A school chaplain fills many roles, from teaching classes to providing pastoral care and spiritual guidance to students, staff, and parents. Their work involves promoting student well-being through activities like counseling, supporting extracurricular programs, and facilitating connections to community resources. Studies show that principals, students, and staff highly value the contributions of chaplains in building school morale and appropriately addressing issues like bullying, relationships, and mental health concerns. A chaplain's role in a school needs to be clearly defined so they can effectively support the community while respecting its diversity and operating within appropriate professional boundaries regarding issues like confidentiality.
What's the difference between school counselors, school psychologists, and sc...James Wogan
School Counselors, School Psychologists, and School Social Workers have overlapping but distinct roles. This powerpoint describes how each role is similar and unique and outlines the ways each position can be used in traditional ways, as well as innovative approaches. Depending on the needs of the school community, under the framework of Mutli-Tiered System of Support MTSS, schools and school districts may realign Pupil Personnel Support Services Positions to meet the educational needs of students.
What's the difference between school counselors, school psychologists, and sc...James Wogan
School Counselors, School Psychologists, and School Social Workers have overlapping but distinct roles. This powerpoint describes how each role is similar and unique and outlines the ways each position can be used in traditional ways, as well as innovative approaches. Depending on the needs of the school community, under the framework of Mutli-Tiered System of Support MTSS, schools and school districts may realign Pupil Personnel Support Services Positions to meet the educational needs of students.
STOP TEACHING SUBJECTS, START TEACHING CHILDREN (July 13)Mann Rentoy
WWW.CHARACTERCONFERENCES.COM
mannrentoy@gmail.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
Cite at least one example of when your leadership had an impact on or changed a certain situation, and justify how an IE Master’s Degree program would help you to strengthen or improve this competence.
Trauma can have a profound impact on students, staff, and schools, interfering with cognitive and social-emotional processes needed to thrive in school and in life. Yet transforming the way we support student success and wellness takes innovation, focus, and deep partnership between the education and health sectors. CSHA and Alameda County will share their work with school systems in the Bay Area and across the state to create trauma- and healing-informed schools. We will share the basics of trauma awareness, lessons learned from school- and district-based efforts, and planning tools to apply to your own districts and school communities.
Established In 1996, Alpine Schools In Sector 10 Gurgaon Has Been Imparting High Quality Education To Students And Has Been Nurturing Their Capacities And Potential In A Highly Conducive Environment For Learning. https://www.alpineconventschool.com/blog/cultural-activities-in-school
STOP TEACHING SUBJECTS, START TEACHING CHILDREN (July 13)Mann Rentoy
WWW.CHARACTERCONFERENCES.COM
mannrentoy@gmail.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
Cite at least one example of when your leadership had an impact on or changed a certain situation, and justify how an IE Master’s Degree program would help you to strengthen or improve this competence.
Trauma can have a profound impact on students, staff, and schools, interfering with cognitive and social-emotional processes needed to thrive in school and in life. Yet transforming the way we support student success and wellness takes innovation, focus, and deep partnership between the education and health sectors. CSHA and Alameda County will share their work with school systems in the Bay Area and across the state to create trauma- and healing-informed schools. We will share the basics of trauma awareness, lessons learned from school- and district-based efforts, and planning tools to apply to your own districts and school communities.
Established In 1996, Alpine Schools In Sector 10 Gurgaon Has Been Imparting High Quality Education To Students And Has Been Nurturing Their Capacities And Potential In A Highly Conducive Environment For Learning. https://www.alpineconventschool.com/blog/cultural-activities-in-school
Have been asked to speak the THEME: THE ROLE OF GOD’S MORAL BEHAVIOR IN ATTAINING ACADEMIC EXCELLENCE
I am going to speak more on moral as the basic requirement of standard Society. However, God’s Role is to set the standards according John 14:6 “I am the way, the truth and Light” he says.
What is the Behavior of God?
1. Holiness
2. Honesty
3. Justice
4. Equity and equality
5. Fairness etc.
Mr. Chairman, let me now look in details on the subject of Morales as affect our Society today.
