1 00:00:00,000 --> 00:00:03,380 2 00:00:03,380 --> 00:00:05,260 Pat Kahn: All right, great. 3 00:00:05,260 --> 00:00:07,370 Thank you all for joining us today 4 00:00:07,370 --> 00:00:10,510 for Youth Advising Competencies, Equipping Lay 5 00:00:10,510 --> 00:00:13,300 Leaders in Youth Ministry. 6 00:00:13,300 --> 00:00:16,219 This is the Faith Development Office monthly webinar. 7 00:00:16,219 --> 00:00:19,910 And we're really excited to have with us today 8 00:00:19,910 --> 00:00:22,740 our two presenters, Jennica Davis-Hockett, who 9 00:00:22,740 --> 00:00:25,720 is the leadership development associate at the UUA. 10 00:00:25,720 --> 00:00:29,670 And she's waving to you, and Evin Carvill-Ziemer, 11 00:00:29,670 --> 00:00:34,490 who is the Congregational Life Staff for the Ohio-Meadville 12 00:00:34,490 --> 00:00:39,710 CERG region. 13 00:00:39,710 --> 00:00:42,190 Evin, I'm trying to figure out which region you are. 14 00:00:42,190 --> 00:00:44,950 But I think it's CERG. 15 00:00:44,950 --> 00:00:46,630 Wonderful. 16 00:00:46,630 --> 00:00:48,210 And I'm Pat Kahn. 17 00:00:48,210 --> 00:00:50,660 I'm the Children and Family Programs Director. 18 00:00:50,660 --> 00:00:55,420 I'll just sort of be standing by to help out, and especially 19 00:00:55,420 --> 00:00:58,470 later on when we get to the question section. 20 00:00:58,470 --> 00:01:01,270 But if you have any questions just 21 00:01:01,270 --> 00:01:05,480 put them into the chat box, and either Susan or I 22 00:01:05,480 --> 00:01:07,210 will respond to them. 23 00:01:07,210 --> 00:01:12,419 So without further ado, I'm going to turn it over to Evin. 24 00:01:12,419 --> 00:01:13,710 Evin Carvill-ziemer: Thank you. 25 00:01:13,710 --> 00:01:17,160 Because we're talking about our self-growth here 26 00:01:17,160 --> 00:01:19,620 I've picked this reading. 27 00:01:19,620 --> 00:01:22,450 "We do not grow absolutely, chronologically. 28 00:01:22,450 --> 00:01:25,420 We grow sometimes in one dimension and not in another, 29 00:01:25,420 --> 00:01:26,420 unevenly. 30 00:01:26,420 --> 00:01:27,570 We grow partially. 31 00:01:27,570 --> 00:01:28,880 We are relative. 32 00:01:28,880 --> 00:01:31,430 We are mature in one realm, childish in another. 33 00:01:31,430 --> 00:01:34,630 The past, present, and future mingle and pull us 34 00:01:34,630 --> 00:01:38,140 backwards, forwards, or fix us in the present. 35 00:01:38,140 --> 00:01:45,520 We are made up of layers, cells, constellations," Anais Nin. 36 00:01:45,520 --> 00:01:48,440 Jennica Davis-hockett: Thanks Evin. 37 00:01:48,440 --> 00:01:49,310 Well, welcome. 38 00:01:49,310 --> 00:01:53,200 And I am so glad that you are joining us. 39 00:01:53,200 --> 00:01:56,570 I want to take a second as I'm giving a little bit 40 00:01:56,570 --> 00:01:57,840 of an introduction. 41 00:01:57,840 --> 00:02:01,870 Would you please share with us in the chat box 42 00:02:01,870 --> 00:02:05,146 a little bit of maybe your role, your region or district 43 00:02:05,146 --> 00:02:07,770 that you're coming from, just so we can get a good sense of who 44 00:02:07,770 --> 00:02:12,820 we have with us today? 45 00:02:12,820 --> 00:02:15,476 So the Youth and Young Adult Office, 46 00:02:15,476 --> 00:02:20,840 a bunch of regional staff groups spent the last year [INAUDIBLE] 47 00:02:20,840 --> 00:02:25,820 eight competencies for well-rounded advising teams. 48 00:02:25,820 --> 00:02:28,690 And so this is an optional tool that 49 00:02:28,690 --> 00:02:33,004 can help you set expectations for the adults who 50 00:02:33,004 --> 00:02:33,670 work with youth. 51 00:02:33,670 --> 00:02:36,477 So we're going to cover today why the competencies are 52 00:02:36,477 --> 00:02:41,150 valuable, what they are, and how you can use them. 53 00:02:41,150 --> 00:02:43,670 And we're going to have some time for questions at the end. 54 00:02:43,670 --> 00:02:47,150 So you may have seen in the chat box 55 00:02:47,150 --> 00:02:49,540 that if you have any clarifying questions throughout 56 00:02:49,540 --> 00:02:51,290 feel free to ask them in the chat box. 57 00:02:51,290 --> 00:02:53,630 And we'll try to answer them as we go along. 58 00:02:53,630 --> 00:02:56,860 And if you have questions of a little deeper nature 59 00:02:56,860 --> 00:03:02,280 we'll save those for the end. 60 00:03:02,280 --> 00:03:06,080 So personally, I began my career in youth ministry 61 00:03:06,080 --> 00:03:08,430 as an advisor in 2008. 62 00:03:08,430 --> 00:03:11,840 And at the time I really felt incompetent. 63 00:03:11,840 --> 00:03:15,090 I felt like I had one set of expectations for myself 64 00:03:15,090 --> 00:03:18,290 and the program and that my supervisor had a different set 65 00:03:18,290 --> 00:03:19,070 of expectations. 66 00:03:19,070 --> 00:03:21,360 But we didn't really know how to talk about it 67 00:03:21,360 --> 00:03:26,590 or how to help me develop personally, as an advisor. 68 00:03:26,590 --> 00:03:31,370 So as I became part of Pacific Western Region's staff 69 00:03:31,370 --> 00:03:33,480 I took the youth ministry Renaissance module, 70 00:03:33,480 --> 00:03:37,370 and started to design advisor trainings. 71 00:03:37,370 --> 00:03:40,520 But I still felt disconnected, and sort of 72 00:03:40,520 --> 00:03:42,690 like I was doing things out of context. 73 00:03:42,690 --> 00:03:46,370 I really wish there was some sort of nationally recognized 74 00:03:46,370 --> 00:03:49,760 tool that I could use to measure my trainings 75 00:03:49,760 --> 00:03:54,350 and to measure the growth of the folks that I was training. 76 00:03:54,350 --> 00:03:58,180 So I was able to collaborate with the regional staff 77 00:03:58,180 --> 00:04:00,140 in the youth and young adult office. 78 00:04:00,140 --> 00:04:04,610 And together we synthesized what competence looks 79 00:04:04,610 --> 00:04:10,550 like for advisors. 80 00:04:10,550 --> 00:04:12,540 We all have a common goal, whether we're 81 00:04:12,540 --> 00:04:16,700 advisors, or parents, or religious educators, ministers, 82 00:04:16,700 --> 00:04:18,149 or district, or regional staff. 83 00:04:18,149 --> 00:04:19,709 And us in the youth and young adult 84 00:04:19,709 --> 00:04:22,010 office we all want our adults who 85 00:04:22,010 --> 00:04:25,550 work with youth to have at least a base level 86 00:04:25,550 --> 00:04:29,010 set of skills and a clear pathway for growth. 87 00:04:29,010 --> 00:04:32,460 And in that common goal we all play a role. 88 00:04:32,460 --> 00:04:35,020 And these competencies have been designed in such a way 89 00:04:35,020 --> 00:04:37,250 that they apply to each role. 90 00:04:37,250 --> 00:04:40,700 So whether you are a director of religious education looking 91 00:04:40,700 --> 00:04:44,500 for a new advisor, you can use, what we call, 92 00:04:44,500 --> 00:04:48,160 the entry level part of competencies. 93 00:04:48,160 --> 00:04:51,550 Maybe you're an advisor in an existing team, 94 00:04:51,550 --> 00:04:53,700 and you want to partner with your supervisor 95 00:04:53,700 --> 00:04:59,120 to take a look at your own personal growth. 96 00:04:59,120 --> 00:05:01,060 You can use what we call the basic. 97 00:05:01,060 --> 00:05:02,870 Maybe you're paid youth ministry staff, 98 00:05:02,870 --> 00:05:04,870 or a religious professional with youth ministry. 99 00:05:04,870 --> 00:05:09,430 In Portfolio we have an advanced section for that. 100 00:05:09,430 --> 00:05:12,230 And you'll see that as we're going through these ministers 101 00:05:12,230 --> 00:05:15,510 are going to play a vital role in helping advisors 102 00:05:15,510 --> 00:05:17,927 with their competency as well. 103 00:05:17,927 --> 00:05:20,010 So competency, when we're talking about competency 104 00:05:20,010 --> 00:05:21,900 we're not talking about perfection. 105 00:05:21,900 --> 00:05:24,940 No one is ever done growing as an advisor. 106 00:05:24,940 --> 00:05:27,310 These competencies include pathways 107 00:05:27,310 --> 00:05:31,380 for growth for that very reason in the form of evaluation 108 00:05:31,380 --> 00:05:34,110 matrices. 109 00:05:34,110 --> 00:05:35,640 So yes, we want to support growth. 110 00:05:35,640 --> 00:05:39,400 But we also have to recognise the bad apples. 111 00:05:39,400 --> 00:05:41,610 And this tool can be used as a guideline 112 00:05:41,610 --> 00:05:44,530 for setting job descriptions and clear expectations 113 00:05:44,530 --> 00:05:47,670 so you can find advisors that you can count on right 114 00:05:47,670 --> 00:05:49,050 from the very beginning. 115 00:05:49,050 --> 00:05:51,380 And for those advisors, for whatever reason, 116 00:05:51,380 --> 00:05:56,550 don't meet those expectations you can use this tool as a way 117 00:05:56,550 --> 00:06:00,650 to point to some reasons why you need to let them go or guide 118 00:06:00,650 --> 00:06:05,560 them towards a more fitting ministry for themselves. 119 00:06:05,560 --> 00:06:09,430 So we're not looking for babysitters or warm bodies. 120 00:06:09,430 --> 00:06:13,070 I think we've all sort of moved beyond that idea 121 00:06:13,070 --> 00:06:16,870 that all we need is somebody who can be present on a Sunday 122 00:06:16,870 --> 00:06:19,410 during the service for our youth. 123 00:06:19,410 --> 00:06:23,170 We need spiritually mature adults to companion our youth. 124 00:06:23,170 --> 00:06:28,360 So in the book, Sticky Faith, the authors-- of which there 125 00:06:28,360 --> 00:06:30,710 are three Powell, Griffin, and Crawford-- 126 00:06:30,710 --> 00:06:34,330 talk about connecting youth to spiritually mature adults 127 00:06:34,330 --> 00:06:38,360 as one of the major ways that we keep them in the faith. 128 00:06:38,360 --> 00:06:41,387 So connecting us with unhealthy or immaturity adults, 129 00:06:41,387 --> 00:06:42,970 adults who just don't get it, is going 130 00:06:42,970 --> 00:06:45,380 to stunt their spiritual growth. 131 00:06:45,380 --> 00:06:48,400 And in these competencies we're preparing lay leaders 132 00:06:48,400 --> 00:06:49,839 to succeed. 133 00:06:49,839 --> 00:06:51,630 And that's going to keep them from burnout. 134 00:06:51,630 --> 00:06:53,630 The competencies actually highlight the need 135 00:06:53,630 --> 00:06:57,150 for self-care, finding support, and doing 136 00:06:57,150 --> 00:07:02,080 their own spiritual practices. 137 00:07:02,080 --> 00:07:03,980 Evin Carvill-ziemer: So the year before 138 00:07:03,980 --> 00:07:07,260 and last year staff from multiple regions pooled 139 00:07:07,260 --> 00:07:09,100 our experience and wisdom, the things 140 00:07:09,100 --> 00:07:12,560 we were doing in our regions, looked at the UUA resources, 141 00:07:12,560 --> 00:07:15,560 and really made a compilation of the experience 142 00:07:15,560 --> 00:07:18,700 and wisdom across what was available to us. 143 00:07:18,700 --> 00:07:20,870 And then we did the work to sort those things 144 00:07:20,870 --> 00:07:23,280 through so that language worked in multiple settings. 145 00:07:23,280 --> 00:07:26,222 Not all of our regions are using the same language. 146 00:07:26,222 --> 00:07:28,055 You're in different youth ministry settings. 147 00:07:28,055 --> 00:07:29,900 And so we really worked through does this apply, 148 00:07:29,900 --> 00:07:30,570 does this apply. 149 00:07:30,570 --> 00:07:32,528 How should we phrase this in a way that's going 150 00:07:32,528 --> 00:07:34,700 to work for other regions? 