SOURCEBOOK FOR CATECHETICAL LEADERSHIP

Transcription

1 SOUREBOOK FOR ATEHETIAL LEADERSHIP SETION ONE - ATEHETIAL ADMINISTRATION I. Enabling atechetical Leaders A. The hallenge of atechetical Leadership B. The hallenge of Diversity. What is a DRET D. What is an R.E. oordinator? E. What is a Youth Minister? F. What is a ontact Person? G. New Opportunities and Directions II. Desirable ompetencies for atechetical Leaders A. Director of Religious Education 1. atechetics/theology 2. Program Development 3. atechist Formation 4. Program Administration 5. Budget Management B. oordinator of Religious Education/Youth MinisUy 1. atecheticslfheology 2. Program Development 3. atechist Formation 4. Program Administration 5. Budget Management III. Appropriate Ministerial Relationships A. Director of Religious Education I. Pastor/Pastoral Administrator 2. Parish Staff 3. Parish Pastoral ouncil 4. Parish Finance ouncil 5. Parish Education ommittee 6. Parish Families/Households 7. Parish atechists 8. Parish oordinators of Religious Education/Youth Ministry 9. atholic School/Other Schools 10. Other Parish Ministers and Parish at Large 11. Other atechetical Leaders 12. Other Faith ommunities 13. Diocesan atechetical Systems SBK.ontents, Page I

2 SETION ONE - ATEHETIAL ADMINISTRATION (cont.) B. oordinator of Religious Education/Youth Ministry 1. Pastor/Pastoral Administrator 2. Parish Staff 3. Parish Pastoral ouncil 4. Parish Finance ouncil 5. Parish Education ommittee 6. Parish Families/Households 7. Parish atechists 8. atholic School/Other Schools 9. Other Parish Ministers and Parish at Large 10. Other atechetical Leaders 11. Other Faith ommunities 12. Diocesan atechetical Systems c IV. Job Description Elements for atechetical Leaders A. Position Title B. Position Summary. Principal Duties and Responsibilities D. Supervision Given and Received E. Machines, Tools, and Materials F. Working onditions G. Job Specifications H. Education/Experience Requirements I. Salary and Benefits J. Required Signatwes V. Evaluation onsiderations for atechetical Leaders A. Basic onsiderations B. Evaluation Models and Processes. Developing Evaluation Instruments D. Further Assistance VI. ompensation onsiderations for atechetical Leaders A. Basic Principles SBK. ontents, Page 2

3 A. Routine Organizational Tasks D. atechetical Instruction Improvement B. ommunity Relations. atechetical Ministry Staffing F. atechetical Ministry Planning B. urrent Records. Administrative onsiderations B. Application and Use D. Relational onsiderations VIII. Records Management in Parish atechetical Ministry 0. atechetical Ministry Evaluation F. atechetical Policy Development. Records Maintenance, Access, and Retention B. atechetical onsiderations A. Historical Records IX. Volunteers in atechetical Ministry A. ontext and Rationale VII. Parish Advisory Boards for atechetical Ministry 3. Grade Two (aprx. 7/8 years) 4. Grade Three (aprx. 8/9 years) 5. Grade Four (aprx. 9/10 years) 6. Grade Five (aprx. 10/11 years) 7. Grade Six (aprx. 11/12 years) 2. OlderAdolescents (Grades 10-12, aprx years) SBK.ontents, Page 3 1. Preschool/Kindergarten (aprx. 4/6 years) 1. Younger Adolescents (Grades 7-9, aprx, 12/15 years) 2. Grade One (aprx. 6/7 years). atechetical Focus - hild atechesis A. ontext and Rationale D. Faith Themes - atechesis I. hild and Youth atechesis Guidelines Youth SETION ONE - ATEHETIAL ADMINISTRATION (cont.) SETION TWO - ATEHETIAL PROGRAMMING

4 SBK. ontents, Page 4 D. Guidelines for Adult atechesis A. ontext and Rationale E. Suggested Resources A. ontext and Rationale III. atechetical Textbook Selection and Use A. ontext and Rationale D. atechetical Guidelines (ontent and Metholodology) B. Principles of hristian Human Sexuality. atechetical Guidelines (Programming) ( IV. Parish Religious Education Profile V. atechesis for Human Sexuality Use Only 2. Graded/Basal urricula - 1. Graded/Basal urricula - II. Adult atechesis Guidelines B. Local hallenges. Principles of Adult atechesis B. Principles for Selection and Use Highly Supplementary SETION TWO - ATEHETIAL PROGRAMMING (cont.) 3. Non-Graded/Non-Basal urricula - Highly Recommended 4. Non-Graded/Non-Basal urricula - ommendable 5. Non-Graded/Non Basal urricula - ommendable Recommended. atechetical Publisher Recommendations

5 SETION THREE - SARAMENTAL ATEHESIS General Sacramental atechesis A. ontext and Rationale B. The Parish and Sacramental atechesis. Principles of Sacramental atechesis D. General Policies for Sacramental atechesis ( ) 100 atechetical Responsibilities 101 atechetical Programming 102 Pastoral Administration 103 ontent of atechesis II. III. ATEHESIS N PREPARATION FOR INFANT BAPTISM A. ontext and Rationale B. Policies for Infant Baptism ( ) 200 General Applications 201 Relationships with the Family 202 atechetical onsiderations 203 Program onsiderations 204 Godparent onsiderations 205 Minister of Baptism 206 Site of Baptism 207 Manner of elebration 208 Scheduling of Baptism 209 Emergency onsiderations. atechetical and Program Resources ATEHESIS N PREPARATION FOR ONFIRMATION A. ontext and Rationale B. Policies for onfirmation ( ) 300 General Applications 301 Relationships with the Family 302 atechetical onsiderations 303 Program onsiderations 304 Sponsor onsiderations 305 Minister of onfirmation 306 Site of onfirmation 307 Manner of elebration 308 Scheduling of onfirmation 309 Emergency onsiderations. atechetical and Program Resources SBK.ontents, Page 5

6 SETION THREE - SARAMENTAL ATEHESIS (colt) IV. ATEHESIS IN PREPARATION FOR FIRST EUHARIST A. ontext and Rationale B. Policies for First Eucharist ( ) 400 General Applications 401 Relationships with the Family 402 atechetical onsiderations 403 Program onsiderations 404 Sponsor onsiderations 405 Minister of First Eucharist 406 Site of First Eucharist 407 Mariner of elebration 408 Scheduling of First Eucharist 409 Emergency onsiderations. atechetical and Program Resources c V. ATEHESIS AND THE RITE OF HRISTIAN INITIATION OF ADULTS {NOTE: THIS SETION N PREPARATION) VI. ATEHESIS N PREPARATION FOR REONILIATION A. ontext and Rationale B. Policies for Reconciliation ( ) 600 General Applications 601 Relationships with the Family 602 atechetical onsiderations 603 Program onsiderations 604 Sponsor onsiderations 605 Minister of Reconciliation 606 Site of Reconciliation 607 Manner of elebration 608 Scheduling of Reconciliation 609 Emergency onsiderations. atechetical and Program Resources SBK. ontents, Page 6 L

7 SETION THREE - SARAMENTAL ATEHESIS (ONT.) VII. VIII. IX. ATEHESIS IN PREPARATION FOR ANOINTING OF THE SIK A. ontext and Rationale B. Policies for Anointing of the Sick ( ) 700 General Applications 701 Relationships with the Family 702 atechetical onsiderations 703 Program onsiderations 705 Minister of Anointing of the Sick 706 Site of Anointing of the Sick 707 Manner of elebration 708 Scheduling of Anointing of the Sick 709 Emergency onsiderations. atechetical and Program Resources ATEHESIS IN PREPARATION FOR MARRIAGE (NOTE: THIS SETION TO BE DETERMINED} PASTORAL INTERVIEW PRIOR TO SARAMENTAL ELEBRATIONS (NOTE: THIS SETION IN PREPARATION} SBK.ontents, Page 7

8 SETION FOUR - ATEHETIAL RESOURES I. Diocesan Resource enter A. Location B. Hours of Operation. Telephone and Fax D. Ordering Materials E. Shipping and Delivery Arrangements F. Multiple Patron Bookings 0. Resource enter atalog H. User Fees I. Preview Arrangements J. irculation Periods K. Late Fees L. Non-atalogued Holdings M. Media Technical Specifications N. Loss and Damage 0. Equipment Loans P. New Item Recommendations Q. Memorial Donations R. Selection Policy and riteria II. atechetical Ministry Reference Sources A. Primary Ecclesial Source Documents B. atechetical Ministry Reference Resources. Supplementary Derivative Source Documents D Selected Studies and Reports E Selected Periodical Sources SETION FIVE - LEGAL ONERNS {NOTE THIS SETION IN PREPARATION} SBK. ontents, Page 8

9 ENABLING ATEHETIAL LEADERS SBK.1-I, Page 1 A. The hallenge of atechetical Leadership B. The hallenge of Diversity. What is a DRE? D. What is an R.E. oordinator? F. What is a ontact Person? G. New Opportunities and Directions II. DESIRABLE OMPETENWS FOR ATEHETIAL A. Director of Religious Education 1. atecheticavfheological ompetencies 2. Program Development ompetencies 3. atechist Formation ompetencies 4. Program Administration ompetencies 5. Budget Management ompetencies B. oordinator of Religious Education/Youth Ministry 1. atecheticallfheological ompetencies 2. Program Development ompetencies 3. atechist Formation ompetencies 5. Budget Management ompetencies A. Director of Religious Education 2. Relationship to Parish Staff 3. Relationship to Parish Pastoral ouncil 5. Relationship to Parish Education ommittee 6. Relationship to Parish Families/Households 7. Relationship to Parish oordinator/s of Religious Education/Youth 8. Relationship to Parish atechists (in collaboration with REJYM where 9. Relationship to a atholic School and Other Schools Ministry (RE/YM (where applicable) applicable) I. Relationship to Pastor (Pastoral Administrator where applicable) 4. Relationship to Parish Finance ouncil ATEHETIAL LEADERS SBK. 1-3, Page 1 ifi. APPROPRIATE MINISTERIAL RELATIONSHIPS FOR 4. Program Administration ompetencies LEADERS SBK.I-2, Page 1 E. What is a Youth Minister? SETION ONE - ATEHETIAL ADMINISTRATION

10 YOUTH MINISTRY SBK. 1.4, Page 1 ATEHETIAL LEADERS DIRETOR OF RELIGIOUS EDUATION OORDINATOR OF RELIGIOUS EDUATION/ N. JOB DESRIPTION ONSIDERATIONS FOR DRE (where applicable) 10. Relationship to Other Parish Ministers and Parish at Large 11. Relationship to Other atechetical Leaders Beyond the Parish 12. Relationship to Other Faith ommunities 13. Relationship to Diocesan atechetical Systems B. oordinator of Religious Education/Youth Ministry 1. Relationship to Pastor (Pastoral Administrator where applicable) and/or 2. Relationship to Parish Staff 3. Relationship to Parish Pastoral ouncil 4. Relationship to Parish Finance ouncil 5. Relationship to Parish Education ommittee 6. Relationship to Families/Households 7. Relationship to atechists of Particular Parish Program 8. Relationship to a atholic School and Other Schools 9. Relationship to Other Parish Ministers and Parish at Large 10. Relationship to Other atechetical Leaders Beyond the Parish 11. Relationship to Other Faith ommunities 12. Relationship to Diocesan atechetical Systems A. Position Title B. Position Summary. Principal Duties and Responsibilities D. Supervision Given and Received E. Machines, Tools and Materials F. Working onditions G. Job Specifications H. Education/Experience Requirements I. Salary and Benefits J. Required Signatures

11 DIRETOR OF RELIGIOUS EDUATION OORDINATOR OF RELIGIOUS EDUATION/ YOUTH MINISTRY SBK. 1-5, Page 1 MINISTRY SIlK. I-K, Page 1 Vifi. REORDS MANAGEMENT IN PARISH ATEHETIAL MINISTRY SBK. 1-7, Page 1 ATEHETIAL LEADERS DIRETOR OF RELIGIOUS EDUATION OORDINATOR OF RELIGIOUS EDUATION! YOUTH MINISTRY SBK. 1-6, Page 1. Developing Evaluation Instruments LEADERS V. EVALUATION ONSIDERATIONS FOR ATEHETIAL A. Basic Principles B. Evaluation Models and Processes D. Further Assistance VI. OMPENSATION ONSIDERATIONS FOR A. Basic Principles VU. PARISH ADVISORY BOARDS FOR ATEHETIAL A. Routine Organizational Tasks B. ommunity Relations. atechetical Ministry Staffing D. atechetical Instruction Improvement E. atechetical Policy Development F. atechetical Ministry Planning G. atechetical Ministry Evaluation A. Historical Records B. urrent Records. Records Maintenance, Access and Retention

12 D. VOLUNTEERS IN ATEHETIAL MINISTRY SBK. 1-9, Page 1 c A. ontext and Rationale B. atechetjcal onsiderations. Administrative onsiderations D. Relational onsiderations 4 Mt

13 A. THE HALLENGE OF ATEHETIAL LEADERSHIP SHK. 1.1, Page I hurch documents since Vatican II have encouraged dioceses to develop ways in which this shared responsibility for life-long catechesis can be carried out properly and effectively. In the B. THE HALLENGE OF DIVERSITY It is a responsibility shared by all the baptized. Yet neither the bishop nor his pastors can effectively fl.ilflll this responsibility by themselves. integrating and giving direction to all the many forms of ministry in his diocese. For the ministry documents. [n union with the bishop, local pastors bear a similar responsibility in their parishes. of the atholic hurch reflects and affirms this in its stated purpose, as do other church of catechesis in particular, he is in fact the chief catechist in and of the diocese. The atechism By virtue of his episcopal ordination, the bishop is charged with primary responsibility for foundation laid in childhood and adolescence, intentional catechetical ministry and related programming cannot end there. challenge of maintaining and deepening a truly hristian faith in adulthood is negotiated on the of life, catechesis must extend to and be available throughout the entire span of life. While the gifted with God s self-revelation and savuig activity in hnst at all moments and in all siniations energies primarily on children and youth, with only nominal attention to adults. Because we are the United States. Parish and school-based educational systems alike have often focused their That such formation and instruction are indeed life-long has often been misunderstood here in school combine in varying proportions to unfold the ministry of catechesis: life-long formation liturgy and regular participation in systematic religious instruction comprise the two main unique help from atholic schools where they exist. Within the parish, the celebration of Sunday and instruction in the faith. most important ministry. In it, parents are assisted and enabled primarily by the parish, with children in the ways of faith. The home and other family settings are the prime arenas of this elements of this support. Together, these diverse but interdependent systems -- home, parish, It is the mind and teaching of the hurch that parents are the first and primary educators of their individual lives of faith and their identification with the community of faith that is the hurch. desire of enabling not only those ministered to but also those ministering to grow in their own Leadership in this effort is shared by many persons, and is a special ministry in itself. love. This ministry is carted out in many ways in many different settings, with the intent and in the ministry of Jesus to bring all people to a personal and communal experience of God s In baptism, hristians are incorporated into the Body of hrist, the hurch, and given a share IN THE DIOESE OF HELENA I. ENABLING ATEHETIAL LEADERS

14 Diocese of Helena, as elsewhere across the country, this effort has been influenced and often determined by many different factors: the individual personalities, temperaments and abilities of people at all levels of ministry; the nature and extent of their prior personal experience, education or professional training in ministry; the resultant differences in understanding of ministry in general, or of catechesis and religious education in particular, especially pedagogical approaches; the relative assets and liabilities of ministry in a rural diocese; the influence of local parish and civic history and demographics; and the impact of local economic and sociological conditions. Given the uniqueness of life and ministry that exists in any parish in any diocese, these factors and more combine in different proportions for each locale. As a result, the challenge of providing effective catechetical vision and leadership may differ not only from one section of the country to another, but also from one corner of a diocese or even one pan of town to another. In response to this challenge, several important leadership roles in catechetical mlitistiy have emerged in recent years.. WHAT IS A DRE? Since the late l960s, the abbreviation DRE has been used in many parishes throughout the United States to identi& a Director of Religious Education : the person with overall responsibility, whether by office or delegation, for the development and administration of a parish s catechetical ministry and prograrmning. In some locales, persons with this responsibility are identified by other similar titles (e.g., Director of hristian Formation, Director of atechetical Ministry). In the Diocese of Helena, Director of Religious Education (DRE) has come to be the accepted designation. In many dioceses, the position and title of DRE are restricted to persons with specific academic or professional credentials and experience. Historically in our own diocese, however, very few people have had such credentials or experience. Hence, the above description has generally been accepted here, but with a wide range of application: pastors or parish administrators, with or without immediate support staff, and with or without appropriate academic or professional background; parish staffpersons, with or without appropriate academic or professional backgrounds; and other persons not on a parish staff, with or without these same considerations. SBK. I-I, Pagc2

15 the DE when no other person there has been so identified. Similarly, our diocesan atholic background for this particular role. school principals have also been identified as DREs, even though not all have had the necessary D. WHAT IS AN R.E. OORDINATOR? a certain nuancing. The term oordinator has most often been used to identi1, the person On June 3, 1992, the Diocese of Helena published a policy document entitled Fringe Benefits. 1994, the document distinguishes between a DE and a oordinator only minimally in its section Again over the years, for communication and other purposes, in addition to their aforementioned SBK. I-I, Page 3 background for this role. identification as DREs, the Diocesan Office of Religious Education has generally identified diocesan atholic elementary and junior high school principals as oordinators according to their respective school grade-level structures, even though they may not hve had the necessary oordinator is a person with similar but lesser credentials, experience and/or responsibilities than those required for a DRE. Personnel Policies and Procedures for Lay Employees of the Parishes and Institutions of the relationship reflected therein appears simply to be that which is referenced above; viz., a on salary considerations. No description or specification of either ministry is given. The Diocese of Helena. With its implementation permitted July 1, 1992 and required by July 1, identified as oordinators persons whom they have asked, whether from the outset or responsible, under the supervision of someone identified as a DE. for the development and background, this particular understanding of the DRE-RE relationship has applied only with age/grade level programming (Elementary, Junior High, etc.), and occasionally other areas as Again because of the limited number of persons in our diocese with appropriate credentials and administration of a particular segment of catechetical ministry and programming in a parish; e.g., well (sacramental preparation, RIA, family program, etc.). In some instances, parishes have DRE. The two are separate and distinct ministries, however, and should be understood as such. gradually, and intentionally or otherwise, to take on the more extensive responsibilities of a RE is generally understood to rank below a DRE even though the responsibilities or expectations of both in practice may often be quite similar. abbreviated RE for oordinator of Religious Education, this designation applies to persons with similar but lesser credentials, experience and/or responsibility than a DRE. As a result, a Also in recent years, the title and ministry of R.E. oordinator have developed. Often Religious Education has generally designated the pastor or pastoral administrator of a parish as Over the years, for both canonical and communication purposes, the Diocesan Office of

16 the term Youth Minister has the connotation of at least some professional or academic diocesan, parish and school ministry. Today, in more and more dioceses throughout the country, oordinator. The designation originated in the 1970s as a result of different trends in 53K. 1-1, Page 4 From time to time, some parishes in the diocese have not designated anyone specifically as a DRE or RE/YM, but rather have enlisted individuals to serve as contact persons for various document Fringe Benefits. Personnel Policies Procedures for Lay Employees of the Parishes and ministry is to develop and be properly served. Institutions of the Diocese of Helena; nor is it desirable over the long term if parish catechetical some instances, these parishes have asked or expected the contact person to provide much the realities of ministry in our diocese, it is not in accord with diocesan policy as presented in the same service as a DRE or RE/YM elsewhere. While this arrangement reflects certain RE program-related purposes (e.g., parishldiocesan inquiries, informational mailings, etc.). In F. WHAT S A ONTAT PERSON? chairpersons as Youth Ministers even though they may not have had the necessary background. high school principals and, where applicable, high school Religion/Theology Department as DREs, the Diocesan Office of Religious Education has generally identified diocesan atholic Again, for communication and other purposes, in addition to their aforementioned identification catechesis. Hence, a Youth Minister properly falls under the guidance and supervision of a in parishes where these ministries are covered by two different people. In principle, youth Questions occasionally arise about the proper relationship between a DRE and a Youth Minister ministry is understood as a developmental or age-related area of (he broader ministry of DRE, and should technically be referred to as a oordinator of Youth Ministry (YM). Other parishes have developed a broader and more accurate understanding of youth ministry Education and its Office of Youth Ministry are committed to fostering this broader concept of responsible primarily for coordinating a program of religious education for high school students. total youth ministry in all parishes and high schools of the diocese. the years, but with a wide range of interpretation. In some parishes, the Youth Minister is wherein this person is responsible for coordinating a more diversified ministry to, with and for adolescents than religious education offerings alone. The Diocesan Office of Religious In the Diocese of Helena, the concept of total youth ministry has generally been accepted over in dioceses where these latter ministries are specifically defined by such criteria. credentials and experience, though not as extensive as the designations DRE and RE, even The title and ministry of Youth Minister are only slightly newer than those of DRE and E. WHAT IS A YOUTH MINISTER?

17 the professional or academic credentials commonly ascribed to or required of such ministers in other dioceses. The vast majority have served in a completely voluntary or nominally stipended identified by various criteria as DREs and RE/YMs. As noted above, few of these have held The Diocese of Helena has been blessed over the years by the service of countless persons SBI I-I,Page5 believing that collaboration toward this goal is the shared responsibility of all. always room for improvement. The attempt to describe and distinguish between DRE and subsequent materials as a guide for both diocesan and local reference, we will continue our efforts to identif and support people in key leadership positions in catechefical ministry, argue that they are neither applicable, feasible, nor necessary for the continued development of competent catechetical ministers in all of its parishes and schools. With the attached and of Helena is committed to the continued identification, formation, training and support of to establish DRE andlor RE/YM positions, properly understood, in every parish, the Diocese catechetical ministry in our diocese. To the contrary, while it may not be possible or necessary RE/YM ministries in this and related documents may seem overwhelming at first. One might In all of these situations we have served ourselves as best we could at the time, but there is situation by occasionally listing contact persons as DREs or RE/YMs for mailing and other agreements with their pastor to negotiate the mutual expectations and requirements of their purposes when they may not originally have been understood as such by their parishes. capacity. Most have served without benefit of a written job description, relying solely on verbal ministry. Unfortunately, the Diocesan Office of Religious Education may have complicated this G. NEW OPPORTUNITIES AND DIRETIONS

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19 A. DIRETOR OF RELIGIOUS EDUATION DIOESE OF HELENA SBK. [-2, Page I and ecelesial condition of the people sewed in and through the parish community. - an ability to challenge and assist catechists and other adults in understanding and - a knowledge, understanding, and appreciation of the cultural, economic, educational, hurch teaching. interpreting their life and faith experiences in light of scripture and authoritative teaching of the Roman atholic hurch as put forth in the Bible, The atechism of lend understanding to the hurch s teachings. - a fidelity to and an ability to identify, explain and convey effectively the official - an ability to recognize and incorporate those elements in culture and society which the atholic hurch and related theological and catechetical documents. The Director of Religious Education demonstrates ATEHETIAL/THEOLOGIAL OMPETENIES Helena. where possible. Of themselves, they do not constitute a job description as such nor a personnel those identified for a oordinator of Religious Education/Youth Ministry if not listed below, is a following competencies are deemed appropriate to the ministry of the DRE and should be developed evaluation instrument. The sustained demonstration of these competencies, however, in addition to While their specification may vary from one parish to another in application or understanding, the desirable competencies may influence or determine over time the requirements of the position. recommended criterion for recognition as a Director of Religious Education in the Diocese of competencies, professional or otherwise, needed to serve effectively in this role, even as certain In each location, the specific requirements of this position influence or determine the particular dictate otherwise. atholics should serve as a DRE; they should also be confirmed, unless specific circumstances community they serve. They should have an understanding not only of their particular ministry and program responsibilities, but also of how their ministry fits into and serves the overall ministry of be registered, attend Sunday Mass regularly, and participate in the broader life of the parish parish s overall catechetical ministry and programming. As personal faith models, DRE s should willing to work cooperatively in its endeavors. Because of the nature of their ministry, only baptized The Director of Religious Education (DRE) in a parish is responsible to develop and administer the the parish, the diocese, and the universal hurch. A DRE must be unbiased toward the hurch and ATEHETIAL LEADERS II. DESIRABLE OMPETENIES FOR

20 catechesis based upon the catechetical documents of the hurch. - an ability to facilitate the process of creating and articulating a parish vision of The Director of Religious Education demonstrates... SBK. 1-2, Page 2 - an - an parish policy and procedures. catechists in the parish. ability to facilitate the development of a veritable faith community among ability to educate and supervise catechists according to established diocesan and in the parish and beyond. - an ability to relate and apply the catechetical perspective to a variety of ministries parish life and mission. - an ability to support and encourage the continuing involvement of catechists in formation and education of parish catechists. - an ability to understand and apply appropriate principles of spiritual growth, - an ability to provide personally or through appropriate resources for the on-going education and human development to the formation of catechists. a person s gifts and talents. an - an - catechetical ministry of the parish. The Director of Religious Education demonstrates... and technical skills in such a way as to invite their support and participation in the ability to communicate with and affirm others through the use of interpersonal (J ability to recruit catechists by discerning, calling forth and effectively utilizing 3. ATEHIST FORMATION OMPETENWS resources according to the needs of the parish. - an ability to select, adapt, enrich and facilitate the use of catechetical texts and adults and family. parish catechesis based on sound learning principles, with particular emphasis on - an ability to oversee and facilitate the development of a curriculum design for total catechesis. - an ability to develop long and short-term goals and objectives for total parish Worship, Service) into a total parish catechetical program. - an ability to integrate the principal elements of catechesis (Message, ommunity, addressing the catechetical needs of the parish. - an ability to design or select from existing models the most appropriate means for 2. PROGRAM DEVELOPMENT OMPETENWS