An outline of what Specialized Instructional Support Personnel (SISP) do in North Carolina schools, as well as their required education and credentials. Credit: North Carolina Department of Public Instruction's NC Healthy Schools
Role of the teacher in facllitating growth and developmentAbu Bashar
What we know about the child is vast and impressive. However, what we do not know is even more vast and overwhelming. Every new insight opens up new questions. Therefore, you need to update your knowledge of the problems of children in the context of the media explosion, of economic smvings and resultant social, cultural and value changes so that you are able to make a reliable diagnosis and apply the knowledge of child psychology to better their adjustment with themselves and with the world around them.
You, as a teacher, should know what to expect from the child (student), and what he needs physically, socially and emotionally. You need not know your student only in a formal teacher-taught relationship when he (the student) is found to be a member of a drug sub-culture group or is heading in a socially undesirable direction. The routine teacher-taught relationship would not benefit him unless he is dealt with empathetically as a social being, as an individual self, and as a biological organism.
Exploring the Mindfulness Understanding Its Benefits.pptxMartaLoveguard
Slide 1: Title: Exploring the Mindfulness: Understanding Its Benefits
Slide 2: Introduction to Mindfulness
Mindfulness, defined as the conscious, non-judgmental observation of the present moment, has deep roots in Buddhist meditation practice but has gained significant popularity in the Western world in recent years. In today's society, filled with distractions and constant stimuli, mindfulness offers a valuable tool for regaining inner peace and reconnecting with our true selves. By cultivating mindfulness, we can develop a heightened awareness of our thoughts, feelings, and surroundings, leading to a greater sense of clarity and presence in our daily lives.
Slide 3: Benefits of Mindfulness for Mental Well-being
Practicing mindfulness can help reduce stress and anxiety levels, improving overall quality of life.
Mindfulness increases awareness of our emotions and teaches us to manage them better, leading to improved mood.
Regular mindfulness practice can improve our ability to concentrate and focus our attention on the present moment.
Slide 4: Benefits of Mindfulness for Physical Health
Research has shown that practicing mindfulness can contribute to lowering blood pressure, which is beneficial for heart health.
Regular meditation and mindfulness practice can strengthen the immune system, aiding the body in fighting infections.
Mindfulness may help reduce the risk of chronic diseases such as type 2 diabetes and obesity by reducing stress and improving overall lifestyle habits.
Slide 5: Impact of Mindfulness on Relationships
Mindfulness can help us better understand others and improve communication, leading to healthier relationships.
By focusing on the present moment and being fully attentive, mindfulness helps build stronger and more authentic connections with others.
Mindfulness teaches us how to be present for others in difficult times, leading to increased compassion and understanding.
Slide 6: Mindfulness Techniques and Practices
Focusing on the breath and mindful breathing can be a simple way to enter a state of mindfulness.
Body scan meditation involves focusing on different parts of the body, paying attention to any sensations and feelings.
Practicing mindful walking and eating involves consciously focusing on each step or bite, with full attention to sensory experiences.
Slide 7: Incorporating Mindfulness into Daily Life
You can practice mindfulness in everyday activities such as washing dishes or taking a walk in the park.
Adding mindfulness practice to daily routines can help increase awareness and presence.
Mindfulness helps us become more aware of our needs and better manage our time, leading to balance and harmony in life.
Slide 8: Summary: Embracing Mindfulness for Full Living
Mindfulness can bring numerous benefits for physical and mental health.
Regular mindfulness practice can help achieve a fuller and more satisfying life.
Mindfulness has the power to change our perspective and way of perceiving the world, leading to deeper se
What Should be the Christian View of Anime?Joe Muraguri
We will learn what Anime is and see what a Christian should consider before watching anime movies? We will also learn a little bit of Shintoism religion and hentai (the craze of internet pornography today).
