autism are becoming teenagers with autism. That means they’re entering your church youth ministry.  

As with any special needs diagnosis, autism spectrum disorder is complex and requires a largely individualized approach. A broad range of learning styles, behaviors, disabilities, and abilities (that are sometimes unusual) fall under the ASD umbrella. And the degree of impairment varies widely. One individual with autism may require assistance with basic life skills while another needs little, if any, support. As result, many high-functioning students with autism have more in common with their typically developing peers than with other kids sharing the same diagnosis. For this reason there is no one-size-fits-all solution for including students with ASD. Autism doesn’t always show up in the form of a physical or intellectual disability. In fact, almost half (46%) of individuals identified with ASD have average or above average intelligence levels.[3]

Oftentimes, autism presents itself in the form of awkward social interactions and unexpected behaviors. These attributes can present unique challenges for a youth ministry environment, where nearly every aspect of programming revolves around personal connection and relationship. But there is hope for kids like John who have autism, and for their student ministry leaders.

Is Inclusion Even Possible?

While “John” isn’t his real name, John is a real student at a real church in suburban Atlanta. When John transitioned out of children’s ministry and into youth group, the student ministry team worried about including him.

But that was four years ago. John has since become an integral part of the same circle of boys, now sophomores in high school. One of John’s small group leaders, Ben Nunes, reflects on the early days: “Before we figured out a few key strategies, there were weeks we spent more time managing John than doing anything else.” But Nunes quickly points out, “John needed time to acclimate to us. And we needed time to figure out what makes him comfortable as well as how to avoid or overcome what makes him nervous.”

Nunes acknowledges, “Interruptions and awkward moments still occur.” But he quickly asserts that he would no longer call them interruptions or awkward moments, “It’s just what happens with John.” Everyone in the group has grown past the discomfort. The unexpected is now expected and rarely do John’s “quirks” get noticed anymore. Nunes insists that the quality of the group’s interactions have not been compromised. Instead, he contends that the guys have bonded partially due to the shared experiences that John has serendipitously created.

John’s integration into the student ministry hasn’t been without hiccups. Small group outings and youth group events nearly always pose a challenge. And the solution is different every time. Sometimes John participates after his parents have coached leaders through anticipated obstacles and prepared him for the new experience. Other times John will skip the event because his parents and leaders have determined he is not yet ready socially or developmentally. John is more likely to attend short, structured group events and forego the more fluid or open-ended get-togethers. And when John does come to extra activities, his father often comes along as an additional adult support.

John’s small group leaders hope he can join the rest of the group on next year’s youth retreat. But the ministry team also appreciates that his parents have taken a thoughtful approach in years past, electing not to send John because he wasn’t ready for sleepless nights and cafeteria-style serving lines. The small group leaders respect that John’s parents have a good handle on their child’s growth pace. And by sometimes taking the hard decisions off the shoulders of the student ministry team, John’s parents consistently set everyone up for success.

Best Practices for Inclusion

For the past five years it’s been my mission to help churches successfully include children with special needs. I’ve conducted dozens, if not hundreds, of interviews with ministry leaders and credentialed professionals working with individuals with disability. And I’ve hopped on planes to visit churches across the U.S., going into Sunday settings to see first-hand what’s working when it comes to including kids with neurological differences. A number of best practices continually resurface in my research. And below are a few favorite ideas worth sharing. Please remember that every student with special needs is unique. The strategies that work for one individual may not work for another who has an identical diagnosis. And an approach that fails the first time can yield success after repetition. It’s all about getting to know the student and trial and error. While these ideas are shared with autism in mind, they are transferrable to a wide range of disabilities and unique needs.

1) Develop a good relationship with parents.

When church leaders demonstrate a genuine desire to include a student with special needs, they increase the odds of having a healthy and trusting relationship with the parents. An honest line of open communication between the church and the family can be critical for success. Many problems can be solved (often before they happen) when a parent does not fear being turned away and shares more openly about their child’s obstacles.

2) Prepare the student ahead of time.

We all know that it’s difficult to enjoy what’s going on around us when we are preoccupied with worry. This is an ongoing problem for many students with autism because anxiety and autism often go hand-in-hand.[4] In fact, anxiety can be the root cause of undesirable behaviors sometimes associated with autism. If a student tends to run away, hide, or show visible signs of agitation around the time of a change, odds are high that the student is anxious about a current or upcoming activity. With careful observation, leaders can usually identify the cause of the undesirable behavior and then prevent or resolve the trigger. However, it is always smart to remove any element of surprise for the nervous student. Advance preparation eases worry and reduces the likelihood of negative behaviors whenever unfamiliar faces, different rooms, or new activities are going to be introduced.

The following tools and strategies may help some students:

  • Offer an advance tour of ministry space and other relevant church environments.

  • Send pictures and names of key faces the student can expect to see.

  • Provide a map of the church campus, labeling rooms and highlighting travel routes.

  • Create a visual schedule with activity times, locations, and brief descriptions.

  • Use a stopwatch or visual timer as a countdown for current and upcoming activities.  

3) Provide printed guidelines for each ministry setting.

Every board game comes with a set of printed instructions. The instruction sheet establishes the purpose of the game and the rules for play. Ambiguity is removed and all players start with an equal understanding of what they can and cannot do during their turn. Some kids with neurodevelopmental disorders need the same type of instructions for “how to play” in the church youth group. Concrete guidelines can help the student who does not catch on to the unwritten rules of play that are typically communicated through social cues.

