Identify 8 aspects of pastoral care

1. Quality of relationships

2. Formation in Self-Discipline and Responsibility

3. Pastoral Programmes

4. Comprehensive and Inclusive Approaches to Teaching and Learning

5. Supportive School-Family Relationships

6. Effective Networks of Care

7. Co-ordinated and Supportive Organisational Structures

8. Commitment to Justice and Service

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• having a safe, aesthetically pleasing and welcoming environment (both physically and emotionally)

• quality relationships

• structures that provide a sense of belonging for students

• processes and procedures for action and support in critical situations

• vocational guidance

• fair and just discipline and welfare procedures

• a readiness by all to offer a listening ear

• psychological counselling

• educational programmes about issues relevant to the life and welfare of students

• quality teaching and learning programmes

• quality staff relationships and staff-student relationships

• a willingness by all staff to be “present” amongst the young in an engaging and active way

• an attitude of respect

We gain some insight into the meaning of pastoral care when we consider the origin of the term.

From a Christian and Salesian perspective the term Pastoral Care has its origin, as the name suggests, in image of Jesus as the Good Shepherd. Don Bosco deliberately adopted the style of Jesus the Good Shepherd, because his experience led him to the belief that this was a fruitful way of being with, working with and engaging young people.

The parable of the Good Shepherd is found in the tenth chapter of the Gospel of John. John has Jesus presenting himself to the people as the shepherd who knows his sheep and calls them by name; who cares for and protects his sheep from intruders and wild animals; and who is ultimately prepared to lay down his life for them. There is an intimacy implied in the knowledge and love that the shepherd has for the sheep: “I am the good shepherd. As the Father knows me and I know the Father, in the same way I know my sheep and they know me. And I am willing to die for them” (10:14 – 15).

Matthew (18:12 – 14) and Luke (15:1 – 7) also have a shepherd story that throws light on the ancient Christian image of Jesus, the Good Shepherd. In this case the shepherd is prepared to leave the ninety nine sheep and to go in search of the one lost sheep. When he finds it, he lifts that sheep on his shoulders and carries it back home, where he calls together his friends and neighbours in order to celebrate the sheep that has been found. It is the combination of these two gospel stories that has produced the powerful image that has so inspired Christian art for centuries.

When considering the Good Shepherd image we have to keep in mind that Jesus, the Good Shepherd, lay down his life for his sheep. The image is intertwined with the image of the cross and the powerful love of God that radiates from the cross.

Pastoral Care is, therefore, more than anything else and before anything else a quality of love. It is a love demonstrated in practical, tangible ways. It is a love that seeks out the young where they are to be found and that provides a place where they can mature and grow. It is a love that is prepared to engage with young people, to enter into and share their lives, to nurture and support them, to enable them to develop as human beings in faith, hope and love.

As soon as we begin unpacking something like this, we see that Pastoral Care encompasses everything we do and involves everyone. In this sense, Pastoral Care imbues and influences every aspect of the educational process and is the responsibility of the whole community – staff, students and parents.

All the programmes in the world, all the structures, all the guidance and counselling would mean nothing if there is no love. It is out of love that these things grow.

While particular individuals will have specific responsibilities in relation to various aspects of pastoral care, it is the responsibility of all (staff and students) to contribute to the environment of loving-concern for others that is at the heart of pastoral care.

The quality of our pastoral care – in the broadest sense – is an essential aspect of our evangelising efforts. When we provide a safe and aesthetically pleasing physical environment we are affirming the dignity of others as much as when we offer care and concern in a time of crisis. When we offer educational programmes about issues relevant to the welfare of the young we are providing opportunities for human development and growth as much as when we provide counselling services for those with particular needs.

Pastoral Care does not mean that we should be “soft” on our students. If Pastoral Care is about love, then there are times when love has to say no. We are not providing for students’ overall growth as human beings if they are not responsible for the choices and actions. Pastoral Care includes fair, reasonable and just discipline procedures and processes.

Each aspect of pastoral care has its own place – each is important.

Our pastoral care contributes to the physical, emotional and spiritual welfare of our students and, hence, contributes towards the overall evangelisation of the community and individuals who make up that community.