151 00:07:34,700 --> 00:07:40,260 And that became this one tool. 152 00:07:40,260 --> 00:07:42,890 Computer Voice: Entry and exit chimes are off. 153 00:07:42,890 --> 00:07:45,160 Evin Carvill-ziemer: We used to do advisor trainings 154 00:07:45,160 --> 00:07:47,760 in a week-long model called the basic advisor 155 00:07:47,760 --> 00:07:51,160 training that the UUA commissioned the writing of, 156 00:07:51,160 --> 00:07:53,410 selected the trainers for, did the training, 157 00:07:53,410 --> 00:07:55,290 and then really had a lot of control 158 00:07:55,290 --> 00:07:58,730 over what was in the quote basic advisor training. 159 00:07:58,730 --> 00:08:00,120 We don't live in a world anymore, 160 00:08:00,120 --> 00:08:01,950 if we ever did, where everyone goes 161 00:08:01,950 --> 00:08:03,217 to a weekend-long training. 162 00:08:03,217 --> 00:08:05,050 We have lots of different content, webinars, 163 00:08:05,050 --> 00:08:08,100 online classes, short workshops, books, pod-casts. 164 00:08:08,100 --> 00:08:09,700 And it's all a little overwhelming 165 00:08:09,700 --> 00:08:11,450 to many of the people I know. 166 00:08:11,450 --> 00:08:15,850 So I see this tool as a kind of nutritional advice, 167 00:08:15,850 --> 00:08:19,910 maybe better written, I hope, than the food pyramid. 168 00:08:19,910 --> 00:08:23,530 So with this in hand I'm hoping that we, district regional UUA 169 00:08:23,530 --> 00:08:26,340 staff, can provide you with a buffet of options, 170 00:08:26,340 --> 00:08:29,570 label those options with which nutrients the dish supplies, 171 00:08:29,570 --> 00:08:31,740 and you and your advisors can be sure you 172 00:08:31,740 --> 00:08:36,011 get a balanced diet of what you need to be consuming. 173 00:08:36,011 --> 00:08:38,010 You don't have to slog through multiple webinars 174 00:08:38,010 --> 00:08:40,620 or attend a training to find out whether or not it's going 175 00:08:40,620 --> 00:08:42,140 to supply the thing you need. 176 00:08:42,140 --> 00:08:44,179 And you don't have to have that awful feeling 177 00:08:44,179 --> 00:08:46,520 Jennica had of not even knowing what you don't know. 178 00:08:46,520 --> 00:08:49,640 There's a list here for you to look at and figure out 179 00:08:49,640 --> 00:08:54,120 what you know and don't know. 180 00:08:54,120 --> 00:08:57,010 We worked through our large brainstorm-informed eight 181 00:08:57,010 --> 00:08:58,430 key competencies. 182 00:08:58,430 --> 00:08:59,370 They are broad. 183 00:08:59,370 --> 00:09:00,830 And they have sub-competencies. 184 00:09:00,830 --> 00:09:02,950 Jennica talked about the levels. 185 00:09:02,950 --> 00:09:05,680 And these competencies address both 186 00:09:05,680 --> 00:09:09,070 what an advisor needs to be able to know and do themselves 187 00:09:09,070 --> 00:09:11,650 in a relationship with youth, so their relationships 188 00:09:11,650 --> 00:09:14,175 and the group's relationship are healthy and grounded, 189 00:09:14,175 --> 00:09:16,190 and the various pieces of the functioning 190 00:09:16,190 --> 00:09:18,670 as a team from pastoral care, to linkage 191 00:09:18,670 --> 00:09:20,510 with the rest of the congregation, 192 00:09:20,510 --> 00:09:23,590 working with a team, working with the rest of the youth 193 00:09:23,590 --> 00:09:25,320 leaders as well. 194 00:09:25,320 --> 00:09:28,540 And our UU theology and commitments 195 00:09:28,540 --> 00:09:30,989 are embedded throughout the entire document, 196 00:09:30,989 --> 00:09:32,530 including our commitment to covenant, 197 00:09:32,530 --> 00:09:34,530 our commitment to broad inclusion of difference, 198 00:09:34,530 --> 00:09:38,250 and honoring the gifts and needs of each individual. 199 00:09:38,250 --> 00:09:40,700 Each advisor always finds their own style, and wisdom, 200 00:09:40,700 --> 00:09:41,450 and insights. 201 00:09:41,450 --> 00:09:44,740 This isn't meant to be a boilerplate for who 202 00:09:44,740 --> 00:09:45,740 advisors are. 203 00:09:45,740 --> 00:09:47,906 But we want people to feel like they have a starting 204 00:09:47,906 --> 00:09:50,340 place and a place to come back to for new directions 205 00:09:50,340 --> 00:09:57,099 in their growth when they are looking for that. 206 00:09:57,099 --> 00:09:59,640 Jennica Davis-hockett: So the first youth advising competency 207 00:09:59,640 --> 00:10:03,270 is all about being a responsible adult who 208 00:10:03,270 --> 00:10:05,930 can be in authentic relationship with young people 209 00:10:05,930 --> 00:10:10,600 and practice youth-adult partnerships. 210 00:10:10,600 --> 00:10:13,610 It's all about being in covenanted relationship. 211 00:10:13,610 --> 00:10:16,990 So covenanted, as it applies to youth-adult partnerships, 212 00:10:16,990 --> 00:10:18,690 is highlighted in the consultation 213 00:10:18,690 --> 00:10:24,030 on "Ministry to and with Youth," which is a 2007 report. 214 00:10:24,030 --> 00:10:26,030 It talks about between everyone in 215 00:10:26,030 --> 00:10:28,910 a multigenerational community there's love and trust. 216 00:10:28,910 --> 00:10:31,800 There's mentoring relationships, the development 217 00:10:31,800 --> 00:10:34,100 of youth confidence and self-identity, 218 00:10:34,100 --> 00:10:37,490 accountability, participating in the decisions 219 00:10:37,490 --> 00:10:41,190 that affect their lives, having access to information, 220 00:10:41,190 --> 00:10:43,270 trust in the confidence of youth, 221 00:10:43,270 --> 00:10:46,510 and appreciation for youth as agents of social change, 222 00:10:46,510 --> 00:10:49,120 and the recognition that youth ministry is 223 00:10:49,120 --> 00:10:53,310 an integral part of Unitarian Universalist's ministry. 224 00:10:53,310 --> 00:10:56,900 The first competency is all about being a role model, 225 00:10:56,900 --> 00:10:59,140 not being in a peer relationship but being 226 00:10:59,140 --> 00:11:04,770 able to be vulnerably empathetic and to have healthy boundaries. 227 00:11:04,770 --> 00:11:06,530 In the youth ministry Renaissance 228 00:11:06,530 --> 00:11:11,150 module it talks about adolescence being 229 00:11:11,150 --> 00:11:14,480 best supported in their racial and gender identity development 230 00:11:14,480 --> 00:11:17,610 by knowing diverse people in multiple contexts 231 00:11:17,610 --> 00:11:21,710 and having strong role models to whom they can relate. 232 00:11:21,710 --> 00:11:25,770 Youth construct their identities based on their experiences. 233 00:11:25,770 --> 00:11:28,770 And adolescence is a time of increasing complexity. 234 00:11:28,770 --> 00:11:31,240 So meaningful engagement with adults 235 00:11:31,240 --> 00:11:33,730 who are living authentically nurtures 236 00:11:33,730 --> 00:11:37,190 appreciation of our inherent human diversity. 237 00:11:37,190 --> 00:11:41,350 And in the youth ministry advising guide book 238 00:11:41,350 --> 00:11:46,290 from the UUA youth and young adult office 239 00:11:46,290 --> 00:11:49,060 it talks about advisors not feeling 240 00:11:49,060 --> 00:11:51,920 like they have to mirror the values and the behaviors 241 00:11:51,920 --> 00:11:54,010 of youth in order to be liked. 242 00:11:54,010 --> 00:11:58,380 That it's in acting with integrity 243 00:11:58,380 --> 00:12:02,420 that advisors are able to articulate their own belief 244 00:12:02,420 --> 00:12:04,920 system and really live their lives 245 00:12:04,920 --> 00:12:06,220 as Unitarian Universalists. 246 00:12:06,220 --> 00:12:09,370 So youth really aren't looking to see 247 00:12:09,370 --> 00:12:12,770 a reflection of themselves in their advisors. 248 00:12:12,770 --> 00:12:18,980 They are hoping to see someone they can look up to. 249 00:12:18,980 --> 00:12:23,560 And we've been talking a lot about shared leadership, which 250 00:12:23,560 --> 00:12:26,830 means understanding power dynamics and the spectrum 251 00:12:26,830 --> 00:12:29,060 of shared leadership. 252 00:12:29,060 --> 00:12:32,400 Which means that it's never all adult led. 253 00:12:32,400 --> 00:12:34,710 It's never all youth led. 254 00:12:34,710 --> 00:12:37,690 But more or less responsibility is given to youth 255 00:12:37,690 --> 00:12:41,279 based on their skill, and their developmental stage, 256 00:12:41,279 --> 00:12:42,070 and their training. 257 00:12:42,070 --> 00:12:43,770 So in the youth ministry Renaissance 258 00:12:43,770 --> 00:12:45,600 module it talks about perhaps there's 259 00:12:45,600 --> 00:12:48,640 an immature group of eight and ninth graders who 260 00:12:48,640 --> 00:12:51,930 are going to need a program that's much more adult-driven. 261 00:12:51,930 --> 00:12:54,900 And there might be a group of experienced 12th graders 262 00:12:54,900 --> 00:12:58,040 that can really be expected to handle a much higher degree 263 00:12:58,040 --> 00:13:00,140 of responsibility and control. 264 00:13:00,140 --> 00:13:04,120 But even for that group of 12th graders, for example, 265 00:13:04,120 --> 00:13:06,980 during final exams they might just be too stressed out 266 00:13:06,980 --> 00:13:13,880 and need more help from adults to get the job done. 267 00:13:13,880 --> 00:13:15,870 The second youth advisor competency 268 00:13:15,870 --> 00:13:20,130 really drives home the fact that keeping everyone safe 269 00:13:20,130 --> 00:13:22,600 is a priority. 270 00:13:22,600 --> 00:13:24,950 As soon as an adult signs up to work with youth 271 00:13:24,950 --> 00:13:28,280 they need to know your safe congregation's policies 272 00:13:28,280 --> 00:13:31,710 and what to do in an emergency or a crisis. 273 00:13:31,710 --> 00:13:38,790 So part of that is communicating rules. 274 00:13:38,790 --> 00:13:43,670 Sorry I was commenting on a chat in the chat box. 275 00:13:43,670 --> 00:13:46,910 Communicating rules, here we're not talking about covenant. 276 00:13:46,910 --> 00:13:50,160 We're talking about the things that are non-negotiable, 277 00:13:50,160 --> 00:13:53,070 and having advisors that are able to share that clearly 278 00:13:53,070 --> 00:13:55,070 with everyone they work with, and being 279 00:13:55,070 --> 00:13:57,160 able to get youth to invest in holding 280 00:13:57,160 --> 00:14:00,290 one another accountable, and ensuring that everyone 281 00:14:00,290 --> 00:14:03,540 understands the consequences. 282 00:14:03,540 --> 00:14:08,430 And also ensuring that everyone that an advisor is working with 283 00:14:08,430 --> 00:14:11,000 knows what they can keep in confidence 284 00:14:11,000 --> 00:14:13,830 and what requires mandatory reporting. 285 00:14:13,830 --> 00:14:17,150 In the Safe Congregation's Handbook 286 00:14:17,150 --> 00:14:19,310 it says that clergy and lay leaders 287 00:14:19,310 --> 00:14:22,830 alike are not responsible to individual congregants. 288 00:14:22,830 --> 00:14:25,790 They are stewards of the congregation as a whole. 289 00:14:25,790 --> 00:14:29,830 And they need to make sure that they're familiar with state law 290 00:14:29,830 --> 00:14:34,840 requirements and that an advisor's supervisor feels 291 00:14:34,840 --> 00:14:38,270 confident with their sense of ethical and moral duty 292 00:14:38,270 --> 00:14:39,902 to protect our youth. 293 00:14:39,902 --> 00:14:41,630 Lay leaders are also going to have 294 00:14:41,630 --> 00:14:44,750 to distinguish between different kinds of secrets, 295 00:14:44,750 --> 00:14:49,920 and may at times feel compelled to consider higher 296 00:14:49,920 --> 00:14:53,340 ethical considerations, talking about 297 00:14:53,340 --> 00:14:56,430 whether to warn, or to protect, and when 298 00:14:56,430 --> 00:14:59,560 they're confronted with toxic or dangerous secrets. 