21 that reflects an awareness of and sensitivity to other parish ministries. procedures for the parish catechetical ministry. - an ability to administer a total parish catechetical ministry effectively in a manner - an ability to design, articulate and implement effective administrative policies and The Director of Religious Education demonstrates... SBI 1-2, Page 3 parish catechetical programming. - an ability to provide for the payment of bills and collection of fees that relate to manner. - an ability to monitor the use of hinds and implement the budget in a responsible - an ability to respect the overall budgetary needs and limitations of the parish. ministry to the pastor and/or other appropriate parish body. - an ability to draft, present and negotiate a viable budget for the parish catechetical The Director of Religious Education demonstrates BUDGET MANAGEMENT OMPETENWS priorities and responsibilities. - an ability to plan, organize and manage one s time in light of personal and program - an ability to identi& problems and resolve or manage conflict. the overall parish eatechetical ministry and programming. - an ability to provide for the maintenance of complete, accurate records and files of responsibilities as needful. - an ability to share, delegate and/or coordinate administrative tasks and administrative policies and procedures. catechetical ministry. - an ability to consult with others, particularly the pastor and those affected by such - an ability to review, evaluate and recommend policies and procedures for the parish 4. PROGRAM ADMINISTRATION ONEPETENWS

22 DIOESE OF HELENA SBK. 1-2, Page 4 - a fidelity to and an ability to identifs, explain and convey effectively the official - an ability to use theological and catechetical terms properly. catechetical program. teaching of the Roman atholic hurch as it relates to the particular parish the Liht of Faith (chapter 5). hristian Message for atechesis in the National atechetical Directory, Sharing - a fidelity to and working knowledge of at least the Principal Elements of the The oordinator of Religious Education/Youth Ministry demonstrates... atholic hurch. - an ability to understand and appreciate the catechetical ministry of the Roman 1. ATEHETEAL/TREOLOGIAL OMPETENIES in the Diocese of Helena. a recommended criterion for recognition as a oordinator of Religious Education/Youth Ministry personnel evaluation instrument. The sustained demonstration of these competencies however, is developed where possible. Of themselves, they do not constitute a job description as such nor a following competencies are deemed appropriate to the ministry of the RE/YM and should be While their specification may vary from one parish to another in application or understanding, the competencies, professional or otherwise, needed to serve effectively in this role, even as certain desirable competencies may influence or determine over time the requirements of the position. In each location, The specific requirements of this position influence or determine the particular circumstances dictate otherwise. only baptized atholics should serve as a RE/YM; they should also be confirmed, unless specific a parish s catechetical ministry and programming. As personal faith models, REJYMs should under the super-vision of a DRE, for the development and administration of a particular segment of be registered, attend Sunday Mass regularly, and participate in the broader life of the parish the parish, the diocese, and the universal hurch. A RE/YM must be unbiased toward the The oordinator of Religious Education/Youth Ministry (RE/YM) in a parish is responsible, community they serve. They should have an understanding not only of their particular ministry and program responsibilities, but also of how their ministiy fits into and serves the overall ministry of hurch and willing to work cooperatively in its endeavors. Because of the nature of their ministry, YOUTH MINISTRY B. OORDINATOR OF RELIGIOUS EDUATION/ ATEHETIAL LEADERS IL DESIRABLE OMPETENIES FOR

23 ommunity, Worship, Service) as they relate to the particular parish catechetical - an ability to describe and implement the principal elements of catechesis (Message, The oordinator of Religious Education/Youth Ministry demonstrates... program. SBK. 1-2, Page 5 catechetical program. - an ability to collaborate with the DRE and others in the administration of the overall - an ability to provide for the normal logistical and operational needs of the particular an ability to respond effectively to practical needs of catechists in the particular an ability to identii problems and resolve or manage conflict within the particular an ability to keep complete, accurate records and files for the particular parish parish catechetical program. parish catechetical program. parish catechetical program. parish catechetical program. parish, especially as they relate to the particular parish catechetical program. - an ability to implement the established administrative policies and procedures of the The oordinator of Religious Education/Youth Ministry demonstrates PROGRAM ADMINiSTRATION OMPETENWS catechetical program as needful. - an ability to provide in-service offerings for catechists in the particular parish for catechist formation as needful in the particular parish catechetical program. catechetical program when catechists are recruited. - an ability to describe the role and functions of a catechist in the particular parish - an ability to secure resource personnel and materials through appropriate channels of the parish, especially the particular parish catechetical program. - an - an ability to communicate with others in a warm, supportive and affirming manner. ability to call forth those who can assist in the catechetical mission and programs The oordinator of Religious Education/Youth Ministry demonstrates ATEHIST FORMATION OMPETENIES program. appropriate in administering and coordinating the particular parish catechetical - an ability to consult and collaborate with the DRE and other persons as needful and program. mission and programs of the parish, especially the particular parish catechetical - an ability to encourage parishioners to participate in and support the catechetical 2. PROGRAM DEVELOPMENT OMPETENIES

24 The oordinator of Religious Education/Youth Ministry demonstrates BUDGET MANAGEMENT OMPETENIES 58K. 1-2, Pagc 6 particular parish catechetical program. - an ability to provide for the payment of bills and collection of fees related to the expand the particular parish catechetical program as needful. program. - an ability to monitor the use of funds allocated to the particular parish catechetical - an ability to identif potential budgetary needs and request fimding to maintain or - an ability to plan, organize and manage one s time in light of personal and program priorities and responsibilitie&

25 DIOESE OF HELENA SHK. 1-3, Pav I - serves - participates - isa member of the parish staff. - communicates and meets regularly with the staff. in overall parish planning. - seeks input from and consults with the station catechetical program planning. as a resource and/or in-service person for the staff on catcchetical issues. The Director of Religious Education RELATIONSHIP TO PARISH STAFF - recommends parish policies from a catechetical perspective to the appropriate body. those related to catechetical ministry. - collaborates with the pastor in implementing diocesan and parish policies, especially planning for the parish. - advises the pastor of trends and/or other considerations that affect catechetical parish catechetical ministry. - communicates and meets regularly with the pastor. - establishes, reviews and evaluates with the pastor mutual expectations related to the and related programming. - carries parish s life and mission. out the pastor s directives by administering the parish catechetical ministry - shares in the pastor s responsibility for developing the catechetical dimension of the - is directly accountable to the pastor. The Director of Religious Education RELATIONSHIP TO PASTOR (PASTORAL ADMINISTRATOR WHERE APPLIABLE) otherwise indicated in a DRE position description. possible. These relationships are descriptive, and do not necessarily reflect specific tasks unless Education (DRE) must relate to many people in a wide variety of settings. The following relationships are deemed appropriate to the ministry of the DRE and should be developed where To address responsibly and effectively the catechetical needs of a parish, a Director of Religious A. DIRETOR OF RELI LOUS EDUATION FOR ATEHETIAL LEADERS Ill. APPROPRIATE MINISTERIAL RELATIONSHIPS

26 within and beyond the parish, for their relation to parish life and mission. - joins in dialogue with the council as needfiul to examine trends in catechesis, both The Director of Religious Education... 53K. L-3, Page 2 programs. - seeks input from and informs families/households of parish catechetical ministry and - communicates The Director of Religious Education... regularly with families/households through appropriate means. 6. RELATIONSHIP TO PARISH FAMUJIES/IIOUSEHOLDS - consults with the committee in preparing the parish budget for catechetical ministry. - initiates efforts to foster a community of faith among the committee members. - reports regularly to the committee on developments in parish catechetical programs. - seeks input from the committee in the planning and evaluation of parish catechetical programs. parish catechetical ministry. - provides and participates in external in-service opportunities with the committee. - participates with the committee in formulating recommended policies related to - ought not necessarily chair the committee. ) - meets regularly with the committee. - serves as a resource and/or in-service person to the committee for its internal processes as needful. - serves The Director of Religious Education... ex officio as a committee member. 5. RELATIONSHIP TO PARISH EDUATION OMMITTEE catechetical ministry as needful. both within and beyond the parish, with a view to securing ffinding for the parish - provides the council with information through appropriate channels on catechesis The Director of Religious Education RELATIONSHIP TO PARISH FINANE OUNIL - serves as a resource and/or in-service person to the council as needful. 3. RELATIONSHIP TO PARISH PASTORAL OUNIL - cooperates in efforts to foster a community of faith among the staff.

27 catechetical/religious education activities. - provides opportunities for various family/household groupings to participate in SBK. 1-3, Page 3 - consults with the principal and faculty on catechetical issues, programs and activities. - cooperates with and assists the principal in identif ing and carrying out parish and curriculum development. - serves school catechetical goals. as a resource and in-service person for school catechists and Religion The Director of Religious Education RELATIONSHIP TO A ATHOLI SHOOL AND OTHER SHOOLS - is aware of and advocates for the ministerial needs of individual catechists. - provides adequate resources for catechetical instruction, within the limits of the parish budget. - keeps planning. accurate records of catechists service. - provides opportunities for catechist involvement in parish catechetical program - provides opportunities for catechist recognition and affirmation by the parish. develops and provides catechists with a role definition and/or position description. - - provides catechists with an orientation to their ministry. - informs catechists of and provides in-service catechist development opportunities. catechetical ministry. - recruits, interviews and selects catechists based on their qualities and gifts for parish The Director of Religious Education... RE/YM WHERE APPLIABLE) 8. RELATIONSHIP TO PARISH ATEHISTS (IN OLLABORATION WITH - conducts position responsibilities. - collaborates with the RE/YM as needful on particular aspects of the RE/YM an annual personnel evaluation for the RE/YM. - supervises the catechetical ministry of the RE/YM. - communicates and meets regularly with the RE/YM. The Director of Religious Education... EDUATION/YOUTH MINISTRY (RE/YM) (WHERE APPLIABLE) 7. RELATIONSHIP TO THE PARISH OORDINATOR/S OF RELIGIOUS family/household life, and develops appropriate responses as feasible. - is sensitive to and analyzes the impact of parish catechetical programming on

28 facilities with the principal as needfiil. other parishes in all of the above relationships. collaborates with the principal and the DREs or appropriate representatives of the - in conununities comprised of several parishes but served by one atholic school, - coordinates parish catechetical program planning, scheduling and use of school SBK. (-3, Page 4 - is respectful of other faith communities. - encourages a deeper understanding of other faith traditions, with due attention to the uniqueness of the identity, teachings and tradition of the atholic hurch. The Director of Religious Education RELATIONSHIP TO OTHER FAITH OMMUNITIES - participates The Director of Religious Education... in the activities and processes of professional religious education associations at the regional and/or national levels as possible. - supports, communicates and interacts regularly with other catechetical leaders of the diocese for personal growth and ministerial development. PARISH 11. RELATIONSHIP TO OTHER ATEHETIAL LEADERS BEYOND THE etc.) as possible. - participates in other visible ministries of the parish (e.g. liturgical, social concerns, - participates regularly in the worship and other activities of the parish community, and encourages those involved in catechetical ministry to do the same. - cooperates on shared goals and objectives. - supports and interacts with other parishioners whose ministry relates to catechesis or involves catechetical concerns. - serves as a consultant on catechetical issues. - identifies and promotes a unity of ministry that flows from the parish mission. The Director of Religious Education... LARGE 10. RELATIONSHIP TO OTHER PARISH MINISTERS AND PARISH AT related to the parish catechetical ministry and programming. - engages in dialogue with local public and private school administrators on concerns staff. - assists the principal in fostering a community of faith among the school faculty and

29 13. RELATIONSHIP TO DIOESAN ATEHETIAL SYSTEMS - cooperates SBK 1-3, Page 5 - completes diocesan reports, surveys and consultation as requested. offerings. - promotes and participates in diocesan-sponsored catechetical programs and in-service catechetical programs and services as needful. - cooperates with diocesan staff in the design, implementation and evaluation of ministry. - holds or is working toward diocesan certification as a DRE. - promotes and implements diocesan policies, especially those related to eatechetical The Director of Religious Education... - supports ecumenical outreach to other faith communities. on projects that foster a spirit of ecumenism.

30 SBI 1-3, Page 6 as appropriate. - is attuned to the impact and implications of other parish programs and ministry on the - participates in efforts to develop a community of faith among the members of the staff particular parish catechetical program, and vice-versa. - cooperates in the implementation of catechetical and other programs of the parish. needful. - provides information on the particular parish catechetical program to the staff as - communicates and may meet regularly with staff members. The oordinator of Religious Education/Youth Ministry RELATIONSHIP TO PARISH STAFF policies and procedure. - carries out the DRE s directives for implementing diocesan and parish catechetical program or ministry for which the RE/YM is responsible. - carries out the DRE s directives for maintaining the particular parish catechetical - reviews mutual expectations with the DRE related to the parish catechetical ministry. - communicates and meets regularly with the DRE. - is directly accountable to the DRE The oordinator of Religious Education/Youth Ministry... APPLIABLE) AND/OR DRE (WHERE APPLIABLE) RELATIONSHIP TO PASTOR (PASTORAL ADMINSTRATOR WHERE specific tasks unless otherwise indicated in a RE/YM position description. The following relationships are deemed appropriate to the ministry of the RE/YM and should be developed where possible. These relationships are descriptive, and do not necessarily reflect Education/Youth Ministry (RE/YM) must relate to many people in a wide variety of settings. To address responsibly and effectively the catechetical needs of a parish, a oordinator of Religious MINISTRY B. OORDINATOR OF RELIGIOUS EDUATION/YOUTH DIOESE OF HELENA FOR ATEHETIAL LEADERS III. APPROPRIATE MINISTERIAL RELATIONSHIPS

31 alerts the council through appropriate channels to trends in catechesis both within and beyond the parish for their relation to the particular parish catechetical program. appropriate channels as needful. The oordinator of Religious Education/Youth Ministry... information on the particular parish catechetical program to the council through - provides 53K. L-3, Page 7 relate to the particular parish catechetical program. - welcomes input from families/households in planning the particular parish catechetical - listens and attempts to respond to the catechetical needs of families/households as they program. to families/households through appropriate means or channels. - communicates The oordinator of Religious Education/Youth Ministry... information regarding the particular parish catechetical program regularly 6. RELATIONSHIP TO FAMILIES/HOUSEHOLDS - assists the committee in preparing the parish budget for catechetical ministry. - cooperates in efforts to foster a community of faith among the committee members. - cooperates with the committee in implementing diocesan and parish catechetical policies - participates in in-service offerings with the committee. and procedures. needful. - provides information on the particular parish catechetical program to the committee as - cooperates with the committee in planning parish catechetical programs. - meets regularly with the committee. ought not necessarily chair the committee. - may The oordinator of Religious Education/Youth Ministry... serve ex officio as a committee member. 5. RELATIONSHIP TO PARISH EDUATION OMMITTEE appropriate channels as needful. beyond the parish that indicate funding needs for the particular parish catechetical - provides information on the particular parish cateehetical program to the council through - alerts the cowcil through appropriate channels to trends in catechesis both within and program. The oordinator of Religious Education/Youth Ministry RELATIONSHIP TO PARISH FINANE OUNIL 3. RELATIONSHIP TO PARISH PASTORAL OUNIL

32 - recruits, interviews and selects catechists based on their qualities and gifts for parish catechetical ministry. description. - assists and enables catechists to understand their role definition and/or position The oordinator of Religious Education/Youth Ministry... SBK 1-3, PageS - cooperates on shared projects and programs. catechetical program. - supports a unity of ministry that flows from the parish mission. - informs others on catechetical issues, especially those related to the particular parish The oordinator of Religious EducationlYouth MinisUy.. 9. RELATIONSHIP TO OTHER PARISH MINISTERS AM) PARISH AT LARGE - coordinates planning, scheduling and use of school facilities with the principal through - in - informs collaborates with the principal and DREs, oordinators or appropriate representatives concerns related to the particular parish catechetical program. local public and private school administrators through appropriate channels of of the other parishes in all of the above relationships. communities comprised of several parishes but served by one atholic school, program. appropriate channels as needm for their impact on the particular parish catechetical - informs the principal though appropriate channels of in-service opportunities for school appropriate channels - keeps the principal informed of the particular parish catechetical program through catechists as they relate to the particular parish catechetical program. The oordinator of Religious Education/Youth Ministry RELATIONSHIP TO A ATHOLI SHOOL AND OTHER SHOOLS through appropriate channels and within the limits of the parish program budget. - keeps accurate records of catechists service. - is aware of and responds to the ministerial needs of program catechists. - secures adequate resources for catechetical instruction in the particular parish program planning the particular parish catechetical program. - provides opportunities through appropriate channels for catechist involvement in channels by the parish. - provides catechists with an orientation to their ministry. - informs catechists of and provides in-service catechist development opportunities. - provides opportunities for catechist recognition and affirmation through appropriate 7. RELATIONSHIP TO ATEHISTS OF PARTIULAR PARISH PROGRAM

33 - participates - participates in other visible ministries of the parish (e.g., liturgical, social concerns, etc.) as possible. regularly in the worship and other activities of the parish community, and encourages those involved in catechetical ministry to do the same. SBK. 1-3, Page 9 - provides information for diocesan reports and surveys as requested. - implements diocesan policies related to catechetical ministry, especially those related - participates in diocesan-sponsored cateehetical programs and in-service offerings. to the particular parish catechetical program. - holds or is working toward diocesan certification as a RE/YM. The oordinator of Religious Education/Youth Ministry RELATIONSHIP TO DIOESAN ATEHETIAL SYSTEMS - supports ecumenical outreach to other communities. - cooperates on projects that foster a spirit of ecumenism. - is respectful of other faith communities. The oordinator of Religious Education/Youth Ministry RELATIONSHIP TO OTHER FAITH OMMUMTWS personnel growth and ministerial development. associations at the regional and/or national levels as possible, - supports, communicates and interacts with other catechetical leaders of the diocese for - participates in the activities and processes of professional religious education The oordinator of Religious Education/Youth Ministry... PARISH 10. RELATIONSHIP WITH OTHER ATEHETIAL LEADERS BEYOND THE involves catechetical concerns, - supports and cooperates with other parishioners whose ministry relates to catechesis or

34 I:. 0

35 DIOESE OF HELENA SBK IA, Page 1 is spec ified. responsibilities where they exist. Appropriate attention to distinctions between Director acceptance over time. Though Religious Education is commonly used to designate many and youth ministry may also need further definition or clarification before a position title and oordinator, and between Formation and atechesis or Religious Education, may help in arriving at a title. The local understanding of high school religious education positions, we strongly encourage as much as possible the specification of catechetical of ministry identified by it. Especially for Pastoral Minister or Pastoral Associate most specific title can often include responsibilities that range far beyond the particular area Naming a position is critical, even if certain titles have generally won unquestioned aspects of catechetical programming, other indications (hristian Formation, atechesis, etc.) may be preferable. Given the breadth of ministerial needs in this diocese, even the A. POSITION TITLE ATEUETIAL LEADERS. ATERETIAL LEADERS and APPROPRIATE MINISTERIAL RELATIONSHIPS FOR concerns, and are best used with the accompanying DESIRABLE OMPETENLES FOR very important document. To enhance this awareness, we offer the following elements for consideration in the composition ofajob description for a DRE or RE/YM. These address basic Ajob description is neither a legal contract nor a guarantee of employment, but it is nonetheless a they seek to enlist or employ qualified and competent persons to serve as DREs and REs/YMs. possible to devise a generic job description that will accommodate the needs of all our parishes as area of catechetical leadership. Despite the many similarities that exist among them, it is not Nor is it possible to devise one that will accommodate the interests, skills and abilities of every prospective candidate for these positions. Such tasks are the responsibility of the individuals and communities involved. Yet without a clear and comprehensive job description, neither the parish their achievement of them. its life as church. Such diversity poses tremendous opportunities and challenges, especially in the The Diocese of Helena manifests a great and wonderful diversity in its people, its geography and nor its catechetical leaders can effectively pursue their common and respective goals, or evaluate YOUTH MINISTRY OORDINATOR OF RELIGIOUS EDUATION! DIRETOR OF RELIGIOUS EDUATION FOR ATEHETIAL LEADERS IV. JOB DESRIPTION ONSIDERATIONS

36 terminology may be used as long as it clearly indicates the full extent of the position s If possible, summarize the position in no more than three sentences. More generic 58K. 14, Page 2 maintain appropriate confidentiality in all relationships 2. ommunication and ollaboration provide for conflict management and resolution as needful --solicit and disseminate information as needful --communicate with, resource and support parish staff and other ministers --participate in staff and other meetings and processes as needful develop program plan/s of action as needful --develop parish and/or program mission statement for catechesis --develop program goats and objectives, both long and short-term help set parish priorities through appropriate channels assess local catechetical needs --study church documents related to catechesis 1. Parish Vision specification, is a matter of local understanding and determination. The following list of basic and generally accepted activities or responsibilities of DREs and/or REs/YMs is ) offered to assist in the composition of job descriptions for these ministries. It is neither it difficult to distinguish them individually. The extent of each activity, or its detailed REs/YMs are often expected to direct or coordinate. Sometimes these overlap, making exhaustive nor non-negotiable, nor does it necessarily reflect duties or responsibilities held Beyond these considerations, there are many different areas of activity that DREs and solely by DREs or REs/YMs. (professional, administrative, technical, secretarial, clerical, manual, etc.), and the particular Indicate in separate sections the different types of work required in the position responsibilities included in each. Indicate duties or responsibilities that are shared with other persons, and the extent of interaction as feasible.. PRINIPAL DUTEES AND RESPONSIBILITIES etc.), or other unique considerations should be referenced in the position summary. stipulations as to the longevity of the position (e.g., full-time/part-time, regular/temporary, desired influence and impact. The name of the employer or hiring entity, plus any B. POSITION SUMMARY

37 --review curriculum and program resources --integrate church teaching throughout curriculum integrate Message, Worship, Service and ommunity at all levels circumstances 53K. [-4, Page 3 develop program staff goals and objectives in light of parish vision and mission develop office procedures as needful --develop program staffjob descriptions statement and program goals and objectives hire and/or dismiss program staff as needful through appropriate channels 6. Program Staff Management coordinate local calendars and use of facilities as needhul implement parish and diocesan policies as applicable provide for development of participant lists, maintenance of attendance records, 5. Program Administration assign catechists and other staff to program areas as needful provide for maintenance of appropriate sacramental records provide for collection of applicable program fees provide for ordering and distribution of program materials, including ensure safe and pleasant environment for participants help determine and enforce facilities use guidelines provide for facilities set-up and maintenance as needful etc. --provide program publicity --establish program procedures --provide for participant registration audiovisual options as needful set program schedule --educate on the ministry and responsibilities of catechists --provide opportunities for continuing faith and community formation among catechists and other program staff --integrate diocesan guidelines as applicable identify and recruit catechists and other program staff provide training in program areas as needfiil 4. Program Staff Recruitment and Formation design andlor select program materials integrate diocesan catechctical guidelines where applicable conduct periodic program and materials evaluations consult with and report to supervisor and others as needftil 3. Program Planning and Evaluation assess parishioner needs, with sensitivity to individual and communal

38 responsibilities or policies convene and conduct program staff meetings as needftul manage program staff personnel records as needful inform and educate program staff of diocesan, parish, legal and other provide encouragement and development opportunities for program staff as feasible SBK. IA, Page 4 --participate in parish, diocesan and other opportunities for professional development --maintain personal time apart from position responsibilities --network with other ministers in similar positions --read current literature related to catechetical ministry and/or program area/s of program area attend workshops, seminars and conferences relaled to catechetical ministry and/or responsibility 9. Personal Professional Development develop professional growth plan provide for nurture of personal spirituality maintain membership in professional catechetical organizations as feasible periodically observe individual program staff performances 8. Program Staff Evaluation design program staff evaluation instruments as needhil observe parishioners responses and experiences needfiul --periodically measure program staff goals and objectives against parish vision and periodically measure program results against program staff goals and objectives --solicit input from parents, pastor, parish and program staffs, participants, etc. Q plans for further growth --confer periodically with program staff individually to review progress and develop mission statement and program goals and objectives --provide periodic program accounting to pastor and/or other appropriate parties as --set program fees as needful --negotiate salaries or stipends as needful through appropriate channels prepare and present program budget request and/or approve disbursements maintain financial records as needfiñ monitor program budget provide for hind raising as needful 7. Proenm Budget Administration study parish and local economic situation and prospects --supervise program staff --solicit program staff input

39 --Elementary catechesis (basal or grade-level) --Intermediate (usually 4-6) Primary (usually K-3) Early childhood and/or Pre-school catechesis SRK. IA, PageS Indicate specifically any such items the minister may be required to use under ordinary working conditions in the position. This should include office equipment, telephone F. MAHINES, TOOLS AND MATERIALS supervision of other persons. may receive supervision, occasional or otherwise, from persons other than the immediate supervisor. Indicate any responsibility, regular or occasional, the minister may have for Indicate the minister s immediate supervisor and, if different, the person responsible for conducting the minister s periodic performance evaluation. Also indicate if the minister D. SUPERVISION GWEN AND REEIVED --onfirmation (if not included in Youth Ministry) --Marriage --atechesis for persons with special needs Family Life and/or hristian Sexuality catechesis RIA (adults and/or children) --Total Youth Ministry Lectionaiy-based catechesis Sacramental catechesis Reconciliation --Adult catechesis (includes Young Adult) --Liturgical catechesis Fligh School (usually 9-12) Junior High (usually 7-8) Parent programming Topical interest programming Baptism Orders Retreat and/or Recollection experiences Seasonal programming (temporal and/or liturgical) Adolescent catechesis Eucharist Anointing of the Sick --Family-based catechesis iq Program Responsibility Options

40 F. WORKING ONDITIONS SBK. (-4, Pagc6 Provide for acknowledgment signatures of the minister, immediate supervisor and, if different, the local hiring authority. Indicate the date for each signature. I REQUIRED SIGNATURES Indicate the position classification by type and salary range, and any benefits that are Exempt or Non-Exempt according to the Fair Labor Standards Act. offered, in accordance with diocesan policy. Indicate whether the position is classified SALARY AND BENEFITS desirable. Indicate any continuing education requirements or expectations for the position. Indicate any prior education, experience and/or credentials required for the position, including any equivalency considerations. Distinguish qualifications that are required or H. EDUATIONIEXPERWNE REQUIREMENTS considerations that may be unique to the position. Indicate any requirements of compliance Indicate any specific relational traits, skills or abilities required, including any with applicable diocesan and/or parish policies as needfiul. G. JOB SPE WIATIONS etc. Indicate any other conditions, physical or otherwise (including safety standards), that (including evenings and weekends), travel, parish affiliation, civic community involvement church, parish center, personal home, other homes, schools, community, diocese, etc. Indicate requirements or expectations of actual on-site presence and other availability Indicate the particular work locations associated with the requirements of the position; e.g.. may impact the position requirements. systems, computer or word processing systems, vehicles, etc. The availability and expectations of training as needful should be indicated.