Because kids with ADHD, autism, anxiety, depression, OCD, and many other disabilities are simultaneously dealing with internal tension (e.g. overstimulation, hyperfocus, nervousness, impulsivity, physical pain, hyperactive “running motor”), they easily miss what’s going on around them. A list of clearly stated “Do’s and Don’ts” along with a simple objective statement for each ministry setting may seem insulting, but is actually helpful for some students. Keep in mind that the rules should not be used as a way to shame or embarrass an individual who needs things spelled out literally or who requires regular reminders. In some cases it is best to provide the guidelines discreetly through email or private conversation.

4) Facilitate interaction for the student who struggles to communicate.

While ministry leaders can’t remove every obstacle, they can prompt and model interactions between the student with special needs and their peers. This often requires a leader to learn more about the communication abilities of a particular student and to create some out-of-the-box solutions. For example, a leader may learn that a student who rarely speaks during small group is actually an extrovert on social media. Odds are high that this silent kid in the corner will interact more with the small group via text or group chat. So in addition to asking discussion questions when the group is gathered, the leader also challenges group members to respond to posted discussion questions via text or a shared (and parent approved) chat app. This type of interaction is helpful for a student who:

  • Processes auditory information at a slower pace (i.e. doesn’t think fast on her feet)

  • Struggles to articulate thoughts

  • Speaks with inaudible, mumbled, or labored speech

  • Experiences distraction or overstimulation in the live group setting

  • Fails to interpret subtle, non-verbal, face-to-face communication

5. Remember that inclusion is more about a mindset than a perfect set of strategies.

Like John, not every student with special needs can successfully participate in every ministry activity. And that’s okay. What the student with disability really needs from a youth group is a sense of belonging. Inclusion happens when an individual feels known and accepted for whom God created them to be.

Action Points:

  • As you read this article, did a student’s face come to mind? While reflecting on their unique traits or needs, create one action step to follow up based on these ideas.
  • Do you have a student with challenging behaviors possibly attributable to a disability? Many behavior dilemmas can be prevented or eliminated once you identify the “trigger”. Take a sheet of paper and create 3 columns. In the middle column, note the undesirable behavior. To the left, describe events preceding the incident, and to the right note what happened after or in response. Keep an ongoing log for recurring behaviors. Journaling the behaviors and surrounding facts will either help to identify the cause or serve as the starting point for solution-oriented conversations with parents.
  • For a student unable to do all the same activities as their peers, write down two possible action steps to help them experience a sense of belonging inside the ministry.
  • Identify a knowledgeable person in your community whom you can approach to ask for guidance related to special needs inclusion. Write down their name and contact information. Good sources include:
    • Speech language pathologists
    • Occupational therapists
    • Pediatric physical therapists
    • Special education teachers
    • Social workers

Stay tuned for more in this series, as we address questions like, “Is it ever okay not to include a student?” And “How do I handle other kids, or other kids’ parents, who complain about the effect of special needs kids on themselves/their kids?


[1] http://pediatrics.aappublications.org/content/early/2014/08/12/peds.2014-0594.abstract

[2] http://www.cdc.gov/ncbddd/autism/data.html. The possible cause(s) behind the surge in autism is the subject of much debate and research.

[3] http://www.cdc.gov/ncbddd/autism/data.html


You Get What You Are

Modeling Sticky Faith

Shares Sep 01, 2014

This article is adapted from chapter two of the new Sticky Faith Guide for Your Family.  To find out more about this book or our new video curriculum for parents, please visit stickyfaith.org/guide.

“I’m Kah-wa Powell.”

What our youngest child, Jessica, lacked in pronunciation of the letter r, she made up for in her gusto for pretending to be me. Every day for two months, she plunged into my bedroom closet, grabbed as many items as her five-year-old fists could carry, and then wore them over her own clothing. Her favorite items were my black leather boots, an orange blouse, a turquoise scarf (trust me, it isn’t as eighties as it sounds), a gold linen dinner jacket (okay, that is as eighties as it sounds), and a wool hat.

Regardless of how you evaluate her fashion sense, if you saw her walk around our house, you’d see that she had a sixth sense for imitating me. Stumbling awkwardly in boots that were twice her size, she’d grab my briefcase on wheels and stride across our wood floors, proclaiming to all other family members, “I’m Kah-wa Powell.”

It was even more adorable than it sounds.

It got less adorable when Jessica started imitating facets of my parenting. She’d stand in our living room, wag her finger at an invisible daughter and sternly warn, “Jessica, you need a better attitude.”

Imaginary Jessica didn’t seem to improve. My daughter’s remedy? More wagging of the finger, mixed with, “Jessica, go to your room.”

Sometimes she’d invite friends to join in the dress-up play. Jessica was always “Kah-wa Powell,” and the friend was usually talked into being “Jessica.” What did they do together? Play cards? Color at the kitchen table?

Nope. “Jessica” usually spent most of her time on the couch, receiving a lecture from “Kah-wa Powell”.

One Friday afternoon, another mom and I were invited to watch a “play” that the two five-year-olds had created. In this play, there were no fairies, doggies, or princesses. The “story” (if you’ve watched your five-year-old child’s plays, you know that the quotes are warranted) revolved around my daughter playing me and giving her “daughter” a grim lecture.

The other mom and I laughed (somewhat awkwardly) at the scene. But long after the other family walked down our driveway, one question sat on the front steps of my heart: Was that my daughter’s primary picture of me?

Jessica mirrored to me a posture and a tone of voice that was everything I didn’t want to be as a mom. As she acted out her version of how I corrected her, I knew I was the one who needed correcting.
 

3 Sticky Findings


As our team has surveyed others’ research on family faith as well as analyzed our own studies of over 500 teenagers and 50 parents, we have identified three “Sticky findings” that are important for parents who want to model vibrant faith in front of their children and teenagers.
 