299 00:14:59,560 --> 00:15:03,101 And in the Youth Ministry Advising Guidebook 300 00:15:03,101 --> 00:15:06,340 it talks about rules needing to be agreed upon by at least 301 00:15:06,340 --> 00:15:09,940 four parties, the youth, the advisors, the church 302 00:15:09,940 --> 00:15:12,060 body that's responsible for youth programming, 303 00:15:12,060 --> 00:15:13,830 and the parents. 304 00:15:13,830 --> 00:15:16,510 And adolescents are at a point in their development 305 00:15:16,510 --> 00:15:19,020 when they are seeking and testing boundaries. 306 00:15:19,020 --> 00:15:22,200 So making boundaries clear will help them figure out 307 00:15:22,200 --> 00:15:26,370 what appropriate behavior looks like, and will also give you 308 00:15:26,370 --> 00:15:28,730 a precedent to fall back on if the youth violates 309 00:15:28,730 --> 00:15:33,970 a covenant to the rules. 310 00:15:33,970 --> 00:15:37,620 It's also about knowing the policies and liability. 311 00:15:37,620 --> 00:15:42,340 So this is about knowing the systems that are already 312 00:15:42,340 --> 00:15:44,580 in place to keep everyone safe. 313 00:15:44,580 --> 00:15:46,110 In the Safe Congregation's Handbook 314 00:15:46,110 --> 00:15:48,430 it's got a list of questions-- I won't go through them 315 00:15:48,430 --> 00:15:52,490 all now-- that every advisor needs the answer to and needs 316 00:15:52,490 --> 00:15:55,260 to be able to communicate those answers to everyone 317 00:15:55,260 --> 00:15:56,620 they work with. 318 00:15:56,620 --> 00:15:59,490 Like what process do you follow if it's 319 00:15:59,490 --> 00:16:03,850 disclosed that sexual abuse of a child has possibly occurred? 320 00:16:03,850 --> 00:16:07,270 What are the policies regarding adult supervision? 321 00:16:07,270 --> 00:16:09,340 How are prospective employees going 322 00:16:09,340 --> 00:16:13,750 to be screened, or volunteers going to be screened? 323 00:16:13,750 --> 00:16:21,410 And how do staff and volunteers renew their ethics agreement? 324 00:16:21,410 --> 00:16:24,230 And keeping everyone safe is also about covenants. 325 00:16:24,230 --> 00:16:26,850 And now I'm not talking about the expectations 326 00:16:26,850 --> 00:16:29,540 or the behavioral guidelines, but a deeper, 327 00:16:29,540 --> 00:16:34,350 more aspirational, covenant of how we want to be our best 328 00:16:34,350 --> 00:16:35,440 selves together. 329 00:16:35,440 --> 00:16:41,680 So there's an excellent post on Blue Boat Blog called 330 00:16:41,680 --> 00:16:46,410 "3 Ways of Creating Covenant for Youth Groups and Beyond" 331 00:16:46,410 --> 00:16:50,420 that really asks advisors to challenge themselves 332 00:16:50,420 --> 00:16:54,240 and their group to think about living in covenant beyond just 333 00:16:54,240 --> 00:16:57,230 adhering to a list of behavioral guidelines. 334 00:16:57,230 --> 00:16:59,850 And in there there's also a bunch of resources. 335 00:16:59,850 --> 00:17:03,630 One of which is the video, "What do we Promise One 336 00:17:03,630 --> 00:17:07,109 Another," which I've actually used in creating covenants 337 00:17:07,109 --> 00:17:14,469 with youth before. 338 00:17:14,469 --> 00:17:16,010 Evin Carvill-ziemer: So pastoral care 339 00:17:16,010 --> 00:17:18,140 is really important in our youth programs, 340 00:17:18,140 --> 00:17:20,140 important in our congregations. 341 00:17:20,140 --> 00:17:22,730 And the youth are most likely to turn to the adults 342 00:17:22,730 --> 00:17:25,260 that they know best, which would be their youth advisors. 343 00:17:25,260 --> 00:17:28,540 So you also begin to hear some overlap here. 344 00:17:28,540 --> 00:17:34,754 We decided the overlap was appropriate in the fitting 345 00:17:34,754 --> 00:17:36,670 these things together in ways that make sense. 346 00:17:36,670 --> 00:17:38,130 Because the overlap really are the things 347 00:17:38,130 --> 00:17:39,130 that are most important. 348 00:17:39,130 --> 00:17:41,320 And that's where you'll hear that. 349 00:17:41,320 --> 00:17:46,830 So in pastoral care we need adults 350 00:17:46,830 --> 00:17:48,260 who know how to really listen. 351 00:17:48,260 --> 00:17:52,530 Youth need adults who know when not to give advice, 352 00:17:52,530 --> 00:17:54,560 how to really be present with them, 353 00:17:54,560 --> 00:17:57,850 and how not to try to fix or save youth lives while still 354 00:17:57,850 --> 00:18:03,170 knowing the appropriate actions to take to keep youth safe. 355 00:18:03,170 --> 00:18:07,790 Just as it's sometimes hard not to try to fix and save 356 00:18:07,790 --> 00:18:09,380 youth lives it also can be really 357 00:18:09,380 --> 00:18:12,520 hard to enlarge that circle of confidentiality 358 00:18:12,520 --> 00:18:15,340 when necessary by bringing in a minister, or [INAUDIBLE], 359 00:18:15,340 --> 00:18:16,810 or parents. 360 00:18:16,810 --> 00:18:19,320 Because confidentiality is a key thing youth 361 00:18:19,320 --> 00:18:21,680 expect from their youth groups and advisors. 362 00:18:21,680 --> 00:18:24,180 It's important for them to be able to talk about their lives 363 00:18:24,180 --> 00:18:25,830 in ways they aren't ready to talk about in front 364 00:18:25,830 --> 00:18:27,610 of their parents or friends at school 365 00:18:27,610 --> 00:18:30,160 and know that's held in sacred trust. 366 00:18:30,160 --> 00:18:34,050 And we also are charged with keeping youth safe. 367 00:18:34,050 --> 00:18:36,940 And so there are times that we need to share concerns. 368 00:18:36,940 --> 00:18:38,830 Because our advisors aren't trained 369 00:18:38,830 --> 00:18:41,170 therapists, or counsellors, or addiction specialists. 370 00:18:41,170 --> 00:18:44,560 And if you are you're operating in that professional role 371 00:18:44,560 --> 00:18:45,660 as an advisor. 372 00:18:45,660 --> 00:18:47,750 So knowing what to share, when to share it, 373 00:18:47,750 --> 00:18:50,780 with him whom is critical. 374 00:18:50,780 --> 00:18:53,470 This principle is true across youth ministry settings. 375 00:18:53,470 --> 00:18:55,500 But the specifics of who gets told 376 00:18:55,500 --> 00:18:58,510 varies, even by congregation. 377 00:18:58,510 --> 00:19:00,460 There's some examples of how important 378 00:19:00,460 --> 00:19:03,650 this kind of pastoral care is, both in the basic advisor 379 00:19:03,650 --> 00:19:06,760 training and the peer chaplain training, on the subject. 380 00:19:06,760 --> 00:19:09,370 And pastoral care is part of the web 381 00:19:09,370 --> 00:19:12,790 of youth ministry model used by the Ministry Renaissance 382 00:19:12,790 --> 00:19:13,910 module. 383 00:19:13,910 --> 00:19:18,000 I think that's also available on the Blue Boat home. 384 00:19:18,000 --> 00:19:20,790 This is from the youth ministry Renaissance 385 00:19:20,790 --> 00:19:23,380 module, "like people of all ages youth 386 00:19:23,380 --> 00:19:25,440 have specific pastoral needs. 387 00:19:25,440 --> 00:19:27,210 Support of pastoral care is grounded 388 00:19:27,210 --> 00:19:28,790 in communities where people know how 389 00:19:28,790 --> 00:19:30,790 to listen deeply to each other. 390 00:19:30,790 --> 00:19:33,850 Both youth and adults should have skills and deep listening. 391 00:19:33,850 --> 00:19:35,530 Pastoral care with youth includes 392 00:19:35,530 --> 00:19:37,550 creating safe congregations, supporting 393 00:19:37,550 --> 00:19:39,880 youth who are in crisis, and celebrating their joys 394 00:19:39,880 --> 00:19:40,930 and accomplishments. 395 00:19:40,930 --> 00:19:42,540 This giving youth the skills to care 396 00:19:42,540 --> 00:19:44,310 for each other and the awareness of when 397 00:19:44,310 --> 00:19:46,320 to reach out to adults to get help for a friend 398 00:19:46,320 --> 00:19:47,770 or for themselves. 399 00:19:47,770 --> 00:19:49,710 Pastoral care with youth is also strengthened 400 00:19:49,710 --> 00:19:51,751 when ministers have a relationship with the youth 401 00:19:51,751 --> 00:19:52,920 in their congregations. 402 00:19:52,920 --> 00:19:55,330 Everyone works together to create a religious community 403 00:19:55,330 --> 00:19:58,780 that watches out for and supports its youth." 404 00:19:58,780 --> 00:20:01,940 that's number three. 405 00:20:01,940 --> 00:20:04,970 Number four, being truly inclusive 406 00:20:04,970 --> 00:20:06,680 of different identities and individuals 407 00:20:06,680 --> 00:20:08,710 is a key part of our UU theology, 408 00:20:08,710 --> 00:20:10,320 articulated in our first principle. 409 00:20:10,320 --> 00:20:11,970 Although I think everybody here knows 410 00:20:11,970 --> 00:20:16,200 that's always, or maybe not ever, easy. 411 00:20:16,200 --> 00:20:18,260 Doing this as a youth advisor means 412 00:20:18,260 --> 00:20:21,900 being able to make space for a wide range of youth identities, 413 00:20:21,900 --> 00:20:24,720 race, ethnicity, different ability, sexual orientations, 414 00:20:24,720 --> 00:20:26,580 gender, class. 415 00:20:26,580 --> 00:20:29,200 Some of these identities will take more work for each of us, 416 00:20:29,200 --> 00:20:32,360 depending on where we come from and who we are. 417 00:20:32,360 --> 00:20:33,570 New might need to learn more. 418 00:20:33,570 --> 00:20:36,590 And some of us may struggle more in our particular programs 419 00:20:36,590 --> 00:20:39,210 to make space for particular youth. 420 00:20:39,210 --> 00:20:42,050 And there are resources to help with all that. 421 00:20:42,050 --> 00:20:45,390 I'm going to list a few here and they'll be on the email. 422 00:20:45,390 --> 00:20:47,690 The most recent anti-oppression youth curricula 423 00:20:47,690 --> 00:20:49,620 is called Be the Change. 424 00:20:49,620 --> 00:20:53,270 Monica Cummings who served UUA staff until recently 425 00:20:53,270 --> 00:20:55,450 created a series of identity-based workshops 426 00:20:55,450 --> 00:20:58,650 for youth that are available with videos online. 427 00:20:58,650 --> 00:21:01,115 Elizabeth Nunn just did a ministry 428 00:21:01,115 --> 00:21:03,300 and a youth of color webinar, youth 429 00:21:03,300 --> 00:21:05,550 and young adults of color, and you can listen to that. 430 00:21:05,550 --> 00:21:07,420 And there's also the UUA's publication, 431 00:21:07,420 --> 00:21:09,790 Welcoming Children With Special Needs by Sally Patton. 432 00:21:09,790 --> 00:21:12,620 So you could start with that and really I think be busy 433 00:21:12,620 --> 00:21:16,330 for a long time. 434 00:21:16,330 --> 00:21:19,494 And including people means managing group dynamics. 435 00:21:19,494 --> 00:21:21,160 Group dynamics are one of the main tools 436 00:21:21,160 --> 00:21:23,870 that we have to be sure that each individual youth feels 437 00:21:23,870 --> 00:21:26,020 included and that they truly matter. 438 00:21:26,020 --> 00:21:29,000 Adolescents care deeply about being included and seen. 439 00:21:29,000 --> 00:21:30,010 I mean we all do. 440 00:21:30,010 --> 00:21:32,620 But there are developmental reasons 441 00:21:32,620 --> 00:21:35,530 why it's uniquely, deeply important to adolescents. 442 00:21:35,530 --> 00:21:38,980 One of the long-term tools we've used in UU communities 443 00:21:38,980 --> 00:21:41,700 is the five stage of community building, which 444 00:21:41,700 --> 00:21:45,410 is published in Deep Fun available on the UUA's website 445 00:21:45,410 --> 00:21:48,740 with games that match the different stages. 