‘Spirituality’ means different things to different people (1). For some, it’s about everyday values and meaning. For others, it’s about a connection to ‘something out there’ or with a very definite divine ‘someone out there’ (2). Despite this diversity of views, spirituality does have some elements commonly associated with it: meaning and purpose; connection to self, others, nature and/or God; hope, harmony and wholeness; a sense that there is more to life than what we just see, touch, taste and feel; and a belief in spiritual beings or God (3).
In Australia today, some argue that we are going through a period of alienation from our spiritual traditions and an appreciation of the spiritual dimensions of life (4). But spirituality is not meant to be something strange or foreign to us, but something essential and integrative; something vital that pulls together the various facets of our lives in meaningful ways (5). Spirituality is about a way of seeing the world and, even more importantly, being in the world. Positive spirituality has been shown to contribute to positive health and wellbeing, recovery from illness and long life.
Promoting positive spirituality for children and young people is important for their overall development and spirituality can be nurtured or damaged by others, whether intentionally or unintentionally. Children have a rich spiritual life, significant spiritual capacities and genuine spiritual experiences that are built on when they move into adolescence, an important time of spiritual awakening. Positive spirituality and spiritual support can be particularly significant for the healthy development of identity, connections with others and other vital developmental outcomes. Studies show that children and young people who participate in positive religious communities and identify with religious traditions fare better in physical, mental and social wellbeing, educational outcomes and employment (6). Throughout the developmental periods spanning childhood and adolescence, families play the key role in the spiritual development of children (7).
School chaplains have a distinct and explicit role to provide spiritual support for children, young people and families associated with Education Queensland schools. They engage around questions of beliefs, values and ethics; help people explore spiritual identity; provide a spiritual / religious perspective on relevant issues; liaise with local spiritual and religious groups; and support people in times of grief and loss when some of the big questions of life arise for them. Chaplains ensure that spirituality is not forgotten as an essential part of people’s overall wellbeing. They help children, young people, families and school staff appropriately explore positive spirituality, and in doing so, make a unique contribution to their overall wellbeing.
Reference List
1. Cornah, D. (2006). The Impact of Spirituality on Mental Health: A Review of the Literature. London: Mental Health Foundation.
2. Roehlkepartain. E. C., Benson, P. L., King, P. E. & Wagener, L. M. (2006) ‘Spiritual Development in Childhood and Adolescence: Moving to the Scientific Mainstream’. In Roehlkepartain. E. C., Benson, P. L., King, P. E. & Wagener, L. M. (Eds). The Handbook of Spiritual Development in Childhood and Adolescence. California: Sage.
3. Cornah, 2006.
4. Consedine, J. (2002). ‘Spirituality and Social Justice’. In Stuart, B. and Nash, M. (Eds). Spirituality and Social Care. London: Jessica Kingsley Publishers.
5. Stuart, B. & Nash, M. (2002). Introduction. In Stuart, B. & Nash, M. (Eds). Spirituality and Social Care. London: Jessica Kingsley Publishers.
6. Hart, T. (2006). ‘Spiritual Experiences and Capacities of Children and Youth’. In Roehlkepartain. E. C., Benson, P. L., King, P. E. & Wagener, L. M. (Eds). The Handbook of Spiritual Development in Childhood and Adolescence. California: Sage.
7. Browning, D. S. & Bunge, M. J. (2009). Children and Childhood in World Religions. New Jersey: Rutgers.