Finding #1:  We Will Get What We Are


After studying the faith development of more than three thousand young people nationwide from Protestant, Roman Catholic, Jewish, and Mormon families, Christian Smith and his team concluded, “The best general rule of thumb that parents might use to reckon their children’s most likely religious outcomes is this: ‘We’ll get what we are.’” 1  As important as this guide’s other ten factors are in building Sticky Faith families, the reality is that in general, the primary influence in a child’s faith trajectory is his or her parents.

As with all research, please take this with a grain of salt. Or even a mountain of grains of salt. You might have a very different faith journey than your parents’. You might have multiple kids who are choosing different faith paths themselves.

While there is no foolproof formula, in integrity as a researcher I need to be clear: your strategy for developing a Sticky Faith family starts by assessing the vibrancy of your own faith.
 

Finding #2:  We Will Get What Our Kids Think We Are


Here’s something fascinating. As important as our faith lives are in influencing our kids, multiple studies of teenagers indicate that more important than what parents believe is what teenagers perceive they believe. 2 3

When I was a high school student, our youth pastor decided to make the focus of one of our Wednesday night meetings this question: If you were on trial for being a Christian, would there be enough evidence to convict you?

To my surprise (and dismay), I was one of the three students picked to be on trial. Friends of mine from youth group then gave testimonies about both my character and my behaviors. I remember sitting on a grey plastic chair in the front of our youth room, palms sweating and heart pounding, wondering if there was going to be enough evidence to convict me.

There was. In my opinion, barely.

Because that sort of mock trial can easily become emotionally manipulative and guilt producing, I don’t recommend trying this at your home church. But given the research on Sticky Faith families, I hope you reflect on this question: If I were on trial for being a Christian, what evidence could my kids offer to convict me?
 

Finding #3:  There Are Many Ways to Build and Model Sticky Faith in Front of Your Kids


As we interviewed parents who had developed enduring faith in their kids, this theme emerged: they made the cultivation of their own faith a priority.

While that was a nearly universal goal, there were no universal steps parents took to make that goal a reality. Each parent seems to find their own channel to stay in tune with Jesus.

Some hold traditional “quiet times,” often in the morning before children are looking for breakfasts and backpacks.

Others prefer to journal in the evenings while kids are sleeping or studying.

Some like to sit.

Others feel closer to God while moving—while jogging, walking, gardening, or even driving.

Some need quiet.

Others prefer the stimulation of a good sermon or great worship music, or even the background noise of a coffee house or the morning bus commute.

The length, location, and posture of parents’ time with God varies. What is constant is their recognition that regular (generally daily) time with God needs to be a priority in their schedules.
 

Sticky Ideas

In order to understand how creative families are embodying these three findings, we interviewed 50 amazing parents nationwide. Their ideas inspired and encouraged us, and we hope they do the same for you. Here are just a few:

Same Time, Same Place


Of the parents we interviewed, the majority were most successful in carving out time with the Lord when they found a consistent rhythm.

Same time.

Same place.

Every day. Or at least most days.

Even if it wasn’t daily, it was consistent. One busy executive found it challenging to carve out time with the Lord on weekdays, so he spent an hour reading the Bible and praying first thing every Saturday morning. While he wished he spent such focused time with God more frequently, he rarely missed his Saturday routine.

Personally, I double my chances of working out if I plan the day before when I’ll make it to the gym. I triple those chances if I put on workout clothes as soon as I get out of bed.

For many Sticky Faith parents, identifying a consistent time and place similarly increases the likelihood of developing their spiritual muscles.

A Running Conversation with Jesus


While regularly scheduling time to pray, read Scripture, and meditate is hard, I find a second practice of some parents even more challenging. And convicting.

Several parents we interviewed found great spiritual strength by maintaining a regular conversation with Jesus. They would comment that they “pray all the time” and maintain a “regular conversation with Jesus” in the midst of work and family responsibilities.

As one parent described, “Whatever happens during my day, I keep my conversation going with the Lord.”

Some parents find that praying some or all of the “daily office” of fixed-hour prayer (common in Anglican and Roman Catholic traditions) helps pace their day with “God pauses.” Whether on their smartphone or in a book, these excerpts from scripture and the prayers of others can be a catalyst for ongoing conversation with God.

In talking with these parents, I don’t sense that they do this because it’s merely a good idea. To them, it’s like a spiritual oxygen mask, helping them stay calm and breathe when they hit turbulence.

A Day a Quarter


Cliff, a dad of two teenagers, has found he connects with God best when he isn’t rushed or preoccupied with his next meeting. So Cliff sets aside a day each quarter as his time away with God. Grabbing his Bible, a few books, and a lunch, he heads to a nearby park, lake, restaurant, or friend’s vacant house for the day. (Cliff lives in Minnesota, so the time of year makes a big difference in where he holes up.) These quarterly days are Cliff’s lifeline, enabling him for the next three months to be the disciple, leader, husband, and dad that he longs to be.

Praying with Your Calendar


If your calendar seems too full for any of these ideas, perhaps prayer itself is the solution. Abigail, a mom with college-age sons, has found that taking time to pray actually gives her more time to pray. How does that time-math work?

When Abigail prays with her calendar in front of her, the Lord often gives her a sense of what is most important. As a result, she inevitably eliminates some of the items crowding her to-do list. Prayer helps Abigail become more able to identify those tasks that can wait, or even better, don’t need to be done at all.

Community as a Portal for Spiritual Growth


Many parents we interviewed mentioned the catalytic role of others in their own spiritual growth—particularly close friends, mentors, and fellow members of Bible studies or small groups. When parents’ frustration or fatigue makes them blind to God’s vision for their lives or families, it’s often others who show them the way.

