DM214 - Chaplaincy in Educational Settings

  • 0 Standard Tuition Fee
  • 4
    Credit Points
  • 0.125 EFT 
  • 5
    AQF level
  • develop ministeriesUnit Discipline

Learning outcomes

On successful completion of this unit, students will

A. Know and understand

  1. The theology and practice of chaplaincy in educational settings
  2. Models of chaplaincy in educational settings
  3. Current issues among children, adolescents and young adults
  4. Regulatory requirements applicable to chaplains in educational settings

B. Be able to

  1. Outline a theology of chaplaincy
  2. Describe models of chaplaincy in educational settings
  3. Identify issues among children, adolescents and young adults
  4. Participate in educational chaplaincy fieldwork
  5. Observe community and legal standards in educational chaplaincy settings

C. Be in a position to

  1. Use perspectives and skills from ‘Chaplaincy in Educational Settings’ for personal understanding and in ministry contexts

Content

Section A: The Role of the Chaplain and a Theology of Chaplaincy (50%)

  1. The development of a theology and ecclesiology of chaplaincy.
  2. An exploration of the various models of chaplaincy in primary, private secondary, state secondary and tertiary settings.
  3. An examination of the role of a chaplain.  The varied roles of the chaplain as pastor, youth worker, welfare counsellor, teacher and psychologist.  Being a professional Christian in a secular pluralist context.  The chaplain’s job description.
  4. Professional ethics, confidentiality and legal issues for chaplains.  Professional development, supervision and self-care issues in chaplaincy.  Referral and crisis responses.
  5. Approaches to classroom religious education including teaching world religions in the multi-faith classroom. Approaches to religious education in the state system.
  6. An examination of pastoral care and counselling models in the educational institution.

Section B: Issues among Children, Adolescents and Young Adults (30%)

  1. Youth in Australian society and the major issues confronting children and young people.
  2. Key issues that relate to the health and spirituality of children, adolescents and young people.
  3. Identify the physical, emotional, cognitive and moral issues among children, adolescents and young people.

Section C: Chaplaincy in Practice (20%)

  1. The exploration through observation and interview of a chaplain working in their particular educational setting.

Set Readings

Beck, M., Exploring Religion (Melbourne: OUP, 2000).

Berger, K. S., The Developing Person Through the Life Span (W H Freeman & Co, 2007).

Buckland, R., Perspectives on Children and the Gospel: Excellence in Ministry with Children and their Families (Gosford: Scripture Union, 2001).

Crawford, M. and G. Rossiter, Reasons for Living: Education and Young People’s Search for Meaning, Identity and Spirituality (Camberwell, VIC: Australian Council for Educational Research, 2006).

Felderhof, M., D. Torevell and P. Thompson (eds), Inspiring Faith in Schools: Studies in Religious Education (Hampshire, UK: Ashgate, 2007).

Gerali, S., Teenage Guys: Exploring Issues Adolescent Guys Face and Strategies to Help Them (Zondervan, 2006).

Hughes, P. and S. Bond, Chaplaincy in Uniting Church Schools: Report on Research 2001 (Melbourne: Christian Research Association, 2003).

Norman, J. (ed.), At the Heart of Education: School Chaplaincy and Pastoral Care (Dublin: Veritas, 2004).

Olson, G., Teenage Girls: Exploring Issues Adolescent Girls Face and Strategies to Help Them (Zondervan, 2006).

Pohlmann, D., School Chaplaincy: An Introduction (Mansfield, Qld: Christian Heritage College, 2004).

Rice, F. P., The Adolescent: Development, Relationships, and Culture (12th edition). (Boston: Pearson/Allyn and Bacon, 2008).

Robinson, S., Ministry Among Students: A Pastoral Theology and Handbook for Practice (London: SCM Canterbury, 2004).