Faiths and further education - Church of England

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Faiths and Further Education:A HandbookIntroduction66Sections 3, 4 and 5 of this Handbook are designed to help new orestablished chaplaincies, in teams, in FE colleges and relatedinstitutions to review and/or develop their spiritual andorganisational roles.The Handbook offers its users the means to:• define the particular context in which they are working• devise an appropriate strategy to establish the chaplaincy on thebasis of a positive partnership between the college and faithcommunities. It will focus in particular on chaplaincy team startupand development.
25Constructing yourown Role in the College67First, ask yourself questions about your own role in the collegecontext.The following questions may help.Questions to ask yourselfStatus68Are you:• ordained or lay• sole chaplain or in a team• ecumenical or multi-faith• open-minded and able to work with students of all faiths ornone?Conditions69Are you:• full-time or part-time• paid by the college, or by the diocese (or neither)• trained in counselling or listening and referring people on• involved in teaching or curriculum development• working within student services• leading worship or regular prayers?Location70Will you be:• on one site or several• in one institution or more than one?Context71Are you going to have:• your own chaplaincy room or a shared space• students who are religious or those who are not• a majority of FE students or HE students, vocational or academic,young people or adults• students in the day or in the evening or both?Building relationships with people, young and old72How can such relationships be built? Serving chaplains suggest thefollowing:• introducing yourself into the same areas as the young people (forexample, the canteen, reception area)• place the chaplaincy office near the student reception area• let the college know where you can be found at particular timesand places.“Our previous chaplain refused to have an office. Shesaid her office was the canteen, and used to have herbase in a corner, talking to students.” (Muslim chaplain)73How can you do this? Start by:• sitting in the canteen• watching who sits where• sitting at a place where you can talk with people and so getyourself noticed• being non-judgmental about language• writing observations down as a diary or as a reflective practicejournal• noting how people express themselves• trying to understand the college climate and culture.74In short, though it can take time, getting to know what makes thecollege tick, not being pompous, listening to student conversationsto find out student needs and turning your observations intoreflective and spiritual practice are key to developing your role.Youcan also meet students through teaching. Many colleges are muchmore willing to fund chaplaincy adequately if team members cancontribute to teaching.Listening75Are you a good listener? Or just a good talker? Can anybody elseget a word in? Your active listening skills may be an area that youidentify early on for extra training.You should be able to identifyproblems for onward referral if they need the help of a professionaltrained in a specific area of physical or mental health.
Page 1 and 2: Faiths and FurtherEducation:A Handb
Page 3 and 4: Contentspage numberPreface 03Forewo
Page 5 and 6: 03PrefaceThis Handbook has been dev
Page 7 and 8: 05How to Use this HandbookSections
Page 9 and 10: 07IntroductionThe case for reviewin
Page 11 and 12: 09Chaplaincy in Today’s Colleges:
Page 13 and 14: 11Models of college chaplaincy prov
Page 15 and 16: Roles, College Ethosand Spiritualit
Page 17 and 18: 15Some Perspectiveson Chaplaincy30T
Page 19 and 20: 17The chaplain’s role• The chap
Page 21 and 22: 19Spirituality …Well, yes, but wh
Page 23 and 24: 21The student’s interaction with
Page 25: Developingthe Chaplaincy03
Page 29 and 30: 27Working with StaffTeam meetings82
Page 31 and 32: 29Festivals89Important religious fe
Page 33 and 34: 31Chaplaincy and Partnerships96Look
Page 35 and 36: Organising andManaging the Chaplain
Page 37 and 38: 35Action point:• Find a copy of y
Page 39 and 40: 37From working group to multi-faith
Page 41 and 42: 39Self-assessment and personal deve
Page 43 and 44: 41The Policy Context133This short s
Page 45 and 46: 43Other Forms of Chaplaincy145In ad
Page 47 and 48: 45Publications159The Churches Natio
Page 49 and 50: 47Annex A:Membership of the LSC and
Page 51 and 52: 49Annex C:ReferencesGukuru, G. and
Page 53 and 54: 51Committee of management: procedur
Page 55 and 56: 53Annex E:Example of a Service Leve
Page 57 and 58: 55Appendix to Annex EProvision of S
Page 59 and 60: 57Annex G:Sample College Chaplaincy
Page 61 and 62: 59• partnerships with local commu
Page 64: Learning and Skills CouncilNational

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