As with other ideas that further spiritual growth, these relationships almost always take planning. One single parent makes double dinner every Wednesday night, carefully placing extra plates in the refrigerator with her kids’ names on them, so she can make it to her Thursday night small group. That additional work is worth the payoff that comes from spiritually rubbing shoulders with other women every week.
 

Our Family’s Steps toward Sticky Faith


Take a few moments on your own, or with your spouse, your friends, or your small group, to reflect on some potential next steps toward Sticky Faith.
 

Sticky Findings

On a scale of 1 to 5 (with 1 being “we stink at this” and 5 being “we rock at this”), rate your family on the research findings shared above.

1.     I myself have the vibrant faith I hope my kids will have as adults.

        1          2          3          4          5

2.     My kids observe me living out my faith in our home and community.

        1          2          3          4          5

3.     I make the cultivation of my faith a priority in my schedule.

        1          2          3          4          5

Sticky Ideas

1.     What are you already doing that is helping you model faith in front of your kids?

 

2.     Given your ranking of the findings in the previous section, as well as the ideas you’ve read in this chapter, what one or two changes might you want to make in your family?

 

3.     What can you do in the next few weeks or month to move toward these changes?

 


  1. Christian Smith and Melissa Lundquist Denton, Soul Searching (New York: Oxford Univ. Press, 2005), 57. The importance of parental example is confirmed in a number of studies, including Pam E. King and Ross A. Mueller, “Parental Influence on Adolescent Religiousness: Exploring the Roles of Spiritual Modeling and Social Capital,” Marriage and Family: A Christian Journal 6:3 (2003): 401–13.
  2. W-N. Bao, D. H. Whitbeck, D. Hoyt, and R. C. Conger, “Perceived Parental Acceptance as a Moderator of Religious Transmission among Adolescent Boys and Girls,” Journal of Marriage and the Family 61 (1999): 362–74.
  3. L. Okagaki and C. Bevis, “Transmission of Religious Values: Relations between Parents’ and Daughters’ Beliefs,” Journal of Genetic Psychology 160 (1999): 303–18.

EXCLUSIVE interview with danah boyd

What you wish you knew about teens and digital media

Shares Aug 21, 2014 Art Bamford

This is part of an FYI series on navigating digital technology and social media with young people. Read Part 1 here: VIA MEDIA A New Look @ Navigating Digital Technology with Young People.

If you’ve been around teenagers very long, you’ve probably found yourself scratching your head more than once about young people and digital media. What’s going on here? What does it all mean? Even the most tech-savvy adult can find it hard to keep up or comprehend.

We recently had the pleasure of interviewing danah boyd, author of the book It’s Complicated: The Social Lives of Networked Teens. (read FYI’s initial review of the book.) boyd is a Principal Researcher at Microsoft, a Professor at New York University, and a Fellow at Harvard University’s Berkman Center for Internet and Society. Fortune magazine nicely summed up boyd’s substantial resume by calling her “the reigning expert on how young people use the Internet." 1

With that in mind, our hope was to draw from boyd’s expertise and provide some additional insights that relate more directly to Christian parents and youth leaders. We were pleased to find that a lot of what boyd had to say resonated strongly with the stories and strategies FYI has shared through this series, and in our new book The Sticky Faith Guide for Your Family.

 

Fuller Youth Institute: A lot of parents and leaders ask us about how to help young people set better boundaries with digital media. What have you learned about how teens and families navigate this?

danah boyd: When parents are looking for limits, I start by asking: why? Are they trying to limit their child’s sociality? Most do not think of it in those terms but that’s what the limiting often creates for youth. Youth aren’t avoiding face-to-face; they’re going online because true, non-surveilled face-to-face is rarely an option. 

I also find that many parents hate when phones are seen as a disruption, but are completely unable to check their own practices around this. So many teens that I meet complain that their parents place restrictions on their technology use that they don’t abide by.

Teens are fully aware of when their parents are being hypocrites. So my advice to parents is to start by collectively constructing household rules that *everyone* (parents and children) agree to. This is so much more productive when negotiated as a household, not top-down.

 

FYI: What do you see as the biggest disconnect between how parents think about media and technology as compared to their teens?

DB: I get very frustrated when parents – and other adults – focus on the technology because it’s the thing that is new, rather than putting teens’ technological practices in context. Teens aren’t turning to technology because it’s inherently attractive. They’re doing so because it’s the one way that they have to connect with their friends in a culture in which we’ve placed heavy restrictions on teens’ mobility and social opportunities.

With this in mind, my first advice to parents is: step back and try to appreciate your kids’ practices in the broader context of their lives. Most youth are trying to find their way in this world and it doesn’t help when parents get all judge-y.

The second thing that I’d advise parents is to build a wide support structure for their kids, including other trusted adults they can turn to and a strong parent-child communication framework rooted in trust and respect.

 

FYI: What do you wish more adult youth leaders (pastors, coaches, extracurricular instructors) would talk about with young people regarding how they use social media and digital technology and the common issues that arise?

DB: From my perspective, the key is for youth leaders not to focus on the technology but to help young people work through the struggles that are very much shaped by their age, status, and position in society.

When technology enters the picture, it’s often what makes teens’ struggles very visible. I often think back to the amazing work by Jane Jacobs where she highlighted how safety isn’t about law enforcement, but about a collective willingness to pay attention to everyone around us. 2

I wish that adult youth leaders would be willing to enter teens’ networked lives when they’re invited to do so and be respectful of what they find. But when it comes to talking with them, the key is to get beyond the technology and get to the root of what’s happening. It starts by neither fearing technology nor presuming it to be the center of everything. It’s simply that which mirrors and magnifies everyday life.