Lesson 9 - Resisting Temptation Along the Way.pptxCelso Napoleon
Lesson 9 - Resisting Temptation Along the Way
SBs – Sunday Bible School
Adult Bible Lessons 2nd quarter 2024 CPAD
MAGAZINE: THE CAREER THAT IS PROPOSED TO US: The Path of Salvation, Holiness and Perseverance to Reach Heaven
Commentator: Pastor Osiel Gomes
Presentation: Missionary Celso Napoleon
Renewed in Grace
The Book of Joshua is the sixth book in the Hebrew Bible and the Old Testament, and is the first book of the Deuteronomistic history, the story of Israel from the conquest of Canaan to the Babylonian exile.
The Good News, newsletter for June 2024 is hereNoHo FUMC
Our monthly newsletter is available to read online. We hope you will join us each Sunday in person for our worship service. Make sure to subscribe and follow us on YouTube and social media.
The PBHP DYC ~ Reflections on The Dhamma (English).pptxOH TEIK BIN
A PowerPoint Presentation based on the Dhamma Reflections for the PBHP DYC for the years 1993 – 2012. To motivate and inspire DYC members to keep on practicing the Dhamma and to do the meritorious deed of Dhammaduta work.
The texts are in English.
For the Video with audio narration, comments and texts in English, please check out the Link:
https://www.youtube.com/watch?v=zF2g_43NEa0
The Chakra System in our body - A Portal to Interdimensional Consciousness.pptxBharat Technology
each chakra is studied in greater detail, several steps have been included to
strengthen your personal intention to open each chakra more fully. These are designed
to draw forth the highest benefit for your spiritual growth.
HANUMAN STORIES: TIMELESS TEACHINGS FOR TODAY’S WORLDLearnyoga
Hanuman Stories: Timeless Teachings for Today’s World" delves into the inspiring tales of Hanuman, highlighting lessons of devotion, strength, and selfless service that resonate in modern life. These stories illustrate how Hanuman's unwavering faith and courage can guide us through challenges and foster resilience. Through these timeless narratives, readers can find profound wisdom to apply in their daily lives.
In Jude 17-23 Jude shifts from piling up examples of false teachers from the Old Testament to a series of practical exhortations that flow from apostolic instruction. He preserves for us what may well have been part of the apostolic catechism for the first generation of Christ-followers. In these instructions Jude exhorts the believer to deal with 3 different groups of people: scoffers who are "devoid of the Spirit", believers who have come under the influence of scoffers and believers who are so entrenched in false teaching that they need rescue and pose some real spiritual risk for the rescuer. In all of this Jude emphasizes Jesus' call to rescue straying sheep, leaving the 99 safely behind and pursuing the 1.
Wk8_ex1_Corey LaForge final project (introduction to chaplaincy)
1. Page 1
Chaplain in a School
A Chaplain in a School Setting
Corey LaForge
City Vision University
CVC 407
Ian Howarth
5/2/2018
2. Page 2
Chaplain in a School
No two days are alike. A school chaplain’s schedule may include teaching classes,
attending a meeting, paying a pastoral visit to a student in the hospital, leading a worship
service, or even coaching a team. Sometimes all of the above occur on a single day. Many
would agree that it’s not just a job but a calling even for non-clergy. Being a chaplain in a school
consists of their work as being a sacred trust and a profoundly valued position that is also unlike
any other on campus. The chaplain likely leads spiritual life programs at school, but he or she
must have a team to be successful. For schools affiliated with a faith, the chaplain may embody
the very identity of the school.
Chaplains identified understanding, tolerance, inclusion, care, compassion, honesty,
trustworthiness and integrity as most important to them personally and professionally.
Chaplains provide spiritual and emotional support to school communities. They are in the
prevention and support business: helping students find a better way to deal with issues ranging
from family breakdown and loneliness to drug abuse, depression, and suicide. They provide a
listening ear and a caring presence for kids in crisis and those who just need a friend. They also
provide support for staff and parents in school communities. Reflective practice offers a way for
the school chaplain to identify and demonstrate: to themselves, to their colleagues, to
employers and to the wider community; that in their role, they are being increasingly effective.