446 00:21:48,740 --> 00:21:53,160 And it's really a game-based community development theory, 447 00:21:53,160 --> 00:21:56,300 which is part of why it works well with our youth groups. 448 00:21:56,300 --> 00:22:00,110 It allows youth to not just bond new groups, 449 00:22:00,110 --> 00:22:03,620 but also open up groups to new youth. 450 00:22:03,620 --> 00:22:05,509 In the trainings I lead over and over again 451 00:22:05,509 --> 00:22:07,550 youth and adults ask what do we do about cliques. 452 00:22:07,550 --> 00:22:09,900 And I think one answer is provided by the five stages. 453 00:22:09,900 --> 00:22:13,700 Back up and do more work at the earlier stages. 454 00:22:13,700 --> 00:22:15,600 Going deeper with group dynamics can 455 00:22:15,600 --> 00:22:19,291 include facilitating conflict, even the triangulated ways 456 00:22:19,291 --> 00:22:21,540 the rest of the congregation and parents can sometimes 457 00:22:21,540 --> 00:22:23,331 be involved in conflict in the youth group. 458 00:22:23,331 --> 00:22:27,540 So that would be an advanced level of this competency. 459 00:22:27,540 --> 00:22:29,680 And then we included intercultural competence 460 00:22:29,680 --> 00:22:30,524 in this competency. 461 00:22:30,524 --> 00:22:32,190 You may not have heard this term before. 462 00:22:32,190 --> 00:22:33,700 Or maybe you've been lucky enough 463 00:22:33,700 --> 00:22:35,630 to attend a training already. 464 00:22:35,630 --> 00:22:37,985 It's a relatively new framework for us 465 00:22:37,985 --> 00:22:41,110 as Unitarian Universalists that we're using across the UUA, 466 00:22:41,110 --> 00:22:44,920 including trainings led by the UU Minister's Association. 467 00:22:44,920 --> 00:22:47,360 It's a framework that sees that all of us have culture. 468 00:22:47,360 --> 00:22:49,600 We all have ways of doing things and being 469 00:22:49,600 --> 00:22:51,814 that we learn from the people we come from. 470 00:22:51,814 --> 00:22:53,230 And that includes chosen cultures, 471 00:22:53,230 --> 00:22:55,440 includes subcultures, like our sexual orientation 472 00:22:55,440 --> 00:22:58,735 and how we learn to move in the world in that way. 473 00:22:58,735 --> 00:23:00,110 And our communities have culture. 474 00:23:00,110 --> 00:23:02,401 You walk into a particular church or a particular youth 475 00:23:02,401 --> 00:23:04,610 group there are ways of being there. 476 00:23:04,610 --> 00:23:06,010 So in your cultural competency it 477 00:23:06,010 --> 00:23:07,940 focuses on is the skills to interact 478 00:23:07,940 --> 00:23:10,650 across those differences in genuine ways 479 00:23:10,650 --> 00:23:13,040 that make space for different ways of being, 480 00:23:13,040 --> 00:23:15,680 where sometimes our anti-oppression work has 481 00:23:15,680 --> 00:23:19,520 been fairly theoretical, focusing on how things 482 00:23:19,520 --> 00:23:21,020 got to be the way they are now. 483 00:23:21,020 --> 00:23:24,340 Intercultural competency is really how do we in the moment, 484 00:23:24,340 --> 00:23:25,760 in this room, with the people who 485 00:23:25,760 --> 00:23:28,180 are here navigate the differences that 486 00:23:28,180 --> 00:23:31,910 are in front of us? 487 00:23:31,910 --> 00:23:33,910 Having a small orientation to this topic I think 488 00:23:33,910 --> 00:23:35,140 is very helpful. 489 00:23:35,140 --> 00:23:37,170 In the Central East region we've inserted this 490 00:23:37,170 --> 00:23:39,470 into all our youth trainings and our trainings 491 00:23:39,470 --> 00:23:40,840 for adults who work with youth. 492 00:23:40,840 --> 00:23:43,240 And it can be really helpful to do more. 493 00:23:43,240 --> 00:23:45,242 And there's a lot more to do. 494 00:23:45,242 --> 00:23:46,700 Some of these trainings are focused 495 00:23:46,700 --> 00:23:50,040 on intellectual understanding of the developmental arc 496 00:23:50,040 --> 00:23:52,640 of intercultural competence as we get better 497 00:23:52,640 --> 00:23:54,090 at acting across difference. 498 00:23:54,090 --> 00:23:55,590 And some of those trainings are just 499 00:23:55,590 --> 00:23:57,610 really focused on practicing those skills 500 00:23:57,610 --> 00:24:00,250 in interactive ways. 501 00:24:00,250 --> 00:24:02,750 Because it's new you may have to ask your regional staff how 502 00:24:02,750 --> 00:24:05,000 this is available in your area. 503 00:24:05,000 --> 00:24:08,409 in Central East we're working on some ways of doing this 504 00:24:08,409 --> 00:24:09,200 with youth leaders. 505 00:24:09,200 --> 00:24:11,340 We have a program we're hoping to pilot next year. 506 00:24:11,340 --> 00:24:14,200 MidAmerica has done an online webinar. 507 00:24:14,200 --> 00:24:16,950 If you'd like an introduction to that 508 00:24:16,950 --> 00:24:19,680 we've got the link for that. 509 00:24:19,680 --> 00:24:22,220 Going deeper into this competency of inclusive youth 510 00:24:22,220 --> 00:24:26,360 groups can include building a youth ministry where 511 00:24:26,360 --> 00:24:28,610 the youth are included in the larger congregation 512 00:24:28,610 --> 00:24:29,810 and helping in safe ways. 513 00:24:29,810 --> 00:24:32,780 Youth deserve to be full participants 514 00:24:32,780 --> 00:24:33,730 in their congregation. 515 00:24:33,730 --> 00:24:35,105 And the adult community sometimes 516 00:24:35,105 --> 00:24:40,914 needs help to be able to really include the youth. 517 00:24:40,914 --> 00:24:43,330 Jennica Davis-hockett: The fifth youth advising competency 518 00:24:43,330 --> 00:24:47,530 is all about the ability to do the behinds the scenes 519 00:24:47,530 --> 00:24:52,790 foundational work to keep the youth ministry program running 520 00:24:52,790 --> 00:24:56,420 as a vital part of the congregation. 521 00:24:56,420 --> 00:24:58,640 Part of that is being organized. 522 00:24:58,640 --> 00:25:01,860 And Nancy Combs-Morgan and Dori Davenport Thexton 523 00:25:01,860 --> 00:25:07,250 in MidAmerica as regional staff did a really excellent webinars 524 00:25:07,250 --> 00:25:11,880 on Mark DeVries's book Sustainable Youth Ministry. 525 00:25:11,880 --> 00:25:13,780 In that they talk about the difference 526 00:25:13,780 --> 00:25:16,080 between concrete and wallpaper. 527 00:25:16,080 --> 00:25:18,450 So yes we want our advisors to contribute 528 00:25:18,450 --> 00:25:21,340 to a welcoming atmosphere, be part 529 00:25:21,340 --> 00:25:24,400 of creating the welcoming aesthetic, or the wallpaper. 530 00:25:24,400 --> 00:25:28,180 But we also need advisors to be able to lay the concrete, 531 00:25:28,180 --> 00:25:29,830 to do the foundational work, to be 532 00:25:29,830 --> 00:25:32,870 able to do the calendaring, the front loading, 533 00:25:32,870 --> 00:25:35,480 keep up with the directory, manage 534 00:25:35,480 --> 00:25:36,740 and update the templates. 535 00:25:36,740 --> 00:25:39,780 Part of this is so that you don't end up 536 00:25:39,780 --> 00:25:43,470 with having to rely on a superstar youth 537 00:25:43,470 --> 00:25:46,290 minister, someone that when they leave the program 538 00:25:46,290 --> 00:25:48,420 the program dies with them. 539 00:25:48,420 --> 00:25:51,100 This is a way that youth advisors 540 00:25:51,100 --> 00:25:57,720 can maintain the structure in a way that will outlive them. 541 00:25:57,720 --> 00:25:59,930 Part of this competency is practicing 542 00:25:59,930 --> 00:26:03,280 compassionate communication, being able to handle conflict 543 00:26:03,280 --> 00:26:07,590 with grace and humility, being able to express needs, 544 00:26:07,590 --> 00:26:09,140 and being a good listener. 545 00:26:09,140 --> 00:26:13,510 And these are not only just good personal skills to cultivate, 546 00:26:13,510 --> 00:26:16,680 and important working on a team and being supervised, 547 00:26:16,680 --> 00:26:20,240 but they're also important to teach to the youth they work 548 00:26:20,240 --> 00:26:21,840 with by being a role model. 549 00:26:21,840 --> 00:26:25,250 So in that youth ministry advising guide 550 00:26:25,250 --> 00:26:28,450 it talks about being a good advisor 551 00:26:28,450 --> 00:26:30,550 as being genuine with youth. 552 00:26:30,550 --> 00:26:32,560 Because youth are actively struggling to answer 553 00:26:32,560 --> 00:26:33,590 questions of how to be. 554 00:26:33,590 --> 00:26:40,170 And they want to challenge you to be vulnerable and real. 555 00:26:40,170 --> 00:26:44,120 They want to see how adults act responsible, 556 00:26:44,120 --> 00:26:46,000 be caring, and be involved. 557 00:26:46,000 --> 00:26:50,490 And advisors show this by leading by example, 558 00:26:50,490 --> 00:26:53,790 by living their Unitarian Universalist values. 559 00:26:53,790 --> 00:26:57,430 So it's important to let youth see how advisors make mistakes, 560 00:26:57,430 --> 00:26:59,300 how they deal with their feelings, 561 00:26:59,300 --> 00:27:02,730 and how they handle conflict while still maintaining 562 00:27:02,730 --> 00:27:04,120 appropriate boundaries. 563 00:27:04,120 --> 00:27:07,330 So I'm going to take one second to move back 564 00:27:07,330 --> 00:27:11,420 to that first slide with the fifth competency, 565 00:27:11,420 --> 00:27:13,960 being able to bring thoughtful skilled communication 566 00:27:13,960 --> 00:27:15,860 to planning, leading, and facilitating 567 00:27:15,860 --> 00:27:27,650 in a youth ministry context. 568 00:27:27,650 --> 00:27:31,640 In response to the peacemaking congregational study action 569 00:27:31,640 --> 00:27:35,350 issue in June of 2006, a working group 570 00:27:35,350 --> 00:27:37,510 put together a really awesome resource 571 00:27:37,510 --> 00:27:39,610 called "Peacemaking in Congregations, 572 00:27:39,610 --> 00:27:43,000 a Guide to Learning Opportunities for All Ages." 573 00:27:43,000 --> 00:27:45,190 And this can help with this competency 574 00:27:45,190 --> 00:27:52,920 in practicing and teaching compassionate communication. 575 00:27:52,920 --> 00:27:59,480 A huge aspect of this is being competent with social media. 576 00:27:59,480 --> 00:28:02,790 The UUA staff has a youth inclusion guide 577 00:28:02,790 --> 00:28:05,380 in which [INAUDIBLE] serve as a template for you 578 00:28:05,380 --> 00:28:07,820 if you're looking to update these inclusion guidelines. 579 00:28:07,820 --> 00:28:10,650 It talks about stuff like having the rule of three, 580 00:28:10,650 --> 00:28:12,230 an intergenerational rule of three, 581 00:28:12,230 --> 00:28:14,120 for virtual communication as well as 582 00:28:14,120 --> 00:28:18,120 in person when youth and adults are together. 583 00:28:18,120 --> 00:28:23,040 It talks about maintaining a paper trail 584 00:28:23,040 --> 00:28:25,910 so that you have documentation about your online communication 585 00:28:25,910 --> 00:28:27,000 with youth. 586 00:28:27,000 --> 00:28:30,080 And privacy, making sure that not only 587 00:28:30,080 --> 00:28:32,640 are the adults who are working with youth respecting 588 00:28:32,640 --> 00:28:35,430 the online privacy of the youth they're working with, 589 00:28:35,430 --> 00:28:38,170 but that they're able to maintain their own privacy, 590 00:28:38,170 --> 00:28:40,910 perhaps by setting up a personal Facebook 591 00:28:40,910 --> 00:28:42,730 account and a professional Facebook account 592 00:28:42,730 --> 00:28:50,690 to keep those two lives separate. 