 

FYI: Roughly one-third of the sample group of teenagers in your research self-identified as Christian (Protestant or Catholic). Generally speaking, did anything stand out to you about the Christian teens you interviewed?

DB: To be honest, not really. By and large, they struggled with the same issues as non-Christian youth, although they sometimes narrated their struggles in religious terms. For example, one young woman I met explained to me that bullying was not an issue at their school because it was a Christian school. And yet, she proceeded to tell me all about the various rumors, gossip, and drama that ensued—unable to recognize that this was precisely what many adults meant when they used the term bullying.

I did find that religious teens often had a wider variety of non-school social connections and were more likely to have a non-parent adult that they could turn to, but this applied to all religious youth, not just Christian youth. There’s no doubt that the church can and often does provide teens with a critical support structure, and this is very important.

 

FYI: A lot of churches and ministries have been trying to integrate social media into both their marketing and outreach, and their teaching curriculum materials for young people. Are there any best practices you might recommend with regards to using it more effectively in either of those respects? Any common pitfalls leaders should avoid?

DB: I get why folks want to use social media to market to youth, but youth want social media to be their own. Valuable marketing occurs when youth pull on something that’s created by ministries and make it their own, not when it’s simply broadcast out.

Thus, my advice would be to focus on creating media that teens can appropriate, remix, or otherwise engage in and see what clicks based on what they choose to share. But above all else, don’t try to be “cool” by directly targeting youth. Work with youth to co-create this stuff. That is the core of authenticity for them.

 

FYI: Youth ministries devote a lot of time to service projects and helping those in need. In your experience, what are some good ways to get young people active and more meaningfully involved with causes they care about online?

DB: There are two paths in which young people typically get involved with service-oriented and activist work – 1) it’s normative  3 in their communities; or 2) they personally develop an interest in the work.

The former used to be driven by religious organizations, but is now dominated by collegiate expectations that applicants have done such work. This has distorted participation in service and social justice work in problematic ways. The latter, developing a personal interest in the work, used to be more rare and harder to find. This was, in part, because even if a teen had an interest in, for example, an environmental cause, finding a way to engage deeply was difficult at best if it wasn’t normative in their hometown. 

Here’s where the Internet shines. Young people take their interests and find common ground, build connections and imagine how they might fit into the broader efforts. This cognitive and social work isn’t a waste of time; it’s a critical part of developing a sustainable service practice. Rather than dismissing their digital connecting around service, embrace and promote it. It’s step one. When young people are connecting online to develop passion to do service work, they’re much more likely to stay engaged than if they’re simply doing it to list it on their college application.

 

FYI: What are your thoughts on where things might be headed with digital technology and young people? What do you think will be the major concerns five or ten years down the road?

DB: While I expect that the specific fears and anxieties may shift, the general ones will remain. We are afraid of and for youth; we’re concerned about their sexuality, mental health, and social well-being; we worry about their status and position within this world. Whatever new technologies emerge, we will plug these into the broad concerns that we always have about young people. 

This is why I think that it’s so important to put technology into perspective. We used to be afraid of novels because we were worried that youth would disappear into fantasy worlds and be unable to connect. We feared radio, television, comic books. Each new media is feared, but the fears themselves aren’t that different. The key is to appreciate how hard it is for young people to navigate this world and appreciate their commitment to figuring it out. New technologies are part of that, but what youth need now, more than ever, is the freedom and support to explore. I worry that, in our culture of fear, we’ve done youth a significant disservice. And I’d like us to step away from fretting over technology and focus on the love and attention that teens need from us.

Our thanks again to Dr. boyd for taking time to connect with FYI. A digital version of the book, It’s Complicated: The Social Lives of Networked Teens, has been made available for free to parents and youth leaders and can be downloaded here.

VIA MEDIA Part 1: A New Look @ Navigating Digital Technology with Young People
VIA MEDIA Part 2: How Young is Too Young for Digital Technology and Social Media?

VIA MEDIA Part 3: Sticks and Phones: Preventing Digital Bullying
VIA MEDIA Part 4: My [Own] Space: Supervision vs. Surveillance
VIA MEDIA Part 5: Cheat Codes: A Quick Guide to Teens and Video Games
VIA MEDIA Shoot to Kill: The Real Impact of Violent Video Games


  1. Ones to Watch: Danah Boyd <http://archive.fortune.com/galleries/2010/fortune/1010/gallery.fast_risers_under_40.fortune/index.html>
  2. See: Jacobs, J. (1961). The death and life of great American cities. Random House LLC.
  3. This term is used a lot in academic circles and refers to how what we are exposed to growing up we then assume and take for granted as being the normal way of doing things.

Survive The Summer Playlist: 10 Free Resources

Shares Jun 17, 2014

Photo by Chris Martin.

Whether you’re already a few weeks into the summer rhythm or just getting your toes wet, we’ve compiled a playlist you can return to again and again for ideas to boost your ministry this summer.

1. The best family summer ever

Ideas to help families connect before summer slips away.

2. Help parents create a summer technology covenant with their teenagers

Here are a few samples you can pass along.

3. Using social media to strengthen family bonds

A practical guide for parents who might be feeling powerless and clueless when it comes to leveraging technology to boost their relationships.

4. Beyond Camp-As-Usual

Sticky Faith approaches to more intentional camps and retreats.

5. How do you help faith stick beyond camp?

Programs end, but practices don’t have to.