41 DIOESE OF HELENA SBI 1-5, Page periodic appraisal, individuallprogram transition, etc. The purpose of the evaluation should be clear to all parties involved; e.g., atmosphere of prayer and discernment As much as possible, all performance evaluations should be conducted within an individual party or program involved, or of the parish community at large. Evaluations should never be conducted in a time of crisis, whether of any deferred from that basis unless absolutely necessary for one or another party. As much as possible, evaluation should be conducted on a regular basis, and not to a particular interview occasion. Performance evaluation should be seen as an on-going process, and not limited and REs/YMs. To assist in this effort, we offer the following principles for the effective evaluation of DREs A. BASI PRINIPLES parish hopes and goals. R&YM with a unique opportunity to connect personal accountabilities and achievements with or mission, periodic appraisals can lead to growth and improved relationships for all involved. In When based on mutually agreed-upon standards of accomplishment in pursuit of a particular vision the area of catechesis and faith formation especially, they provide both the parish and the DRE or may in fact be utilized effectively together. and also liabilities if carried to an extreme; but they are not necessarily opposed to one another, and in part of certain measurable or otherwise objectifiable considerations. Yet there is often a often less so in practice. As in other fields, competency in catechetical leadership admits at least temptation to forego these in favor of more subjective criteria. Each approach has its proper merits Performance appraisals for persons in ministry are generally welcome and accepted in theory but YOUTH MINISTRY OORDINATOR OF RELIGIOUS EDUATION/ DIRETOR OF RELIGIOUS EDUATION ATEHETIAL LEADERS V. EVALUATION ONSIDERATIONS FOR

42 appraisal. evaluation. There should be a clear distinction between personnel evaluation and program minister among certain subsidiasy groups; e.g., parish pastoral council, education committee, Some parishes may find it helpful or desirable to conduct preliminary appraisals of a perform well in a particular position without necessarily being able to meet goals and process itself and all parties involved. Though helpfiul and well intended, some attempts at standardization can often compromise assessment that is both objectively and subjectively balanced, thereby serving the evaluation parties. orrespondent references to the job description can provide the opportunity for an objectives that have been previously set, whether by the person being evaluated or other the validity or viability of the job descriptions they are intended to serve. It is possible to vaiuable in allowing for differences of temperament and personality among participants in the evaluation process. evaluations. Such instruments are generally developed on various models or rationales. They may be based on a person s job description; the program goals and objectives; the considerations. In some instances, such a combination of approaches may indeed be knowledge, skills and abilities desired or present; or a combination of these or other A wide variety of standardized questionnaires is available for use in parish personnel prior to and apart from the actual appraisal. should be clearly identified prior to and apart from the actual appraisal. supervisor/hiring authority, and the extent of their bearing on the process, position. attention to provisions for the minister s growth and development in the possible. clearly connect with an&or refer to the minister s job description as much as appraisal should be clearly identified prior to and apart from the actual The particular means, scheduling and other circumstances of a performance Whatever evaluation instrument or process is used, the appraisal process should Unless otherwise applicable, performance appraisals should include some Participants in the evaluation process other than the minister and/or All parties with access to the evaluation findings should be clearly identified B. EVALUATION MODELS AND PROESSES :. SBK. h5, Page 2

43 instrument itself, or some other similar process. performance appraisal. These assessments may use or be based upon the official evaluation t name of person evaluated name of evaluator andlor supervisor, if different position under evaluation appraisal type (annual, exit, other-specify) date of last evaluation date of current evaluation employee comments recommended changes to assist with performance, including training and/or employee skills and abilities not fully utilized in present position, if applicable employee acknowledgment signature signature evaluation summary (satisfactory, deferred to specific re-evaluation date, SBK. 1.5, Page 3 several may occasionally be of value. LEADERS. The models suggested here are not mutually exclusive; a combination of Several of the following models can best be developed in conjunction with the accompanying DESIRABLE OMPETENWS FOR ATERETEAL LEADERS, and POTENTIAL JOB DESRIPTION ELEMENTS FOR ATEHETIAL APPROPRIATE MiNISTERIAL RELATIONS FOR ATEHETIAL LEADERS continued unsatisfactory, etc.) of evaluator andlor supervisor, if different development, if applicable should include provisions for the following basic information and considerations: development of local evaluation instruments. Whichever model is chosen or developed, all Rather than specific formats, we offer the following examples for consideration in the. DEVELOPING EVALUATION INSTRUMENTS process is in accord with the official evaluation process. Equally important is any selfassessment conducted by the minister in preparation for or as part of the official catechists, other representative persons, etc. are should be taken to ensure that such a

44 A description Unacceptable Excellent respond most recent job No basis to List items from SBK. 1-5, Page 4 Etc. (See preceding example). 0 I B A professional competencics No basis tp desired Unacceptable Excellent respond and/or List personal Evaluation Model III (based on competencies desired) Etc. (See preceding example) B A obiectives Unacceptable Excellent respond area and/or most recent 2oals and No basis to List program Evaluation Model II (based on program goals and objectives) Extend as needm to accommodate items evaluated B Evaluation Model I (based on job description) 0 4

45 A desired Unacceptable Excellent respond relationships No basis to List ministerial SAK. L-5, Pace 5 personnel evaluation. For more information, call or The Personnel Office of the Diocese of Helena is available to assist in matters related to II. FURTHER ASSISTANE 3 = Moderately important 5 = Vital 4= Very important 3 = Adequate skill or understanding present 5 = Highly competent 4 = onsiderable skill or understanding 2 = Somewhat important 2 = onsiderable improvement needed Deyree ofimportance = Not at all important I = Skill or understanding completely lacking Degree of Development present evaluation instrument. This may be done separately in preparation for the appraisal, or integrated indicating the degree of importance and degree of development for each item specified in an directly into the evaluation format. The following scale is suggested for each: As circumstances warrant, it may also be desirable and helpful to include some provision for Etc. (See preceding example) B Evaluation Model IV(based on ministerial relationships desired)

46 a 1.

47 DIOESE OF HELENA 53K. 1-6, Page 1 all persons in similar positions within the same parish. ompensation and benefits should be equal or at least internally consistent for depend on the provision of compensation and benefits consistent with the professional nature of their ministry. The further identification and development of qualified catechetical leaders may other factors not equally applicable in all parishes of the diocese. The provision of compensation and benefits may be subject to economic and competencies, experience and responsibilities. commensurate with their professional education, training, skills and DREs and REs/YMs have a right to receive compensation and benefits education, training and skills necessary to perform their ministry. and REs/YMs) are expected and may be required to obtain the formation, I As participants in that professional ministry, parish catechetical leaden (DREs within the hurch. Q atechefics and religious education constitute an area of professional ministry of compensation To this end, we offer the following principles for ajust and reasonable approach to the issue A. BASI PRINIPLES as well. issue ofjust and reasonable compensation for qualified ministers in leadership roles involves far Employees of the Parishes and Institutions of the Diocese of Helena became diocesan policy. The On July 1, 1994, the document Fringe Benefits. Personnel Policies and Procedures for Lay more than finances. Responsible stewardship demands that certain attitudes and practices change OORDINATOR OF RELIGIOUS EDUATION/YOUTH MINISTRY DIRETOR OF RELIGIOUS EDUATION ATEHETIAL LEADERS VI. OMPENSATION ONSIDERATIONS FOR

48 by all parties as fair and just. Any compensation and benefits pian should be explicitly stated and clearly seen SBK. 1-6, Page , :*4,; ; ;-. - hr fl-. t:t H;: c1,.. fl 4 4I Z. j, principles. should be evaluated at regular intervals and always reflect a consistent rationale based on the above discretionaxy judgments. There should be a concerted effort to minimize these in order to provide an objectively fair and equitable remuneration for services provided. onsequently, the plan itself The implementation of any compensation and benefits plan may occasionally involve certain means of an established supervision and evaluation process. ontinued or increased compensation and benefits should he determined by commonly apply to other professionals ateehetical leaders have a right to receive the civil and legal benefits that Li

49 DIOESE OF HELENA 53K. 1-7, Page I 2. Is there a pre-planned meeting agenda? 3. Is the agenda given to members well before the meeting? 4. Is the printed agenda actually followed at the meeting? membership selection and terms? Leadership and supporting offices or roles? give a clear statement of purpose and function for the Board? Do they address 1. Does the Board have established bylaws or statutes by which to operate? Do these Group Processes ertain basic procedures or tools are vital to the good operation of any advisory body. A. ROUTINE ORGANIZATIONAL TASKS No parish is too large or too small to benefit from the establishment of an advisory body for its term Board will be used as a descriptive title for the advisory body. creating a good working relationship among all involved. For the purposes of this document, the catechetical ministry and related programming. The following guidelines are offered to assist in is canonically responsible for administering the life and direction of a parish, he may and indeed connote certain functions or responsibilities in secular settings, their meaning and application in locale to another: committee, commission, council, board, etc. While these designations may should take counsel among his parishioners, however, the pastor is not necessarily bound by that ministry and related programming. The organizational names given to such a forum vary from one church usage are not always the same. At the parish level in particular, the distinction between an advisory and a consultative role for such bodies is of key importance. Because it is the pastor who the group is deemed to be only advisory in its relationship to the pastor and his decision-making Some parishes have chosen to establish a similar forum for their local efforts in catechetical counsel. onsequently, whatever organizational title is given to such a body in any given parish, processes. establishment of advisory or consultative bodies at the parish and diocesan levels: pastoral councils, discuss and act on the needs of the particular community they serve. informed participation and mutual responsibility have often been greatly enhanced by the people work from a sense of mutual responsibility for advancing the reign of God, each according finance councils, etc. In these arenas, the People of God intentionally come together to pray, learn, to his or her own vocation, ministry can truly flourish. Efforts toward the development of this Effective ministry depends highly upon the active, informed participation of all the faithfiul. When ATEHETIAL MINISTRY VII. PARISH ADVISORY BOARDS FOR

50 1. Do members study the agenda prior to the meeting? Member Processes 7. Do meetings begin promptly at the announced time? SBK 1-7, Page 2 parish catechetical programs? 2. Does the Board have an on-going program to attract volunteer catechists to serve in related programming? 1. Has the Board studied the staffing needs of the parish catechetical ministry and its Board Processes volunteer and professional staffing for parish catechetical ministry. Boards share responsibility for solving the very pressing problem of providing adequate. ATEHETIAL MIMSTRY STAFFING programming of the parish? catechetical ministry and its programs? 2. Do members have confidence in a correctly-informed parish interest in the parish I. Are members informed of people s feelings toward the eatechetieal ministry and Member Processes problems or concerns in the parish catechetical ministry? 2. Are Board policies printed and made available to the parish? 3. Does the Board sponsor informational meetings on the parish catechetical ministry and its related programs? ) and other activities of the Board? I. Are arrangements made for regular coverage of and publicity for meetings, studies 4. Does the Board use the help of parish organizations and other groups in addressing Group Processes improvement. keep the parish informed as to the kinds of programs offered or available and their plans for Good advisory bodies are those with strong parish support. To gain this support, they must B. OMMUNITY RELATIONS 3. Do members attend meetings regularly? 4. Do new members receive an orientation to the Board, its processes and activities? 2. Do members reserve conclusions until after discussion? 6. Are meetings held regularly with good attendance by members? 5. Are regular minutes of the meetings recorded and preserved?

51 Member Processes eliminate misunderstandings? 4. Are Board regulations and policies made available to catechists to reduce or SBK. 1-7, Page 3 administrators, catechists, etc.? itself simply to policy development? 2. Do Board policies specif3 the proper roles of the pastor. Board, catechetical program 3. Are Board policies broad enough to cover routine problems? 4. Does the Board allow program administrators to carry out the policies, and confine such a way as to be useful? 1. Are Board policies written in such a way as to be understandable, and organized in Board Processes The most important fimcfion of the Board is the development of appropriate policies for the parish catechetical ministry and its programs. This process, in effect, documents the specific goals and objectives of the Board and parish in this area. E. ATEHETIAL POLiY DEVELOPMENT mimstiy and related programming? 2. Are members acquainted with all the features of a well-rounded parish catechetical the parish catechetical ministry and its programs? 1. Are members familiar with the equipment and other physical or material needs of Member Processes 2. Are funds made available to finance catechist training? 3. Do catechists participate in planned training programs? 1. Are adequate resource libraries available? Board Processes improvement of instruction in the faith. Effective Boards share responsibility for establishing the conditions necessary for the D. ATEHETIAL INSTRUTION IMPROVEMENT related to the parish catechetical ministry and its programming? 1. Do members refrain from interfering in professional or administrative matters comfortable and competent in their ministry? 3. Does the Board help provide an atmosphere wherein catechists feel secure,

52 development efforts? 7. Does the Board consider parishioner wishes and suggestions in its policy matters? SBK. I-i. Page 4 changed in accordance with shifting trends? 2. Do members realize that changing conditions result in changing needs? 3. Are members aware that long-range plans have to be constantly examined and catechetical ministry and its programs? 1. Do members keep informed of national trends and their effect on the parish Member Processes programs? programs? material and financial resources for the parish catechetical ministry and its related 2. Based on this study and resultant projections for coming years, does the Board 3. Does the Board collaborate with the parish Finance ouncil in determining financial 4. Does the Board consult with other parish groups in regard to increasing human, needs and resources that will impact the parish catechetical ministry and its related indications of change? conduct planning for change and adjustment? programs and local population sources (parish census, public school system, etc.) for 1. Does the Board study enro)lmentlparticipation figures for all parish catechetical Board Processes management. demands and needs of the future, thereby lessening the perception or prospect of crisis small parishes, social demographics, trends and other indicators of change point to the Good Boards plan ahead, at least as many as three years in advance. Whether in large or F. ATEHETIAL MINISTRY PLANNENG catechetical ministers and parishioners at large? 3. Are members aware that consistent Board policy inspires confidence among development? 2. Do members refrain from interfering in administrative matters related to policy I. Are members familiar with all Board policies? Member Processes parish catechetical ministry and its related programs? 5. Do Board policies include references to the Board s goats and objectives for the 6. Are most Board policy development efforts devoted to catecheticaweducational

53 Board Processes. ATEHETIAL MINISTRY EVALUATION 4 O 53K. 1-7, Page 5 : : 4* A A I y I H. 2. Do members rely solely on program administrators to provide the Board with ministry and its programs on factual information, not hearsay? accurate information as to their program s effectiveness? I. Do members base their opinions on the effectiveness of the parish catechetical Member Processes ministry in reaching its stated objectives? administrators on the relative successes and failures of the parish catechetical 1. Does the Board receive periodic reports from the pastor and/or program Effective Boards share responsibility for, and are not afraid of, objectively evaluating their efforts and those of the parish in general in catechetical ministry and related programming.

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55 DIOESE OF HELENA SBKI-R. Page I preparation offerings and one-time topical opportunities, should be kept on file. to another. Program calendars and related publicity items, including sacramental Rarely does parish catechetical programming look exactly the same from one year 2. Previous Program Offcrings and Schedules those who have been sewing for a long time, pastors and other staff persons both perceptions and assessments may vary, the DRE and REIYMs should include anniversaries and centennials. records can provide a valuable resource for future planning, as well as for parish such a history affords, people involved in a parish s catechetical ministry can lose This is often the most difficult record to develop and maintain, but it is well worth and may be inclined to keep repeating what has been tried before without much success. Appropriate sourcesfor a narrative history include former catechists and the effort from both an archival and a planning perspective. Without the longer view sight of the many developmental influences that have led to their present situation, present and former, eherly parishioners, parents, teens, children, etc. Record their stories about the parish s catechetical efforts over the years and their feelings about them in a safely-kept journal, adding new installments each year. Though evaluative bulletins, newsletters and news clippings as added documentation. Together, these their particular feelings as well. In a companion scrapbook, include photos, 1. Narrative Parish atechetical History A. HISTORIAL REORDS historical and current. In time, the latter are integrated into the former. The following guidelines are offered for the recommended content and maintenance of each. Two types of records should be maintained for a parish s catechetical ministry and programming: Though still a tedious process in some instances, modem technological systems have greatly enhanced our records management needs and capabilities. our efforts in ministry, records can also be useful tools for program planning and implementation. alleviate the many other tasks often associated with parish catechetical ministry. In addition to The creation and management of both individual and program records can either complicate or serving the responsibility we share with past, present and future co-workers for the good order of ATEHETIAL MINISTRY VIII. REORDS MANAGEMENT IN PARISH

56 needful, indicate deaths and/or relocations. grades or classes taught, membership on parish/diocesan RE. Board, etc. As In addition to the last-known address and phone, include their years of service, SBK1-8, Page 2 communities, the information listed above under urrent Records is gathered for Because confidentiality is a concern with any record-keeping, especially in small policies for such. to parish catechetical programming, should be done in accordance with parish and diocesan records of a parish. This responsibility is not to be delegated lightly to a secretary, DRE or RE/YM. The identification, storage and retrieval of all records, including those related It is the canonical responsibility of the pastor to maintain all sacramental and other related. REORDS MAINTENANE, AESS AND RETENTION learning progress should be kept. Only attendance and other information specifically related to the participant s 3. Participant Progress Records as needful). Upon initial enrollment, some brief statement of prior catechetical should be submitted upon enrollment and maintained on file for continuing reference program area, school name, parent/guardian name (and religion, if desired), emergency contact information, noteworthy health concerns, etc. Indicate sacramental profile for Baptism, onfirmation, and First Eucharist, including date () and church where each received (an official certificate from the parish/es involved Include name, address, phone, date of birth, date of enrollment, current grade or program involvement may he desirable. 2. Participant (under age 18) Records health concerns, etc. Other information may be listed as needful or desired. assignment, spouse s name if applicable, emergency contact information, noteworthy Include name, address, phone, years of service, current grade or program area I. atechist List B. URRENT REORDS 3. Previous DRE/RE/YMlatechist Lists

57 particular records. administrative purposes only, to be used only when needed. It is not intended for : n SBET-8, Page 3 :.. catechetical program. least seven (7) years beyond the date of his or her last participation in the particular parish History mentioned above, a person s urrent Records files should be retained for at Apart from their potential and adapted integration into the Narrative Parish atechetical circulation, and care must be exercised in its use and control. Information in programrelated directories1 may be published only with the consent of those listed. If they so request, families or individuals who move out of a parish should be given a copy of their

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59 A. ONTEXT AND RATIONALE ) SBK.I-9, Page I and serves the overall ministry of the parish, the diocese and the universal hurch. atechists should receive not only an orientation to their particular ministry and program responsibilities, but also an understanding of how their ministry fits into regularly, and participate in the broader life of the parish community they serve. 2. As personal faith models, catechists should be registered, attend Sunday Mass approval may a non-atholic serve as a catechist. It is not appropriate for a nonbaptized person to serve as a catechist. atholics should serve as catechists. atechists should also be confirmed, unless specific circumstances dictate otherwise. Only by exception and with the pastor s in its endeavors. Ordinarily, because of the nature of the ministry, only baptized I. Volunteers must be unbiased toward the hurch and willing to work cooperatively B. ATEHETIAL ONSIDERATIONS catechetical ministries in the Diocese of Helena. benefit of all, therefore, volunteers may occasionally be subject to certain considerations with neither volunteers nor their particular ministries immune or exempt from such. For the Moreover, changes in personnel, procedures and pastoral priorities are inevitable in ministry, generally associated with paid employment. To assist our parishes and volunteers alike in this regard, we offer the following guidelines for all volunteers serving reeularly in presumptions and even unjust expectations. In such instances, everyone suffers: those consideration. onversely, volunteers may occasionally see themselves beyond or not programming. Either perspective can lead to unintended misunderstandings, erroneous indirectly affected as welt as those immediately involved, Unfortunately, it is easy to take volunteers for granted, seeing only their willingness to help meet certain needs while assuming that their own rights in that process require no particular subject to many of the administrative concerns that commonly surround parish catechetical grateful and indebted to them all. areas of ministry. The needs of parish catechetical ministry in particular have long been served by volunteer DREs and RE/YMs in many places, and by countless volunteer catechists working with them to help people of all ages grow in hristian faith. We are We have been blessed in this diocese by the generous gift of self by many people in many DIOESE OF HELENA IX. VOLUNTEERS IN ATEHETIAL MINISTRY

60 continuing in catechetical ministry. participation in renewal and other in-service oppormnities should be a requisite for SBK.I-9, Page 2 -- will pay any expenses incurred for medical treatment in such instances. accident or injury, unless doing maintenance work; and -- are not subject to Worker s ompensation coverage in the event of compensation for the work performed; -- are serving in a voluntary capacity and not receiving any monetary 3. Volunteers must sign a statement acknowledging that they: performance of such ministry. -- arrangements for the reimbursement of any expenses incurred in the -- specific training and in-service expectations; and specific channels of supervision and communication as needful; -- applicable dates or period of time entailed by such ministry; it should be drawn up for each volunteer, including: 2. A brief description of the particular ministry and/or responsibilities associated with --onsent to participate and signature of parent/guardian, if under Noteworthy Emergency contact (name, address, phone, relationship) health concerns -- Social Security Number Phone Address Name file purposes only: Volunteers must provide the parish with the following information for administrative. ADMENISTRATWE ONSIDERATIONS use in their ministry. arrangements for proper access to parish, diocesan and other resources suitable for for their particular ministry. atechists should be informed of the availability of and 4. atechists should be given the proper materials, including appropriate work space, presumed unless known for sure by the pastor or DRE/RE/YM. Regular while engaging in it. ompetency in any catechetical ministry should not be 3. atechists should receive appropriate training for their ministry, both prior to and

61 Form as contained in the diocesan Vehicle Safety Policy. As applicable, volunteers 5. Volunteers under the age of 18 must also sign a Medical onsent and Release serving in their particular ministry. SBK.I-9, Page 3 appreciation should include their spouses and children as applicable and involve the parish community itself as feasible. in instances of long-standing service. Opportunities for the expression of such 3. Volunteers should be recognized and thanked regularly for their ministry, especially babysitting, transportation) for and among themselves as needful and feasible. 2. Volunteers are encouraged to develop appropriate family support services (e.g., other items related to it.. their particular ministry, and regularly informed of developments, activities and/or 1. Volunteers should be involved in the planning, implementation and evaluation of D. RELATIONAL ONSIDERATIONS volunteer s ministry. The form!s should be kept on file at the parish at least for the duration of a form if desired and simply annotated periodically as renewal circumstances warrant. 6. The several forms identified in the preceding items may be consolidated into a single of the Vehicle Safety Policy. must also be made aware of and comply with the other provisions and requirements Policy Regarding hild Abuse. Sexual Misconduct and Sexual Harassment prior to 4. Volunteers must also sign a Statement of Receipt and Agreement for the diocesan

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63 A. ontext and Rationale HILD AND YOUTH ATEHESIS GUIDELINES 58K. Il-I, Page 1 E. Suggested Resources 0. atechetical Guidelines (ontent and Methodology). atechetical Guidelines (Programming) B. Principles of hristian Human Sexuality A. ontext and Rationale V. ATEHESIS FOR HUMAN SEXUALITY SBK.II-5, Page 1 IV. PARISH RELIGIOUS EDUATION PROFILE SBK. 11-4, Page 1 B. Principles for Selection and Use. atechetical Publisher Recommendations A. ontext and Rationale Hi ATEHETIAL TEXTBOOK - SELETION AND USE 58K. 11-3, Page 1 D. Guidelines for Adult atechesis B. Local hallenges. Principles of Adult atechesis A. ontext and Rationale II. ADULT ATEHESIS GUDELThJES 58K. 11-2, Page 1 D. Faith Themes - - Grade - Grade - Grade - Grade - Grade - Grade - Younger - Older Adolescents (Grades 10-12, aprx. 15/18 years) Youth atechesis Two (aprx. 7/8 years) Three (aprx. 8/9 years) Five (aprx. 10/1 I years) - Preschool/Kindergarten (aprx. 416 years) B. Application and Use. atechetical Focus - hild atechesis One (aprx. 6/7 years) Four (aprx. 9/10 years) Six (aprx. 11/12 years) Adolescents (Grades 7-9, aprx. 12/15 years) SETION TWO - ATEHETIAL PROGRAMMING