By the quality of our pastoral care we affirm the dignity of individuals, support their growth and development and demonstrate that love that is so characteristic of the Salesian way of being: “Signs and bearers of the love of God to the Young.” This is all part of the evangelising project of any Salesian school.

If we were to return to the lists then we would see that we do a lot that is very positive when it comes to Pastoral Care – we have some wonderful special programmes, we are blessed with some fantastic people who play a special role in pastoral care, we have quality teaching and learning programmes, we have a great physical environment, there are very positive staff and staff-student relationships, and we are also blessed that as a staff we adopt a caring and positive approach to students.

I think that we can be genuinely proud of what we do here and that we have every right to celebrate the good that we do.

If are honest with ourselves, we will also have to admit that a look at some of the items on the lists also reveals that there are areas where we need to improve. There is nothing wrong with this – it is healthy and productive to acknowledge that there is something we need to improve and to do something to develop that.

That is precisely the purpose of these pastoral sessions today. For the remainder of today we will be focusing upon one of those areas: pastoral curriculum or pastoral programmes or pastoral classes. What we do at the moment lacks, unity, clarity, direction and structure. That is not anyone’s fault. That’s just the way it is. As we celebrate all that we are doing that is so positive, let’s simply acknowledge that this is one area that we need to develop.

When I am speaking about a pastoral curriculum, or pastoral programmes at each Year level, I mean a sequential and developmental set of educational activities across a number of years that are pro-active and preventative in nature, that are student focused, that deal with issues related to students and their development, that promote gospel values, that skill young people with practical strategies to cope with life, that build resilience and that are aimed at enabling young people to live life fully with confidence and hope.

It could be argued that all our educational endeavours have this aim, but I think that people know what I mean – this is the challenge that we face; I thank those who have already begun accepting and the challenge, and have confidence that what we embarking upon will be of immense value to our students.

I hope that everyone finds the remainder of the day to be a productive and fruitful one.

1. School Climate

1. Orientation days for parents and students

2. Occasions of farewell and graduation

3. The myths, traditions and symbols of the school

4. Quality of relationships

5. Family atmosphere

2. Affirmation

3. Relaxation – the need for times of quiet and reflection

4. Chit-chat Presence

5. Good Communications

   1. Basic Communications Circuit

   2. Communication Skills

   3. Role Clarifications

   4. Positive Speaking Styles

   5. Access to Information

6. School Environment

7. Student Participation

8. Leadership

9. Discipline

10. Critical Awareness

11. Parents and the Local
    Community

12. Chaplain

13. Special Programmes

14. Camps, Cultural Activities,
    Excursions and Sports

15. School Counsellor and Guidance

16. School Structures and Policy

17. Earth Consciousness

18. Pastoral Care Curriculum

19. Pastoral Care Structures

20. Integration of Pastoral Care in
    School Curriculum

1. Quality of relationships

2. Formation in Self-Discipline and Responsibility

3. Pastoral Programmes

4. Comprehensive and Inclusive Approaches to Teaching and Learning

5. Supportive School-Family Relationships

6. Effective Networks of Care

7. Co-ordinated and Supportive Organisational Structures

8. Commitment to Justice and Service

• having a safe, aesthetically pleasing and welcoming environment (both physically and emotionally)

• quality relationships

• structures that provide a sense of belonging for students

• processes and procedures for action and support in critical situations

• vocational guidance

• fair and just discipline and welfare procedures

• a readiness by all to offer a listening ear

• psychological counselling

• educational programmes about issues relevant to the life and welfare of students

• quality teaching and learning programmes

• quality staff relationships and staff-student relationships

• a willingness by all staff to be “present” amongst the young in an engaging and active way

• an attitude of respect

WHAT DO WE MEAN BY PASTORAL CARE?

A complex and multi-faceted reality that touches every aspect of the life of the college and is the responsibility of each and every member of the college community.

• a sequential and developmental set of educational activities across a number of years

• pro-active and preventative in nature

• student focused

• deal with issues related to students and their development

• promote gospel values

• skill young people with practical strategies to cope with life

• build resilience

• aimed at enabling young people to live life fully with confidence and hope.