6. Sticky Faith camp ministry ideas from camp leaders themselves

Six ideas you might not have thought about.

7. Three ideas for improving your camp experience this summer

If you still need more camp encouragement!

8. Taking the pastor to camp

This idea rocks.

9. Twenty Ideas for Grandparents

Summer is a great time to boost the grandparent connection! Encourage them with this best-of list.

10. Parenting strategies for launching kids into adulthood

One to share with parents of recent grads and rising seniors over the summer. And actually, here’s part two as well.

BONUS TRACK

Start thinking about ministry planning for next year! This free sample from our Sticky Faith Launch Kit can help you rethink your volunteer training rhythm.

 

Like this playlist? Here are 20 more ideas for transition season!


Teens Building Assets in Their Own Communities

A Case Study of School Gardens

Shares Jun 02, 2014 Mary Glenn

Photo by Ciaran Cuffe.

As Jesse looked around at his community, he saw both problems and potential.

Like many communities, there were concerns rising about issues like teen depression and potential gang activity. And like most communities, there were less opportunities for mentoring and support than there were kids who needed them.

The faith community, school district, and local nonprofits for the most part remained siloed in their separate approaches to address kids’ needs.

There must be a better way, Jesse thought. The solution that emerged out of his own passion was Community gardens.

As the Executive Director of Kingdom Causes Alhambra/Monterey Park, a local community-mobilizing ministry focused on capacity building, Jesse Chang began to partner with others to plant community gardens on school properties in neighborhoods within his city. In close connection with the school district (about half of whose students qualify for free or reduced lunches), local leaders were matched with students in order to build collaborative gardening projects that would support both students and their neighborhoods.

There’s a Chinese Proverb that suggests, “The best time to plant a tree was twenty years ago. The second-best time is now.” Jesse discovered that community gardens can be one powerful way to invest in growing students and to give them opportunities to be asset builders.

The Goal: Building Assets

Under Jesse’s leadership, four gardens have been planted in the local Alhambra Unified School District, with plans to begin two more sites in the next school year. These school gardens are a model of the impact of community gardens on asset building. Asset building is a process that focuses on the strengths of individuals and communities (rather than just looking at deficits) and builds upon those. This positive model flips the typical “glass half-full” way our society tends to look at teenagers and their situations. Rather than see more problems, an asset-building approach sees more potential.

Based on research with over three million kids, Search Institute has identified forty building blocks of healthy development known as Developmental Assets that help children and young people grow up to be healthy, caring, responsible, and engaged. Assets are grouped into “external” assets (support, empowerment, boundaries, and use of time) and “internal” assets (commitment to learning, positive values, social competencies, and positive identity). Through their research, Search has determined that teenagers are more likely to become healthy and engaged adults when they have an average of 27 of the 40 developmental assets in their lives as teenagers. 1

Jesse and his team of leaders focus on building the empowerment assets through the gardening project, including “community values youth,” “youth as resources,” and “service to others.” According to Jesse, the core group of engaged students has begun to demonstrate not only these outcomes, but also increased responsibility and positive identity. The vision is for the youth program to grow into an entrepreneurial business class within each school.

Planting the Seeds

There are several indicators that the students’ involvement in school gardens has increased their developmental assets. One student shared how involvement with the school gardens grew his commitment to learning. This student said, “Before the gardening class happened, my grades were sliding. But now with the garden, I am more connected to the school and my grades have improved.” Jesse reports that this particular student has grown in his self-esteem. He even agreed to speak in public forums about how involvement in the gardening project has impacted him.

Civic engagement such as service to people, the community, and the environment builds the health and well-being of students and makes communities stronger. Community gardens have been proven to serve as an onramp to this kind of service. 2

In the gardening process, students are involved in the initial planning and design, preparation of the land, planting the seedlings, and cultivating the gardens. This includes designing the space and choosing what’s planted. Through sweat and determination, students are able to literally see the fruit of their labor. Students have been surprised to see how much they actually care for the garden, and how invested they are in its success. The gardens connected them to each other as they cared for the land together.

The process of preparing, planting, and sustaining the gardens and relationships requires a long-term commitment and investment. For the school gardens planted in Alhambra and Monterey Park, the school principal has served as the gatekeeper who commissions the garden and identifies the champions in the school who will sustain the longevity of the garden as an educational and asset tool.

Jesse serves as the project coordinator. He has developed a local network of resources (of materials, funds and volunteers) in this multiethnic community that ensures the creation and maintenance of the gardens. For example, Jesse was able to contact a local tree trimming company and secure wood chips for free mulch as a gift-in-kind. It was a win-win: the garden needed the mulch and the company needed a place to donate their wood chips.

School-based models of community gardens are not the only ways to partner. For example, churches can work collaboratively to plant a garden in their neighborhood, perhaps in an underused space or even on a church campus. The key is to identify champions and committed partners.

Places to Grow

Like any collaborative project, community gardens are not without their challenges. For this particular school garden project in Alhambra, the challenges included determining how to integrate the school garden more deeply into the teaching and curriculum. Jesse notes, “While there is an intrinsic value of having a place of beauty (for example, one of the elementary schools’ classes insisted on moving their picnic bench right next to the garden), the garden still needs to be valued by the whole school community to succeed.”

In addition to school gardens, neighborhood outreach and local park community garden projects can be challenged by the determination of who will make the decisions and lead, who will be partners, and who will actually do the regular work (not to mention how the fruit of their labor is shared!). The start up phase requires commitment and investment of time by partnered leaders. There may be cultural and language barriers, as well as socioeconomic differences that create potential for misunderstanding. The initial buy-in of the various entities can be a challenging hurdle, especially securing consistent adult leadership for garden projects that depend on kids. 

