Our Whole Lives Sexuality Education, Grades 7-9, 2nd edition
The United Church of Christ, in conjunction with the Unitarian Universalist Association, has released the second edition of the sexuality education program Our Whole Lives geared toward youth in grades 7 to 9. The second edition introduces new content, activities, perspectives, language, and resources that will help today's young teens make informed and responsible decisions about their sexual health and behavior by providing accurate, age-appropriate information.
New topics in the second edition include bullying and bystander responsibilities; sexuality, social media, and the Internet; body image; consent education; and communicating with a sexual partner. The addition also includes a section on "Taking a Special Education Approach to Sexuality Education" to help facilitators include in their programs youth with autism spectrum disorders, attention disorders, intellectual disabilities, and learning disabilities.
Order your copy of the new edition online via UCC Resources or by calling 1.800.537.3394. For those who are replacing first editions or who have or are attending an Our Whole Lives Facilitator Training, you may request 25% off the purchase price. The Sexuality and Our Faith Companion to Our Whole Lives, 2nd edition is also available for use in United Church of Christ and Unitarian Universalist congregations.
For more information about the revisions or to sign up for a webinar about the changes, please contact Amy Johnson, UCC Our Whole Lives Coordinator at JohnsonA@ucc.org.
Check out the NEW Content and Order of Workshops:
Unit One: Introduction
Workshop 1: What is Sexuality?
This session quickly engages participants and establishes the Our Whole Lives setting as a comfortable place to talk about even the toughest subjects. Participants craft rules to promote positive group interaction and mutual respect. They explore the Circles of Sexuality -- a broad definition of sexuality -- that will be further refined and clarified throughout the program. In addition, they learn about the content, format, and underlying values of Our Whole Lives.
Workshop 2: Examining Values
Through activities including an exciting Values Auction, participants clarify their own values, share points of view, and reflect on the strength of their own values. They become familiar with and are asked to respect values held by others.
Workshop 3: The Language of Sexuality
Participants explore the diversity of sexual language and its impact, usefulness, and appropriateness in different contexts. After building lists of terms for sexual anatomy and activity, participants weigh the styles of language they and others use against the values they explored in Workshop 2. Standards are set for language used in the Our Whole Lives setting.
Unit Two: You, as a Sexual Being
Workshop 4: Anatomy and Physiology
The Constructing Sex Systems activity in this workshop is one of several ways of reinforcing accurate information and correcting misunderstanding about sexual anatomy and physiology. Participants learn that knowing and talking about sexual organs and their functions is both normal and appropriate.
Workshop 5: Personal Concerns About Puberty
Participants have an opportunity to talk about personal questions and concerns regarding their own growth and development. They can explore accurate information, clear up myths, and get answers to their questions. In the process, they become aware of diverse body types, sizes, behaviors, and rates of physical, emotional, and social development. Optional sex-specific discussion groups give youth an opportunity to talk about personal aspects of sexual health and hygiene with adults who have gone through similar changes.
Workshop 6: Body Image
This workshop defines body image as a person’s perception of, attitudes toward, and feelings about their body. Participants explore societal influences on body image and learn how positive and negative body image can affect a person’s sexual attitudes, decision-making, and behaviors.
Workshop 7: Gender Identity
By building a chart defining biological sex, gender identity, gender expression, and sexual orientation, participants visualize the differences between sexual identity constructs. They have a chance to gain or deepen their understanding of the ways that biological sex, gender identity, and gender expression may align or not align for different people. In addition, they discuss some of the challenges faced by transgender people (themselves or others) while learning techniques that have helped people to feel empowered and to be supportive.
Workshop 8: Gender Expression, Roles, & Stereotypes
Participants explore their beliefs about gender-role expectations, and they critically evaluate gender-role messages they have received. They identify how stereotypes hurt people of all gender identities and learn steps they can take to overcome gender-role restrictions affecting themselves and others.