593 00:28:50,690 --> 00:28:54,060 The sixth competency is, yeah we all 594 00:28:54,060 --> 00:28:57,650 know that youth ministry is not one size fits all. 595 00:28:57,650 --> 00:29:00,370 And your youth advisors need to be 596 00:29:00,370 --> 00:29:02,860 able to judge what types of programming 597 00:29:02,860 --> 00:29:04,530 are going to fit in your congregation, 598 00:29:04,530 --> 00:29:07,520 and to be able to really judge what 599 00:29:07,520 --> 00:29:09,430 aspects of multigenerational culture 600 00:29:09,430 --> 00:29:14,300 your congregation needs to build. 601 00:29:14,300 --> 00:29:17,610 So depending on if you've got only a few youth, or maybe 602 00:29:17,610 --> 00:29:22,770 a small group of around 10, or a large group of about 30 603 00:29:22,770 --> 00:29:25,240 your advisors need to be on board 604 00:29:25,240 --> 00:29:27,510 with the model of youth ministry that's 605 00:29:27,510 --> 00:29:30,170 going to fit your congregation's needs. 606 00:29:30,170 --> 00:29:33,460 They need to know how and why youth ministry works 607 00:29:33,460 --> 00:29:35,470 the way it does in your congregation 608 00:29:35,470 --> 00:29:38,880 and be able to think critically about innovation. 609 00:29:38,880 --> 00:29:41,730 The UUA has a cool resource called Ways 610 00:29:41,730 --> 00:29:43,520 to do Youth Ministry in Congregations 611 00:29:43,520 --> 00:29:46,330 that talks about if you only have 612 00:29:46,330 --> 00:29:49,400 five active youth in your congregation setting up 613 00:29:49,400 --> 00:29:51,490 a traditional youth group is going 614 00:29:51,490 --> 00:29:52,840 to be pretty hard to sustain. 615 00:29:52,840 --> 00:29:55,540 But the adults who work with youth in your congregation 616 00:29:55,540 --> 00:30:00,506 can find other ways to help youth know that they belong, 617 00:30:00,506 --> 00:30:04,790 that their congregation is a spiritual home. 618 00:30:04,790 --> 00:30:07,140 And at the very bare minimum your advisors 619 00:30:07,140 --> 00:30:09,810 need to be familiar with the web of youth ministry, which 620 00:30:09,810 --> 00:30:13,340 was mentioned earlier, and the six pillars of balance 621 00:30:13,340 --> 00:30:17,520 to youth ministry, and be able to access the UUA's Tapestry 622 00:30:17,520 --> 00:30:23,850 of Faith curriculum online. 623 00:30:23,850 --> 00:30:25,770 Building some of the basics of leading 624 00:30:25,770 --> 00:30:28,970 and teaching youth to lead games and worship. 625 00:30:28,970 --> 00:30:31,770 In our congregations who use games to build community 626 00:30:31,770 --> 00:30:33,830 and to create learning experiences. 627 00:30:33,830 --> 00:30:35,980 So advisors are not only going to need 628 00:30:35,980 --> 00:30:38,150 to have a back pocket full of games, 629 00:30:38,150 --> 00:30:41,200 but they need to know the deeper lessons in those games 630 00:30:41,200 --> 00:30:44,620 to be able to articulate that to youth. 631 00:30:44,620 --> 00:30:46,870 An advisor who maybe isn't competent yet 632 00:30:46,870 --> 00:30:48,680 in leading and teaching worship skills 633 00:30:48,680 --> 00:30:51,650 could partner with the minister, or the worship arts committee, 634 00:30:51,650 --> 00:30:53,530 to get these skills for themselves 635 00:30:53,530 --> 00:30:55,850 and to be able to teach them to their youth. 636 00:30:55,850 --> 00:30:59,550 In the youth ministry advising guide it 637 00:30:59,550 --> 00:31:03,320 talks about worshipping together is one thing 638 00:31:03,320 --> 00:31:05,230 that makes our UU youth communities 639 00:31:05,230 --> 00:31:07,040 distinct from any other community they 640 00:31:07,040 --> 00:31:08,930 may be participating in. 641 00:31:08,930 --> 00:31:12,310 And some of the most deeply, meaningful experiences 642 00:31:12,310 --> 00:31:16,250 for UU youth is in that direct embodiment of the UU principles 643 00:31:16,250 --> 00:31:23,830 and values that we offer in our youth worships. 644 00:31:23,830 --> 00:31:27,500 This is also about thinking beyond youth group. 645 00:31:27,500 --> 00:31:29,980 One of the best ways to create lifelong Unitarian 646 00:31:29,980 --> 00:31:32,530 Universalists is to ensure that youth 647 00:31:32,530 --> 00:31:35,250 feel like they have a home in their spiritual community 648 00:31:35,250 --> 00:31:38,640 that goes beyond just meeting with other youth. 649 00:31:38,640 --> 00:31:43,830 So in that youth ministry working group report from 2009 650 00:31:43,830 --> 00:31:47,670 it's got a whole list of ways that youth can participate 651 00:31:47,670 --> 00:31:51,500 in the congregation beyond youth group planning, 652 00:31:51,500 --> 00:31:53,300 participating, and leading in worship, 653 00:31:53,300 --> 00:31:57,680 or singing in the choir, doing small group ministry, 654 00:31:57,680 --> 00:32:01,300 teaching RE to children, even co-facilitating 655 00:32:01,300 --> 00:32:05,100 faith development programs for youth and adults, 656 00:32:05,100 --> 00:32:07,870 providing and receiving pastoral care, 657 00:32:07,870 --> 00:32:10,390 serving on committees and boards. 658 00:32:10,390 --> 00:32:15,160 And in the youth ministry advising guidebook 659 00:32:15,160 --> 00:32:18,590 it notes that many adults are just not 660 00:32:18,590 --> 00:32:21,010 used to relating directly to young people. 661 00:32:21,010 --> 00:32:24,330 And advisors are likely going to find themselves acting 662 00:32:24,330 --> 00:32:26,434 as liaison between generations. 663 00:32:26,434 --> 00:32:28,600 And they can really be instrumental in breaking down 664 00:32:28,600 --> 00:32:36,417 the barriers between generations. 665 00:32:36,417 --> 00:32:38,250 Evin Carvill-ziemer: Most of youth ministry, 666 00:32:38,250 --> 00:32:40,920 like all ministry, is not really about doing. 667 00:32:40,920 --> 00:32:42,030 It's about being. 668 00:32:42,030 --> 00:32:44,100 Who are we being with youth? 669 00:32:44,100 --> 00:32:47,760 Are we being authentic, caring adults in real relationship? 670 00:32:47,760 --> 00:32:50,290 And who do we need to be for ourselves and for them 671 00:32:50,290 --> 00:32:56,240 to best serve UU youth ministry? 672 00:32:56,240 --> 00:32:58,920 All advisors were once adolescents. 673 00:32:58,920 --> 00:33:01,810 We all have our own history, and experience, our biases, 674 00:33:01,810 --> 00:33:03,730 our traumas, our triggers. 675 00:33:03,730 --> 00:33:06,730 The youth we will over-empathize with, and maybe 676 00:33:06,730 --> 00:33:09,670 try to over-function and help them too much, 677 00:33:09,670 --> 00:33:11,740 part of being in youth ministry is 678 00:33:11,740 --> 00:33:13,740 being able to know yourself well enough 679 00:33:13,740 --> 00:33:15,840 not to get tripped up in our own stuff, 680 00:33:15,840 --> 00:33:18,690 or at least to recognize it and find a graceful way out, 681 00:33:18,690 --> 00:33:22,140 and appropriate places to process that. 682 00:33:22,140 --> 00:33:24,030 The Chrysalis Basic Advisor Training 683 00:33:24,030 --> 00:33:28,410 has several great exercises to give advisors, adults, a chance 684 00:33:28,410 --> 00:33:30,700 to reflect on who we were as a youth 685 00:33:30,700 --> 00:33:33,080 and to hear what other kinds of youth other people were. 686 00:33:33,080 --> 00:33:36,140 And that kind of reflection can be really helpful. 687 00:33:36,140 --> 00:33:38,030 We also know ourselves, and we know 688 00:33:38,030 --> 00:33:40,180 what's too much or not the right thing. 689 00:33:40,180 --> 00:33:43,340 And that allows us to say yes to the right thing that gives us 690 00:33:43,340 --> 00:33:45,420 joy and no to that which is draining, 691 00:33:45,420 --> 00:33:48,165 or we're not going to be able to do safely or well. 692 00:33:48,165 --> 00:33:50,040 And this is the kind of adult our youth need, 693 00:33:50,040 --> 00:33:52,860 adults who can be present with them out of the joyful places 694 00:33:52,860 --> 00:33:56,270 not the drained places. 695 00:33:56,270 --> 00:33:58,990 And knowing ourselves means knowing our anxieties. 696 00:33:58,990 --> 00:34:01,870 Most adults have some anxieties with working with youth. 697 00:34:01,870 --> 00:34:03,960 And we are working in systems that 698 00:34:03,960 --> 00:34:05,960 have anxieties about youth. 699 00:34:05,960 --> 00:34:08,960 And those can influence us as well. 700 00:34:08,960 --> 00:34:11,650 Without awareness our anxieties undermine relationship 701 00:34:11,650 --> 00:34:15,260 and make it difficult for us to really be present. 702 00:34:15,260 --> 00:34:17,350 And just some examples, many of us 703 00:34:17,350 --> 00:34:18,679 are anxious about being liked. 704 00:34:18,679 --> 00:34:20,909 We're anxious about the success of the program, 705 00:34:20,909 --> 00:34:23,860 about the individual youth lives, about keeping them safe 706 00:34:23,860 --> 00:34:27,749 and all the ways we really can't outside of our program, 707 00:34:27,749 --> 00:34:29,540 anxious about finding the right way to deal 708 00:34:29,540 --> 00:34:31,040 with the things that don't go right, 709 00:34:31,040 --> 00:34:33,730 and even anxious about what to do when youth drop the balls 710 00:34:33,730 --> 00:34:36,389 and we don't want to come across as nagging. 711 00:34:36,389 --> 00:34:38,790 If we know our anxieties we can breathe through them. 712 00:34:38,790 --> 00:34:40,790 And we can also simply say, hey you know, 713 00:34:40,790 --> 00:34:42,505 I'm anxious about this to the youth. 714 00:34:42,505 --> 00:34:45,940 And that actually deepens relationships well. 715 00:34:45,940 --> 00:34:48,840 So, really it's about self differentiation. 716 00:34:48,840 --> 00:34:52,732 And I'd say this is a key area where some adults who otherwise 717 00:34:52,732 --> 00:34:54,940 seem to fulfill the requirements of the youth advisor 718 00:34:54,940 --> 00:34:58,320 perfectly turn out to be somewhere between not 719 00:34:58,320 --> 00:35:00,980 a great idea and a disaster. 720 00:35:00,980 --> 00:35:02,800 In particular, we really can't have 721 00:35:02,800 --> 00:35:05,710 advisors who are trying to relive their own adolescence, 722 00:35:05,710 --> 00:35:08,040 advisors who can not see what's changed, especially 723 00:35:08,040 --> 00:35:10,980 in the culture around safety and liability, 724 00:35:10,980 --> 00:35:13,240 who can't hear that the youth want something 725 00:35:13,240 --> 00:35:15,300 different than what they wanted as youth, who 726 00:35:15,300 --> 00:35:17,460 can't hear that youth are diverse and different 727 00:35:17,460 --> 00:35:18,940 among selves. 728 00:35:18,940 --> 00:35:20,570 And the youth in front of one may not 729 00:35:20,570 --> 00:35:23,280 want what is predictable for youth to want. 730 00:35:23,280 --> 00:35:25,651 They might want to attend adult worship 731 00:35:25,651 --> 00:35:26,650 and serve on committees. 732 00:35:26,650 --> 00:35:29,560 And when we're too hung up on assuming 733 00:35:29,560 --> 00:35:31,180 that the youth in front of us are like 734 00:35:31,180 --> 00:35:36,110 were we can fail to hear that. 735 00:35:36,110 --> 00:35:39,940 So another part of presence and self-knowledge 736 00:35:39,940 --> 00:35:42,380 is UU theology and identity. 737 00:35:42,380 --> 00:35:44,960 It certainly starts with talking about the principles 738 00:35:44,960 --> 00:35:46,830 with our youth and how that's fitting in, 739 00:35:46,830 --> 00:35:49,170 checking in, to make sure our program is loving them. 740 00:35:49,170 --> 00:35:50,440 But it goes deeper. 