In addition, sustainability is a challenge, considering budgets are tight and both students and teachers move on from one year to the next. Students may find others areas of interest or feel the demands of keeping up with schoolwork. The process of determining ongoing funding sources can cause tension. There are a number of grant opportunities available for community garden projects, but someone must be committed to seeking these out.

Benefits of Community Gardens

The benefits, however, tend to far outweigh the challenges. School staff and students take pride and joy in telling the story of “their” garden. The garden also gives them an opportunity to know where their food comes from and understand the creation process.

The outcomes from community gardening include:

  • Provision of locally-grown food
  • Increasing care for the land and civic engagement
  • People coming together around common goals and shared work
  • Students empowered by the tending and cultivation process
  • Creating places of beauty, often in spots that have been local eyesores

California poppies and stalks of Kulli Black Incan Corn have replaced barren dirt patches. Unused plots on the school grounds have become sources of sustenance and beauty. Students and teachers have been inspired to spend more time in their outdoor classroom space. They have been surprised by how the fruit of their labor is in demand by local chefs and restaurateurs.

One meta-study found that community gardens tend to boost the overall health and financial growth of a community. 3  The study concluded, “Community gardens appear to lead to increased community development, especially increased social capital. Gardens provide a space for neighbors to get to know one another and organize in support of other important neighborhood issues.” Benefits extend beyond increased neighborhood connectedness and empowerment. These gardens can actually infuse new life into the local economy. This is accomplished through job creation, on-the-job training, and development of skills and knowledge.

Participants in these studies listed “helping others” and “improved neighborhoods” as a benefit of the community garden. Other benefits included decreased racial discrimination, increase in neighborhood engagement, and lowered crime rates. Relationships in the community were strengthened as well as a sense of ownership, belonging, connectedness, and safety.

Through the work of their hands and care of the garden, teenagers can produce food for themselves and their community while learning the fundamentals of social enterprise as they sell the produce and plants they grow. They are more connected to their schools and communities, understand their value and contribution, and increase their own skill sets and experience.

God Planted a Garden

“God Almighty first planted a garden. And indeed, it is the purest of human pleasure” (Francis Bacon). Gardening is a profound activity with spiritual rhythms in which we can participate. Through the original garden (Genesis 2), God created a rhythm of life. Jesus illustrated this rhythm in the parables of the vineyard and of the farmer sowing seeds. The story of the mustard seed (Matthew 13:31-32) teaches us about the growth process and the impact of one small seed.

The act of gardening is about process as much as the end result, requiring both time and commitment. Caring for the land is a deeply spiritual exercise, with theological implications rooted in the power of place. God teaches us commitment to place by creating in a location. God’s act of creation was done on the earth, in a garden. We are reminded in Psalm 24:1, “The earth is the Lord’s and everything in it.” God redeems both place and people, and he calls us to the same kind of commitment.

We plant seeds with students through investment of time and mentoring. God grows the seeds in them and brings them to full harvest. As it turns out for Jesse’s neighborhood and maybe for yours, gardening provides one more way for students to build assets and engage with their communities. 

Action Points

  1. Find out where and how you (and your youth group) might get involved in existing school and community gardens in your city/neighborhood. Check out these community gardens as examples:
  2. Find out how to start and manage a community garden. Here are a few resources:
  3. Engage students in the process of planting a church, neighborhood, or school garden. Involve them in the collaborative process of determining the objectives and outcomes as well as strategies.
  4. Check out Search Institute’s 40 Developmental Assets for great research and practical ideas on how to build assets in teens and also ways to help them to be asset builders in their schools and communities.

  1. For a few additional free FYI resources on asset-based ministry, see “Turning Towards Holistic Ministry,” “Unearthing the Whole Truth about Holistic Ministry,” and “Asset-Based Teaching.”
  2. The Search Institute and the University of Rochester, 2013 for the Roots of Engagement Citizenship study http://www.search-institute.org/sites/default/files/b/Roots_of_Engaged_Citizenship_Initial_Findings_Report.pdf . The purpose of this 2013 study was to understand how youth become good citizens by identifying the developmental roots of active participation in communities and society. The study asserted that civic engagement is good for young people's well-being and functioning in other areas of life, and that youth civic participation makes communities and societies stronger.
  3. Lindsey Jones, “Improving Health, Building Community: Exploring the Asset Building Potential of Community Gardens” (Evans School Review Vol. 2, Num. 1, Spring 2012).

What Do My Students Need When Transitions Happen?

Shares May 13, 2014 Chuck Hunt

Photo by Joshua Michael.

It was the day my students exploded.

One of my most faithful and exuberant leaders announced that she was leaving. Her announcement was like letting a skunk loose in the center of a middle school dance. It stunk, and so did the rest of our team as we tried to help students understand that everything was going to be okay.

When the time came, we cried, ate cake, and did a sendoff. But none of it really addressed the loss that our team and students were feeling. Since then, I have tried to do a better job of preparing both students and staff for transitions that impact our ministry.

The Ever-Changing Ministry

As much as we are inclined to seek stability and predictability, we must be prepared for the inevitable. Essentially all ministry is transitional; once I realized that, I was able to get better at preparing people for it. In light of Sticky Faith research and curriculum, I have found it even more important to think about both student and leader transitions.

The culture of any youth ministry changes from year to year based on natural student transitions. When it comes to personnel, whether it’s the head of staff or the part-time intern, a successful change in leadership preserves both students’ and parents’ trust and allows them to adapt to new challenges with imagination and maybe even enthusiasm.