Workshop 9: Sexual Orientation
This workshop explores all sexual orientations but emphasizes lesbian, gay, bisexual, and queer (LGBQ) orientations due to the continuing existence of heterosexism (the assumption that everyone is or should be heterosexual), homophobia (bias against LGBQ people), and biphobia (aversion toward bisexuality and bisexual people). Participants gain knowledge and skills and explore attitudes that affirm the dignity and worth of people of all sexual orientations.
Workshop 10: Guest Panel
A guest panel deepens participants’ understanding of, and empathy with, people who face homophobia, heterosexism, biphobia, and/or transphobia. This workshop is one of the most healing activities Our Whole Lives educators can facilitate for youth. Interacting with individuals who are LGBTQ provides an opportunity to put real faces on the issue and to move beyond stereotypes. Panelists can also serve as role models for participants who identify as lesbian, gay, bisexual, transgender and queer or questioning.
Workshop 11: Sexuality and Disability
All participants may benefit from this workshop: Participants without disabilities have an opportunity to gain understanding of and empathy for people with disabilities while recognizing that as sexual human beings, they share many commonalities. Participants with disabilities can appreciate their peers’ empathy toward them and acceptance of them as sexual beings. The workshop communicates the message that friendship and attraction are normal among and between people with and without disabilities.
Unit Three: Relationships
Workshop 12: Healthy Relationships
Through a series of engaging activities and discussion, participants learn the basics of healthy relationships and begin to identify the characteristics of romantic partners who can support them in exploring and defining their identities, developing interpersonal skills, and gaining emotional support.
Workshop 13: Relationship Skills
Scripted role plays in this workshop teach skills that will help prepare participants to be best friends and loving partners in lifelong commitments or marital relationships. Focused on listening, being assertive, and using refusal skills, the session can enhance all types of relationships.
Unit Four: Contemporary Issues
Workshop 14: Sexuality, Social Media and the Internet
Technology can enrich young teens’ knowledge and/or social relationships in safe, life-affirming ways if approached with care, information about available options, and an awareness of appropriate use. The workshop addresses both computer and cell phone use; however, the activities will not require that participants have either cell phones or access to a computer.
Workshop 15: Bullying & Bystander Responsibilities
A great deal of bullying relates to sexuality, so young teens need to know how to recognize it and effectively respond to it, whether they are victims or bystanders. This workshop discusses both indirect and direct bullying, debunks myths and provides realistic solutions.
Unit Five: Responsible Sexual Behavior
Workshop 16: Redefining Abstinence
Participants explore the concept of abstinence, which is redefined as refraining from sexual intercourse (oral, anal, or vaginal), as well as skin-to-skin genital contact. This definition of abstinence excludes higher risk sexual behaviors but allows for the possibility of healthy and safe non-intercourse sexual behaviors, such as masturbation and outercourse.
Workshop 17: Lovemaking
Lovemaking is placed in a moral context when negative and erroneous media messages are combatted with honest discussions of sexual behavior. Participants are encouraged to take away the message that lovemaking is a positive and life-enhancing experience when it is consensual, non-exploitative, mutually pleasurable, safe, developmentally appropriate, based on mutual expectations and caring, and respectful.
Workshop 18: Consent Education
Participants explore different forms of sexual violation that can occur between relationship partners, peers, and acquaintances, while they gain strategies to prevent and handle these violations. The workshop emphasizes that we each have the right to consent or not consent, and we have the responsibility to stand up for ourselves and others in situations of harassment, coercion, or assault.
Unit Six: STIs, Pregnancy, & Parenting Decisions
Workshop 19: Sexually Transmitted Infections
This workshop takes a unique social justice approach by reinforcing the following values: healthy sexual relationships are safe (no or low risk of unintended pregnancy, sexually transmitted infections, and emotional pain); all persons have the right and obligation to make responsible sexual choices; and individuals are responsible for caring for their own sexual health and for promoting the wellbeing of their partners, friends, and loved ones.