School chaplains are active in promoting student wellbeing, particularly through the
provision of pastoral care. School chaplain encourage reflection about the spiritual dimensions
of life. School chaplains have an educative role in the areas of beliefs, values, values, morals,
ethics and religion. School chaplain work as part of the school support team facilitate
3. Page 3
Chaplain in a School
connection into the school network and wider community of students who are suffering from
bereavement, family breakdown or other crisis and loss situations. By organizing and being
available to go on school trips, by supporting teachers who organize extracurricular activities,
by supporting charity fundraising, by encouraging young people to get involved in
extracurricular activities.
A work of a chaplain is a sacred trust and a deeply valued position that is also unlike any
other on campus. The school chaplain may oversee all religious education on campus and may
lead or be involved with service learning and diversity programs. For schools affiliated with a
faith the chaplain may embody the very identity of the school. The chaplain likely leads spiritual
programs at school, but he or she must have a team to be successful. The services provided by
a chaplain should be appropriate to the school and student context in which he or she will
operate. Within this context, chaplains will be expected to respect the range of religious views
and affiliations, and cultural traditions in the school and the community, and be approachable
by students of all faiths. It is not the purpose of chaplaincy services to bring about or encourage
commitment to any set of beliefs. It is important to note that school chaplains cannot provide
services for which they are not qualified, for example, counselling services or psychological
assessment, or medical assessment. The key tasks of a chaplain may include facilitating access
to the helping agencies in the community, both religious-based and secular, with the approval
of the School Principal.
According to Mimms, found in a study from 2009 school chaplaincy valued a 2009
national study into the effectiveness of chaplaincy in government schools found that: “98% of
principals surveyed said that chaplaincy was making a major contribution to school morale; it
4. Page 4
Chaplain in a School
was proactive, unique, effective and important. 92% of principals surveyed felt it was highly
important to continue to have a chaplain serving in their schools; 73% of students surveyed felt
their chaplain was highly important in the school.” In talking about what was most important
about the chaplain, many students referred to the chaplain’s accessibility; most staff and
parents interviewed were concerned about whether there would be ongoing government
funding for chaplains. Key issues school chaplains deal with according to Culling, in the two
weeks prior to the survey, “92.5% of chaplains reported dealing with bullying and harassment;
92% of chaplains reported dealing with peer relationships and loneliness; 91% of chaplains
reported dealing with family relationships; 85% of chaplains reported dealing with students’
sense of purpose and self-esteem.”
The research found the contribution of chaplains to school welfare was unique in
several ways. They worked proactively to enhance student’s wellbeing, rather than responding
to problems that arise. Students see them as different from other school staff, partly because
they do not have a teaching or disciplinary role. Chaplains approach welfare holistically,
working with families and communities as well as individual students. When people pause to
examine what chaplains do in schools, they find a service that supports the particular needs of
the school community and enhances both school culture and the efforts of other care
professionals – at a low cost and achieving significant social outcomes.
Where does the chaplain “fit” in a school’s structure and life? This is an important
matter that needs to be answered forthrightly by each school after the candid examination of
its history and culture. It does no one any good if a school says that the chaplain plays a
significant role in the life of the school, but incumbents find themselves in reality on the
5. Page 5
Chaplain in a School
margins of school life. Such a situation virtually guarantees rapid turnover. On the other hand, if
a school truthfully tells candidates what it has told itself, that it is seeking to increase the
significance and scope of the position, but that the process may pose challenges to established
norms and customs, there is nowhere to go but up. At times of chaplain searches, it is very
important to consider the actual relationship of the last several chaplains to the head;
administrators; students and student support services; faculty and staff; parents and
community constituencies; the diocese; and the parish, in the case of a parish day school. It is
difficult to do this during a chaplain’s term in office unless it is part of a larger strategic planning
process, in which case it can be a very productive effort; an external consultant can be helpful.
What about the issues of confidentiality with students? The actual nature of
confidentiality must be understood clearly. Confidentiality is not the keeping of secrets. It is
often understood as such, but it is most emphatically not that. Confidentiality is the protection
of sensitive information, and the release of that information at appropriate times, and through
an orderly, pre-existing process, to people whose roles require them to have that information
when they need to know it, not before. Students will sometimes assume that the invoking of
confidentiality with chaplains will protect them from the consequences of their actions, or that
confidentiality will be maintained indefinitely in regard to matters that may involve the safety
of the student or other members of the community. These are requests for secrecy and cannot
stand in a school setting. The safety of the student must be maintained always, but safety does
not mean permanent immunity from consequences.