Four Strategies to Mitigate Pain and Loss in Transition

I recently had a conversation with a youth leader who was preparing to leave his position. Though it was under good circumstances, the senior pastor asked him to leave within three weeks of the announcement in order to make the goodbye “less painful,” even though the leader did not have another job and there was no plan in place to replace him. This pastor did not seem to be taking into account the relationships that the youth leader had built over time. Rushing the youth leader out the door may actually end up leading to more confusion and hurt.

Effective transition requires authentic communication about the transition and an honest look at the needs of both the leader and the students. This approach preserves trust for all involved. The Center for Strategic Planning has a great list of messages to communicate in times of change. The list includes communication about important questions like:

  • Why change?
  • What will happen if we don’t change?
  • What will it be like to change?
  • What will not change?

I would add to that list a few statements about the individual who is leaving: How will this affect my relationship with them? How can I best support them?

Here are four ideas we can focus on to help mitigate the pain of transition:

1. Help students grieve the loss without languishing in it.

Failing to acknowledge and sit with people in their grief—however great or small—will inhibit your ability to help them up. Grieving real loss is an adaptive process. Adapting means accepting the loss, defining and solving real and felt problems, and emerging from the loss by looking for the next opportunity together. 1

In our case, the leader to whom we said goodbye led a small group with students who had grown close not just to the leader, but to each other. Her leaving was difficult on that group, but we made it unbearable by simply selecting a replacement leader and announcing it to the girls. As a result, the girls shut down and disengaged. We never really allowed them the freedom to use that group as a means of grieving; instead, we carried on as though the curriculum was more important than their leader. We all lost.

2. Acknowledge the impact of leadership, with the focus on the impact (not just the leader).

The impact of relational ministry needs to “provide the context for understanding and participating in discipleship,” 2  according to youth ministry theologian Andy Root. Root explains that relationships are the tangible place where adolescents live and practice their faith. The authenticity of those relationships, not the giftedness of the leader, provides the context of discipleship. Living that out in word and in action allows the space for students to explore the shift in relationship. As we come alongside them through relational transitions, pointing to the work of Christ in us all sets us on solid ground.

3. Continue YOUR ministry, not that of the previous leader.

When the removal of leadership gifts leaves a vacuum, it is very tempting to step in and fill that hole. DON’T.

God has given you specific gifts for this ministry and you need to stay true to those gifts. 3  Allow God either to fill the void or to leave it empty. This is most important when we try to fill a relational hole.

Several years ago, I followed a friend as the leader of a youth ministry. I wanted to continue some of the things that he had done, and so I co-opted some tools that he had been using. For example, I repeated a phrase that he had often spoken to end prayers. A couple of months after he left, I got a call from my friend saying that a frustrated student had contacted him about my attempts at imitation. Needless to say, I stopped using his words.

4. Build a network of adults around every student.

One of the things we have taught in our ministry team is that while caring for students, we also live out our faith in front of and with students. That includes living out faith through the inevitable transitions in our own lives as adults.

We need to build a network of adults around students because of the nature of adult life. People change jobs, get married, or any number of other factors that may result in having to say goodbye. As Sticky Faith research pointed out, the task of connecting five adults to one student is really an invitation for that student to be in relationship with many adults. 4  One of the ways a ministry can strategically support this is to give opportunities for adults who are not regularly part of your ministry to come and tell their faith stories to students. Whether that is during large group meeting, a retreat, an event, or a small group, it’s important for students to begin to listen to the faith stories of other adults. When we did this as a series, it was amazing to see the relationships of those adults and students grow as a result of sheer exposure.

Preparing Seniors for Their Own Transition

Just as important as it is to help our leaders transition, it is perhaps even more important to prepare our students to leave our ministries. Here are a few strategies we can employ:

  1. Communicate with students about the transition to life after high school before and after they transition.
  2. Help students anticipate that change. Find opportunities for students to talk about the stresses and joys of the coming transition.
  3. Take opportunities to discuss the importance of their faith now, and help them develop a plan for pursuing faith and people of faith when they leave the ministry.
  4. Continue your ministry with them. Just because they are gone does not mean that you get to stop your relationship. Continue to reach out and encourage other adults to do the same.
  5. Most importantly, live your life and faith with them. Celebrate with enthusiasm the things that need celebrating, and allow for grief over the things that need grieving. (Here are 20 more ideas and tools for helping students during transition seasons.)

In our ministry we’ve hosted a small group for seniors that meets throughout the year to prepare for and talk about the transition. We provide a space and a context for those seniors to have honest conversations. We’ve also invited college students to speak to the group about their experiences after leaving the youth ministry, sometimes over Skype. This ends up serving a dual purpose of reconnecting with the college students as well as the seniors in the room.

Action Points

Paying attention to these transitional moments in the lives of students and leaders takes some initiative and intention on your part. Here are some questions that you might ask of yourself and of your staff:

  1. Think about the last few staff or volunteer transitions your ministry has experienced. What went well? What could have gone better?
  2. What is your current practice of transitioning students out of high school? Do your leaders know this practice well enough to articulate it? How effective has it been?
  3. Given your ministry’s existing needs and resources, what part of your transition practice would be the most important to build upon? What would success in that area look like?
 

 


  1. Heifetz, Ronald A. 1994. Leadership Without Easy Answers. Cambridge, MA: Harvard University Press. 236
  2. Root, Andrew. 2007 Revisiting Relational Youth Ministry: From a Strategy of Influence to a Theology of Incarnation. Downers Grove, IL: IVP Books. 206
  3. Heifetz, 271.
  4. Powell, Kara E. and Chap Clark. 2011. Sticky Faith. Grand Rapids, MI: Zondervan. 101