Workshop 20: Pregnancy, Parenting, & Teen Parenting
Starting with a review of the process of conception, participants are shown how easily pregnancy may occur. They explore the fact that while parenthood can be fun and rewarding, it is also challenging and expensive. The responsibilities of parenthood are addressed, along with its possible impact on participants’ goals and futures.
Workshop 21: Unintended Pregnancy Options
As they learn about three possible options for resolving an unintended pregnancy, participants explore their attitudes toward and feelings about being faced with an unintended pregnancy. They also practice making the very difficult decision of how to respond to an unintended pregnancy.
Workshop 22: Contraception and Safer Sex
Participants are given the message that careful, consistent use of protection against pregnancy and STIs can make sexual behavior more caring and responsible. They practice evaluating behaviors and their risk for unintended pregnancies and STIs, in an affirming and accepting atmosphere that promotes personal responsibility and planning for the consequences of sexual behavior. Options to the workshop plan including bringing in a guest speaker or taking a field trip to a reproductive health center.
Unit Seven: Communicating about Sexuality
Workshop 23: Sexual Decision Making
This workshop gives participants an opportunity to apply knowledge gained from earlier workshops to consider how they will make future decisions about sexual behavior. They will discuss why teens choose to engage or not to engage in sexual behaviors, and they will articulate where they stand on having sex at this time in their lives. In the process, they can gain self confidence in their ability to make healthy and wise decisions.
Workshop 24: Communicating with a Sexual Partner
Participants apply knowledge gained during Our Whole Lives to the process of communicating with a partner—initiating conversations, communicating relationship bottom lines, and responding to arguments against using protection. They learn and practice a strategy for negotiating with a partner despite disagreement about key issues, such as using protection.
Workshop 25: Self Care, Celebration, & Closure
This culminating session of Our Whole Lives provides the opportunity for facilitators and participants to reflect on their shared experience. Participants identify connections between their sexual health and their general health and wellness, with the goal of recognizing themselves as gatekeepers of their own health and wellness. They list gains they’ve made during the program and describe the impact of Our Whole Lives on their knowledge, feelings, and behavior.
Other Resources5 Reasons to Talk About Sex in the Church
In February 2013, a searchable online listing of all UCC Ministry Opportunities replaced the previous United Church Employment Opportunities weekly bulletin. UCEO was a listing updated weekly. UCC Ministry Opportunities is a live, dynamic database built for exploring God's call.
UCC Ministry Opportunities - Online
NEW! - updated in real time
The resource A Pilgrimage Through Transitions and New Beginnings** supports a congregation from an ending to a beginning – from the time of saying "goodbye" to your current pastor, through the season of transition and interim leadership, and finally to the welcome and installation of your new pastoral leader. Pilgrimage is a long-time resource of Parish Life and Leadership (now the MESA Ministry Team); please note that some of its sample resources and referenced websites are outdated. It is expected that both authorized ministers and local churches will work closely with Conferences and Associations while engaged in searching for, calling, and covenanting together for ministry; Conferences and Associations may also provide more current materials for the interim and search-andcall processes.
In Pilgrimage, opportunities for biblical reflection and intentional discernment are incorporated alongside narrative material and relevant resources in six distinct sections:
Section 1: A Pastoral Vacancy - for the Departing Pastor and Governing Board. Resources from Section 1 available for editing in RTF: Sample Letter to Congregation, Liturgy of Farewell, Service of Recognition for Pastor Emeritus/a.
Section 2: Transition Time - for the Governing Board and the Interim/Transition Selection Committee. Resources from Section 2 available for editing in RTF include: Sample Interim Ministry Covenant and Liturgy for Blessing of the Interim.
Section 3: The Search and Call Process - for the Governing Board and the Search Committee. Resources from Section 3 available for editing in RTF: Liturgy for Commissioning a Search Committee, Sample Letter to Congregation, Sample Letters to Candidates, Interim Pastor Departure Liturgy.