These foundational considerations should always be worked through explicitly in
pastoral work, not to defend themselves from the complex demands of the work or to isolate
6. Page 6
Chaplain in a School
themselves from other people, but to make clear, in a kind, consistent, and upbuilding way, the
terms under which the pastoral work can go forward. Without such definitions, pastoral work
can potentially undermine school life, and be seen as a repudiation of boundaries and the
whole systemof mutual accountability that is school life. A chaplain who is passive aggressive
about his or her “special” role and sees himself or herself as a school leader who doesn’t have
to say “no” or who sets limits less frequently than others, is a liability, not an asset in school life
and ministry, and is potentially at risk of burnout.
Chaplains must not: take advantage of their privileged position to proselytize, evangelize
or advocate for a particular religious view or belief, put themselves, or allow themselves, to be
placed in a compromising situation, recognizing that there are circumstances where
confidentiality may be sought by the student, conduct themselves in a manner which impacts
the delivery of their services, even in a private capacity, perform professional or other services
for which they are not qualified, conduct religious services or ceremonies or lead students or
staff in religious observances unless agreed to by the Principal, and deliver special religious
instruction. When it comes to being a chaplain, relating to young people in a tangible way is
key. In a time where many high school students spend as much time on their phones as they do
interacting with real people, chaplains are posed a complicated task. “I think social media is a
big challenge,” said Father Nagle (2017). “One of the things that’s hard about social media is it
can isolate you.”
A state school community can decide to introduce a chaplain to complement other
support services in the school. These services provide students, staff and parents with social,
7. Page 7
Chaplain in a School
emotional and spiritual support by providing an additional adult role model in the school and
enhancing engagement with the broader community. Chaplains are inclusive of, and show
respect for, all religious and non-religious beliefs and other stances represented in the school
community. All activities and events provided are optional, non-discriminatory and equally
available to students of all beliefs, and are provided at the discretion of the school principal, in
consultation with the school community.
Every school is different and so there is no one single model for school chaplaincy:
chaplain themselves have diverse backgrounds, some are clergy, and some are lay people,
some teach, and others do not, some combine their chaplaincy with another role, for instance
leading a local church. When the chaplain takes time to reflect on their pastoral practice and
critically evaluate, it is asserted that the school chaplain will be far more effective.
References
Amy Kate Issaacs and Amanda Mergler (2017) Exploring the Values of Chaplains in Government
Primary Schools British Journal of Religious Education 40:2,218-231,
DOI:10.1080/01416200.2017.1324945
Parker, Mike; Gane, Barry; and parker, Carola (2015) “School Chaplaincy is Effective but Could it
Be Better?” TEACH Journal of Christian Education: Vol.9: Iss. 1, Article 6. Available at
www.research.avondale.edu.au/teach/vol9/Iss1/6
(n.d.) Retrieved from www.schoolchaplaincy.org.au/About-School-Chaplaincy
8. Page 8
Chaplain in a School
Culling Moira (2017) “High School Chaplains Connect to Students on Their own Turf.” Retrieved
from www.theleaven.org/high-school-chaplains-connect-to-student-on-their-own-turf
(n.d.) Retrieved from www.tallaghtcs.com/school-essentials/chaplaincy-service
Mimms, Christine (2017) “The Life of a School Chaplain” sais retrieved from
www.sais.org/news/327352/the-life-of-a-school-chaplain.htm
(n.d.) Retrieved from www.abc.net.au/local/stories/2014/06/24/4032164Bridger,
J.R. Reverend “The Public School Chaplain’s Job.” Retrieved from
www.churchsociety.org/docs/churchman/068/Cman_068_4_Bridger .pdf
Hegarty, Siobahn (2017) “School Chaplains Still Contentious more than a Decade after Program
Rollout.” Retrieved from www.abc.net.au/news/2017-11-03/what-role-do-christian-chaplain-
play-in-our-public-schools/9108802