741 00:35:50,440 --> 00:35:52,989 The more we, as adults, can articulate our own theology 742 00:35:52,989 --> 00:35:54,530 and the more we are present with them 743 00:35:54,530 --> 00:35:57,140 in a way that does that we invite them 744 00:35:57,140 --> 00:35:58,330 into deeper exploration. 745 00:35:58,330 --> 00:36:00,740 The deeper we've claimed our identity 746 00:36:00,740 --> 00:36:02,600 as Unitarian Universalists the deeper 747 00:36:02,600 --> 00:36:05,120 we are able to live that out, the more our youth will 748 00:36:05,120 --> 00:36:07,710 be able to claim Unitarian Universalism for themselves 749 00:36:07,710 --> 00:36:09,104 as well. 750 00:36:09,104 --> 00:36:10,770 We can teach our principles and purposes 751 00:36:10,770 --> 00:36:12,470 as an intellectual exercise. 752 00:36:12,470 --> 00:36:15,160 But the way our youth really become UUs and develop 753 00:36:15,160 --> 00:36:17,120 their own faith by living in community 754 00:36:17,120 --> 00:36:19,300 with adults who are developing their faith. 755 00:36:19,300 --> 00:36:21,590 Faith is not so much learned by teaching, 756 00:36:21,590 --> 00:36:24,320 but by being in relationship with those of all ages who 757 00:36:24,320 --> 00:36:25,480 embody our faith. 758 00:36:25,480 --> 00:36:30,760 And that's the adults that our youth need to have. 759 00:36:30,760 --> 00:36:33,170 And then just we as adults in ministry with youth 760 00:36:33,170 --> 00:36:35,780 need to meet our social, emotional, and sexual needs 761 00:36:35,780 --> 00:36:38,030 outside the youth program the same also 762 00:36:38,030 --> 00:36:39,940 actually applies to spiritual. 763 00:36:39,940 --> 00:36:43,670 Youth ministry may be something that really feeds us. 764 00:36:43,670 --> 00:36:48,000 But when it's the only thing feeding youth advisors I worry. 765 00:36:48,000 --> 00:36:49,790 It can be hard to do youth ministry. 766 00:36:49,790 --> 00:36:51,520 There are disappointments. 767 00:36:51,520 --> 00:36:52,940 There are things that go wrong. 768 00:36:52,940 --> 00:36:54,760 There are anxieties to live through when 769 00:36:54,760 --> 00:36:56,843 youth are going through hard times in their lives. 770 00:36:56,843 --> 00:36:59,360 And there's a lot we can't fix or make better. 771 00:36:59,360 --> 00:37:04,119 And we need grounding and support in that for ourselves. 772 00:37:04,119 --> 00:37:06,660 And I think there's a message that we send that really deeply 773 00:37:06,660 --> 00:37:08,850 matters when the adults working with the youth 774 00:37:08,850 --> 00:37:10,800 say this is my church. 775 00:37:10,800 --> 00:37:13,740 The church that's there with the adults doesn't serve me. 776 00:37:13,740 --> 00:37:17,610 We're telling the youth that church probably won't serve you 777 00:37:17,610 --> 00:37:20,730 either when you grow up. 778 00:37:20,730 --> 00:37:23,520 Our youth deserve adults who are able to demonstrate finding 779 00:37:23,520 --> 00:37:26,800 ways to nurture themselves spiritually in Unitarian 780 00:37:26,800 --> 00:37:27,920 Universalism in some way. 781 00:37:27,920 --> 00:37:29,420 That could mean a personal practice. 782 00:37:29,420 --> 00:37:31,420 It could mean starting a group practice, like a meditation 783 00:37:31,420 --> 00:37:33,128 group, or joining a small group ministry, 784 00:37:33,128 --> 00:37:35,570 starting a contemporary worship, or being 785 00:37:35,570 --> 00:37:39,910 fed by the corporate adult Unitarian Universalist worship. 786 00:37:39,910 --> 00:37:42,850 But finding some spiritual practices and support 787 00:37:42,850 --> 00:37:46,560 is really, really crucial for being the kind of adult 788 00:37:46,560 --> 00:37:51,950 we need with youth. 789 00:37:51,950 --> 00:37:54,084 Youth ministry is not solo ministry. 790 00:37:54,084 --> 00:37:55,500 Youth advisors or at least working 791 00:37:55,500 --> 00:37:57,570 in pairs for reasons of safe congregations 792 00:37:57,570 --> 00:38:00,350 policy, usually a larger team. 793 00:38:00,350 --> 00:38:02,170 And that brings a wealth of talents 794 00:38:02,170 --> 00:38:04,200 that should be used creatively. 795 00:38:04,200 --> 00:38:05,972 And youth advisors are part of a team 796 00:38:05,972 --> 00:38:08,180 with the religious professionals of the congregation, 797 00:38:08,180 --> 00:38:14,589 and with the youth leaders, and hopefully the parents, usually. 798 00:38:14,589 --> 00:38:16,130 So that understands chain of command. 799 00:38:16,130 --> 00:38:19,460 What we mean by that is who do youth advisors work for? 800 00:38:19,460 --> 00:38:21,590 In some of our modeled congregations 801 00:38:21,590 --> 00:38:24,300 advisors are pressured to work for the parents 802 00:38:24,300 --> 00:38:26,200 and do what their parents want them to do. 803 00:38:26,200 --> 00:38:28,836 But youth advisors don't work for the parents. 804 00:38:28,836 --> 00:38:31,210 They work for the mission and vision of the congregation. 805 00:38:31,210 --> 00:38:34,260 And in some way they fit into the structure of the church. 806 00:38:34,260 --> 00:38:36,470 So there's someone, or some group, 807 00:38:36,470 --> 00:38:38,460 should be there to support the youth ministry, 808 00:38:38,460 --> 00:38:40,807 to have advisors backs when needed, 809 00:38:40,807 --> 00:38:42,265 and to call them to higher standard 810 00:38:42,265 --> 00:38:44,750 if the ministry wanders outside the bounds of what's 811 00:38:44,750 --> 00:38:48,780 appropriate or even just short of what's needed. 812 00:38:48,780 --> 00:38:51,200 Somewhere in this system the minister has a role. 813 00:38:51,200 --> 00:38:53,360 The religious education professional has a role. 814 00:38:53,360 --> 00:38:54,300 The board has a role. 815 00:38:54,300 --> 00:38:55,675 And parents and youth have roles. 816 00:38:55,675 --> 00:38:57,490 So knowing how that system is structured 817 00:38:57,490 --> 00:39:00,650 is key before things get rough. 818 00:39:00,650 --> 00:39:02,800 Figuring out in the middle of any kind of conflict 819 00:39:02,800 --> 00:39:08,140 can be difficult. 820 00:39:08,140 --> 00:39:10,496 And functioning of team is really important. 821 00:39:10,496 --> 00:39:13,190 We've seen over and over again in many congregations 822 00:39:13,190 --> 00:39:15,630 is that when advisors are part of a team with each other, 823 00:39:15,630 --> 00:39:18,640 the religious professionals, the minister, the DRE, 824 00:39:18,640 --> 00:39:20,970 the rest of the church youth ministry thrives. 825 00:39:20,970 --> 00:39:22,980 And when youth advisors try to take on the work 826 00:39:22,980 --> 00:39:24,920 alone, or with just a few advisors, 827 00:39:24,920 --> 00:39:26,790 it isolates the youth program in ways 828 00:39:26,790 --> 00:39:30,040 that at best deprive youth of the full potential 829 00:39:30,040 --> 00:39:31,810 congregational life, and at worst lead 830 00:39:31,810 --> 00:39:34,850 to youth advisors handling situations on their own 831 00:39:34,850 --> 00:39:36,770 they should not, and in the process risking 832 00:39:36,770 --> 00:39:37,920 the well being of youth. 833 00:39:37,920 --> 00:39:40,940 So it's really critical that we have youth advisors who 834 00:39:40,940 --> 00:39:43,810 can be team players. 835 00:39:43,810 --> 00:39:46,569 As a part of being a team is mentoring and being mentored. 836 00:39:46,569 --> 00:39:47,860 And maybe this is clear by now. 837 00:39:47,860 --> 00:39:49,970 No one is going to be perfect at all these things. 838 00:39:49,970 --> 00:39:51,679 It's just it's too broad. 839 00:39:51,679 --> 00:39:52,720 And that's why we mentor. 840 00:39:52,720 --> 00:39:55,510 We mentor others in those things where we've learned something, 841 00:39:55,510 --> 00:39:58,450 and accept mentorship from those who are working on. 842 00:39:58,450 --> 00:40:02,470 Without mentorship we stay stuck at the place we are already. 843 00:40:02,470 --> 00:40:05,630 And that means our youth ministries are stuck too. 844 00:40:05,630 --> 00:40:07,470 This team thing, as I've mentioned, 845 00:40:07,470 --> 00:40:09,540 is obviously bigger than the youth advisors. 846 00:40:09,540 --> 00:40:11,640 And the youth ministry Renaissance module 847 00:40:11,640 --> 00:40:14,110 has great resources on the role of the DRE 848 00:40:14,110 --> 00:40:17,340 and the role of the minister in youth ministry. 849 00:40:17,340 --> 00:40:19,500 And as someone who leads advisor trainings 850 00:40:19,500 --> 00:40:21,820 I love it when DREs and ministers come. 851 00:40:21,820 --> 00:40:23,970 Because it really deepens the conversation 852 00:40:23,970 --> 00:40:27,950 and makes just a new level possible in the room. 853 00:40:27,950 --> 00:40:30,460 When they're not there I say over and over 854 00:40:30,460 --> 00:40:31,880 again this is the conversation you 855 00:40:31,880 --> 00:40:34,230 have to have with your minister and your DRE before something 856 00:40:34,230 --> 00:40:34,770 happens. 857 00:40:34,770 --> 00:40:36,750 There are key questions around safety policies, 858 00:40:36,750 --> 00:40:38,999 including code of ethics, where does the youth program 859 00:40:38,999 --> 00:40:41,130 fall in the structure, liability and safety. 860 00:40:41,130 --> 00:40:42,750 I recommend going over case studies 861 00:40:42,750 --> 00:40:45,530 together so you know ahead of time what kinds of things 862 00:40:45,530 --> 00:40:48,440 we're expecting we do, and harm to self, 863 00:40:48,440 --> 00:40:50,890 and others, and confidentiality, again expecting 864 00:40:50,890 --> 00:40:53,050 where the line is where we consult, where the line 865 00:40:53,050 --> 00:40:54,970 we at least say, hey, I have a concern 866 00:40:54,970 --> 00:40:57,360 and what those channels are. 867 00:40:57,360 --> 00:40:58,960 Those are at least the minimum things 868 00:40:58,960 --> 00:41:14,540 we need to be on the same page about. 869 00:41:14,540 --> 00:41:20,760 Jennica, I lost Jennica. 870 00:41:20,760 --> 00:41:22,541 Jennica, are you there anywhere? 871 00:41:22,541 --> 00:41:24,082 Jennica Davis-hockett: Yes, I'm here. 872 00:41:24,082 --> 00:41:24,706 Can you see me? 873 00:41:24,706 --> 00:41:28,790 OK, and you can hear me? 874 00:41:28,790 --> 00:41:31,450 So how do we take this document and translate it 875 00:41:31,450 --> 00:41:34,480 into a team of competent advisors? 876 00:41:34,480 --> 00:41:36,080 We know that you are busy and you 877 00:41:36,080 --> 00:41:38,260 don't have time, necessarily, to develop 878 00:41:38,260 --> 00:41:40,290 a comprehensive training. 879 00:41:40,290 --> 00:41:43,420 We know that your advisors probably lead multiple lives 880 00:41:43,420 --> 00:41:47,670 and don't have time to take time off to travel to a training. 881 00:41:47,670 --> 00:41:49,390 So that's why we've included a way 882 00:41:49,390 --> 00:41:51,450 that you can support your advisors 883 00:41:51,450 --> 00:41:53,980 in ongoing and personal development. 884 00:41:53,980 --> 00:41:58,300 And that is to educate, evaluate, and repeat. 885 00:41:58,300 --> 00:42:01,680 Whether you've hired a brand new advisors, 886 00:42:01,680 --> 00:42:04,200 or have a team that's already hit the ground running, 887 00:42:04,200 --> 00:42:06,930 or you have seasoned advisors the process is 888 00:42:06,930 --> 00:42:11,030 going to be the same educate, evaluate, and repeat. 889 00:42:11,030 --> 00:42:16,050 Included in the evaluation matrices 890 00:42:16,050 --> 00:42:21,630 that I'll go through in a second as an advisor's supervisor 891 00:42:21,630 --> 00:42:23,360 it'll help you, not only to choose 892 00:42:23,360 --> 00:42:25,160 the right advisors to start with, 893 00:42:25,160 --> 00:42:27,780 but to support your existing advising 894 00:42:27,780 --> 00:42:31,420 teams as they self-assess their strengths and areas of growth. 