Section 4: The UCC Local Church Profile - for the Search Committee, the Governing Board, and other groups/boards involved in the development of a Local Church Profile); the Local Church Profile is available in PDF, in Word, and from your local Conference or Association. Additional resources from Section 4 available for editing in RTF: Family Questionnaire, All Church Survey.
Section 5: Assessing Finances - for the Search Committee, the Governing Board, and financial boards involved in the process of developing a call agreement and compensation package. The call agreement, by its nature, should be prayerfully shaped according to the context of the call; the updated sample call agreement is not a boiler plate for call agreements, but it models the terms of a pastor-parish covenant, provides improved language on insurance and termination, addresses intellectual property, and outlines salary & benefits for full-time, part-time and interim ministers alike.
Section 6: The UCC Ministerial Profile - for the Search Committee; the UCC Ministerial Profile has a new format that Search Committees will begin to see in 2014. Resources from Section 6 available for editing in RTF: Sample Letters to Candidates.
Additional resources for congregations on the journey through Search and Call:
Clergy Compensation Guidelines. While each congregation creates its own compensation package based on the realities of its situation and setting, this resource is designed to support churches' understanding of the compensation categories (e.g. salary, housing, benefits, professional expenses). Conferences create financial guidelines based on regional costs of living, which can be found on Conferences' websites. The Clergy Compensation Guidelines and the Conference financial guidelines are companion resources for your church's development of a compensation package.
A Note to Small Churches: If you employ a part-time pastor, a seminary student or a licensed minister, you may find that some of the financial and organizational material in these resources do not apply to your situation. Even so, the Search and Call process described in A Pilgrimage Through Transitions and New Beginnings is intentionally designed to assist churches of all sizes, historic backgrounds, and geographic locations.
Sailing on Faith: Look Who God Sent. The person God sends may not be the person we thought we wanted! This video is an effective tool to help search committees ground the work of their search in discernment. Available on DVD and VHS, with study guide.
** For A Pilgrimage, we offer recognition and sincere gratitude to the Rev. Carole Carlson. Her experience as a local church pastor, Conference Minister, and resource person to Search Committees and Committees on Ministry, has informed the extensive and comprehensive information contained in this resource. Carole invested many months authoring A Pilgrimage Through Transitions and New Beginningsand an equally tireless effort in making this resource helpful to local church leaders and pastors.
As you embark on the journey of transitioning to new pastoral leadership, you are in our prayers. We value the partnership we share with local churches, Conferences and Associations in the ministry of Jesus Christ through the Search and Call process of the United Church of Christ.Blessings in your search and in your discernment.
|Read about how this offering is transforming lives!|
Neighbors in Need (NIN) is a special mission offering of the UCC that supports ministries of justice and compassion throughout the United States. One-third of NIN funds support the Council for American Indian Ministry(CAIM). Two-thirds of the offering is used by the UCC's Justice and Witness Ministries(JWM) to support a variety of justice initiatives, advocacy efforts, and direct service projects through grants.
Neighbors in Need grants are awarded to churches and organizations doing justice work in their communities. These grants fund projects whose work ranges from direct service to community organizing and advocacy to address systemic injustice. Funding is provided through donations to the Neighbors in Need offering.
Most UCC congregations will receive the NIN offering on October 7, 2018 as part of their World Communion Sunday observance. however, some local churches select another date. NIN contributions can be made on-line at any time here.
Apply for a Grant
Apply now for a Neighbors in Need Grant.
Beginning August 1, 2018 – September 30, 2018, Neighbors in Need online grants application process will be open.
We are excited to share our new online application via Smarter Select software program. This process includes a short prequalifying assessment, a grant application, and FAQ’s to assist you along the way.
First time project grants range from $1,000 to $10,000. (Note: Only a handful of $10K grants will be awarded annually.) Only UCC congregations and organizations are eligible to submit proposals. These requests must relate to work supported by General Synod actions in one of the following programmatic areas:
- The Rights and Freedoms of all Persons
- Environmental Justice
- Economic Justice.