64 (H (H

65 A. ONTEXT AND RATIONALE SBKH-I, Page I Against this backdrop, we offer the following guidelines for the focus and content of child diocese at these levels. While neither a syllabus of lesson plans nor a curriculum scope and sequence, these guidelines provide our parishes and schools, and the individuals and families outcomes are considered only indirectly here; we remind our families, parishes, and schools they serve, with a general outline of what should be taught, and conversely what should be and communal worship, whether in a parish or school setting. Behavioral an&or affective program models that seek to reinforce the vital linkage between instructional presentations approach, and may not necessarily correlate with lectionary-based or other alternative considerations that should inform parish and school catechetical program planning in our learned, at the respective grade/age levels. They proceed from a basal or sequential and youth catechesis in the Diocese of Helena. They reflect the basic cognitive B. APPLIATION AND USE atechesis presumes at least some initial religious grounding or faith experience in the give, no amount of formal instruction, however organized or offered, can bestow or guarantee this faith. At best it can only nurture what is already present. Such instruction understood and integrated into the larger fabric of a person s life of faith without it. a person in life. It cannot take their place, but neither can they be properly explored, can, however, greatly support and supplement the many formative experiences that surround person or persvns being catechized. Yet precisely because it is a gift that God alone can which reflect a uniquely intentional and systematic approach to the mystery of faith. experiences beyond those of the family. Among these are formal educational processes arena of family life, where parents play the most significant and an almost indelible role. For each individual, the foundations of a personal faith are laid first and foremost within the In time, however, an individual s formation in faith admits of and involves formative processes use a variety of instructional methods and program models. reflect a uniquely intentional and systematic approach to the mystery of faith. These Throughout the course of life, good and effective catechesis will lead to a true and intimate and history of the atholic hurch. Among these are formal educational processes, which communion with the person of Jesus hrist, experienced and celebrated in the life, teachings This is a lifelong process that begins at birth and does not conclude until death itself. living, conscious and active (Decree on the Bishops Pastoral Office in the hurch. #14). The primary purpose of catechesis is to engender in the person catechized a faith that is DIOESE OF HELENA L HILD AND YOUTH ATEHESIS GUIDELINES

66 The guidelines are presented in two separate formats to reflect the distinctive catechetical ministry appropriate to children and youth respectively. life itself SBK.II-I, Page 2 programming approaches. Growth in hristian faith is a lifelong developmental process that admits of various stages influenced by many factors other than those which are specifically are available to assist our parishes and schools in this effort. partnership. The Diocesan Office of Religious Education and the Diocesan Resource enter process, with parish, school and other catechetical ministries lending support in true Adherence to these guidelines will require a variety of methodological, scheduling and catechetical or educational. The ministry of parents and the family is primary in this completion of the grade/age level indicated. Each format includes appropriate references to the atechism of the atholic hurch; these grade/age level earlier than the one indicated, as long as the item is presented at least by the atholic hurch. A parish or atholic school may choose to present certain items at a meant to be illustrative and not exhaustive. Similarly, the various topical items listed in (3 each format are not meant to exhaust or replicate the content of the atechism of the national catechetical and educational associations National FederationJbr atholic Youth Ministry in collaboration with other hallenae ofadolescent atechesis: Mat urinii in Faith. developed by the parish or school setting These are drawn alnost verbatim from fl ofthe above within a context oftotal youth ministry, whether presented in a ages 12-18, illustrate a concern for the further assimilation and integration The Faith Themes offeredfor learners in grades 7-12, or approximately instruction. Drawnfrom established and approved catechetical curriculum guidelines, they have been composed using theframework ofthe atechism approximately ages 4-12, reflects a basal orjóundational approach to their qfthe atholic hurch as a point ofreference. I The atechetical Focus offered for learners in grades K-6, or revelation involves not merely knowledge of the faith but also a true assimilation of it into of their shared responsibility for ensuring that growth in understanding the hristian

67 PRESHOOL/KINDERGARTEN (aprx. 4/6 years) SBKII-I, Page 3 S All ofgod s creation needs our care. S We care for others, especially the lonely and sick. I We share wit/i others, especially the poor. s Individual dfjerences among people are God-given. (: 353, 383, 806, 1532, 1926, 1948) PARTIULAR MORAL ONEPTS S All good things are gfls of God. I The beauty in creation tells us ofgod s lovefor us. (: 46, 68, ) PARTIULAR SARAMENTAL ONEPTS S Jesus loves us I God loves us one and all S God made all things. l Every person is a unique and special child of God. S Jesus is ourfriend. (: 43, , 383, 452, /890, 2 /34) PARTIULAR DOTRINAL ONEPTS , , , , , / , , , , Paragraphs: 44-49, 68-73, , 2/8-221, , , , , 802- GENERAL ATEHISM OF THE ATHOLI HURH REFERENES God is our loving Father who made every person special, and watches over us and a/i creation. GENERAL THEME HILD ATEHESIS. ATEHETIAL FOUS

68 S Prayer is talking with and listening to God. L Handc folded in prayer SBK.II-I, Page 4 S Simple spontaneous prayer S Simple spontaneous prayer PRA VERS TO BE LEARNED PP.4 YERS TO BE ENOURAGED LITURGIAL SYMBOLS AND GESTURES TO BE UNDERSTOOD S Bible hurch S Jesus S hristian S God S Prayer WORDS TO BE UNDERSTOOD S The Bible is a special book about God s lovefor (: ) PARTIULAR BIBLIAL ONEPTS S Morning, evening and at meals are special times to pray each day. S We come together to pray in church on special occasions. S We can pray in our own way whenever we like. (: 1110, , , , 2590, 2720) PAR TIUL4R PRA YER/SPIRITUALITY ONEPTS

69 GRADE ONE (aprl 6/7years) The Holy Spirit helps us to be holy. The (hurcii is the special community ofjesus 743, 747, 804, 960, 973, 1711, 1715, 1890) SBLII-I, Page 5 The Holy Spirit is the source and experience ofour love for God s creation. God is all loving and all holy. S God always has been and always will be. S We are all children ofgod, made in God s image. S Jesus, the Son of God, became human like us and loves us. S Jesus brings us God sforgiveness. S Mary is the mother ofjesus. S Followers ofjesus are called hristians; we are atholic hristians. S God is the reator who made all things: angels, human beings, the whole world. S God knows everything and can do everything. S God wants us to be happy on this earth and in heaven. S Jesus suffered, died and rose from the deadfor us. (: 4547, 73, 176, 183, !, , , 350, 353, , 454, 480, PARTIULAR DOTRINAL ONEPTS 802-8) , , , , , , , )3, , , , Paragraphs: 44-49, 68-73, , , l98-231, , , , GENERAL A TEHISM OF THE ATHOLI HURH REFERENES love and care for all of God s creation. followers. Sacraments are signs that celebrate our beliefin Jesus. We are responsible to God is our Father who loves us. Jesus is the Son ofgod who tells us about our Father. GENERAL THEME HILD A TEHESIS A TEHETIAL FOUS

70 S SacramenLc are special signs I/ia! celebrate God s flfe in zc. S Through baptism we becotne members ofthe hurch, God sfamily. S Through baptism we receive grace, a sharing in God s life. 58KM-I, Page 6 I We talk each day with God our Father to express our love, to say thanks, to askfor I Advent and Lent are special times ofthe year to prepare for hristmas and Easter S Prayer is listening to and talking with God. S Jesus teaches us how to listen to and talk with God our Father. S The hristian community comes together especially on Sundays and holy days to worship S The celebration ofthe Mass is the best way to worship God. S We are called to be saints, special members of God s family. S Saints are people who live God s way. respectively. c I The Holy Spirit helps us to pray. I We look to Mary as a very special woman and our Mother. God. forgiveness, and to askfor help in our needs..jesus listened to and talked wit/i his Father. 2645, 2661, 2680, 2720, 2754, , 2798, 2801, 2857) (: 179, 480, 508, 960, , , , , 2591, PARTIULAR PRA VEWSPIRITUA LITY ONEPTS with others prayingjbr and helping them. I We are to be like Jesus in caringfor people in need, especially the poor and suffering.jesus did to his parent.c. S We are to respect the good name, property and possessions of others. S We are all called to be peacemakers in our world. has created. S.Iesus shows us the best way to live. S Each person has dignity and value. S We are responsiblefor respecting life by caringfor ourselves, others and all that God S We are to show love and obedience to the one or ones who carefor us in ourfamily as S We are to be truthfufl we do not lie. S To live in peace, it is necessary at times to say we are sorry, toforgive and to make up (: 383, 380, 1490, 1666, , 1926, , 1938, 2242, , , ) PARTIULAR MORAL ONEPTS (: 747, , 804, 866, 985, 1131, ) PARTIULAR SARAMENTAL ONEPTS

71 PARTIULAR BIBLIAL ONEPTS (: ) In the Bible, we learn about God: 1 ather, Son and Spirit. S Related biblical accounts: reation, images ofgod, topically illustrative Gospel stories WORDS TO BE UNDERSTOOD S Advent S Angel Baptism S atholic hrist S hristmas I hurch S reator S Easter Gospel Holy Spirit Lent S Mass S Parish (name) S Priest Sacrament Saint Son ofgod Soul Trinity LITURGIAL SYMBOLS AND GESTURES TORE UNDERSTOOD Altar Ashes Baptismal Font Bow/Genuflection Holy Water Font Kneeling Liturgical olors Palms Sign ofross Tabernacle PM VERS TO BE LEARNEDPRA YERS TO BE ENOURA GEE) Sign ofthe ross Our Father Hail May Glory Be - Sunday Mass Morning and Evening Prayer Grace at Meals Spontaneous Prayer SRK,H-l, Page 7

72 GRADE TWO (aprx. 7/8 years) God the Father gives us the g.ji ofjesus as a model ofhow to liva God gives us the Holy Spirit to help us make good and loving choices. Through the Holy Spirit, Jesus is with us always in the Word of God, in the hurch, and in the sacramepits. SBK.II-I, Page 8 S All fl/k is holy. S Jesus, the Son ofgod, became human and was born ofmary. S Sin is a refusal to obey God s law oflove. S God calls us to be sorryfor our sins and to accept God sjörgiveness. S Jesus died on the cross as a sign of God s lovefor us. S God raised Jesus from the dead on Easter Sunday. S.Jesus returned to his Father in heaven and sent the Holy Spirit to he with us always. S Grace is God s fife in us. S.Jesus came to save all people from sin.. I God invites us to love all people. I.Joseph is the husband ofmary andfosterfather ofjesus. I God continues to love us even when we sin. s Jesus was always obedient to God the Father and we should be also. PARTIULAR DOTRINAL ONEPTS (: 176, 179, 383, 415, 454, , , 532, 561, 592, 629, , 659- ) 670, 731, 743, 747, 1059, 1490, , , 2319) Paragraphs: , , , , , , , GENERAL 01 TEHISM OF THE ATHOLI HURH REFERENES nourishes and strengthens God s flfe ofrace in us. and identity with Jesus. Through the sacraments ofeucharist and reconciliation, Jesus Sin is a refusal to obey God s law oflove, and dishonors a hristian s baptismal thgnitv Through the sacrament ofbaptism, we are welcomed into the hurch as children ofgod. GENERAL THEME HILD ATEHESIS A TEHETIAL FOUS

73 PARTIULAR SARAMENTAL ONEPTS (: 1111, /131, , 1486, 1490) I I I I Sacraments are visible signs ofgod s lovefor us that help us live the hristian life. In the sacrament ofreconciliation, we express our sorrowfor sin and receive and celebrate God sforgiveness. In the sacrament ofeucharist, we receive the gji ofjesus Body and Blood. In the Mass, we celebrate the sacrqicial meal Jesus shared with his Apostles at the Last Supper before he diedfor us on the cross. In the Liturgy ofthe Word at Mass, we learn how to apply God s message to our lives. In the Liturgy ofthe Eucharist at Mass, we offer with the priest gfls ofbread and wine that are changed into the Body and Blood ofhrist PARTIULAR MORAL ONEPTS (: 415, 1059, 1490, 1711, , , 1926, , 1948, 1975, , , 2248, ) S God s gfl offlfe is awesome. We are to respect and carefor allforms ofwe, especially people who are not able to do themselves. Since God has given ucfree will to choose between good and evil, we are responsiblefor the choices we make, especially those that affect our relationship with God and others. Sin is a deliberate choice to act against God s will. S We are to respect and obey those who have the right to tell us what to do. Treating people fairly andjustly is a way ofimitating,iesus love for us. S We need to say we are sorry to God and to anyone we have hurt byfailing to live the hristian flfè. a I sofor PARTIULAR PRA YER/SPIRITUALITY ONEPTS (: 508, 973, , , , 2754, 2757) Mary is our model because she was always close to God infaith and trust.. S.Ioseph is also our model because ofhis trust in God s ways. We worship God specially on Sundays and holy days by going to Mass. We are strengthened to live the hristian We byjoining with others, especially in receiving communion, at Mass. PARTIULAR BIBLIAL ONEPTS (: , 14Q) The Bible contains special stories about the Ife ofjeszlv and his friends. SBK.II-I, Page 9

74 WORDS TO BE UNDERSTOOD reconciliation). Easter Vigil Good Friday Hell onfession S Blessed Sacrament S rucuixion S Grace S Heaven Eucharist Holy Thursday Holy Week Last Supper Liturgy Liturgy ofthe Word - Holy Day Holy Saturday Liturgical Year Penance Prayer Sin Three Days Ambo onfessional Incense Lectionary J?econciliat ion Act of ontrition SBKII-I, PDg ID Sacrament S Responses to Mass prayers S Simple prayer before the Blessed S Apostles reed PM )ERS TO BE LEARNED PM VERS TO BE ENOURA GED Room LITURGIAL SYMBOlS AND GESTURES TO BE UNDERSTOOD (Triduum) S Reconciliation S Holy ommunion Eucharist S Resurrection 1 Liturgy ofthe infancy narratives, passion narratives, sacramental images (baptism. eucharist, S The Bible is an important source for learning how to live the hristian flfe. S Related biblical accounts: topically illustrative OldWew Testament stories, especially

75 GRADE THREE (aprl 8/9 years) SBK1I-I, Page II Jesus was human just as we are, sharing the joys and sorrows ofhuman relationships. Jesus taught that his true followers are those who love everyone.. At the Ascension, the Risen Jesus returned to his Father in heaven. On Pentecost, Jesus sent the Holy Spirit upon his Jbllowers to help them continue his As members of the hurch, we are to do all we can to continue.jesus mission of We experience the hurch most immediately in our local parish. hristians are to have for one another and everyone. governing and sancqfjiing the hurch and its members. bringing the Good News ofsalvation to everyone. work on earth as the hurch. I God is a Trinity offather, Son, Holy Spirit. We are called tojbllow Jesus by being members ofhis hurch. S During his e on earth, Jesus gathered a community offollowers (apostles and disciples) and taught them about the reign of God S Jesus chose his apostles to serve his people in a special way; St. Peter was their leader. S The Pope and bishops, as successors ofthe apostles, are responsible for teaching, I.Jesus is the Son ofgod, sent by God the Father to announce the Good News ofsalvat ion. S The love shared by and among the three persons ofthe Trinity is the model ofthe love , , 1416, , 1890, 2050) ( : 96, 176, 261, 267, 316, 483, 561, 629, 665, 743, 747, , , 809, 866, PARTIULAR DOTRINAL ONEPTS , , , , , , 1666, 1746, , 1890, 1926, 1948, , Paragraphs: 84-87, , , , , , , , GENERAL ATEHISM OF THE ATHOLI HURH REFERENES and are united in the Holy Spirit under the leadership ofthe Pope and bishops. believers. The hurch is composed ofpeople who share the same faith and sacraments Jesus continues his lfe and work through the hurch as a community of hristian GENERAL THEME HILD A TEHESIS A TEHETIAL FOUS

76 I Jesus gathers atholics at Mass in worship to offer himselfto God the Fatherfor us. another. I In the eucharist,.iesusfeeds us his Body and Blood, making us one with him and one SBK.II-l, Page )2 parables, miracle stories, call ofapostles, mission ofdisciples, Ascension, Pentecost, ecclesial images. S Related biblical accounts: topically illustrative QidNew Testament stories, especially PARTIULAR BIBLIAL ONEPTS through the Word of God and in holy communion. S Mary has a special place in the fl/k ofthe hurch as the Mother ofgod and Mother of S Mary is an example ofhow her Son.Jesus wants hisfollowers to live. S hristians turn to Mary in prayer to ask.jesus to help us in our needs. the hurch. S In the Macs, we are given spiritual nourishment to continue Jesus ministry ofservice (: 508, , ) PARTIULAR PM YER/SPIRITUALITY ONEPTS S Deliberately refusing to love God, ourselves and our neighbor is sinful S We are to care for and share the earth resources. po.vsessions. that God has given us are special ways ofshowing we are hristians. The reverent use of God s name, respectful behavior in God.v house, and care for all all otherfamily members. S As hristians, we are to show love and reverence toward our parents or guardians and S We are to care for others by respecting their person, reputation, property and S When we do wrong, we must say we are sorry, ask to bejörgiven, and make upjbr the wrong we have done. z.jesus is the model ofhow hristians are to live. 2253, ) PAR TIULAR MORAL ONEPTS (: 324, 629, , 1746, , /926, 1948, , restores ourfriendship with God. S Through the absolution ofthe priest in reconciliation, Jesus forgives our sins and S Reconciliation strengthens us to renew our efforts to be more loving. (: /0, 1416, , ) PARTIULAR SARAMENTAL ONEPTS

77 Absolution S Diocese Pactor SBKII-I, Page 13 Stations ofthe (>oss I reed Brother (religious) S Bishop I Assumption 0 Apostle 0 Ascension 0 Deacon S Holy Father S Immaculate S Incarnation S Miracle Laity ay person) Annunciation onception I Disciple Parables Pope Priest Trinity Word ofgod Sacred Vessels Sacristy Apostles reed 1 Act offaith Hail, Holy Queen PM VEIlS TO BE LEARNED PM VEIlS TO BE ENOURAGED O Vestments Presider s hair S athedral ross Stations ofthe LITURGIAL SIMBOLS AND GESTURES TORE UNDERSTOOD Sister (religious) S Pentecost S Savior WORDS TO BE UNDERSTOOD

78 A TEHETIAL FOUS HILD ATEHESIS GRADE FOUR (aprx. 9/10 years) GENERAL THEME hrist tans are cal/ed to live as Jesus did by choosing a obedience to God and service to others. We learn best how to do this byfollowing the teachings ofthe hurch and thefoundations ofhristian morality presented in the Old and New Testaments. lfe oflove characterized by GENERAL A TEHISM OF THE ATHOLI HURH REFERENES Paragraphs: 50-73, , 218, 238, 324, , 620, 682, 1016, 1051, , , , PARTIULAR DOTRINAL ONEPTS (: 62-64, 218, 238, 324, 3Th, , 592, 620, , 682, 1016, 1051, , , , 1802, 1833, , , 2020, , 2085) I s I S S a a a I a a a God created ILl with the ability to think, to love, and to make choices. God continually cal/s us throughout flfe to know and to do what is good. Original sin, presented in the biblical stoty ofa dam and Eve, reflects the condition into which we are born as humans. The Jewish people were the first to receive God s self-revelation. The Jews became the hosen People ofisrael in the covenant made between God and Abraham. To help them live the covenant, God gave Israel the Ten 6 ommandment,t The Ten ommandments help usfind happinesi by knowing rightfrom wrong and how to love God, our neighbor and ourselves. God s revelation reached its fullness in.jesus, the Son with us through his death and resurrection. Jesus not only reaffirmed the Ten ommandments but also taught us a new commandment: to love others as he loved us. When we die, we will be judged on our obedience to God s law, especially our response to the needs The corporal and spiritual works ofmercy are ways ofshowing our lovejhr God and the poor and needy. The teachings ofthe atholic hurch help us to make correct moraljudgments. SBKIhl, Page 14 of others. of God, who made a new covenant 3

79 s The sacrament ofreconciliation forgives actual sins committed after baptism. baptism. s The sacrament ofbaptism takes away original sin and any actual sins committed before SBK.Ll-I, Page 15 do so, even in times of injustice and persecution. S The lives ofmaiy and the saints ojfer us examples ofhow to live as hristians. S Saints and other good people live the me.csage ofjavus especially when it is d4flicult to I Prayer, especially to the Holy Spirit, helps us make good moral choices. (: 960, 1195, 1498, 1845, 2017, 2141, 2757) PARTIULAR PItA YEWSPIRITUALITV ONEPTS in union with God. I Individually and collectively, the Ten ommandments constitute the basis for a moral flfe I Venial sin is a less serious turning away from or weakening ofa person s relationship I Temptation or the attraction to make selfish choices is not sinful in itself S The consequences ofan act can often help in determining fthe act is right or wrong. S Actual sin is any disobedience ofgod s law by thought, word, deed or omission. wrong. with God. S Learning to know and choose the good that God desiresfor us is a Ifelong process. S onscience is the process whereby a person comes to judge whether an act is right or S Feelings are not always accurate signs ofwhether an act is right or wrong. S Serious or mortal sin is a complete turning awayfrom or breaking ofa person s relationship with God hristian behavior. especially in Jesus. S The Sermon on the Mount summarizes God s plan for true happine&s and the ideals of S We respond to God s covenant by choosing to follow the way offlie God has given us, , , 1853, , 1895, 1983, 2018, 2134, 2141, , , 2248, 2251, , , , 2462, , , ) PARTIULAR MORAL ONEPTS (: , , , 1757, !, !, (: 1279, 1486) PARTIULAR SARAMENTAL ONEPTS

80 S Related biblical accounts: topically illustrative Old/New Testament stories, especially morality themes. ommandments, Sermon on the Mount, two reat commandments, last judgment, fall ofadam and Eve, Noah s ark, call ofabraham, Moses, Passover, Exodus, Ten SBIII-I, Page 16 S Stations ofthe ross S Rosary Angelus Act offaith S Act ofhope PRAYERS TO BE LEARNED PRA YERS TO BE ENOURA (led Liturgical Assembly Bible/Lectionwy Lectionary S Reverence/Enthronement ofthe LITURGIAL SYMBOLS AND GESTURES TO BE UNDERSTOOD orporal Works of I ovenant Israel/Israelites Saints S ontrition Mercy Actual Sin Beatitudes hosen People ommunion of onscience Old Testament Last.Iudgment Mortal Sin Hebrews Jews Morality New Testament Passover Spirit G/is ofthe Holy Original Sin Mercy ments (related S Temptation vocabulary) S Venial Sin Son ofgod Salvation Spiritual Works of Ten ommand Redemption S Purgatory S Virtue WORDS TO BE UNDERSTOOD PARTIULAR BIBLIAL ONEPTS

81 GENERAL THEME GRADE FIVE (aprx years) SBK.It-I, Page 17 the priest, and are reconciled with God, the hristian community, and ourselves. a In conjirmation, we receive the Holy Spirit in a special way to reaffirm and give witness a In penance or reconciliation, we receive forgivenessfor our sins through the ministiy of S Through the sacraments of initiation, we receive the fullness ofthe Holy Spirit and S Through the sacraments ofservice to the reign ofgod, hristians open their lives appearances ofbread and wine. S atholics are obliged to attend Macs on Sundays and holy days ofobligation. a In baptism, we begin our lfe in the hurch, are reborn ojwater and the Spirit, and share a In the eucharist, the risen Lord Jesus is present, offered and received under the to our baptismal commitment to hrist. in the /fe ofthe risen Lord. specially to God s call to love other people. s Through the sacraments ofhealing, we are strengthened as members of the hurch. confirmation, eucharist): two ofhealing (reconciliation, anointing ofthe sick,); and two become full members of the hurch. ofservice to the reign ofgod (marriage, holy orders). I The atholic hurch celebrates seven sacraments: three of initiation (baptism, a We participate in God s own Ife through the sacraments. 1538, , , , ) , / , 1486, , 1497, 15/1-1513, , (: , 1131, 1210, 1213, , , 1263, , 1275, 1277, PARTIULAR DOTRINAL ONEPTS / , 1285, 1316, 1322, , , , , , , , , , 1384,1398, , , , 1948, Paragraphs: , , 1121, 1187, 1193, 1210, 1213, , 1250, GENERAL A TEHISM OF THE ATHOLI HURH REFERENES participating in sacramental and other liturgical celebrations. the sacraments. We grow in our awareness, understanding and identity as hristians by The hurch celebrates the flfe-giving signs of hrist s saving action in our lives through HILD A TEHESIS A TEHETIAL FOUS

