Spiritual direction is defined as “help that is given to another to enable him to become himself in his faith” (Davis, 266). It is an adolescent religious education model that encourages an ongoing relationship between the mentor and adolescent; involving one-on-one meetings where discussion centers on issues which are affecting the adolescent’s life in hopes to see how God may be present and working in them. Spiritual direction addresses the major concerns in each individual adolescent's life. Through this educational model, adolescents wrestle with relevant spiritual questions which may lead him or her to discern presence of God in his or her life (Davis, 268). Because adolescence is a time in which one desires to find a deeper meaning to one’s life, spiritual direction from the Church and parents is both beneficial and necessary. Adolescents develop the capability to reason and question, thus understanding the Truth in a new spiritual way. It is important for spiritual leaders to walk alongside adolescents to direct them towards the Truth. This development stage opens individuals to new capabilities for addressing a spiritual hunger, making it the prime time for conversion (Davis, 270). With spiritual direction from parents and mentors in the Church, adolescents can discover and create individual identities before God. Spiritual modeling has also influenced adolescents’ religious and spiritual development. Teachers, both in education and the Church, have the opportunity to enhance attributes such as wisdom, good character, and generosity by modeling spirituality (Lerner, 109). Spiritual models are designed to be examples of the positive purpose of goal setting and pursuing. They should seek to demonstrate making positive con... ... middle of paper ... ...18. doi:10.1080/10508610701879340 Nielson, Jon. "The Gospel Coalition." The Gospel Coalition Blog Why Youth Stay in Church When They Grow Up Comments. 25 Feb. 2014 . (Peculiar to the Internet) Ozorak, E. (1989). Social and Cognitive Influences on the Development of Religious Beliefs and Commitments in Adolescence. Journal For The Scientific Study Of Religion, 28(4), 448. Regnerus, M. D., Smith, C., & Smith, B. (2004). Social Context in the Development of Adolescent Religiosity. Applied Developmental Science,8(1), 27-38. Willits, Fern K., and Donald M. Crider. "Church Attendance And Traditional Religious Beliefs In Adolescence And Young Adulthood: A Panel Study."Review Of Religious Research 31.1 (1989): 68. Academic Search Premier. Web. 25 Feb. 2014. (Periodical)
Schuster, C. S., and Ashburn, S. S., (1980). The Process of Human Development: A Holistic Approach. Boston: Little, Brown and Company Inc.
Faith plays a pivotal role in our construction of religion. The work of Dr. Sharon Parks analyzes faith development throughout one’s life span but pays special attention to emerging adulthood. Dr. Parks has an extensive academic career which incorporates her attendance of Princeton University’s theological seminary. As well as her attendance of Harvard University’s divinity school where she obtained her doctorate. Through her extensive research in areas such as “developmental psychology, religion, theology, leadership and ethics” (Service Resources, 2014) Parks is able to focus her work on faith development. Her work is influenced by theorists such as Erickson, Piaget, Perry and Levinson but primarily it is based off of Fowlers work in faith development. Her background in teaching and counseling has allowed her close access to seeing students during this important portion of their lives.
Fowler, James W. Stages of Faith: The Psychology of Human Development and the Quest for
...f adolescence allow development the identity that will serve as a basis for their adult lives. During Erikson's stage of identity versus role confusion, adolescents' description of self expands to include personality traits and attitudes. The emergence of abstract reasoning abilities allows adolescents to think about the future and experiment with different identities. The development of abstract thought in adolescence also impels the exploration of religious and spiritual beliefs. The development of religious identity begins to come into question with further exploration. Even though the adolescent may eventually adopt beliefs that were similar to their childhood beliefs, the process of exploration is important in achieving a religious identity.
First, religion has often played an important role in people’s lives, however its significance continues to decrease in recent decades. Parents do not pass on faith or beliefs onto their children, because most parents do not have faith or beliefs. These parents believe it would be hypocritical to teach their children about being spiritual, when they are not spiritual themselves. Children often go to their parents with questions regarding matters such as death, life, and God, but "Western culture is so secularized that parents can evade or dismiss 'religious' questions without feeling that they’re merely getting themselves off the hook" (Brandt 193). In contrast wit...
for their own communities (Johnson, K. V., & Watson, E).” Contrary to the upbringing of
Evert, Jason, Crystalina Evert, and Brian Butler. Theology of the Body for Teens: Discovering God's Plan for Love and Life: Student Workbook. West Chester, PA: Ascension, 2006. Print.
Webarchive.nationalarchives.gov.uk, (2014). [ARCHIVED CONTENT] Key stage 2 | Religious education | Subjects | Key stages 1 & 2 | National Curriculum. [online] Available at: http://webarchive.nationalarchives.gov.uk/20100202100434/http://curriculum.qcda.gov.uk/key-stages-1-and-2/subjects/religious-education/keystage2/index.aspx [Accessed 22 Apr. 2014].
Myers, D.G. (2010). Social Development . In D. Kasowitz ( Ed.) , Psychology (p. 200-201).
- - -. “Social-learning Theory:Observing and Imitating Models.” Human Development. 5th ed. New York: McGraw Hill, 1992. 213-14. Print.
All development is contextual meaning that development can occur in places like churches, communities, and businesses. Development can also occur within family members, group of friends or with just everyday people. Development can be influenced by three major factors: normative age-graded and normative history-graded influences and non-normative life events. These influences can have either a big or a small impact on both the individual and the individual’s environment.
Scoot M. Myers conducted a research beginning in 1980 about the procedures of religiosity inheritance in families. He interviewed 471 parents in 1980 and their adult offspring in 1992 addressed the effects of childhood, parental, and family influences on the religiosity of adult offspring, factors that conditioned the ability of parents to transmit their religiosity, and how recent experiences of adult offspring modify earlier family influences on religiosity. According to the results, there were three variables that influence the impact of religion on adult offspring. Within these three variables were parental religiosity, quality of the family relationship, and traditional family structure. Many studies found the research on the effect of parents’ religiosity on the religiosity of their offspring to have inconsistent results. Researchers have found that parental influence is a high impact for church attendance in adolescence but as their child ages, the impact decreases. Studies have also found that parental influence on religion heavily depends on the religion in which the parent practices. The accumulation of religious capital during childhood is heavily depended upon for transmission of parent’s religion to their offspring as well. Lastly, the events, experiences, and traditions within the family is a major factor that contributes to the influence of religion on adult offspring.
Craig, G. J., & Dunn, W. L. (Ex.: 2010). Understanding human development (2nd Ed.). Upper Saddle River, N.J.
Shaffer, D. R. (2009). The Social Origins of early Competencies. In D. R. Shaffer, Social and Personality Development (p. 91). Wadsworth, Ca.: Cengage Learning.
THE INTERNATIONAL JOURNAL FOR THE PSYCHOLOGY OF RELIGION. (2009). Journal of Psychology and Theology, 37(1), 72. Retrieved April 21, 2009, from ProQuest Religion database. (Document ID: 1675034711).