2017 Neighbors in Need Offering Resources
The 2017 theme for the NIN offering is "Protect the Sacred: In a Just World, Clean Water is Life." Most UCC congregations will receive the NIN offering on Sunday, October 1, 2017 as part of their World Communion Sunday observance, but local churches may also select a different date.
Grant Reporting Forms
For Grant Recipients:
If you were a recipient of a Neighbors in Need (NIN) grant, help us inform our members whose contributions to NIN have made your grant possible about how lives have been transformed because of their generosity. Access the reporting form.
FAQ - What is CAIM?
The Council for American Indian Ministry(CAIM) is the voice for American Indian people in the UCC. CAIM provides Christian ministry and witness to American Indians and to the wider church. Justice issues that affect American Indian life are communicated to the whole UCC by CAIM.
Historically, the forebears of the UCC established churches and worked with Lakota, Dakota, Nakota, Mandan, Hidatsa, Arickara, and Hocak in North and South Dakota, Wisconsin and northern Nebraska. Today there are 20 UCC congregations on reservations and one urban, multi-tribal UCC congregation in Minneapolis, Minnesota. CAIM supports these local churches and their pastors. In addition, CAIM strives to be a resource for more than 1,000 individuals from dozens of other tribes and nations who are members of other UCC congregations and to strengthen their participation in the life of the church.
Introducing a simple tool to help you record and interpret your worship attendance numbers. This spreadsheet allows you to record your attendance figures and track on a graph changes in worship attendance over time. All you need is Excel and information you probably already collect.
The Stillspeaking Ministry adapted this tool based on the one created to serve the people of Country Club Congregational United Church of Christ in Kansas City, MO. Thanks for sharing!
Resources for COMs on the Ministry Issues Pronouncement (General Synod 25)
From the work of the Ministry Issues Implementation Committee in 2009, the following materials were developed to help Committees on Ministry explore the 2005 Pronouncement and the 2009 Draft 3.1. These materials are designed as two-hour workshops or as educational pieces for committee members to read in advance of their work with Members in Discernment.
- Assessing Knowledge and Skills
- Local Churches
- Ministry of COMs
- Personal and Professional Formation
- Regional Programs
- Seminary Programs
Using the Marks
The Committee on Ministry Toolkit
The COM Toolkit is for use by persons such as Conference and Association staff or others who provide committee leadership and are involved in the training and orientation of Committee on the Ministry members. The Toolkit is also helpful to committee members engaged in individual study in order to gain a more in-depth understanding of committee members' roles. The purpose of the Toolkit is to:
- Provide a comprehensive tool for the orientation and training of new and renewing Committee on the Ministry members;
- Assist committee members in their individual efforts to understand the scope and breath of the ministry they have been called to in and on behalf of the church;
- Offer an interactive resource that engages participants in a variety of activities to introduce and broaden committee members' knowledge and understanding of the ministry they are called to perform, in and on behalf of the United Church of Christ.
The Toolkit consists of four key components:
- PowerPoint Presentation consisting of 115 color slides with commentary;
- Presentation Leader's Guide for use with the PowerPoint presentation;
- Facilitator Resource with detailed information on each of the eight units;
- Committee Handouts for each unit.
As you consider the most productive use of this resource with your committee(s), we recommend that you consider using the Committee on the Ministry Toolkit in the following ways:
- Retreat settings that enable a complete overview of the resource and allow for in-depth committee discussion about the total work of the committee;
- Regularly scheduled meetings of the committee where you can engage the committee in discussion of one (or more) aspects of the work. The material is arranged in units making it easier to focus on particular aspects of your work in manageable sessions.
- Immediate resource in response to questions about any aspect of committee work.