82 s In holy orders, men share in the ordained priesthood as deacons, priests and bishops. entering into a permanent, loving and life-giving covenant offaithfulness to each other. s In marriage or matrimony, a man and woman are united as husband and wfrè byfreely SBK.Ihl, Page IX S A priest or deacon is the ordinary minister ofbaptism; in emergency, anyone can and S The essential signs ofbaptism are the pouring ofwater on the head or immersion in making us one with him and with each other. under special circumstances. required. concecrat ion over the person being ordained. S The essential signs ofthe eucharist are unleavened bread and wine. S Transubstantiat ion is the name given to the change ofthe bread and wine into the Body S The essential signs ojthe anointing ofthe sick are the imposition ofhands upon, and S The man and woman are themselves the ministers ofthe sacrament ofmatrimony; a S The essential sign ofholy orders is the imposition ofhands upon, and the prayer of a The bishop is the original and ordinary minister ofconfirmation; a priest may confirm a The e&vential sign ofmatrimony is the public exchange ofconsent between the man and a The bishop is the minister ofholy orders. the Father, and ofthe Son, and ofthe Holy Spirit the penitent: 7 absolve youfrom your sins in the name ofthe Father, and ofthe Son, and woman to he Jàithful to each otherfor life as husband and wife. S A priest cannot reveal anything told him in confession. of the Holy Spirit should baptize. water ofthe person to be baptized while the minister says, 7 baptize you in the name of S Other significant.symbols used in baptism are oil, a candle and a white garment S The essential signs ofconfirmation are the minister s imposition ofhands upon, and anointing with chrism ofthe head ofthe person to he confirmed, with the words, Be S The eucharist is a sacricial meal wherein Jesusfeedc us with his Body and Blood, S The essential sign ofreconciliation is the words ofthe priest as he extends his hand over S A priest is the ordinary minister ofthe anointing ofthe sick anointing with oil of the sick person. sealed with the gift of the Holy Spirit. Q priest or deacon is the official witness for the hurch, and two other witnesses are also and Blood ofhrist at Ma,s 1600, , 1663, , 2511) , , , 1320, , 1390, 1408, , 1 : , 1121, , 1256, , 1280, 1284, , PARTIULAR SARAMENTAL ONEPTS 1461-) 466, , 1491, 15)4-1519, 1524, , , suffering, forgiveness oftheir sins, and sometimes restoration oftheir bodily health. S In the anointing ofthe sick, seriously ill or aged persons receive comfort in their

83 I Bishops are ordained to teach, govern and saneq the entire atholic community in I Baptism, confirmation, and holy orders each imprint an indelible.spiritual character on their dioceses. S Priests are ordained to preside at Mass, toforgive sins, and to anoint the sick. N hristians have a special duty to carefor the sick and suffering by prayer, visits and preparation for and reception of the sacraments. SHK.ll-I, Page 19 one another in all that we do. S We gather at Mass to praise and thank God by celebrating the pavehal mystery of.jesus suffering, death and resurrection. s 1. itur is the hurch s lè ofworship and praise to God. s onfirmat ion enables us to witness courageously to Jesus. I Our relationship with the risen hrist increases and deepens through prayerful I We are called each day to live our baptismal promises by showing our love/or God and 1679, 2694) , /, , , 1666, , , 1485, , , , , 1315, 1321, , , , , 1407, , PARTIULAR PRA YER/SPIRITUALITY ONEPTS (: , 1131, 1187, 1193, 1265, 1271, 1279, , 1308, , I Sin has both personal and communal aspects, often resulting in war, prejudice, poverty, correction ofevil social structures. other help. people. everyone. I We bring the meaning and value ofthe Masw into daily flfe by trying to live in peace with peaceful society, and providing ajust share ofthe earth s resourcesfor everyone. S In baptism, we commit tofcstering respect for the dignity ofevery person, building a S onfirmation empowers us to work to bring about the reign of God through the homelessness, crime, violence, substance abuse, economic or sexual exploitation, etc. S All ordained ministers are specially charged to preach God s Word and care/or God s 1948) PARTIULAR MORAL ONEPTS (: 1270, 1309, 1319, 1397, 1416, , , 1496, 1890, , and are used to sanctijfr d{fferent circumstances or occasions of flfe. S Sacramentals are special signs (worth, objects, actions,) that resemble the sacraments the soul, and thus cannot be repeated. andfunerals. S Deacons are ordained to a ministry ofservice, and may officiate at baptisms, weddings

84 S Divorce and other seriousfamily problems require our special sensitivity and concern S The hristian community supports married couples andfamilies by rejoicing in their happiness, helping them in need, andprayingfor them always. Hands sacrament rituals Individual atechumen Holy Orders (sacramental) Obligation S haracter S Holy Days of S Fidelity hrism onfirmation Sick Anointing ofthe S Marriage S Matrimony S Paschal Mystery S Reign of God Minister/ Ordination Oil ofthe Sick Ministry S Oil of ate chumens WORDS TO BE UNDERSTOOD sacramental imagesfrom the Gospels, Acts, Paul, James, etc. Related biblical accounts: topically illustrative Old/New Testament stories, especially Seal (confession) imposition of Use of Act ofhope SBKH-I, Page 20 S Angelus S Act oflove PP.4 YERS TO BE LEARNED PRA YERS TO BE ENOURAGED S S sacramentals Anointing Ambry Procession LiTURGIAL SYMBOLS AND GESTURES TORE UNDERSTOOD s Sign (sacramental) (RJA) Initiation ofadults S Sacramentals S SacrUice Rite ofhristian Transubstantiation Viaticum Vocation PAR7WUMR BIBLIAL ONEPTS S All hristians share in the common priesthood ofthe faithful whereby Jesus calls us to worship God, to spread the Good News, and to lead lives ofservice. for the people involved S Sickness and suffering are a part oflife, a result oforiginal sin. cause ofpeace in the world. S The continuing needforforgivene.cs and reconciliation in human relationships helps the (.

85 GRADE 6 (aprt 11/12 years) The hurch is the special sign of God s presence in the world today. the hurch is one, holy, catholic and apostolic: united injàith and flfe, sancqfied in The hurch has special laws by which it lives and act.c. SBK.II-l,Page2I S The central saving event ofthe New Testament is the death and resurrection of Jesus, whereby he made a new and everlasting covenant, winning salvation far all hrist, open to all peoples, andfounded on the Apostles. S The Bible is divided into the Old Testament (Hebrew Scriptures) and the New Testament S the Old Testament is the account of God.s saving actions in the history ofisrael S The New Testament gives an account of the saving actions of.1esus hrist and the earliest foundations ofthe hurch. Israel that they were truly God s hosen People and God was truly theirs. s The central saving event ofthe Old Testament is the Ktodus, whereby God revealed to (hristian Scriptures). The Bible is the written revelation and inspired Word ofgod , , 946, 849, , , , 1042, 1060, 1592, 2034, , (: 96, 98, , , 149, 642, , 675, 686, 697, 707, , PARTIULAR DOTRINAL ONEPTS , , , 707, , , , 1349, 1408, 1592, , , Pczragraphs: 74-83, 96, 98, , 149, 304, 346, 642, , , 697, GENERAL A TEHISM OF THE A THOLI HURH REFERENES God in the history ofthe people ofisrael, presented in the Old Testament, is fulfilled in Holy Spirit, the Bible records God s plan ofsalvation for all people. The revelation of God s saving actions are found throughout history. Written under the imcpirat ion ofthe Jesus and the hurch, presented in the New Testament. GENERAL THEME HILD ATEHESIS A TEHETIAL FOUS

86 a a In Tradition as well as the Scriptures, the hurch continues to experience the fruits God s revelation through documents its councils, papal encyclicals, pastoral letters bishops, etc. A/the end oftime, the reign ofgod will come in all its fullness. of of of PARTIULAR SA RAMENTAL ONEPTS (: 346, 1093, , 1190, 1349, 1408) a The proclamation of/he Word ofgod is an integral part ofthe Mass and all other liturgical and sacramental rites of/he hurch. PARTIULAR MORAL ONEPTS (: , 149, , ) S The Bible gives important directionsfor how we should live as hristians. Old Testament prophets especially called people to examine themselves and their society against the ideals of God s covenant and the Ten ommandments. Like the prophets, hristians are called to listen to God s Word in our personal and social lives, and to act with/ustice and charity even when it is difficult to do so. a PARTIULAR Pk4 YER/SPIRITUALITY ONEPTS (: 104, 129, 131, 137, , ) a a a a a The hurch encourages us to study and prayfrom the Bible so we can learn about and develop a loving relationship with God, hearing God s message oflove andforgiveness and the way God desires us to live. Many writings in the Bible show us that people have experienced and learnedfrom the came problems and concerns in Ife for a long time. The Bible shows us that God has spoken through many different kinds ofpeople throughout history: kings, prophet.s poets, wise men and women, ordinary people, etc. Like the men and women ofthe Bible, we also are called to live byfaith and trust in God God s faithfidness throughout the events ofthe Bible is a modeljbr ourfaithfidness to God and one another. PARTIULAR BIBLIAL ONEPTS (: , , , , 303, 686, 702) a a hz.spiration means that authors of/he Bible were guided by God in their writing. The authors ofthe Bible used many different literaryforms to convey God s message: history, allegory, poetry, parables, letters, proverbs, etc. SBKlkI, Page 22

87 I The hurch is the best source and guidefor how to understand the Bible. I Everything written in the Bible is true, but not always in a historical or scienflflc sense. events. SBK.H-1, Page 23 S Allegory S Exodus S Lector S Literary Form I hosen People Judaism I Inspiration Encyclical S Patriarch S Psalm I ouncil Myth Precepts of the Prophet hurch (related vocabulary) Oral Tradition Synagogue Temple Tradition Worship Yahweh Act of Love S Psalm Prayers PM YERS TO BE LEARNED PM YERS TO BE ENOURAGED S Passover Meal LITURGIAL SYMBOLS AND GESTURES TO BE UNDERSTOOD Messiah S Revelation S Scripture WORDS To RE UNDERSTOOD Noah, Abraham, Isaac, Jacob, Joseph, Moses,.Ioshua, Judges; David, Isaiah, Jeremiah, Ezekiel, ifosea, Amos, Daniel, Paul, other New Testamentfigures, eta I Related biblical accounts: topically illustrative OldNew Testament stories, especially recorded therein happened, and not always by people immediately involved in those S The Bible was written over an extended period oftime, often long after the events

88 (Grades 7 to 9- aprz 12 to 15 years) YOUNGER ADOLESENTS The story ofthe hurch as related to the younger adolescent.v story. The global and multicultural reality ofthe hurch SBK.II-I, Pagc 24 hristian Jàith as a personal response to and relationship with Jesus Suggested ontent: discover what a relationship with Jesus means, and respond from a growing inner sense ofself relationship wit/i him, concentrate on the person and teaching of Jesus, Focus: To help the younger adolescent follow Jesus, develop a more personal GENERAL THEME; JESUS AND THE GOSPEL MESSA GE 2043, Paragraphs: 747, 767, & , , , , General catechism of the catholic hurch References: family. The community lfe and ministries ofthe other major hristian churches. Involvement in the We, mission and work of the parish community and the community s ministries of message, worship, community building and service..jesus mission and ministry as continued today through the hristian Suggested content: community. hristian story and mission, and become more involved in the church Focus: To help the younger adolescent understand and experience the atholic GENERAL THEME: HURH D. FAITH THEMES ç YOUTH ATEHESIS

89 justice and peace, service, and the moral lfe. S The key themes of the Good News: what Jesus teaches about God, prayer. a The person ofjesus--his values. intentions, motives and attitudes. SBK.Il-l, Page 25 concept ofselfby exploring who they are and who they can become. Focus: To help younger adolescents develop a stronger and more realistic GENERAL THEME: PERSONAL GROWTH 2257, 2323, , 1806, 1849, 1971, 2019, , , , , Paragraphs: 407, 1453, , 1711, , , , General atechism of the atholic hurch References: values in light of atholic hristian moral values. S Jesus vision ofbeingfully human as the foundation of atholic hristian S atholic hristian moral values that relate to the life ofthe adolescent. S The basis of moral decision-making within a atholic hristian contest: S Four sources of moral maturing: mind, heart, family/other persons, and atholic hristian tradition. S Skillsfor critically reflecting on self youth culture, and media and society s morality. conscience, sin and reconciliation. Suggested ontent: decision-making skills to make free and responsible choices. maturing persons who are becoming increasingly capable of using Focus: To help younger adolescents apply atholic hristian moral values as GENERAL THEME: MORALITYAND MORAL DEISION-MAKING 546, 561, , 600, 629, 656, 658, 665, 678, , 1716, Paragn-aphs: , 422, , , , 483, , , 542- General atechism of the atholic hurch References: a The response ofthe first disciples to Jesus and the Good News. I The impact ofthe Good News on the adolescent s l!fe. Good News means. S Gospel discipleship or the exploring ofwhat following Jesus and living the

90 Suggested ontent: K K S s The building ofa strong and realistic concept self-concept, growing autonomy and self-determination. Jesus vision being fishy human and its impact on i/ic younger adolescent s growing identity as a hristian. The response the Good News and tradition to adolescent struggles (isolation, loneliness, frustration, anger) and problems (suicide, substance abuse). The development skills handling peer pressure and values, and adolescent problems. of of of for ofself with an emphasis on General atechism ofthe atholic hurch References: Paragraphs: 27, 30, 44-47, 176, , 353, , 409, 460, , , 1738, 1782, , 1930, , 2085, 246/, 2467, 2479, GENERAL THEME: REL4 TIONSHIPS Focus: Suggested ontent: To help younger adolescents develop more mutual, trusting, and loyal relationships wish peers, parent.s, and other adults by emphasizing skills that enhance and maintain relationships s S S S the nature ofrelationships relationships in the hristian community: the development ofresponsible relationships with an emphasis on honesty, love and respect: the development communicating wit/i peers parents, and other adults. of skills, such as active listening and self-disclosure, for General atechism ofthe atholic hurch References: Paragraphs: , 1890, 1892, 1895, , / , GENERAL THEME: SERVIE Focus: To help younger adolescents explore Jesus call to live a flfe loving seniice, discover that such a fl/k is integral to discipleship, develop a a socialjustice consciousness, and participate in service that involves relationships and concrete action. foundationfor of SBK.iI-l, Page 26

91 Suggested ontent: S S S S S Jesus life ofservice and his teaching on a fl/k ofloving service. service as an essential element ofdiscipleship. the development ofknowledge and skills needed to engage in service. service projects. reflection on involvement in service projects. General atechism of the atholic hurch References: Paragraphs: 243, 425, 434, 542, , 730, 849, , , , 1319, 1816, 1892 GENERAL THEME: SEXUALITY Focus: To help younger adolescents learn about sexual development, better understand the dynamics ofmaturing as a sexual person within a atholic hristian.c value context, and discuss sexuality wit/i their parents/guardians using a atholic hristian value-based approach. Suggested ontent: S S S S sexual development with an emphasis on accurate injbrmation. sexuality as integral to one s personal identity with an explanation ofgender identity and roles. relationships and dating. atholic hristian understanding of sexuality and sexual moral values. General atechism of the atholic hurch References: Paragraphs: 355, , 383, /605, , , 2337, 2352, 2357, 2359, 2363, , SBKJI-], Page 27

92 D. FAITH THEMES YOUTH A TEHESIS OLDER ADOLESENTS (Grades 10 to 12- apprx. 15 to 18 years) GENERAL THEME: FAITH AND IDENTITY Focus: To help older adolescents explore what being a hristian, a atholic, and a person offaith means; appraise thefaith ofthe community; develop their own personally-heldjáith and own it; and grow in response to the Gospel challenge to be a person offaith. Suggested ontent: a the meaning and experience ofrevelation and ofgod s actions in our lives; a faith as a gfl, as a process ofunderstanding the basic questions that all personsface as a dynamic and positive force that can shape the adolescent s flfe and personality and on-going proce.sw ofconversion; a reflection on present faith growth and struggles; a the development ofskillsfor reflection; I Jesus as the model ofa completelyjáithfulperson; atholic hristian beliefs with an emphasis on integrating these beliefs into a personal identity; the beliefs andfaith traditions ofthe major hristian churches - their uniqueness and what they share in common with the atholic hristian church. General atechism of the atholic hurch References: Paragraphs: 36, 65-66, 80-83, , , , , 309, , GENERAL THEME: THE GOSPELS Focus: To help older adolescents appreciate the historical and literary development, structure, and major themes ofthe lb ur gospels; grasp insights that come from scriptural scholarship; and utilize these insights to interpret the gospels. SBKII-I, Page 28

93 Suggested ontent: a S S a a the stages ofgospel development; revelation and inspiration; a study oftile writing styles oft/ic evangelists and the structure ofthe gospels; a study ofthe unique presentations ofjesus and the Good News in tile gospels, an in-depth exploration ofone particular synaptic gospel General atechism of the atholic hurch References: Paragraphs: , 149, , 534, 573. GENERAL THEME: HEBREWSJRIPTURES Focus: To help older adolescents appreciate the historical and literary development, structure, and major themes ofthe Hebrew scriptures; grasp the insights that come from scriptural scholarship; and utilize these insights in interpreting the scriptures. Suggested content: S the growth, composition, historical development, writing styles and methods, and structure ofthe Hebrew scriptures; S revelation, inspiration, and biblical interpretation; the reading and interpreting ofthe Hebrew scriptures; a exploration ofthe major themes and flfe-questions ofthe Hebrew scriptures and their relevance to today. General atechism of the atholic hurch References: Paragraphs: GENERAL THEME: JESUS Focus: To help older adolescents explore who Jesus hrist is, discover his meaning for their lives, and develop a personal, deeply relational experience ofhim. SBK.H-I, Page 29

94 S Jesus fl/k, mission, and the key themes ofhis message; Jesus relationship with his Father and his image of God, S 1/ic historical and social world ofjesus; SBK.lI-l, Page Paragraphs: 1486, 1490, 1496, , , , , General atechism of the atholic hurch References: s the determination ofa constructive, hristian response to these problems s the development ofpractical skills such as peaceful conflict resolution s the recognition of the injustices experienced by young people themselves. and organizationfor action; on the personal, interpersonal, and social/political levels ofone s fife; hunger, poverty, war/peace, inequality, discrimination, and ecology; Suggested content. S the scriptural vision offife Uuctice, peace, equality, and stewardship); S the call to conversion, to live the vision, values, and fifestyle ofthe reign S an analysis ofthe social problems and injustices in the world, such as of God; compassion grounded in the hristian vision and attentive to the needs of those who are hurting and who are oppressed Focus: To help older adolescents develop a global social consciousness and GENERAL THEME: JUSTIE & PEA E 1225, 1716, , Paragraphs: 3, 126, 202, , , 724, , , General catechism of the atholic church References: the Spirit and the hurch throughout history; new ways ofthinking about.iesus today; S death, resurrection, and on-going presence; S ways to develop a richer, more mature relationship with.jesus. Suggested content:

95 lifestyles. discover how their spirituality can be lived out through a variety of skillsfor developing intimate, trusting, enduring relationships; and Focus: To help older adolescents explore their maturing sexual identity; use SBKII-I,Page3I a the confrontation and resolution ofmoral dilemmas; the development ofan adult conscience based on atholic hristian how to interiorize a personally chosen set ofmoral principles and values; values, actions, and flfestyles; moral principles with emphasis on taking responsibilityfor one s moral Suggested ontent: the development ofthis system. understand the role ofhristian conscience and moral decision-making in develop and use an interiorized, principled moral value system; and Focus: To help older adolescents critique their personal and social values; GENERAL THEME: MORALITY , Paragraphs: , , , 960, , 1694, , General atechism o(the atholic hurch References: the improvement offlfe decision-making skills; persons live as hristians; response; a development ofa sexual identity; a how to build loving relationships and develop intimacy; a dating; a vocation as God s unique call to each person and his/her unique I hristian view ofsexuality and intimacy; how single persons, priests, deacons, vowed religious, and married the choice ofa flfestyle; hristian marriage, love, andfamily flfe in today s world; examples oflivedfaith, sanctity, and heroic virtue. Suggested ontent: GENERAL THEME: LOVE AND LIFESTYLES

96 Paragraphs: , , General atechism of the atholic hurch References: values. SBK11-l, Page 32 experiencing a variety ofprayerforms and styles; when, where, why, and how ofprayer and by experimenting with and s Jesus as a person ofprayer; s the development ofa personal prayer lfe by exploring the who, what, S an exploration of images and concepts of God; I Jesus teachings on prayer; I the nature ofprayer; Suggested ontent: rich personal and communal prayer flfè. Focus: To help older adolescents develop a personally-held spirituality and a GENERAL THEME: PRA YER & WORSHIP Paragraphs: lo)-111. Genera I atechism of the atholic hurch References: letters to the Galatians and Romans. S the major theological themes ofpaul s letters as seen especially in his s the major practical and pastoral problems to which Paul responded: S the early church communities as the context and settingfor Paul s letters; S Paul s missionaryjourneys, sufferings, and trials; Suggested ontent: insights ofscriptural scholarship to interpret his writings; and discover context, literwy style, and major themes ofpaul s Letters; utilize the Focus: To help older adolescents develop an understanding ofthe historical Paul as apostle, preacher, theologian, and man offaitk GENERAL THEME: PAUL AND HIS LEITERS s the development ofskills for critically reflecting on self youth culture, and media and society s values in the light ofatholic hristian moral

97 4 4 Paragraphs: , S the hurch s worship and sacramental We: S an experience ofthe richness ofthe community s communal prayer. c Jr 44 Ar General atechism of the atholic hurch References: SBK.II-l, Page 33

98 r

99 II. ADULT ATEHESIS GUIDELINES DIOESE OF HELENA A. ONTEXT AND RATIONALE Personal and communal formation in religious faith is a lifelong process one that admits of recognizably different stages from infancy through adulthood. Because the tasks and responsibilities of adulthood differ both qualitatively and quantitatively from those of childhood and adolescence, it is not as easy to identils parameters of content or sequencing for adult catechesis as we do for children and youth. Ideally, adult catechesis builds upon and enriches catechesis received earlier in life, yet its breadth and depth extend far beyond that which is commonly identified for younger learners. In addition to helping adults deepen their knowledge and understanding of the hristian revelation often identified as adult religious education catechesis seeks to enable them to weather the many changes and crises of adulthood in the light of that revelation. Marital strife, job loss, family transitions, financial problems, illness and death all these and more can derive a much clearer focus through effective catechesis. This is specially important when catechesis received in childhood or adolescence proves insufficient to meet these challenges and disappointments. The aim of catechesis is to help adults discern the presence of God in all the many expenences of life so they can enter into a transformational dialogue with life itself and thereby bring the light of hrist to a world in search of compassion, hope, and truth. To achieve this, the centrality and importance of adult catechesis and religious education cannot be discounted The General atechetical Directory (1971) asserts that catechesis for adults, since it deals with persons who are capable of an adherence that is filly responsible, must be considered the chief form of catchesis (#21). atechesi tradenthe, the 1979 apostolic exhortation of Pope John Paul [1, adds: catechesis of adults is the principal form of calechesis because it is addressed to persons who have the greatest responsibilities and the capacity to live the hristian message in its fully developed form (#43). B. LOAL HALLENGES In the Diocese of Helena, as elsewhere throughout the United States, instructional programming and concern have generally focused on catechesis for children and youth. The investment and expenditure human and material resources in their regard have far surpassed similar outlays on behalf of adults. Our present structures for catechesis reflect a school model, correlate frequently with local academic and other calendars, and, in general, bespeak the underlying concern that all people share for the proper upbringing of of SBK.IT-2, Page I

100 however, can be very challenging. Whatever their situation or lifestyle, many find Motivating adults to take advantage of catechetical offerings designed specifically for them, 1990 to state: the catchesis of adults must be regarded as a preferential option (#21, 29). SBKII-2, Page 2. and religious education need not be reduced to completely random or nondirected endeavors. Systematic catechetical programming for adult.c can be developed and offered without diminishing their autonomy in the learning process. While adult learning at its best is self-directed, efforts in adult catechesis adult catechesis. certain principles that apply to and, where possible, should inform all program initiatives in church experience and understanding. Adult faith development studies have identified of interests, needs, and learning styles among their people, as well as a broad spectrum of MI persons whose ministry involves any form of adult catechesis homiletics, sacramental preparation, religious education, pastoral counselling must be sensitive to a wide variety. PRINIPLES OF ADULT ATEHESIS needs to the catechetical arena from an open and leisurely discussion of a current theological or pastoral issue to an immediate confirmation of some particular childhood religious learning. offer the following principles and guidelines for their application to local programming. To assist otis parishes and schools in their catechetical ministry to, with, and for adults, we, atholic tradition, come as inquirers for sacramental initiation, prospective spouses for highly motivated adults, whether born and raised atholic or not bring a wide range of from their childhood or adolescence. Still others, not raised in or acquainted with the marriage preparation, or parents seeking to nurture their children s atholic identity. Even In addition, catechetical encounters themselves are diverse and far-ranging. Knowingly or not, many atholic adults carry with them inadequate or unsatisf3iing learning experiences Geographical distance, hardships of seasonal travel, economic livelihoods bound to the land another amid the pressures of work, schooling, and recreation. The very conditions of life members young and old know the difficulties of maintaining an active presence to one itself in western Montana impact significantly all forms of ministry and our efforts therein. and its creatures continued formation in faith. all these and more play a major role in planning and providing for themselves preoccupied by other interests and demands, often quite legitimate. Family our children and youth. As well intended and successflul as these efforts all may be, they reflect a grave imbalance which led the Vatican s International ouncil for atechesis in (