895 00:42:31,420 --> 00:42:35,440 So research shows that people are motivated to do well, 896 00:42:35,440 --> 00:42:38,200 not because they will receive a reward, 897 00:42:38,200 --> 00:42:40,980 but because they can be self-directed, 898 00:42:40,980 --> 00:42:43,210 they want to master their job, and they want 899 00:42:43,210 --> 00:42:47,260 to have a sense of purpose. 900 00:42:47,260 --> 00:42:49,340 There's a book called Drive, The Surprising Truth 901 00:42:49,340 --> 00:42:50,590 About What Motivates Us. 902 00:42:50,590 --> 00:42:53,820 And he says that when a task is complicated 903 00:42:53,820 --> 00:42:57,310 and it requires some conceptual thinking, like advising, 904 00:42:57,310 --> 00:43:00,500 people do well not because they want to be paid more, 905 00:43:00,500 --> 00:43:02,320 but because they want to improve. 906 00:43:02,320 --> 00:43:04,150 They want to feel in charge of doing well. 907 00:43:04,150 --> 00:43:06,210 And they do it well because they feel 908 00:43:06,210 --> 00:43:10,870 like they have a sense of purpose in their work. 909 00:43:10,870 --> 00:43:12,480 So let's say you have the opportunity 910 00:43:12,480 --> 00:43:15,890 to hire a new set of advisors. 911 00:43:15,890 --> 00:43:18,480 In Mark DeVries's book Sustainable Youth Ministry 912 00:43:18,480 --> 00:43:20,990 he instructs us to really gather a search 913 00:43:20,990 --> 00:43:22,410 committee for advisors. 914 00:43:22,410 --> 00:43:25,410 Gather some youth, some parents, the supervisor, 915 00:43:25,410 --> 00:43:30,210 and/or the minister to identify who they think 916 00:43:30,210 --> 00:43:32,110 would be their best supervisors. 917 00:43:32,110 --> 00:43:35,900 And you can use the entry level evaluation 918 00:43:35,900 --> 00:43:38,850 as a tool for determining whether the folks on that list 919 00:43:38,850 --> 00:43:42,520 should be called and how you can augment their current skills 920 00:43:42,520 --> 00:43:46,934 with training. 921 00:43:46,934 --> 00:43:49,600 Let's say you have a team that's already hit the ground running. 922 00:43:49,600 --> 00:43:51,230 And maybe they've had some training. 923 00:43:51,230 --> 00:43:54,100 And they want to be the best that they can be. 924 00:43:54,100 --> 00:43:57,680 So as their supervisor you can sit down with the whole team 925 00:43:57,680 --> 00:44:00,440 and take a look at the basic evaluation tool 926 00:44:00,440 --> 00:44:03,860 together and assess, not just the strengths and growth 927 00:44:03,860 --> 00:44:07,560 areas for each individuals, but for the team as a whole. 928 00:44:07,560 --> 00:44:09,430 So we don't expect that every advisor 929 00:44:09,430 --> 00:44:12,880 is going to be able to get an A-plus in every competency. 930 00:44:12,880 --> 00:44:15,660 And we all have our natural strengths and weaknesses. 931 00:44:15,660 --> 00:44:21,170 So this evaluation will give you a chance 932 00:44:21,170 --> 00:44:23,420 to ask your advisors questions like, 933 00:44:23,420 --> 00:44:27,010 what's your comfort level with identifying acceptable failure, 934 00:44:27,010 --> 00:44:30,320 or how comfortable are you with knowing 935 00:44:30,320 --> 00:44:33,000 when to keep confidentiality and when to break it. 936 00:44:33,000 --> 00:44:36,500 How comfortable are you with covenanting with youth? 937 00:44:36,500 --> 00:44:42,950 So the basic evaluation will help your advisors answer 938 00:44:42,950 --> 00:44:45,890 these questions and then make a plan with them 939 00:44:45,890 --> 00:44:49,940 to grow and strengthen their skill. 940 00:44:49,940 --> 00:44:54,880 The advanced evaluation is for long-term, or lead advisors, 941 00:44:54,880 --> 00:44:58,380 or paid youth ministry staff, or even for yourself 942 00:44:58,380 --> 00:45:02,100 as a DRE or a minister with youth ministry 943 00:45:02,100 --> 00:45:04,660 in your portfolio. 944 00:45:04,660 --> 00:45:07,980 So volunteers or staff would sit down with their supervisor 945 00:45:07,980 --> 00:45:10,230 and assess their abilities on things 946 00:45:10,230 --> 00:45:13,790 like creating policies that balance youth, parent, 947 00:45:13,790 --> 00:45:16,900 and congregational perspectives with liability concerns, 948 00:45:16,900 --> 00:45:22,130 or understanding the history of UU youth ministry evolution 949 00:45:22,130 --> 00:45:25,530 philosophies and models. 950 00:45:25,530 --> 00:45:29,470 So as you take a look at these skills 951 00:45:29,470 --> 00:45:33,390 and see which ones you've already acquired or developed 952 00:45:33,390 --> 00:45:35,930 you can make a list of ways that you can further 953 00:45:35,930 --> 00:45:37,040 develop these skills. 954 00:45:37,040 --> 00:45:39,870 So this evaluation is much more self-directed. 955 00:45:39,870 --> 00:45:41,840 And we're counting on whomever fills it out 956 00:45:41,840 --> 00:45:45,510 to be familiar with their regional congregational life 957 00:45:45,510 --> 00:45:48,080 staff, and the youth and young adult office, 958 00:45:48,080 --> 00:45:50,340 and the ministries in faith development office, who 959 00:45:50,340 --> 00:45:53,190 can help them get access to the resources 960 00:45:53,190 --> 00:45:57,620 that they need to develop their skills. 961 00:45:57,620 --> 00:46:01,180 So wherever the advisor, or staff with youth ministry, 962 00:46:01,180 --> 00:46:03,505 in their portfolio is-- if it's entry level 963 00:46:03,505 --> 00:46:06,600 and they've just been hired or it's basic 964 00:46:06,600 --> 00:46:08,370 because they're an existing advising team, 965 00:46:08,370 --> 00:46:13,510 or advanced lead advisor or paid youth ministry staff-- 966 00:46:13,510 --> 00:46:16,640 they get to take a look at the areas for growth 967 00:46:16,640 --> 00:46:19,324 with their supervisor and make an action plan. 968 00:46:19,324 --> 00:46:20,740 So, like I said, we're not looking 969 00:46:20,740 --> 00:46:23,280 for A-plus 100% experts. 970 00:46:23,280 --> 00:46:25,500 We're creating an open system for people who want 971 00:46:25,500 --> 00:46:27,210 to get better at what they do. 972 00:46:27,210 --> 00:46:30,750 And your regional staff and the youth and youth adult office 973 00:46:30,750 --> 00:46:32,290 are here to support that. 974 00:46:32,290 --> 00:46:36,820 So I want to make sure we have time for questions. 975 00:46:36,820 --> 00:46:42,270 And I know we've already given you a whole slew of resources 976 00:46:42,270 --> 00:46:43,700 and links. 977 00:46:43,700 --> 00:46:47,010 But I'll give you-- I won't say them now-- 978 00:46:47,010 --> 00:46:49,280 but I'll give you even more on all of these things. 979 00:46:49,280 --> 00:46:53,950 We've got tons of references for books, articles, blogs, 980 00:46:53,950 --> 00:46:54,720 and pod-casts. 981 00:46:54,720 --> 00:46:57,620 I already mentioned the Sustainable Youth Ministry. 982 00:46:57,620 --> 00:46:59,990 We've got tons of webinars and trainings. 983 00:46:59,990 --> 00:47:03,430 And I've included links to all the regional webinars 984 00:47:03,430 --> 00:47:07,420 and resources that we'll send out to you later. 985 00:47:07,420 --> 00:47:10,810 LREDA, the Liberal Religious Educators Association 986 00:47:10,810 --> 00:47:15,030 is also an excellent resource for personal development. 987 00:47:15,030 --> 00:47:17,540 And I mentioned a couple of reports 988 00:47:17,540 --> 00:47:19,610 already that the UUA has put out. 989 00:47:19,610 --> 00:47:23,030 And there are even more resources 990 00:47:23,030 --> 00:47:30,780 that I have links for that I'll send to you afterwards. 991 00:47:30,780 --> 00:47:36,350 So I would recommend, maybe, a six-month action plan. 992 00:47:36,350 --> 00:47:41,240 Because if you have already been overwhelmed with the links 993 00:47:41,240 --> 00:47:42,650 that we've given you so far, just 994 00:47:42,650 --> 00:47:47,300 imagine actually creating a plan and using them. 995 00:47:47,300 --> 00:47:52,670 So six months doesn't seem like an overwhelming task. 996 00:47:52,670 --> 00:47:54,430 Personal development is never finished. 997 00:47:54,430 --> 00:47:58,150 But I would suggest doing it biannually. 998 00:47:58,150 --> 00:48:00,980 So I mentioned earlier Tapestry of Faith. 999 00:48:00,980 --> 00:48:05,090 There's a curricula in there called "Harvest the Power." 1000 00:48:05,090 --> 00:48:08,520 And there's a workshop in there called Caring For Ourselves 1001 00:48:08,520 --> 00:48:11,710 And Each Other, which would be one excellent resource 1002 00:48:11,710 --> 00:48:13,870 to boost competency number seven, 1003 00:48:13,870 --> 00:48:17,020 the develop in self-knowledge and presence. 1004 00:48:17,020 --> 00:48:19,150 And there's a book in there that's 1005 00:48:19,150 --> 00:48:21,870 referenced called Beating Burnout in Congregations. 1006 00:48:21,870 --> 00:48:25,240 And in that book author, Baab, suggests 1007 00:48:25,240 --> 00:48:29,010 that identifying and utilizing the strengths and people's 1008 00:48:29,010 --> 00:48:32,110 gifts gives them the resources they need to succeed and better 1009 00:48:32,110 --> 00:48:32,660 themselves. 1010 00:48:32,660 --> 00:48:35,350 And that this is one way to avoid burnout. 1011 00:48:35,350 --> 00:48:37,850 So be there for your advisors. 1012 00:48:37,850 --> 00:48:40,210 And help us be there for your advisors too 1013 00:48:40,210 --> 00:48:44,160 or to help them grow continually. 1014 00:48:44,160 --> 00:48:49,900 And I really think that they'll be worth the investment. 1015 00:48:49,900 --> 00:48:53,580 So this is an optional tool The youth advising competencies 1016 00:48:53,580 --> 00:48:54,430 are not required. 1017 00:48:54,430 --> 00:48:56,700 There's not going to be a test or any cut in support 1018 00:48:56,700 --> 00:48:57,810 if you don't do it. 1019 00:48:57,810 --> 00:49:02,890 And, in fact, the youth advisor competencies 1020 00:49:02,890 --> 00:49:06,240 are being rolled out differently in different regions. 1021 00:49:06,240 --> 00:49:10,350 Because youth ministry looks different for different regions 1022 00:49:10,350 --> 00:49:15,600 and has a different level of interest 1023 00:49:15,600 --> 00:49:17,070 in using these competencies. 1024 00:49:17,070 --> 00:49:20,240 So not every region is going to be advertising this tool. 1025 00:49:20,240 --> 00:49:23,220 So make sure you contact your regional support 1026 00:49:23,220 --> 00:49:26,130 people and your congregational life staff for advice. 1027 00:49:26,130 --> 00:49:28,390 And you can always contact me. 1028 00:49:28,390 --> 00:49:33,750 I'll make sure you have mine and Evin's contact information. 1029 00:49:33,750 --> 00:49:36,540 Want to make sure we have enough time for questions. 1030 00:49:36,540 --> 00:49:41,050 So I'm going to actually hand it over to Pat 1031 00:49:41,050 --> 00:49:45,290 to facilitate our questions. 1032 00:49:45,290 --> 00:49:47,340 Pat Kahn: Very good. 1033 00:49:47,340 --> 00:49:52,040 We have probably about five minutes, not much more 1034 00:49:52,040 --> 00:49:54,120 than that, for questions. 1035 00:49:54,120 --> 00:49:58,050 So just go ahead and type them into the chat box. 1036 00:49:58,050 --> 00:49:59,990 And [? Kathy ?] Smith is asking how 1037 00:49:59,990 --> 00:50:04,590 do we find out how this tool is being rolled out in our region. 