UCC Resources - Formula of Agreement
UCC Resources - Guidelines for Resourcing
UCC Resources - Interim Ministry Guide
UCC Resources - Manual on Church (MOC)
UCC Resources - MOC Discussion
UCC Resources - MOC Feedback
UCC Resources - Manual on Ministry - Table of Contents (MOM)
UCC Resources - MOM Section One
UCC Resources - MOM Section Two
UCC Resources - MOM Section Three
UCC Resources - MOM Section Four
UCC Resources - MOM Section Five
UCC Resources - MOM Section Six
UCC Resources - MOM Section Seven
UCC Resources - MOM Section Eight
UCC Resources - MOM Section Nine
UCC Resources - MOM Section Ten
UCC Constitution and Bylaws
On any given day, about 70,000 children and youth are held in juvenile residential detention in the U.S., and an additional 10,000 are incarcerated in adult jails and prisons. Because of their youth, size and developmental status, they are especially vulnerable to maltreatment while incarcerated. According to Justice for Families, one in eight youths report having been sexually assaulted by corrections staff or other minors during their incarceration.
But incarceration is not their only connection to the criminal justice system. Children are twice as likely as adults to be victims of violent crimes. And an estimated 1.5 million children currently have a parent in prison.
Spending time behind bars can have a tremendous effect on the lives of young people. According to Justice for Families, 69 percent of families surveyed reported that it was difficult or very difficult to get their children back into school following a detention. Once in the system, many remain incarcerated or return on new charges. The Annie E. Casey Foundation estimates that within three years of release from detention, up to 72 percent of juvenile offenders are convicted of a new crime. The number of young adults aged 18 to 29 in U.S. prisons is more than 775,000. Once they exit the system, young people who have been incarcerated suffer significant earning losses compared to their peers who have not been incarcerated – up to 30 percent for as long as ten years after their release. This can be offset by good experiences with employment, marriage, and graduation from high school.
There is growing concern that too many children are moving directly from public schools into juvenile detention in a pattern so prominent it has become known as the school to prison pipeline. These may be students whose reading skills are so low in middle school that they fall behind and drop out as they enter high school. They may have fallen into sequential sanctions of zero tolerance discipline policies. They may be students who have never felt connected to any of the adults at school or who have never participated in a co-curricular activity.
We are making progress. In March 2005, the U.S. Supreme Court abolished capital punishment for juvenile offenders. And in June 2012, the Court issued a historic ruling that mandatory life without parole sentences cannot be given for children 17 and younger who are convicted of homicide. The ruling does not ban juvenile life without parole sentences, but requires courts to consider each case carefully, taking into consideration the diminished culpability of children and their capacity for change. This ruling will affect hundreds of people who received life sentences for crimes committed as children, and their sentencing must now be reviewed.
Churches should be concerned about the children who feel hopeless or thrown away. Here are resources that will help you explore the entire continuum of the school-prison pipeline. Then we hope you will find a place where a group from your church can be involved ... anywhere along the pipeline.
November 2012: The National Research Council has published Reforming Juvenile Justice: A Developmental Approach.
The Equal Justice Initiative is a nonprofit human rights organization that focuses on children and the incarcerated, challenges injustices, and works for criminal justice system reform. It currently seeks to end prosecution of children under age 14 as adults and placing juveniles in adult detention. See especially All Children are Children: Challenging Abusive Punishment of Juveniles, EJI, 2012.
The Child Trends Data Bank offers information on children, youth and young adults in the justice system.
There are also several relevant UCC General Synod resolutions which offer more detailed background and discussion, including the Juvenile Justice Resolution (GS23-2001), calling for opportunities for alternative sentencing, education and prevention, and a resolution on Access to Excellent Public Schools: A Child’s Right in the 21st Century (GS23-2001), which led to the convening of the UCC Public Education Task Force.
On the School-to-Prison Pipeline
- Read a New York ACLU Report, Criminalizing the Classroom.
- Read a report from the National Economic and Social Rights Initiative, Deprived of Dignity: Degrading Treatment and Abusive Discipline in New York City & Los Angeles Public Schools.
- Read the Advancement Project's Education on Lockdown: The Schoolhouse to Jailhouse Track or Derailed: The Schoolhouse to Jailhouse Track.