101 period oftima single approach will serve well the needs ofall -- at any one time or over a dqjerent learning styles, and catechetical ministers cannot presume that one SBKll-2, Page 3 Sacred Tradition, it seeks primarily: Often viewed or approached as a purely educational endeavor, adult catechesis pursues much broader goals or resultant conditions. Rooted in the Scriptures and 1. Goals of Adult atechesis guidelines enunciated in earlier church documents, both universal and national, most notably atechetical Directory for atholics of the United States (1979). The following guidelines for adult catechesis in the Diocese of Helena are drawn from these several works. The Vatican document Adult atechesis in the hristian ommunity (1990) put forth the General atechetical Directory (1972) and SharinE the Light of Faith; National certain foundational guidelines for adult catechesis. These build on principles and D. GUIDELINES FOR ADULT ATEHESIS Engendering a sense ofpersonal enrichment and rewardfor the time and local ministry needs. effort put into learning, it often creates a ready resources for addressing form to the particular needs or interests that motivate adults to learn. The opportunity to apply learningfrom the outset rather than later gives local catechetical ministry should govern. be appropriatefor adult catechesis in accordance with the wisdom ofthe atholic tradition. The prudent pastoraljudgment ofthose responsiblefor Given the breadth oflife erpedences within any community, any issue may opportunities, is vital to effective adult catechesis. respondents participation in the planning and evaluation of learning changing. The periodic assessment of needs and interests, and the Amid the seeming regularity of everyday ljfe, situations are constantly easily lessen the appeal, value, and application ofthe learning at hand. environment, outcomes is critically important Inattention to practical considerations ofprogram scheduling, length, frequency, and location can A contatual awareness ofthe entire learning situation content, process, to effective catechetical programming for adults. Adults man fest many A variety ofprogram models, content, and methods or approaches is vital

102 - to foster in the catechized an attitude ofcontinuing conversion to the Lord; - to empower the catechized to active membership and service in the atholic - to advance the missionary work ofthe hurch. community; SBKI1-2, Page 4 - church history, both universal and local - atholic moral teaching, especially on social issues; - encounters with God in prayer and spirituality; - the liturgical and sacramental life of the hurch; - the hebrew and hristian scriptures; - the hurch s creedal and other doctrinal beliefs; content of adult religious education programming, whether occasionally in one-time presentations or systematically in seasonal or serial offerings. As circumstances and our atholic faith tradition: resources permit, adult catechesis should draw primarily from the principal fonts of The above goals and objectives afford significant possibilities for the focus and 3. Primary ontent of Adult atechesis in their pastoral and catechetical planning. We encourage parishes and other agencies to work from these particular objectives witness in both hurch and society. - by enabling those catechized to carry out a hristian hristian moral principles to all the many challenges of - by developing the knowledge ofand ability to apply expressed; theological and cultural heritage in which that faith Ic - by developing a knowledge and understanding of the atholic faith; - by providing a knowledge and understanding of the The achievement of the above goals is not a short-term process, but one that unfolds gradually over time and within various settings of hurch as structured community itself. These goals are best pursued on behalf of those catechized: 2. Objectives of Adult atechesis pastoral and catechetical planning, especially as they obtain in their local setting. We encourage parishes and other agencies to keep these goals foremost in their - to build adult hristian conunanities;

103 also lend itself for consideration as adult religious education topics. any given time, other subject mailer not immediately drawn from these sources may SRKII-2, Page 5 encouraged wherever possible. modelfor adult catechesis, is most appropriate and should he hristian Initiation of Adults, though not the exclusive - Theformational or catechumenal model presented in the Rite of participation in church lfe. of God, liturgical applications, charitable service, and ommunity. This can be achieved by attention to the Word constitutive elements of Message, Worship, Service, and - All catechetical programs, singly or serially, should reflect the pilgrimage offaith shared individually by all.. hristian revelation without discounting or denigrating the Adult catechesis can present and evoke clear witness to the - Truths of the atholic faith should be presented as certitudes. administrator. corporation or approved by the pastor or pastoral by any person not immediately connected with the diocesan - The approval of the Bishop s Office is requiredjar presentations authentic understanding ofthe faith. communion requires all catechesis to advance a full and While there is a legitimate plurality ofapproaches. eccle.cial requires assent to, the teaching ministry of the bishop. - All catechesis within a diocese derives its legitimacy from, and following considerations will be of value in this effort. expectations, past and present faith experiences, and potential for growth. The efforts are directed: their cultural background, human and religious needs, personal encourage catechetical ministers to keep in mind the specific persons to whom their All truly effective catechesis begins by accepting people where they are. We 4. Methodological and Organizational onsiderations Some topics readily lend themselves to introductory presentations or treatment, followed in time by more in-depth studies. Depending on local need and interest at

104 - ertain groups offer a particularly appropriate focus for adult Union with their parish and the diocesan church, and leaders/zip by competentfacilitators, are ofparamount importance. SBK.II-2, Page 6 all parishes, schools, and other agencies ofthe diocese. Education and the Diocesan Resource enter are available to - The services and materials of the Diocesan Office of Religious and thus questionable. Many are ofextremely high quality and value; others are less so all materials used in local programming for adult catechesis. - The pastor or pastoral administrator is responsiblefor approving presentations for subsequent use by other audiences. efforts in adult catechesis, to include the audio/videotaping of - The appropriate use of media can sign(ficantly enhance local enable greater participation in adult catechesis offerings. support services (e.g. babysitting, transportation, etc.) can - Flaibiity in scheduling and the arrangement of appropriate - Programs affords sign Vicant opportunitiesfor effective adult catechesis. should be structuredfor clearly defined periodc oftima participants to benefit from the breadth ofexperience therein. age, interest, flfe situation, identied need, etc.) to enable - Program groups should be relatively homogeneous (similarities of The liturgical year, particularly the seasons ofadvent and Lent, special effort taken to ensure continuity from one session to another and even within occasional or one-time programs. - Local programs should be structured around precise goals, with -- all who find themselves on the fringes of hurch or society. disabled, the elderly, the sick, those living in irregular situations - ertain categories of people deserve special attention: the events (sacramental celebrations, funerafr civic celebrations, (social, ministerial, etc.), and groups gathered for sign 4ficant (varentt couples, intergenerational. etc.). parish organizations feast days, etc.) catechesis and should not be neglected: family-related groups catechesis through prayer and reflection on the Word of God. - Small hristian communities provide a significant arena for adult

105 DIOESE OF HELENA SBK.I1-3, Page I other support materials, we offer the following principles: To assist our parishes and schools in the selectiod and use of catechetical textbook series and B. PRINIPLES FOR SELETION AND USE subsidized in whole or in part by parish or school funds, good stewardship demands that a and schools of the diocese in their examination, evaluation and selection of catechetical textbooks. of Religious Education has information and processes available on request to assist parishes investment in the faith formation of those who will use them. Whether their acquisition is parish or school seek to derive the maximum use possible from them. The Diocesan Office In addition, the purchase of catechetical textbooks constitutes a significant financial onsequently, no single textbook series can best serve evety situation. that will accommodate at once learners from otherwise differing educational levels. grade-level classes, thereby creating the added challenge of finding catechetical materials of extremely small populations and other considerations, some parishes must combine schools of our diocese in regard to their catechetical ministry and related programs. Because There is, however, a wide variety of needs and circumstances among the parishes and other material. a reasonable assurance that there will be no disparity in the overall coverage of doctrinal and generally follow a common thematic structure and topical focus, parishes and schools enjoy well as those responsible for their use. Because nearly all major catechetical textbook series These can be a significant aid to those responsible for selecting catechetical textbooks as Most catechetical textbooks are published as a systematized curriculum with integrated scope and sequence charts that offer in summary format an overview of the entire series. an endeavor in which catechetical textbooks are important and helpffil tools. While they The ultimate task of catechesis is to enable individuals and communities to grow in faith, cannot guarantee that a person will come to a deeper understanding and appreciation of the faith, catechetical textbooks ought not be discounted for their value in this effort. A. ONTEXT AND RATIONALE III. ATEHETIAL TEXTBOOK SELETION AND USE

106 A representative group ofpersons (pastor, DREIRE/YM, principa4 parents, SBK.II-3, Page2 There is a wide variety among publishers of catechetical textbooks and support materials, support materials are available on request from the Diocesan Resource enter. questions about their materials, and are generally willing to send a representative to present their materials in person. Examination copies of all major catechetical textbook series and catechetical textbooks or materials. Publishers welcome the opportunity to respond to responsible in our parishes and schools for the evaluation, selection and utilization of ecclesiological ones as well. Such differences may be a source of concern for those a variety not only of pedagogical and methodological differences but also of theological and. ATEHETIAL PUBLISHER REOMMENDATIONS prior knowledge and approval of the pastor (principal). (school) catechetical program. No materials should be distributed without the The pastor (principal) should be familiar with all materials used in the parish textbooks and other catechetical materials in a parish (school). Thepastor (principal) has primary and ultimate responsibility for the selection of curriculum, 4yearsfor a 9-12 curriculum). should adopt and utilize a catechetical textbook seriesfor at least a period of time equal to the curricular structure of the series chosen (e.g., 7 years for a K-6 I At the child andyouth levels (elementary through high school), a parish or school thereof catechetical program or curriculum, or at leastfor each organizational component should adopt and utilize the same textbook series sequentially throughout its entire At the child andyouth levels (elementary through high school), a parish or school textbook series under consideration at any one time. The same evaluation criteria/instruments should be used in the evaluation of all Textbooks to be reviewed should ordinarily include a nihil obstat and inwrimatur. process as needful parish or school The Diocesan Office of Religious Education can assist in this catechists, etc.) should be involved in the examination and evaluation of any catechetical textbook series under considera(ion for adoption and utilization by a not to do so should be an exceptional circumstance. Every parish or school should adopt and utilize a textbook series in its catechetical program or curriculumfor children and youth. The decision by a parish or school

107 Graded/Basal urricula - Highly Recommended of Religious Education reserves the right to revise this listing as circumstances warrant. SBKJI-3, Page Marvin, SD hicago, EL Blue loud Abbey 3341 No. Ashland Ave. DAKOTA WAY OF LIFE LOYOLA UNIV. PRESS Doctrinally Sound atechetical Materials. Publishers are listed alphabetically. atechetical Directory for atholics of the United States and Guidelines for States atholic onference documents, Sharing the Light of Faith: National and the criteria and principles for catechetical materials identified in the United following publishers as being in accord with the atechism of the atholic hurch The Diocese of Helena recognizes and commends the curricular materials of the 2. Graded/Basal urricula - ommendable SILVER BURDETT GThAN Morristown, NJ James Street P.O. Box Pine Street BROWN-ROA WILLIAM H. SADLER Dubuque, [A New York, NY Mission Hills, A Allen, TX hatsworth Street P.O. Box 7000 BENZIGER TABOR Doctrinally Sound atechetical Materials. Publishers are listed alphabetically. atechetical Directory for atholics of the United States and Guidelines for United States atholic onference documents, Sharinsz the Light of Faith: National hurch and the criteria and principles for catechetical materials identified in the of the following publishers as being in accord with the atechism of the atholic The Diocese of Helena recognizes and highly recommends the curricular materials curriculum and materials, we offer the following recommendations. The Diocesan Office To assist our parishes and schools in their initial exploration and assessment of catechetical

108 Boston, MA SBK.LL-3, Pagc San Jose, A E. Virginia St., #290 Mystic, T PUBLIATIONS P.O. Box 180 RESOURE TWENTY-THIRD PUBLIATIONS WEEKLIES P.O. Box PFLAUM GOSPEL TREEHAUS OMMUNIATIONS Dayton, OH Progress Road Loveland, O LIVING TEE GOOD NEWS SP[R[T Denver, O St. Paul, MN Grant St., Suite Randolph Avenue Winona, MN AVE MARIA PRESS ST. MARY S PRESS Notre Dame, IN Terrace Heights alphabetically. Guidelines for Doctrinally Sound atechetical Materials. Publishers are listed of Faith; National atechetical Directory for atholics of the United States and atholic hurch and the criteria and principles for catechetical materials materials of the following publishers as being in accord with the atechism of the identified in the United States atholic onference documents, Sharing the Light The Diocese of Helena recognizes and highly recommends the curriculum-related 3. Non-Graded/Non-Basal urricular Materials - Highly Recommended Huntington, N St. Paul s Ave. OUR SUNDAY VISITOR ST. PAUL BOOKS & 200 Noll Plaza MEDIA

109 The Diocese of Helena recognizes and commends the curriculum-related SBK.1L-3, Page Elgin, IL Loveland, O No. Grove Ave. P.O. Box 485 DAVID. OOK GROUP PUBLIATIONS following publishers as being generally in accord with the atechism of the Guidelines for Doctrinally Sound atechetical Materials. ertain considerations exclusive use. Publishers are listed alphabetically. atholic hurch and the criteria and principles for catechetical materials identified in the United States atholic onference documents. Sharing the Light (theological, ecciesiological, methodological), however, give reservation to their of Faith: National atechetical Directory for atholics of the United States and The Diocese of Helena recognizes the curriculum-related materials of the 5. Non-Graded/Non-Basal urricular Materials - Supplementary Use Only Milwaukee, WI incinnati, OH P.O. Box Republic Street Fil-Tilvifi PUBLISHING PRESS ST. ANTHONY MESSENGER New Rochelle, NY MULTIMEDIA 997 MacArthur Boulevard DON BOSO PAULIST PRESS 475 North Avenue Mahwah, NJ I Villa Maria, PA Liguod, MO P.O. Box 910 One Liguori Drive ENTER FOR LEARNING LEGUORI PUBLIATLONS Guidelines for Doctrinally Sound atechetical Materials. Publishers are listed of Faith: National atechetical Directory for atholics of the United States and materials of the following publishers as being in accord with the atechism or the atholic hurch and the criteria azid principles for catechetical materials identified in the United States atholic onference documents, Sharing the Light alphabetically. 4. Non-Graded/Non-Basal urricular Materials - ommendable

110 Littleton, O SBK.Ll-3. Page 6 P.O. Box 1012 SERENDIPITY 1:1. fl 4. r Spananburg, S H - P.O. Box 4406 YOUTH SPEIALT[ES

111 = highest) in the box at the right of each statement. Directions; In addition to yes/no responses, items may also be rated for their effectiveness on a 0-5 basis (0 = lowest, 5 PARISH: SHK]I-4. Page I L j) interihith 8j I) widow/ers 81 d) confirmation 7d b) unmarried/singles Sb d) young parents Sd g) middle age Sg h) senior citizens 8h fl divorced and separated Sf a) baptism 7a c) first reconciliation 7c a) young adults 8a c) pre-engaged and engaged 8c c) single parents Be & Our parish offers adult education programs to meet the needs of thc following: yes/no 7. oncurrent instruction is provided for parents when their children are preparing to receive yes/no instruction to support the parental role in faith formation. sacraments: b) first eucharist 7b 6. oncurrent opportunities are provided for parents of children and youth receiving religious 6 yes/no INSTRUTIONAL PROGRAMS 5. Transportation to and from program sessions can be arranged for people who need it. 5 yes/no 4. If necessary, sessions are offered more than once at different times to enable greater 4 yes/no participation. 3. Youth and adult programs are planned with involvement of those served. 3 yes/no 0 adult education (includes young adult, parents, senior citizens, etc.) 2f e) high school (grades 9-12) 2e b) elementary (grades 1-3) 2b d) junior high (grades 74) 2d g) special needs (all ages) 2g a) pre-school children 2a c) intermediate (grades 4-6) 2c 2. Our parish program includes instructional and spiritual development opportunities for: yes/no I. Our parish addresses itself to lifelong formation in hristian faith. 1. yes/no GENERAL PHILOSOPHY AND PROGRAM OVERVIEW DIOESE OF HELENA IV. PARISH RELIGIOUS EDUATION PROFILE

112 f) other (specils ) e) serial or continuing presentations (Bible study, prayer group, etc.) 9e d) one-time presentations (topical workshops, etc.) 9d c) missions 9c b) retreats 9b SBKII-4, Page2 Adult Special Needs High School Junior High Elementary Pre-school LEVEL PER WEEK PER YEAR 12. AVERAGE TIME SHEDULED FOR GATHERED PROGRAMMING: Adult Special Needs High School Junior High Elementary Pre-school LEVEL (avg. per session) REGISTERED census) ATEEHSTSG ATUAL (eq. per POTENTIAL 11. GENERAL AflENDANE AT GATHERED PROGRAMMING: Adult Special Needs High School Junior High Elementary Pre-school LEVEL LASSROOMS HURH HOME OTHER 10. GENERAL LOATION OF GATHERED PROGRAMMING (check all that apply): a) days of recollection 9a 9. Our parish provides the following spiritual development options: yes/no

113 15. Audio-visual equipment is sufficiently available to enable its use. 15 yes/no 14. Meeting places are suthciently flexible to enable both large and small group 14 yes/no activity as needed during use.. to the people served. SRKII-4, Pauc Parish clergy are directly involved in active recmiftncnt 25. yeslno 24. atechists are recruited by personal contact. 24 yes/no year. 22. atechists are people of living practical faith and attend Mass and sacraments yes/no 23. Number of catechists who attended in-service or enrichment offerings in the past 23 regularly in the parish. 22 delineated? b) are the competencies and ministerial relationships for each clearly 21b a) The members understand their purpose and function. 20a a) is there a clearjob description for each person? 21a 2). If there is a paid catechetical staff, yes/no 20. There is a Religious Education ommittee. yes/no 20 0 other (speci&) l9f d) Religious Education ommittee I Sd b) intermediate I 9b h) Director of Religious Education (paid) 1 8b d) high school I 9d a) pastor I 8a c) Director of Religious Education (unpaid) lsc e) Other 18e a) elementary 19a c) junior high 19c e) adult 19e 18. Our parish catechetical program is administered by the: X 19. There is a coordinator for the following levels: yes/no ATEHETIAL PERSONNEL: invite parishioners (especially catechists) to use them. 17. atechetical literature and other audio-visual resources am sufficiently available to 17. yes/no 16. Paper, art materials, supplementary texts, magazines and other activity materials 16 yes/no are available as needed. 13. Meeting places are comfortable, well lighted, attractively decorated and accessible 13 yes/no PARISH FAILITIES AND PROGRAM RESOURES

114 c) a) Pre-school 27. Textbook (publisher)) presently used in: INSTRUTIONAL PROGRAM (HILDREN AND YOUTH) d) being actively involved in catechist training being available for necessary counseling 26d 26c 2Gb SBKll-4, Page 4 a) elementary 32a c) junior high 32c a) elementary 33a c) junior high 33c e) adult 33e a) elementary 34i c) junior high 34c e) adult 34e b) intennediate 34b d) high school 34d e) adult 32e 34. The parish calechetical program includes opportunities for prayer experiences at all yeslno levels: b) intermediate 32b d) high school 32d b) intermediate 33b d) high school 33d 32. The parish catechetical program includes liturgical opportunities at all levels: y&no 33. The parish catechefical program includes service opportunities at all levels: yes/no 31 Audio-visual resources are used to augment the parish catechetical program. 31 yes/no 29. atechists develop lessons according to the methodology suggested in the 29. yes/no 30. atechists understand the rationale and sequence of the total parish catechetical 30. yes/no program. catechist s guide or manual. 28. atechists follow the series at least in a general way. 28. yes/no e) High School d) Junior High c) Intermediate b) Elementary S b) providing liturgies for classes a) regularly visiting classes. Our clergy are involved in the parish catechetical program by: 26a yeslno

115 c) junior high 350 e) adult 35e a) individual reception 36a 36. The following options are available for the celebration of First Eucharist: yes/no d) high school 35d b) intermediate 35b SBK.II4, PageS Date: interviewer: Religious Education Director/oordinator Parish Priest BY: omments/notes: Describe:: 40. The parish has a budget for religious education. 40 yes/no 41. The parish catechetical program has a registration fee: 41 yes/no Operating osts $ urrent fiscal year income (budget) $ urrent fiscal year expenses (budget) $ Salaries/Benefits S BUDGET from the pulpit, personal contact, etc. 37. Home-based instructional groups have scheduled opportunities to combine with 37. yes/no 38. The parish catechetical program is publicized by Sunday bulletins, announcements 38 yes/no 39. Our parish is aware of diocesan and national catechetical programs and incorporates 39 yes/no them into its ministry. parish-based groups. e) home Mass 36e d) general parish reception 36d c) small group reception 36c b) entire group/class reception 36b a) elementaiy 35a 35. ommunal penance services are provided at all levels: y&no

116 n

117 V. ATEHESIS FOR HUMAN SEXUALITY DIOESE OF HELENA A. ONTEXT ANI) RATIONALE For hristians, the mysteries of the Incarnation and the Resurrection express a radical belief in the dignity of the human person. We can assert the basic goodness spirit and flesh precisely because He it is who, like us in all things but sin, extends an invitation to an integrated, holistic life as men and women faith. Our sexuality as male and female manifests not only the lifegiving, love-giving power ofgod from one generation to another, but also engenders the very bonds of human community itself. of of our own identity as of God s own self-revelation to us in Jesus of Nazareth. The atholic vision of the human person individually and of humankind in general demands an authentic recognition the very heart of our interrelatedness as human beings, sexuality itself deserves such recognition and respect. Source and sign of God s creative power in us, human sexuality unfolds the mystery of life itself, and thus requires perhaps more special consideration than any other arena of human existence. onsciously or not, in all instances and at all levels of human interaction, whatever the issue at hand - it is the hristian understanding of sexuality that ultimately underlies our most fundamental moral questions: What is most life-giving? What is most love-giving? of and respect for the dignity of all persons, male and female. At Yet the gift of sexuality can also be used in irresponsible and destructive ways. Proper formation and education are needed so we do not lose sight of its true purpose and value in hrist The hurch has long taught that education in human sexuality belongs first and foremost to parents, so that a proper foundation for this vital aspect of human nature is laid within the context of a loving and faithfully committed home life. Many parents readily accept this challenging responsibility ofteaching their children the truths of human sexuality and helping them develop the virtues hurch for assistance in this sensitive yet demanding task. Some parents, however, rarely if ever discuss the God-given meaning of human sexuality with their children, nor do they learn for themselves what the hurch has to say in its regard. This is most regrettable and unfortunate, for it compromises the mutual and collaborative responsibility we all share in this regard, and often contributes to difficulties later in life when efforts to remedy incorrect attitudes and behaviors may be needed. of modesty and chastity. They look rightfully to the To assist our parishes and schools in their planning and programming for catechesis in human sexuality, we offer the following principles, guidelines, and suggested resources. SBK.lT-5, Page I

118 B. PRINIPLES OF HRISTIAN HUMAN SEXUALITY In 1991, the National onference of atholic Bishops and the United States atholic onference published a document entitled Human Sexuality: A atholic Perspective for Education and Lifelong Learning.. This came as a revision of their earlier document, Education in Human Sexuality for hristians: Guidelines for Discussion and Planning (1981) in light of the Vatican ongregation for atholic Education s Educational Guidance in Human Love, published in In late 1995, the Pontifical ouncil for the Family published yet another significant document: The Truth and Meaning of Human Sexuality: Guidelines for Education Within the Family. Against this backdrop, we recall and aflinn for their application to local programming the following principles applicable at all levels of human development, adapted from the 1991 US/NB document. Human sexuality is a divine gift to be approached with appreciation, wonder, and respect -- a fundamental component of human personality in and through which we, as male or female, experience our relatedness to self, others, the world, and God. God has entrusted each person with the responsibility to direct the gift of sexuality wisely in one s growth to maturity in interpersonal relationships. This is a basic challenge in every person s lifelong journey of conversion to personal wholeness and spiritual holiness. The word sex generally has a twofold meaning: the biological aspects of being () male or female; and the physical, emotional, social, or spiritual expression of sexuality. Men and women are sexual beings from conception to death, equal yet distinct as persons. The desire to love and be loved is the basic vocation shared by all. It involves personal decisions of commitment, self-sacrifice, and perseverance that are served by human sexuality. All persons are called to be chaste by doing what is sexually responsible for one s state in life. Physical, emotional, and spiritual self-care reflect the goodness of the human body, and enable us to reveal God s own goodness, love and vitality. Genital sexual activity has true meaning and integrity only within the context of marriage. Outside of marriage, however well-intended, it is not an expression of total self-giving and thus is objectively morally wrong. SBK,I1-5, Page 2 The proper value of sexual abstinence before and even within marriage consists in its expression of loving self-control for the sake of one s own personal growth, that of one s spouse, and that of the larger human family.