1038 00:50:04,590 --> 00:50:09,760 You can contact your person on regional staff. 1039 00:50:09,760 --> 00:50:12,860 I know, for example, in the Southern region, which I'm in 1040 00:50:12,860 --> 00:50:17,090 and I know [? Kathy ?] is in, each congregation 1041 00:50:17,090 --> 00:50:20,010 has a first contact person. 1042 00:50:20,010 --> 00:50:23,282 So that would be a good place to start. 1043 00:50:23,282 --> 00:50:31,190 [? Mia ?] is asking, how do you fire a bad volunteer advisor? 1044 00:50:31,190 --> 00:50:33,112 Evin's is ready with that. 1045 00:50:33,112 --> 00:50:34,570 Evin Carvill-ziemer: I was actually 1046 00:50:34,570 --> 00:50:36,724 going to say that's a longer conversation I 1047 00:50:36,724 --> 00:50:37,890 think we have time for here. 1048 00:50:37,890 --> 00:50:41,580 And I would really advise calling your primary contact 1049 00:50:41,580 --> 00:50:43,160 if your region does primary contact, 1050 00:50:43,160 --> 00:50:45,970 or getting some outside support in your congregation 1051 00:50:45,970 --> 00:50:49,120 if you think that's going to be a conflictual situation. 1052 00:50:49,120 --> 00:50:49,810 Yeah, it's hard. 1053 00:50:49,810 --> 00:50:50,726 It can be challenging. 1054 00:50:50,726 --> 00:50:52,980 And it can blow up depending on the person. 1055 00:50:52,980 --> 00:50:57,680 And it's hard to give feedback in a way that people here. 1056 00:50:57,680 --> 00:50:59,310 I've seen several blow up in ways 1057 00:50:59,310 --> 00:51:02,660 that even the feedback wasn't about sexual abuse, 1058 00:51:02,660 --> 00:51:05,010 people felt like that because they were being removed 1059 00:51:05,010 --> 00:51:07,170 they were going to be seen publicly 1060 00:51:07,170 --> 00:51:08,340 as sexually abusing youth. 1061 00:51:08,340 --> 00:51:12,540 So I think the fast answer is seek some real help 1062 00:51:12,540 --> 00:51:17,950 and support as you go through that from your regional staff. 1063 00:51:17,950 --> 00:51:20,290 Pat Kahn: Yeah, and when you mentioned before, 1064 00:51:20,290 --> 00:51:25,130 Evin, finding ways to do perhaps small group ministry or things 1065 00:51:25,130 --> 00:51:27,950 like that, I think there is a real value if you 1066 00:51:27,950 --> 00:51:32,670 can get together with other people who work with youth 1067 00:51:32,670 --> 00:51:36,324 in your immediate area and do some practicing 1068 00:51:36,324 --> 00:51:36,990 with each other. 1069 00:51:36,990 --> 00:51:40,300 Because it's one thing to read about it or hear about it. 1070 00:51:40,300 --> 00:51:43,260 It's a totally different thing to actually do it. 1071 00:51:43,260 --> 00:51:47,930 So that's another good way to build some teamwork. 1072 00:51:47,930 --> 00:51:50,770 And mostly people are saying thank you now. 1073 00:51:50,770 --> 00:51:53,320 Because this was really wonderful, as it was. 1074 00:51:53,320 --> 00:51:56,850 Are there any other specific questions? 1075 00:51:56,850 --> 00:52:02,160 I will just remind everybody that all of the links that 1076 00:52:02,160 --> 00:52:05,590 came in over the chat box will be sent to you 1077 00:52:05,590 --> 00:52:08,250 and they'll also be posted online. 1078 00:52:08,250 --> 00:52:14,010 And the recording of the webinar and all of the slides 1079 00:52:14,010 --> 00:52:18,109 will also be posted online. 1080 00:52:18,109 --> 00:52:20,067 Evin Carvill-ziemer: Let me answer the question 1081 00:52:20,067 --> 00:52:22,240 on chrysalis here. 1082 00:52:22,240 --> 00:52:26,620 The chrysalis trainings have been phased out 1083 00:52:26,620 --> 00:52:28,860 in that the UUA is not training trainers 1084 00:52:28,860 --> 00:52:30,200 to do the chrysalis program. 1085 00:52:30,200 --> 00:52:33,520 The current manuals are available on the UUA website. 1086 00:52:33,520 --> 00:52:34,930 You can use those. 1087 00:52:34,930 --> 00:52:39,880 And each region is using those resources differently. 1088 00:52:39,880 --> 00:52:41,370 For example, in Central East I've 1089 00:52:41,370 --> 00:52:43,440 taken the basic advisor training, the leadership 1090 00:52:43,440 --> 00:52:44,815 development [INAUDIBLE] training, 1091 00:52:44,815 --> 00:52:46,754 and I've put it together into a training where 1092 00:52:46,754 --> 00:52:48,920 I lead youth and adults together called Fundamentals 1093 00:52:48,920 --> 00:52:51,030 of Healthy Youth Ministry. 1094 00:52:51,030 --> 00:52:52,320 And a lot of it's the same. 1095 00:52:52,320 --> 00:52:54,250 But I'm doing it together to really build the youth 1096 00:52:54,250 --> 00:52:55,249 and adult relationships. 1097 00:52:55,249 --> 00:52:57,450 So those resources are available for you. 1098 00:52:57,450 --> 00:53:00,160 And you could ask your region how is it 1099 00:53:00,160 --> 00:53:02,620 that you're implementing this. 1100 00:53:02,620 --> 00:53:05,274 And find out what's available. 1101 00:53:05,274 --> 00:53:07,190 Jennica Davis-hockett: And actually, the links 1102 00:53:07,190 --> 00:53:10,550 to the actual manuals, I think with the rollover of creating 1103 00:53:10,550 --> 00:53:13,199 our new website I don't think the links to the manuals 1104 00:53:13,199 --> 00:53:13,740 are on there. 1105 00:53:13,740 --> 00:53:17,360 But how to access the manuals is, 1106 00:53:17,360 --> 00:53:19,930 which is to contact your regional staff 1107 00:53:19,930 --> 00:53:23,720 or to contact me in the youth and young adult office. 1108 00:53:23,720 --> 00:53:26,640 And I will say we have an exciting development. 1109 00:53:26,640 --> 00:53:30,690 The chrysalis peer chaplain training 1110 00:53:30,690 --> 00:53:31,947 is moving into a new phase. 1111 00:53:31,947 --> 00:53:33,530 We're still going to keep the training 1112 00:53:33,530 --> 00:53:39,350 as a 15-hour module for youth either in congregations 1113 00:53:39,350 --> 00:53:42,490 or at events and adults who work with youth. 1114 00:53:42,490 --> 00:53:46,610 But we're also taking a lot of the resources from the training 1115 00:53:46,610 --> 00:53:49,900 and expanding on the resources and creating a live binder, 1116 00:53:49,900 --> 00:53:52,530 which will be accessible to everyone 1117 00:53:52,530 --> 00:53:54,560 at any time to be able to develop 1118 00:53:54,560 --> 00:53:56,220 those skills in congregations. 1119 00:53:56,220 --> 00:53:59,660 And I'm doing a workshop on it at GA. 1120 00:53:59,660 --> 00:54:02,210 So if you want to learn more about what that's going 1121 00:54:02,210 --> 00:54:10,255 to work like come see me at GA. 1122 00:54:10,255 --> 00:54:12,380 Pat Kahn: [? Lily ?] is asking if the resources are 1123 00:54:12,380 --> 00:54:16,080 likely to be available to Canadians. 1124 00:54:16,080 --> 00:54:19,410 Most of these resources are all available online. 1125 00:54:19,410 --> 00:54:22,040 So, anything that's online I think 1126 00:54:22,040 --> 00:54:25,200 is readily available whether or not 1127 00:54:25,200 --> 00:54:27,780 culturally it translates you would probably 1128 00:54:27,780 --> 00:54:29,880 have to do some of that. 1129 00:54:29,880 --> 00:54:33,560 But I think everything that we've talked about today 1130 00:54:33,560 --> 00:54:35,919 is available online. 1131 00:54:35,919 --> 00:54:37,960 Jennica Davis-hockett: And contacting [INAUDIBLE] 1132 00:54:37,960 --> 00:54:42,890 would be a good first step for you, [? Lily. ?] 1133 00:54:42,890 --> 00:54:44,700 Pat Kahn: Great, thank you. 1134 00:54:44,700 --> 00:54:46,250 I wanted to also mention a couple 1135 00:54:46,250 --> 00:54:50,430 of times the Ministry with Youth Renaissance module came up. 1136 00:54:50,430 --> 00:54:54,960 It is being offered at Ocean Grove, New Jersey RE 1137 00:54:54,960 --> 00:54:57,040 week in August. 1138 00:54:57,040 --> 00:55:01,190 I'm looking at the dates here, August 12th through the 14th. 1139 00:55:01,190 --> 00:55:06,910 And we'll include that link we post all the rest of the links. 1140 00:55:06,910 --> 00:55:11,420 Or you can just go on to the UUA website to Scheduled Modules. 1141 00:55:11,420 --> 00:55:15,360 And all of the information is there for that. 1142 00:55:15,360 --> 00:55:21,380 So I think we have run out of time for questions. 1143 00:55:21,380 --> 00:55:28,745 And I believe Evin has a closing for us. 1144 00:55:28,745 --> 00:55:31,120 Evin Carvill-ziemer: Because this is an experiment for us 1145 00:55:31,120 --> 00:55:32,911 and we're inviting you into this experiment 1146 00:55:32,911 --> 00:55:35,430 I chose these words from Ralph Waldo Emerson. 1147 00:55:35,430 --> 00:55:36,840 And both the readings I chose are 1148 00:55:36,840 --> 00:55:39,120 available from the Coming of Age book published 1149 00:55:39,120 --> 00:55:41,410 by Skinner House. 1150 00:55:41,410 --> 00:55:44,540 "Don't be too timid or squeamish about your actions. 1151 00:55:44,540 --> 00:55:46,230 All life is an experiment. 1152 00:55:46,230 --> 00:55:48,329 The more experiments you make, the better. 1153 00:55:48,329 --> 00:55:50,120 What if they're a little coarse and you may 1154 00:55:50,120 --> 00:55:52,300 get your coat soiled or torn? 1155 00:55:52,300 --> 00:55:54,910 What if you do fail and get fairly rolled in the dirt 1156 00:55:54,910 --> 00:55:55,940 once or twice? 1157 00:55:55,940 --> 00:55:59,630 Up again you shall never be so afraid of a tumble." 1158 00:55:59,630 --> 00:56:03,510 Thank you for joining us in this experiment. 1159 00:56:03,510 --> 00:56:08,480 Pat Kahn: Great, the next two webinars coming up in June 1160 00:56:08,480 --> 00:56:11,200 is Sexuality Education Update. 1161 00:56:11,200 --> 00:56:14,770 And in July it'll be conversation about Disabilities 1162 00:56:14,770 --> 00:56:17,510 and Religious Education. 1163 00:56:17,510 --> 00:56:21,540 The website where you can sign up for all of these 1164 00:56:21,540 --> 00:56:23,630 is also the same place where you'll 1165 00:56:23,630 --> 00:56:27,720 find the archived webinars that have already happened 1166 00:56:27,720 --> 00:56:32,410 and where we also post the recordings et cetera. 1167 00:56:32,410 --> 00:56:34,430 And I think I have one more slide. 1168 00:56:34,430 --> 00:56:35,080 There we go. 1169 00:56:35,080 --> 00:56:37,490 That's where everything will be posted. 1170 00:56:37,490 --> 00:56:40,450 So thank you very much for joining us. 1171 00:56:40,450 --> 00:56:42,350 It was great attendance. 1172 00:56:42,350 --> 00:56:45,600 I think we had over 60 people between online 1173 00:56:45,600 --> 00:56:48,040 and on the phone, which I think is a few more than what 1174 00:56:48,040 --> 00:56:49,640 we were thinking we'd have today. 1175 00:56:49,640 --> 00:56:52,100 And that is wonderful. 1176 00:56:52,100 --> 00:56:54,770 So as Jennica and Evin said, they're 1177 00:56:54,770 --> 00:56:57,250 available to answer questions. 1178 00:56:57,250 --> 00:57:00,980 And the Faith Development Office is also available to you 1179 00:57:00,980 --> 00:57:02,170 to ask questions. 1180 00:57:02,170 --> 00:57:03,760 So thanks again for joining us. 1181 00:57:03,760 --> 00:57:07,120 And I hope we'll see you next time. 1182 00:57:07,120 --> 00:57:10,230 Gwen asked about the name of the module. 1183 00:57:10,230 --> 00:57:13,480 It's the Ministry with Youth Renaissance module. 1184 00:57:13,480 --> 00:57:16,527 OK on that note, thank you, everybody. 1185 00:57:16,527 --> 00:57:17,860 Jennica Davis-hockett: Thank you 1186 00:57:17,860 --> 00:57:19,151 Evin Carvill-ziemer: Thank you. 1187 00:57:19,151 --> 00:57:19,950 Bye. 1188 00:57:19,950 --> 00:57:24,134