- Locating the Dropout Crisis from Johns Hopkins University, or Opportunities Suspended: The Devastating Consequences of Zero Tolerance School Discipline Policies from the Civil Rights Project.
On Juvenile Justice
October-November 2009 Youth Criminal Justice Alert: The United Church of Christ Justice & Witness Ministries has become part of an amicus brief in two important cases coming before the U.S. Supreme Court on November 9, 2009: Sullivan v. Florida and Graham v. Florida. Joe Sullivan at the time of his crime lived at home, was mentally disabled and was thirteen years old. That day two older boys convinced Joe to participate in a burglary. That morning the boys took money and jewelry then left the female victim's house. Later that afternoon Ms. Bruner was sexually assaulted but never saw her attacker. One of the two older boys accused Joe Sullivan of the rape, which he denies, and the evidence against him is flimsy, at best. The two older boys received shorter sentences and Joe Sullivan's trial was held in adult court before a six person jury and lasted one day. At age 16 Terrance Graham committed the only offenses for which he has ever been convicted. He was an accomplice to an armed burglary and attempted armed robbery of a restaurant. Graham pled guilty to these offenses stemming from this single incident, and as part of a subsequent probation violation he committed as a juvenile, he was sentenced to the statutory maximum penalty. While these crimes are serious and merit appropriate punishment, they absolutely do not merit life in prison without the possibility of parole. Minors are recognized under all social conditions as persons who are not yet fully developed mentally, psychologically, or physically. To condemn them to life in prison is cruel, unusual and extreme punishment for these or any other crimes. The cruelty and inappropriateness of such sentencing is recognized throughout the world, and has been codified in human rights declarations for decades. Please Note: Joe Sullivan is one of only two 13 year olds who have received life without parole sentences for crimes which the victim did not die. Both of these sentences were imposed in Florida.
- 2012: All Children Are Children: Challenging Abusive Punishment of Juveniles, Equal Justice Initiative.
- October 7, 2009: Children's Exposure to Violence: A Comprehensive National Survey, U.S. Department of Justice, Office of Juvenile Justice and Delinquency Prevention.
- 2009: From Time Out to Hard Time: Young Children in the Adult Criminal Justice System, Lyndon B. Johnson School of PUblic Affairs, University of Texas at Austin.
- Check out the website of the Center on Juvenile and Criminal Justice, that offers policy analysis, guidance for program development and technical assistance.
- Read a report by Peter E. Leone and Sheri Meisel for the National Center on Education, Disability and Juvenile Justice: Improving Education Services for Students in Detention and Confinement Facilities.
Stewardship is a way of life for Christians, a spiritual discipline and approach to daily living that enriches our lives at any age. For children, simple concepts can be discussed and built upon as they grow older. Stewardship education begins with the understanding that God is the source of all that exists, and then we can explore how we are part of what God has brought into being.
An introductory educational packet for children is God's Gifts, My Gifts for use in church and at home. This resource packet teaches that God is the source of who we are and what we have, and is our model for being generous and faithful. Elementary-age children will have fun in class or at home using these five colorful and snappy foldout sheets with individual and group activities, including scriptural texts and prayers to reinforce the church; personal decisions, loving God, self, and others. Use for confirmation and new member classes. Set includes five active lessons: Share Love With Your Offering (available as a single sheet for $.75 each); Seek God with Your Whole Heart; Rooted in Love; Love is the Greatest; Dare 2BU. Set of all five activity sheets plus stickers: 1-10 set, $5.00 each; 11-25 sets, $4.50 each; 26 or more sets, $4.00 each. Item #SCCRS Call United Church of Christ Resources at 800.537.3394 .
Younger children will especially like the interactive nature of Church World Service's global educational site, Build a Village. Children and teens can see how life is different for children in other parts of the world, using a site of the United Nations.
Responsible citizenship is also an important part of stewardship. Young people can learn about our democratic process at a site designed by Congress.