119 The sacrament of marriage entails a lifelong unitive and procreative covenant of love bound by an unbreakable pledge of fidelity deeper than any civil contract. Mature single persons seek for themselves a balance of healthy independence and genuine intimacy within the human community. Sexuality is a dynamic element of celibacy as a complement to the vocation of marriage. The gift of sexuality can be abused intentionally or through immaturity or ignorance, but Scripture and the sacraments remind us of God s abiding presence and promise of forgiveness. From a theological perspective, there are objectively right and wrong answers to moral questions, even as their resolution requires great sensitivity and compassion from a pastoral perspective. Discerning a proper course of action requires the careful and continuing formation of a correct conscience, a process best served by the accurate articulation and study of hurch teaching.. ATEHETIAL GUWELINES (Programming) It is not possible to overemphasize the importance of hristian role models in any parish or school programming efforts for human sexuality. Following the example of Jesus himself, parents and teachers alike must give evidence of a truly compassionate openness to their children, students, and one another. Rather than create undue fears or foster overly judgmental attitudes, the prudent exposition of the hurch s teaching on the beauty and purpose of human sexuality can actually serve to free people of these and other often unexamined prejudices or misunderstandings. To that end, we offer the following guidelines on general programming for catechesis in human sexuality: Parishes and atholic schools of the diocese should make regular provision for catechesis in human sexuality. Such support should begin at the latest with those in early adolescence (middle school/junior high) and their parents or guardians. Programs in human sexuality should not be limited to catechesis for children and/or youth alone, but should be pastorally supportive of and sensitive to the lifelong dimension of education and growth in human sexuality (e.g., pre-marriage, marriage enrichment, singles, etc.). SBK.I1-5, Page 3

120 SBK.1J-5, Page 4 and method of such catechesis, and participate in it concurrently with their children. with parents and guardians. These should be informed in advance of the content participation in any program of human sexuality presented by a parish, atholic andlor atholic schools of the diocese should proceed from a collaborative effort school, or other diocesan agency. No presentation should be made without their prior Parents and guardians must be given complete freedom to decide their childlren s awareness and consent. program participants as well as those responsible for their instruction and While local needs may require a certain leeway in both content and methodological catechists and other presenters in advance in any program of catechesis for human D. ATEHETIAL GUIDELINES (ontent and Methodology) Pastors and/or parish or school administrators are responsible for approving Programs in human sexuality should be evaluated on a regular basis and involve sexuality. atechists or teachers should receive a complete orientation and inservice training for the program prior to its inception. Parish and atholic school programs in human sexuality in the same locale should of child and youth catechesis in a parish or atholic school is recommended. integration ofa family life/hristian sexuality curriculum into the overall program coordination. approaches for parish or school programs, all catechesis in human sexuality should proceed provides a backdrop for the following guidelines on program content and methodology. Programs in human sexuality for children and youth, whether occasional or ongoing, should be family-centered, allowing appropriate parent-to-parent, parent-toyouth/child, and youth-to-youth interaction in the learning process. All catechesis for human sexuality offered to children and youth through parishes Single or otherwise isolated presentations may not respond sufficiently to the need for broader catechesis in human sexuality. Where feasible, the adoption and/or be compatible and consistent with, and supportive of, one another. from the basic context of the hurch s belief in and respect for the dignity of all creation in general and human life in particular. The broader spectrum of the hurch s moral wisdom

121 Programs in human sexuality should incorporate processes that allow for personal reflection and appropriate sharing by those participating in the various learning sessions. A prudent sensitivity is required for collective or individual instruction of both sexes. Programs in human sexuality for children and youth should address the following topics: parent-youth/child relationships and communication; moral development and decision-making; human physical, psychological, and emotional development; atrisk issues of abortion, extra-marital sexual relations, cohabitation before marriage, sexual abuse, and sexually-transmitted diseases; and related atholic moral principles. ertain adaptations may be needful to accommodate variations in participant maturity and/or readiness. Adolescents should be introduced to the value of fertility regulation and methods of natural family planning, in contrast with and opposition to the methods and values of artificial contraception. Extreme sensitivity is required in the use of audiovisual materials or the display of sexually explicit images or models that may be inappropriate for some persons because of their age, learning experience, personal or family background, etc. The use or display of erotic materials, dramatic or mime representations of genital or erotic questions, requests to divulge personal or family information about sexuality, and oral or written exams about genital or erotic questions are inappropriate and unacceptable in presentations on human sexuality. Though it may not always be gravely sinful for reasons ofimmaturity, poorly formed moral conscience, or other emotional and psychological factors, all sexual activity that violates the integrity of any penon should be presented as objectively morally wrong, as the hurch has continually taught in its official teaching. In dealing with hristian sexuality, we must never lose sight of the atholic precept that all persons should be regarded with respect, dignity, and sensitivity.. E. SUGGESTED RESOURES There is wide variety among the many text and non-text resources available for use in human sexuality education. Some of those generally available through public commercia] outlets work from principles and values consonant with the mind and teaching of the atholic hurch, but manydo not. We encourage parishes and schools to use exceptional discretion in their selectionand use of such resources, especially for independent presentations that may SBK.1I-5, PageS

122 not be pan of a broader, more integrated catechesis in human sexuality. The following recommended resources, listed alphabetically by publisher, are available through the Diocesan Resource enter. 1. Sexuality/Family Life urricula (K-8, graded/basal) Family Life Benziger New reation Brown-ROA Fully Alive Silver Burdett Ginn 2. Sexuality urriculum (Junior High, graded and non-graded) Growing Up Sexually ( Discovering series) St. Mary s Press What About Sexuality? ( onnect series) Silver Burdett Ginn 3. Sexuality urriculum (Senior High, graded and non-graded) Sex and the Teenager: hoices and Decisions Ave Maria Press Sexuality: onnecting Mind, Body, and Spirit enter for Learning Human Sexuality ( Youth Ministry series) William H. Sadlier, Inc. Sexuality and Dating: A hristian Perspective St. Mary s Press Sexuality: hallenges and hoices ( Horizons program) Dating: Life and Love ( Horizons program) St. Mary s Press Human Sexuality ( onnect series) Silver Burdett Ginn SBK.L-5, Page 6

123 4. Video-based Programming (grades 7-9) Valuing Values (now published as atholic Values and Sexuality ) Brown-ROA hanges and hoices Family Films In God s Image St. Anthony Messenger Press hoose Life, hoose Love Tabor 5. Video-based Programming (grades 10-12) Issues in Sexuality Brown-ROA 6. Other Resources The Resource enter has numerous individual videos and text items on human sexuality and related topics; for more information, contact the Resource enter. SBK.I1-5, Page 7

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125 BISHOP OF HELENA law I T.f 7:;, I Til r-r D MU1). LJE N N I 1 I tf Lent 1998 My dear friends in hrist, The season of Lent represents for all the faithful a challenging invitation to the deeper exploration of our atholic faith. It is a time in which to reclaim and celebrate with renewed vigor the mysteries of our redemption in hrist. Nowhere is this invitation made more clear, this opportunity more tangible, than in the sacramental life of the hurch and our catechetical efforts to nurture and sustain that life. Ten years ago, our diocesan synod called for the publication of policies for the sacramental preparation of... children and their parents. and the recommendation for catechetical programs in that regard (Acts of the Synod of the Diocese of Helena, 15-F). Following extensive work by the Diocesan Religious Education Advisory Board and the staff of our Diocesan Office of Religious Education, I am happy to send you the enclosed Policies for Sacramental atechesis for the Diocese of Helena, which are designed to be inserted into the Sourcebook for atechetical Leadership, published by the DORE in April The Policies are normative statements of principle and practice for all sacramental catechesis in general, and for infant baptism, first Eucharist, confirmation, reconcihation, and anointing of the sick in particular. In time, a similar policy for the Rite of hristian Initiation of Adults and a revised policy for marriage will follow. Diocesan policy for the sacrament of Orders is prescribed by the Program of Priestly Formation established by the National onference of atholic Bishops, and by our own Program of Formation for the Permanent Diaconate. Only a diocesan bishop can promulgate official diocesan policy. However, with the unanimous agreement of the ollege of onsultors, I am issuing these policy statements on a provisional basis, and ask that you follow them in your parish. You will find that they are not new rather they are based on sound catechetical theory and practice, the doctrinal norms of the atechism of the atholic hurch, and the canonical requirements of the ode of anon Law 515 N. EWING P0 BOX 1729 HELENA, MT FAX

126 Primarily catechetical in their origination and perspective, the policy statements also address certain pastoral and liturgical considerations that occasionally impact the catechetical process. They do not, however, address all such considerations. It is my intent that we use this time prior to the appointment of our new bishop to utilize and thereby test these policy statements, to listen to our collective experience of that process, and to integrate constructive suggestions received during this time into our recommendations to the new bishop in their regard. From such a process, he can promulgate official policies that will address more comprehensively the many catechetical, liturgical, and pastoral considerations that surround our sacramental life and celebrations. I ask your active attention to and participation in the utilization of these policies. I have asked Jim Tucker, director of the Diocesan Office of Religious Education, to offer informational presentations in the diocese on them as schedules permit. Please make note of these presentations, as they will be of particular value to persons responsible for offering or coordinating programs of sacramental catechesis. May the Lord Jesus, whose Passion, Death, and Resurrection we celebrate in this season of grace, strengthen our efforts individually and communally in service to the Gospel. May our faith in his sacramental presence enable us to extend the reality of his life-giving presence to all people. Sincerely yours in hrist, r, Diocese of Helena

127 GENERAL SARAMENTAL ATEHESIS SBK 111-1, Page 1. atechetical and Program Resources 300 General Applications 302 atechetical onsiderations 304 Sponsor onsiderations 307 Manner of elebration 309 Emergency onsiderations 303 Program onsiderations 305 Minister of onfirmation 308 Scheduling of onfirmation 306 Site of onfirmation B. Policies for onfirmation ( ) 301 Relationships with the Family A. ontext and Rationale LII. ATEHESIS IN PREPARATION FOR ONFIRMATION SBK , Page Relationships with the Family. atechetical and Program Resources 207 Manner of elebration 209 Emergency onsiderations 203 Program onsiderations 200 General Applications 202 atechetical onsiderations 204 Godparent onsiderations 205 Minister of Baptism 206 Site of Baptism 208 Scheduling of Baptism B. Policies for Infant Baptism ( ) A. ontext and Rationale II. ATEHESIS IN PREPARATION FOR INFANT BAPTISM SBK 111-2, Page ontent of atechesis 101 atechetical Programming B. The Parish and Sacramental atechesis. Principles of Sacramental atechesis 100 atechetical Responsibilities 102 Pastoral Administration A. ontext and Rationale D. General Policies for Sacramental atechesis ( ) SETION THREE - SARAMENTAL ATEIWSIS

128 A. ontext and Rationale 401 Relationships with the Family 400 General Applications B. Policies for First Eucharist ( ) B. Policies for Reconciliation ( ). atechetical and Program Resources A. ontext and Rationale 602 atechetical onsiderations 605 Minister of Reconciliation 608 Scheduling of Reconciliation 609 Emergency onsiderations 600 General Applications 604 Sponsor onsiderations 606 Site of Reconciliation 607 Manner of elebration 603 Program onsiderations 601 Relationships with the Family VI. ATEHESIS IN PREPARATION FOR REONILIATION SBK , Page 1 {NOTE: THIS SETION IN PREPARATION) INITIATION OF ADULTS SBI 111-5, Page 1 V. ATEHESIS AND THE RITE OF HRISTIAN. atechetical and Program Resources 405 Minister of First Eucharist 408 Scheduling of First Eucharist 403 Program onsiderations 402 atechetical onsiderations 404 Sponsor onsiderations 406 Site of First Eucharist 407 Manner of elebration 409 Emergency onsiderations IV. ATEHESIS IN PREPARATION FOR FIRST EUHARIST SBK , Page 1

129 700 General Applications B. Policies for Anointing of the Sick ( ) A. ontext and Rationale {NOTE: THIS SETION IN PREPARATION) ELEBRATIONS SBK , Page 1 X. PASTORAL INTERVIEW PRIOR TO SARAMENTAL (NOTE: THIS SETION TO BE DETERMINED) VIII. ATEHESIS IN PREPARATION FOR MARRIAGE SBK 111-8, Page Scheduling of Anointing of the Sick 705 Minister of Anointing of the Sick 703 Program onsiderations 702 atechetical onsiderations 706 Site of Anointing of the Sick 707 Manner of elebration 709 Emergency onsiderations 701 Relationships with the Family. atechetical and Program Resources OF THE SIK VII. ATEHESIS IN PREPARATION FOR ANOINTING SBK , Page 1

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131 I. GENERAL SARAMENTAL ATEHESIS DIOESE OF HELENA A. ONTEXT AND RATIONALE The heart of the hristian message is God s loving self-revelation in human history in and through the person ofjesus hrist. The mystery of the Incarnation ( God-with-us ) and the power of Jesus death and resurrection ( God-for-us ) touch all creation, both animate and inanimate. Together they restore for us--and everything around us--a dignity once tarnished and still beset by the powers of sin and death. Yet God has so become one with us in hrist and hrist has so reunited us with God for those who see by faith, nothing need ever again be considered commonplace. that 4 The hurch itself is founded on this premise. As both the community and the communion of God s People, we dare put forth to the world and all of history not only the teachings of hrist but also his very life as Risen Lord Events that transpired 2000 years ago in a small corner of the world endure today as realities jg yet beyond all time and place Empowered by hrist s farewell promise outpouring ofthe Holy Spirit at Pentecost--the hurch continues to mediate the extraordinary presence and power ofgod in and through the seemingly ordinary circumstances ofcreation and human experience. of his enduring presence with us--a promise fulfilled in the This happens in ways often too varied to enumerate, with meanings often too deep to fully describe. We know from experience that even ordinary, day-to-day encounters among humans can actually be quite complex when studied according to their many constituent elements: the personal identity and motivation of those involved, the impact of the surrounding environment, the often unperceived influence of culture, etc. Even within any particular moment of any particular event, there are many different factors at work, many different levels ofinteraction, and many choices, conscious or otherwise, being made. Ifthis is true in ordinary human events, it is all the more true in the realm of faith..,the realm of sacred events. Throughout our history as atholics, we have identified seven such sacred events that overarch and give expression to the whole of hristian life. We have named these events sacraments. They are baptism, confirmation, eucharist, reconciliation, anointing of the sick, marriage, and orders. As above, we believe that they too are multi-level experiences of faith, offering a wide variety of interpersonal and communal considerations. They are not objects or things, but actions...events...sacred actions and sacred events. Their ritual celebration is indeed a truly efficacious moment of grace. In and by their very celebration, sacraments enact or effect that which they signify: life given and affirmed, life nurtured and renewed, life shared with and for others. SBK.llI-1, Page I

132 To our regret, however, faulty catechesis and uninspired liturgical celebration may have occasionally skewed this understanding of sacraments. For example, it is not uncommon to hear people say that they were baptized or went through confinnation or made theft first communion or got married as though these were all past events, isolated or disconnected from one another. It is important to recall that sacraments are as much modes of encounter as they are moments. Their celebration, as significant and impressive as the event may be, encapsulates a person s entire life of faith, and the never-ending process of conversion in hrist that is at the heart of atholic sacramental theology. onsequently, any catechesis offered in preparation for the sacraments ought to offer participants the opportunity for conscious, purposeflil reflection on this reality. It is critically important, therefore, that our understanding ofthe sacraments be faithifil to our understanding of Jesus. Only then will our catechesis for, and liturgical celebration of, the sacraments be authentic. For this reason, we note that the phrase sacramental catechesis is often used in different contexts and with different meanings: It can refer broadly to catechesis offered in a sacramental manner; that is, directly and integrally utilizing elements ofcreation and/or human experience to communicate the topic at hand. An example would be the use of fire in some manner to illustrate the power or experience of the Holy Spirit. In a narrower sense, sacramental catechesis can refer to topical instruction on a particular sacrament as part of an established curriculum or program; for example, ) a religious education class on Reconciliation. Still more specifically, and for purposes of this document, sacramental catechesis refers to any process of instruction offered in preparation for, accompanying, or flowing from the celebration of a particular sacrament. Examples here would be baptismal catechesis for parents ofpreborn or newborn children, or parish catechesis for a conmiunal anointing of the sick. B. THE PARISH AND SARAMENTAL ATEHESIS In western Montana as elsewhere throughout the United States, the parish is the primary setting for most atholics developing experience of church. Defined and described in the ode of anon Law (c. 515) and other documents, it is the ordinary (though not necessarily the only) arena in which atholics experience the pastoral care of souls. As a local manifestation of the People of God, a parish often runs the full scale of the hristian faithful, bonded in varying degrees of intimacy and marginality among themselves and with the parish itself. A person s identity may or may not be closely interwoven with his or her parish identity. Many atholics speak fondly of their long-standing association with a particular parish: its rootedness in their own personal and family history, and the many people there SBK. ITT-i, Page 2

133 who have helped shape and guide that history. Other atholics, however, are often caught up in a certain transiency that seems to characterize modem society: whether from geographical moves or relational considerations, they find it difficult to establish or develop lasting ties with a parish. Pastors and catechetical leaders face a considerable challenge, then, in providing authentic sacramental catechesis as the expression of an on-going conversion--both individual and communal--in hrist. In and for the Diocese of Helena, sacramental catechesis is best given, and sacraments are best celebrated, only within the context of a parish community. This foundational premise respects the unique and inviolable privilege ofparents and the hristian home as the primary actors and setting for the education of children in the ways of faith. It also allows for the fonnative role that atholic schools, ursillo or charismatic renewal communities, and places like Legendary Lodge play in fostering a vital faith for youth and adults of all ages. Yet even with the great value of these distinctive experiences and settings, the primacy of the parish in sacramental catechesis and liturgical celebration must be recognized in both principle and practice. This is not an exclusive primacy but a collaborative one, cognizant of other influences and respectful of their appropriate contributions. The recognition and promotion of the entire parish as a catechizing community stands for all the faithful as a challenging yet highly rewarding goal. The pursuit of this goal is not without its difficulties. Truly effective sacramental catechesis is characterized by the four main elements of all catechesis: Word, Worship, Service, and omnunity. MI four ingredients must be present and interact in appropriate measure. The mere imparting or reporting back of information does not constitute sufficient catechesis of itself. Liturgical celebrations alone cannot sustain the weight of the Gospel s demand that we love one another. hristian outreach to those in need ultimately succeeds only when society itself is both impacted and involved. And a community that knows not from where it comes nor to where it is called is not truly a community. To the extent that any one of these four elements dominates our catechetical efforts to the relative exclusion of the other three, or to the extent that any one or several of the four is altogether missing, the goal of the parish as a catechizing community will go unachieved. As noted earlier, the sacraments originate in the hurch s experience and understanding of Jesus hrist--perfect gift of the Father to us and perfect gift of self to the Father in return. Our sacramental theology, catechesis, and celebration unfold over time in the hurch s experience and understanding of itself as the People of God--constantly called to continuing conversion in hrist. This self-understanding forms a backdrop not only for broader hurch policy and theology surrounding the sacraments, but also for our own local perspectives, policies, and practices. To assist the parishes and atholic schools of the Diocese of Helena in their planning and programming or curriculum development, the following foundational principles underlie all sacramental catechesis. SBK.IIT-1, Page 3

134 s PRINIPLES OF SARAMENTAL ATEHESIS As that form of the ministry of the Word which seeks to put people not only in touch, but in communion, in intimacy, with Jesus hrist (atechesi tradendae, #5), all authentic sacramental catechesis is informed by the following principles: Sacraments are first and foremost personal actions of hrist. Even simple conversation around the celebration ofthe sacraments may sometimes compromise our long-held belief that ordained ministers represent hrist in our midst. Only in a derived sense can one say that Deacon (N.) baptized me or Bishop (N.) confirmed me. This is true even in marriage, where spouses confer the sacrament upon each other specifically as ministers of the grace of hrist. Sacraments are communal actions of the hurch. Publicity for our catechetical programs and accompanying liturgical celebrations may often indicate that it is a certain individual or group of individuals who celebrate sacraments, when in truth it is the entire hurch as the Body of hrist--both locally and universally--that engages in and is responsible for appropriate catechesis and liturgical celebration of each sacrament. Sacraments are expressions of an interpersonal relationship between hrist and the hurch, and more immediately between hrist and those (j who celebrate the sacraments. This calls for special sensitivity to all people who, moved by the promptings of the Holy Spirit, present themselves for sacramental celebrations. No one can claim or sustain a relationship with hrist without the presence and activity of the hurch in some manner. Effective catechesis requires a continuing process of assessment to determine the readiness of both individuals and communities to celebrate the sacraments. While catechetical theory and pastoral practice can identils and establish reasonable parameters by which such conversion is known or tested, it remains a unique experience for each person and community. The hurch has the right and the responsibility to ensure that persons desiring to celebrate the sacraments manifest the proper preparation and disposition. Those responsible for sacramental catechesis and programming should be careflil, however, that they do not impose excessive or undue requirements that might hinder or obstruct the conversion experience inherent in such situations. SBK.1ll-1, Page 4

135 Sacraments are ritual manifestations of a lifelong, multi-dimensional conversion to the person of hrist. Whether celebrated frequently or only once in life, all sacraments signify a transition from one way of living to another, or from one level of the spiritual life to another. atechesis and liturgy must give ample expression to this process. The primary source for sacramental catechesis is the officially approved liturgical rite for the particular sacrament. Persons preparing to celebrate more than one sacrament at a particular liturgy, or at different liturgies within a relatively close period of time, are entitled to and should receive a separate and distinctive catechesis for each sacrament. Individuals and communities have the right and the responsibility to acquire a complete and authentic catechesis for the sacraments. This catechesis should be appropriate to their age and other developmental considerations, and consonant with the lived experience and official teaching of the hurch. Persons with physical or developmental impairments are entitled to full consideration in the provision of sacramental catechesis. Such catechesis should be adapted to accommodate their particular abilities. B. GENERAL POLIIES FOR SARAMENTAL ATEHESIS ( ) To assist our parishes and atholic schools in their local planning and programming, the following general policies for sacramental catechesis in the Diocese of Helena are hereby promulgated. They are drawn from the pertinent sacramental rites themselves, the ode of anon Law, and established pastoral and catechetical practice. As such, they underlie all policies that subsequently appear in this Sourcebook for atechetical Leadership for particular sacraments, and are presumed to apply thereto unless otherwise indicated. For specific applications or situations not addressed herein, contact the hancery. 100 A TEHE TIAL RESPONSIBILITIES The bishop holds primary responsibility for sacramental catechesis and the enactment of all policies therefor in the Diocese of Helena. Requests for any exception to diocesan policy on sacramental catechesis must be referred in writing directly to the bishop or his delegate, along with the recommendation of the local pastor or pastoral administrator. In no instance may any such exceptions be contrary to the applicable laws of the hurch. SBKJII-1, Page 5

136 100 A TEHETIAL RESPONSIBILITIES (cont) o Under the direction of the bishop as chief catechist, pastors and pastoral administrators are responsible for the conduct and oversight of sacramental catechesis in the parishes, missions, and schools of the Diocese of Helena. Such responsibility may be delegated only to an appropriately qualified representative approved or recognized by the Diocesan Office of Religious Education The pastor or pastoral administrator of the parish where the person preparing for a sacrament resides is responsible to provide adequate and appropriate catechesis in preparation for the sacrament When catechesis in preparation for a sacrament is given in a parish other than where the sacrament will be celebrated, the respective pastors and/or pastoral administrators are to consult on the readiness of the person to celebrate the sacrament and any other related pastoral considerations When a person receives catechesis in preparation for a sacrament in another parish, the pastor or pastoral administrator of the other parish is to provide written documentation to the pastor or pastoral administrator of the parish where the sacrament will be celebrated that such catechesis has been given Policies and do not apply for the sacrament of reconciliation in order to protect the confidentiality and seal of the sacrament to which any penitent is entitled by church law Whether their children attend a parish catechetical program or a atholic school, or are schooled at home, parents are to participate actively in preparing their children to celebrate the sacraments, especially baptism, confirmation, eucharist, and reconciliation. SBKJH-1, Page 6

137 100 A TEHE TIAL RESPONSIBILITIES (cont) The parish community is to be regularly informed of and involved in its collective ministry of sacramental catechesis with children, youth, and adults. In particular, the development of sponsor ministries for the sacraments of initiation (celebrated individually or integrally) and marriage is to be encouraged To foster broader awareness and solidarity within the community, parishes are to provide appropriate publicity for sacramental celebrations before and after their occurrence The pastor or pastoral administrator of a parish is responsible to ensure that sacramental catechesis and materials or processes used therein are approved by the Diocesan Office of Religious Education, adequate and appropriate to the local situation, and in conformity with official atholic teaching and an applicable diocesan policies The pastor or pastoral administrator of a parish is responsible to ensure that parents and others who provide sacramental catechesis at any level are adequately and properly trained By their edutional curriculum and environment atholic schools add substantial depth to sacramental catechesis for children and youth. atholic school principals are to consult regularly in this regard with the pastors or pastoral administrators of parishes m communities served by atholic schools In locales where there are atholic schools, parish catechetical ministers and school Religion/Theology faculty are to consult regularly and work closely through appropriate administrative channels to facilitate sacramental catechesis for the children, youth, and families they serve. SBK.1I1-I, Page 7

138 101 A TEHETIAL PROGRAMMING Parish programs of sacramental catechesis are to be structured in such a way as to provide reasonable and sufficient time for individuals and communities alike to grow in their readiness to celebrate the sacraments. Subsequent parish or diocesan policies for particular sacraments may specify certain requirements or recommendations in this regard Persons preparing to celebrate the sacraments, including children and youth who attend atholic schools or are schooled at home, are to participate in those parish programs specifically designated for sacramental catechesis Parish programs for sacramental catechesis with children and youth are to be separate and distinct from, and are not to be considered a substitute for, their regular programs of continuing religious instruction. They are not to be scheduled in such a manner as to conflict with one another Parishes must make a reasonable effort to accommodate divergent family situations in their programming for sacramental catechesis and its related scheduling To foster the communion of individuals and/or families with their parish, especially in locales where there is more than one parish, pastors and pastoral administrators are to collaborate to ensure the reasonable consistency of their programs of sacramental catechesis among one another in regard to content, scheduling, requirements, liturgical celebrations, etc As much as possible, provisions for sacramental catechesis in associated mission stations should be consonant with those of the mother parish In locales where there is more than one parish, parishes may offer jointly-sponsored and/or common programs of sacramental catechesis as long as the participants parish affiliation and the responsibility of each parish for pastoral care of its participating members are duly respected. SBK.II1-1, Page 8