As children move into adolescence and the teen years, more complex questions arise about one’s place in family life and in the world. The responsibilities and joys of receiving God’s gifts are expanded to include more areas of life. Teens will benefit from the spiritual practices outlined at Way to Live, a web companion to the book by the same name, produced by the Valparaiso Project on the Education and Formation of People in Faith. You can order this book.
Adults working with teens can find interesting information about youth trends and studies at the website of the National Study of Youth and Religion. The National Study of Youth and Religion is funded by Lilly Endowment Inc. The project researches the shape and influence of religion and spirituality in the lives of U.S. adolescents; identifies effective practices in the religious, moral and social formation of the lives of youth; describes the extent to which youth participate in and benefit from the programs and opportunities that religious communities are offering to their youth; and fosters an informed national discussion about the influence of religion in youth's lives to encourage sustained reflection about and rethinking of our cultural and institutional practices with regard to youth and religion.
Churches are beginning to see their ministry role in teaching financial literacy to young people. Straightforward financial knowledge and practices can be found at the Kiplinger Financial News site. To help teens start saving money, check out the website of Youth Saves.
Financial habits are stewardship practices, and these sites will help families to consider their choices about spending, shopping, television use, and other decisions influenced by the media and advertisers:
Parents and church leaders will find all sorts of information and ideas for programs and activities at the website of the Youth and Family Institute.
Making Our Churches Safe for All, is a guide to help your church design policies and procedures to help prevent abuse of children. Additional resources are recommended in this guidebook, which can also be ordered in glossy, printed form from the UCC Insurance Board.
The web page of the UCC's Parish Life and Leadership is also filled with resources to support the creation of your congregation's safe-church policy. Contact your own church's insurance carrier if you do not carry insurance through the UCC Insurance Board.
One way to help protect children and youth from child abuse is to provide the ministry of human sexuality education in your congregation.
Your congregation can find further resources to help prevent child abuse and neglect at the Faith Trust Institute. Abuse prevention resources include a Teen Dating curriculum, "Love: All That and More."
Ministry Issues: Forming and Preparing Pastoral Leaders for God's Church.
The Ministry Issues Pronouncement approved by General Synod 25 in 2005 seeks to address the needs of the UCC for well prepared and faithful ministerial leadership for God's mission in the world both now and in the future. In order to have such well prepared leaders who are able to engage with a geographically and economically diverse, multicultural, multiracial church, it is necessary:
· to expand our definition of learnedness and leadership
· to provide multiple means for persons to be formed and prepared for authorized ministry in the UCC
In order to do this, we must pay attention to:
· our theologies of ministry
· our understanding and practice of licensed ministry
· how we engage in deep and authentic discernment of both call and gifts for ministry
· how we help form leaders with an abiding identity and affinity with the UCC
Ministry Issues Draft 3.1, from the Ministry Issues Implementation Committee in 2009, offers an in-depth exploration of the work and conversations since General Synod 25, including the shift to "Member in Discernment" language and the "Marks of Faithful and Effective Authorized Ministers."
- Las Senales de Los Cristianos Fieles y Ministerios Authorizados
The Marks of Faithful and Effective Authorized Ministers
The following materials help Committees on Ministry explore Draft 3.1; they are designed as workshops that take about two hours, or as pieces to be read by committee members in advance of their work with Members in Discernment.
- Assessing Knowledge and Skills
- Local Churches
- Ministry of COMs
- Personal and Professional Formation
- Regional Programs
- Seminary Programs
Using the Marks
The November 2010 Background Document offers a closer reflection upon the covenants of authorized ministry, in conversation with the Marks. This background document may be helpful in discussing constitutional changes and new understandings fo proposed language. Additionally useful background material includes the 1996 lecture by Clyde J. Steckel; Steckel asserts that Committees on Ministry are the innovators of polity and ecclesiology in the UCC as authorized ministry and denominational ways-of-being shift in ways not imagined by our founders.