139 102 PASTORAL ADMINISTRA HON Persons preparing to celebrate sacraments, including children and youth who attend atholic schools or are schooled at home, are to be registered in the parish where the sacramental celebration will take place Persons preparing to celebrate the sacraments are to give reasonable demonstration of their active participation in the life of the local parish prior to the celebration of the sacraments. This requirement applies specially in regard to the sacraments of initiation (baptism, confirmation, eucharist) and marriage. Jt may not always be appropriate or applicable for the sacraments of reconciliation and/or anointing of the sick Persons previously baptized atholic and preparing to celebrate another sacrament for the first time must provide recent written verification of their valid atholic baptism Persons responsible for programs of sacramental catechesis must be sensitive to the ecumenical considerations inherent in such programs with interfaith families Pastors and pastoral administrators are responsible to see that the celebration of the sacraments of baptism, confirmation, and marriage is properly recorded in the sacramental records of both the parish of celebration and the parish of baptism for the individuals involved. 103 ONTENT OF A TEHESIS Programs of sacramental catechesis must provide an appropriate presentation of the cognitive elements integral to such catechesis, adapted to participant age and developmental abilities. The atechism of the atholic hurch and Section II of the diocesan Sourcebook for atechetical Leadership are of primary value in this regard, but neither is to be used specifically as a textbook in any continuing program of religious instruction. SBK.Ill-1, Page 9

140 103 ONTENT OF A TEHESIS (con L) c Programs of sacramental catechesis must integrate those liturgical symbols and rituals (e.g., water, oil, fire, imposition of hands, etc.) into catechetical instruction which are consonant with the theology of the particular sacrament The use of such symbols and rituals must always respect the catechesis and rituals properly associated with other sacraments Programs of sacramental catechesis must integrate appropriate opportunities for hristian service within and/or beyond the local parish. Such opportunities must include provision for the persons involved to reflect personally (e.g., journaling) and with others on their experience, with a view toward enabling them to maintain and develop further a posture of hristian service for life Programs of sacramental catechesis must integrate appropriate opportunities for the persons involved to grow in their awareness, understanding, and appreciation of the local, diocesan, and universal hurch as the communion of God s faithful people; and of the local, national, and worldwide community of humankind as their brothers and sisters in hrist Only those curricula and/or other related materials that have been approved by the Diocesan Office of Religious Education may be used in programs of sacramental catechesis in the Diocese of Helena. ; SBK.llI-1, Page 10

141 II. ATEHESIS IN PREPARATION FOR ThWANT BAPTISM DIOESE OF HELENA A. ONTEXT AND RATIONALE The birth of every child should give all people cause for renewed belief in the goodness of creation and the provident care of a loving God. The welcome of a newborn or young child into a family by birth or adoption should be an occasion for great joy--a joy to be shared and celebrated not only by the immediate family and its acquaintances, but by the larger families of hurch and society as well. Salvation, redemption, the forgiveness of sin-- newness of life, reception into community, the promise of unending love all are celebrated in baptism. Because the hurch sees the assurance of faith as an essential prerequisite for baptism, it understands the ancient practice of infant baptism and a young child s coming to faith in light of the particular faith of the parents and the common faith of the hristian community. The initiation of children into the sacramental life of the hurch is primarily the responsibility and concern of the child s parents. Yet even as they strive to form and gradually increase a spirit of faith in their children, parents do not and need not do this alone. The family is part of the larger hristian community, and has the right to look to that community for help and support,just as the community itself is responsible to assist parents in their effort. In the end, all preparation for hristian initiation involves the whole community, for the conversion of individual persons--signified and celebrated even with infants in baptism--is indeed part of the hurch s own continuing conversion in hrist. Whether the child s family is intimately involved in the life of the hurch or not, the prospect ofbaptism affords a significant occasion for renewed evangelization and catechesis within the family itself and the broader hristian community. Beyond the ecclesial considerations and arrangements that accompany the baptism ofan infant or young child, the moment also provides a valuable opportunity for parents and parish alike to foster appropriate connections of support and nurture in areas of a more temporal need or concern which often underlie and occasionally challenge a family s spiritual life. B. POLIIES FOR INFANT BAPTISM ( ) To assist our parishes in their local planning and programming, the following policies for sacramental catechesis in preparation for infant baptism in the Diocese of Helena are hereby SBK.111-2, Page 1

142 promulgated. Some involve considerations of a more liturgical nature yet are no less important to the catechetical process and those responsible for it. For more specific information in this regard, contact the Diocesan Liturgy Office and/or the hancery. 200 GENERAL APPLIA lyons The Rite of Baptism for hildren is normative for all unbaptized persons who have not reached the age of discretion (generally, 7 years of age) The Rite of hristian Initiation of Adults, Part II (chapter 1) is normative for all unbaptized persons who have reached the age of discretion atechetical age and the age of discretion are to be determined more by personal development than mere chronology. Pastors and pastoral administrators are to consult appropriately with parents as needful in this regard Questions concerning the validity of prior non-atholic baptism are to be referred directly to the hancery for resolution before proceeding with the celebration of atholic baptism. 201 RELA TIONSHIPS WITH THE FAMIL Y Parents are obliged by canon law to see that their child is baptized within the first weeks of the child s birth For the licit celebration of the sacrament, at least one parent of any child presented to the hurch for baptism must be atholic If one of the parents is non-atholic or cannot othenvise make the profession of faith as required by the rite of baptism, his or her consent to the child s ongoing formation in the atholic faith is sufficient. SBK.II1-2, Page 2,

143 201 REM TIONSHIPS WITH THE FAMILY (cont) A request for infant baptism cannot ordinarily be refused, however, a pastor or pastoral administrator may determine as needful that it should be delayed until such time as at least one of the parents is ready and able to assume the responsibility entrusted to parents in the rite. Pastoral care should determine an appropriate manner in which this decision is conveyed to the parents and family, along with appropriate arrangements for continued preparation In exceptional circumstances, when the parents are unable or unwilling to do so, a child s atholic grandparent/s or other lawful representative of the parents may present the child for baptism and must offer a well-founded hope that the child will be raised atholic. :i Although the Rite of Baptism for hildren does not provide preparatory rites, parish ministers are encouraged to pray with the parents beforehand, and to make use of the rites provided in the Book of Blessings (e.g., Blessing of a Mother Before hildbirth and After hildbirth, Blessing of a hild Not Yet Baptized) for their catechetical value Other siblings are to be invited and encouraged to participate in sacramental catechesis offered in preparation for a child s baptism Pastors and pastoral administrators are to provide appropriate catechefical and pastoral follow-up with the family beyond the actual celebration of the sacrament. 202 A TEHETIAL ONSIDERA TIONS Parishes must provide appropriate sacramental catechesis for parents prior to the baptism of their first child, and appropriate catechesis as subsequent children enter the family. SBK.11h2, Page 3

144 202 A TEHETIAL ONSIDERA TIONS (cont) Pastors and pastoral administrators may determine a reasonable interval of time allowable between the baptisms of sibling children for its bearing on the shape and/or content of such catechesis Baptismal catechesis is to focus on the following concepts: God s love, and all We as a gj/lfrom God; human beings created in the image and likeness ofgod, and Jesus as the perfect reflection or sacrament of God; the ljfe, death, and resurrection ofjesus, andthepaschalcharacter of baptism; the gill of the Holy Spirit to the hurch, and the blessings of sharing Iffe with God and one another; baptism as a sacrament of initiation into hrist and the hurch: afirst step in ajourney offaith made with other members of the hurch; parental andfamily responsibilitiesfor nurturing individual and mutual growth in faith; appropriate historical and theological development of the sacramen4 including the hurch s understanding oforiginal and personal sin; the liturgical celebration of the sacrament, including the sign jficant rituals and symbols ofwater, oil, white garment, light, and the assembly Young children beyond infancy are to be enrolled in the parish catechetical program offered for their particular age or level of development prior to and following the actual celebration of tbe sacrament Young children beyond infancy are to participate in catechesis in preparation for their own baptism according to their developmental abilities, including the opportunity to become familiar with the place, people, and process of the rite of baptism Parents and families are encouraged to reflect on and celebrate the continuing reality of baptism beyond the actual sacramental celebration through appropriate rituals at home and elsewhere. SBK.ILI-2, Page 4

145 203 PR 0GRAM ONSIDERA lyons Pastors and pastoral are to for an interview with the parent/s of children to be baptized to and separate from the actual celebration of the itself. This interview may be conducted by the pastor, or other competent person so delegated. Such interviews may afford an to discuss parish affiliation, situations, stewardship, or other in addition to for baptism. appropriate prior sacrament pastoral administrator, marriage pastoral matters administrators opportunity parish preparations arrange Parishes are to provide an following the celebration of the sacrament for the liturgical assembly and others to express their joy and solidarity with the parenus and family of the newly baptized. appropriate opportunity 204 GODPARENT ONSIDERA TIONS ) d): Parents are responsible for choosing a or godparents who will provide a good example for child in living the atholic way of life, and whose lives are in harmony with the atholic faith and the role expected of a godparent. godparent their nurturing, supportive Because they are historical witnesses to baptism, godparcnts enter a spiritual relationship with the person who is baptized, and thus are to be included in catechesis offered in for baptism. permanent preparation sacramental A must be a fully initiated atholic who is free to celebrate the sacraments and not bound by any canonical penalty A godparent godparent must be at least sixteen (16) years of age A parent may not serve as the godparent for his or her child A baptized, non-atholic hristian may be chosen as a hristian witness, provided there is at least one atholic godparent. SBK.I11-2, Page 5

146 204 GODPARENT ONSIDERA lyons (cont) Only one godparent is required for baptism. If two or more are chosen, at least one must be male and one female, and only these two are to be identified as the godparents of record The preceding considerations are to be observed for any proxy who serves for a godparent The godparent s name, not that of a proxy, is the name to be entered in the official record It is permissible and most fitting that a godparent later serve as the child s sponsor when he or she is confirmed. 205 MINISTER OF BAPTISM The ordinary ministers of baptism are bishops, priests, and deacons In imminent danger of death, when no priest or deacon is available, any member of the faithful, indeed anyone with the right intention, may administer baptism. t Especially when baptism is celebrated in the midst of the local parish community, members of the family other than the parent/s and godparent/s may serve in other ministries of the celebration if they have been properly installed in those ministries. 206 SITE OF BAPTISM Baptism is properly celebrated in a parish church or associated mission station. The celebration of baptism outside a parish church or associated mission station is not permitted except in case of emergency or genuine pastoral need Baptism is to be celebrated in the parish where the family resides. SBK.lII-2, Page The pastor or pastoral administrator of the parish where a family resides must give written permission for baptism to be celebrated outside the parish.

147 207 MANNER OF ELEBRA TION Because baptism by immersion is the fuller and more expressive sign of the sacrament, parishes are to make provision for its more frequent use. 208 SHEDULING OF BAPTISM Because baptism as incorporation into the church is best expressed in a communal celebration, and in to highlight its relationship to eucharist, infant baptism is to take place on Sunday at a regularly scheduled and may determine an frequency for such celebrations, into account the sensitivities of the local parish community. pastoral administrators order ordinarily parish Mass. Pastors appropriate taking To recognize and nurture the baptismal focus of Easter, baptisms are not to be scheduled or celebrated the season of Lent except in case of emergency or genuine pastoral need. during 209 EMERGENY ONSIDERA lyons When a child is in danger of death, the celebration of the is to take place without delay. sacrament Infants and others baptized in an emergency situation are to be brought to at a time to complete the baptismal ceremony, omitting the pouring of the water. church later Anyone who baptizes in an emergency situation must notify the or of the parish where the person baptized or his or family resides, so the baptism can be recorded in parish records. pastor pastoral administrator her SBK.iIl-2, Page 7

148 . ATEHETIAL AND PROGRAM RESOURES The Diocesan Resource enter offers a variety of materials suitable for use in baptismal catechesis. The materials listed below are approved and recommended by the Diocese of Helena. Other materials approved by the pastor or pastoral administrator may also be used if they have been referred to the Diocesan Office of Religious Education (DORE) for review and approval prior to their use. For more information, contact the enter at or Baptism Preparation Programs Baptism: The Most Precious Gift Our Sunday Visitor Blest Be the hild Benziger We elebrate Baptism1 Silver Burdett Ginn Welcome New Life Brown/ROA Infant Baptism Basics Pastoral Press 2. Baptism Preparation Resources (text) At Home With the Sacraments: Baptism Twenty-Third Publications Before and Afier Baptism: The Work of Teachers and atechists Liturgy Training Publications elebrating Baptism: A Journal for Families Sadlier The Gift of Godparents ATA Publications God s Family ircle: Sacrament of Baptism Tekakwitha onference National enter God s Own hild Twenty-Third Publications SBK.111-2, Page 8 Infant Baptism: A Parish elebration Liturgy Training Publications

149 . ATEHETIAL AND PROGRAM RESOURES (cont.) 2. Baptism Preparation Resources (text) (cont.) The Rite of Baptism for hildren atholic Book Publishing o. Together at Baptism Ave Maria Press 3. Baptism Preparation Resources (video) V48 Preparing for Your hild s Baptism V-272 alled By Name V-343 Through Water and the Holy Spirit V-347e Godparent Gussie V-357 To Us a hild is Given V-373 Baby s Baptism: Sacrament of Welcome V-446 Lord of Life: Baptism V-462 Baptism: Welcome to the hristian ommunity V-704 What atholics Believe About Baptism V-901 Infant Baptism: A Gift to the ommunity V-9 11 New Life: A Parish elebrates Infant Baptism 4. atechesis for Persons with Special Needs V4O Bk 2597 Bk 3197 Bk 3455 Sacraments for the Mentally Handicapped The elebration of the Sacraments Adapted for the Mentally Handicapped Sacraments/anon Law in Opening Doors: Ministry with Persons with Disabilities Seasons of Grace: Sacramental Preparation for Mentally Handicapped Teens and Adults The Rose Kennedy Program to Improve atholic Religious Education for hildren and Adults with Mental Retardation SBK.1I1-2, Page 9

150 U

151 III. ATEHESIS IN PREPARATION FOR ONFIRMATION DIOESE OF HELENA A. ONTEXT AND RATIONALE For the individual hristian and the hurch itself, conversion in hrist isa lifelong process-- one that extends even beyond our perceptions of time and space. Life is full of countless mysteries--experiences, encounters, relationships--that constitute a myriad ofways in which God can be known to us. Begun in the waters ofbaptism, every step on this journey of faith summons us to a greater and deeper appreciation of the divine in our midst. hristians understand this life-nurturing presence of God as the Holy Spirit, the Third Person of the Blessed Trinity, poured forth pre-eminently at the first hristian Pentecost. Begotten in the person of Jesus hrist his life, ministry, death, and resurrection--the hurch is brought to life in the preaching and witness of the Apostles and countless others who would respond and follow them in faith throughout history. It is a time-honored tradition of the hurch that the wondrous signs of incorporation into hrist and his hurch wrought in baptism should be confirmed by the diocesan bishop as spiritual leader and principal dispenser of the mysteries of God in the local hurch. The unfolding of this tradition has taken various turns throughout history. For much of the twentieth century, honoring the hurch s wisdom that children be admitted to eucharist at an earlier age than in previous generations, young people in our diocese as elsewhere throughout the United States have generally celebrated their first reception of eucharist around the age of discretion (i.e., 7 years of age). This practice has resulted in the deferral of confirmation until early or mid-adolescence--the age at which confirmation and first eucharist were once celebrated in those earlier generations, often both at the same liturgy. Today, among those not confirmed in adolescence, many choose to celebrate the sacrament as adults. atechetical programming to support this current approach to confirmation is well established in the United States. It generally affords an opportunity for more extensive catechesis for the sacrament, often preparing the way for a more informed commitment and personal conversion. hristian witness and service are key elements in this catechesis, as candidates are called to model their lives more fully on that of Jesus. This is a viable and praiseworthy approach, as long as our expectations ofhristian maturity are respectful ofand consonant with not only the candidate s level of development and readiness, but also the local church s ability at the parish and diocesan levels to nurture and sustain such maturity. 513K , Page I

152 From another perspective, however, the reform of our liturgical rites following the Second Vatican ouncil has enabled us to experience once more the original interrelatedness of baptism, confirmation, and eucharist while we continue to explore the distinctive theological and catechetical premises of each. Recent experience with the Rite of hristian Initiation of Adults (RIA) and studies flowing therefrom have led some dioceses in this country to restore the liturgical sequence followed in the early hurch. A fill restoration throughout the universal hurch does not seem immediately forthcoming at this point in history. We must be aware that variations in pastoral practice from one diocese to another do not necessarily negate the inherent correlation of these three distinct sacraments. Theological, liturgical, and catechetical study will continue in this regard, in our own diocese as throughout the hurch. B. POLIIES FOR ONFIRMATION ( ) To assist our parishes and schools in their local planning and programming, the following policies for sacramental catechesis in preparation for confirmation in the Diocese of Helena are hereby promulgated. Some involve considerations of a more liturgical nature yet are no less important to the catechetical process and those responsible for it. For more specific information in this regard, contact the Diocesan Liturgy Office and/or the hancery. 300 GENERAL APPLIA lions In keeping with provisions of the Rite of onfirmation, the ode of anon Law, and decisions of the National onference of atholic Bishops, youth in the Diocese of Helena baptized in infancy as Roman atholics are ordinarily confirmed in midadolescence (generally 11th or 12th grade, years of age) Baptized atholic adults who have been catechized in the faith but have not been confirmed are to be invited and encouraged to complete their initiation, and are to receive an appropriate catechesis for the sacrament. Where separate arrangements cannot be made for their catechesis, such persons may participate in the formational and instructional processes of the RIA, pastorally adapted to their distinct situation as baptized members of the faithful. SBK , Page 2

153 have not been catechized in the faith are subject to the provisions Unbaptized children of catechetical age and baptized adults who of the Rite of hristian Initiation of Adults (RIA). is conveyed to the individual (and his or her parents, if SBK , Page 3 sacramental catechesis offered in preparation for confirmation Other siblings are to be invited and encouraged to participate in indications of personal initiative and choice demonstrated by the catechized young person solely because of the lack of parental involvement in parent programs. individual. The sacrament is not to be denied to any properly judgment in allowing adolescents or others whose families do not sacrament of confirmation. They are to take into account all Pastors and pastoral administrators may use their pastoral actively participate in local parish life to prepare for the preparation. assume the responsibilities signified in the rite. Pastoral care should determine an appropriate manner in which this decision applicable), along with appropriate arrangements for continued et tv a pastor or pastoral administrator may determine that it should request for confirmation cannot ordinarily be refused, however, Given the applicable considerations of age and preparation, a be delayed until such time as the person is ready and willing to RELA TIONSHIPS WITH THE FAMIL Y the eucharist. received into full communion with the Roman atholic which they make their profession of faith and partake of Adults and children of catechetical age previously hurch are to be confirmed at the same celebration in baptized in another hristian church and who are they are baptized and partake of the eucharist. age arc to be confirmed at the same celebration in which Previously unbaptized adults and children of catechetical 300 GENERAL APPLIATIONS (cont)

154 302 A TEHETIAL ONSIDERA TIONS Parishes must provide appropriate sacramental catechesis for persons preparing to celebrate confirmation atechesis for confirmation must involve the coordinated efforts of the candidates for the sacrament, their parents and family where applicable, catechists, sponsors, and the parish community at large Pastors and pastoral administrators must explain carefully to parents, their children, and the parish community the appropriate differences between the provisions of the Rite of onfirmation and the Rite of hristian Initiation of Adults, especially those concerning a person s readiness to celebrate the sacrament of confirmation atechesis for confirmation should offer an appropriate review of baptismal catechesis in addition to the following concepts: the hurch as both the communion and the community of God s people in history, and the human community as the arena for evangelization; baptism, confirmation, and eucharist as interrelated sacraments of initiation into hrist and the hurch; the GjfLs and Fruits of the Holy Spirit: their meaning and importance for both individual and communal ljfe in the hurch and society; Scripture as apre-eminent sourcefor prayer and understanding of the hristian message; the basic doctrines of the atholic faith, as symbolized in the Apostles and Nicene reeds; the virtue ofprayer, its manyforms within the atholic tradition, and the liturgy ofthe hurch as expressive ofthe unending dialogue between God and all creation; the importance of hristian moral conscience, vocation, and ljfestylefor their bearing on apersonalsense ofmission and service in the hurch and society; the many dimensions ofand the needfor L hristian servke within the hurch in particular and the human community at large; SHK Page 4

155 302 A TEHETIAL ONSIDERA TIONS (cont) appropriate historical and theological development of the sacrament of confirmation, including an understanding of its indelible character; consideration of the lives of the saints and other representative figures of hristian history and virtue; the liturgical celebration of the sacrament, including the signjficant rituals and symbols of renewal of baptismal promises, imposition of hands, anointing, chrism, and the assembly Because the Rite of onfirmation presumes that a person is confirmed in his or her baptismal name, and thus does not address the practice of adopting another hristian name in preparing for and celebrating the sacrament, the candidate s baptismal name is the name to be announced to the bishop or priest by the sponsor during the actual ritual of confirmation. This directive does not preclude the study of or appropriate devotion to a particular saint in the context of preparation for confirmation. 303 PROGRAM ONSIDERA TIONS Pastors and pastoral administrators are responsible to provide for total youth ministry within the parish. onfirmation preparation processes may be part of regular parish youth ministry programming, provided such processes alone do not constitute the parish ministry on behalf of youth Because adolescence is particularly recognized as a time of searching for personal identity--a process that clearly impacts a person s religious faith development--youth preparing for confirmation are to be actively involved in their parish youth ministry for a minimum of two (2) years prior to the actual celebration of the sacrament. SBK , Page 5

156 303 PROGRAM ONSIDERATIONS (cont) To assist and support in renewing their understanding of the faith and responsibility for its development in their children, parishes are to provide appropriate and concurrent adult religious education opportunities for parents of youth preparing for confirmation Because their life situation, developmental levels, and personal motivation are generally different, catechesis for confirmation with adults is to be offered separate and distinct from catechesis for such with adolescents. Pastors and pastoral administrators may use their pastoral judgment in regard to the format and scheduling of such catechesis with adults To enhance the awareness of confirmation as a sign of discipleship and mission, parishes are to assist persons preparing to celebrate the sacrament in identifying, undertaking, fulfilling and reflecting upon appropriate opportunities to render hristian service to the parish and/or surrounding community. Such opportunities need not be directly associated with or fulfilled through the parish itself Parishes are to make available the opportunity for a retreat experience during the course of and integral to catechcsis for the sacrament of confirmation Parishes are to encourage persons preparing for the sacrament to celebrate the sacrament of reconciliation as well, and are to make available the opportunity therefor during the course of catechesis for the sacrament of confirmation Pastors and pastoral administrators are to arrange for an appropriate interview with persons to be confirmed prior to and separate from the actual celebration of the sacrament itself. This interview may be conducted by the pastor, pastoral administrator, or other competent person so delegated. SIlK , Page Because it reinforces the connection between the person and the broader experience of hurch that is celebrated in confirmation, candidates are to write a letter to the bishop beforehand requesting the sacrament and giving their reasons therefor.

157 303 PR 0GRAM ONSIDERA TIONS (con L) The bishop may meet with the candidates for confirmation, their sponsors, and parents for a brief period of reflection and catechesis immediately prior to the liturgy of confirmation Parishes are to provide an appropriate opportunity following the celebration of the sacrament for the liturgical assembly and others to express their joy and solidarity with the newly confirmed and their families Parishes are to provide the newly confirmed with appropriate opportunities following the celebration of the sacrament for continued doctrinal, liturgical, moral, and spiritual formation in service to the parish and surrounding community. 304 SPONSOR ONSIDERA TIONS By appropriate consultation with parents andlor catechists, parishes are to assist and guide candidates for confirmation in their selection of sponsors who will provide good example for living the atholic way of life, and whose lives are in harmony with the atholic faith and the nurturing, supportive role of a sponsor To signi the unity of these two aspects of hristian sacramental initiation, it is fitting and desirable that the baptismal godparcnts serve as sponsors for a person who is to be confirmed Because they are historical witnesses to confirmation, sponsors enter a permanent spiritual relationship with the person who is confirmed, and thus are to be included in sacramental catechesis offered in preparation for confirmation A sponsor must be at least sixteen (16) years old A parent may not serve as sponsor for his or her child. SilK , Page 7

158 304 SPONSOR ONSIDERATIONS (cont) A sponsor must be a fully initiated atholic who is free to celebrate the sacraments and not hound by any canonical penalty Only one sponsor is for confirmation. two or more are chosen, one must be male and one female. Only two may be identified as the sponsors of record. required The preceding considerations arc to be observed for any proxy who serves for a sponsor. The sponsor s name, not that of a proxy, is the name to be entered in the official record. If 305 MINIS TER OF ONFIRMA TION The bishop is the original and ordinary minister of confirmation A priest may and must confirm adults and children of catechetical age when he baptizes them receives them into full communion with the Roman atholic hurch. or 3053 Upon occasion other confirm with than appropriate an emergency, a vicar or pastor may delegation from the bishop In case of emergency, a priest may confirm. Appropriate notification should be made to the hancery as soon as possible afterward hildren and youth who are celebrating confirmation may serve in other ministries of the celebration if they have been properly installed in those ministries. their 306 SITE OF ONFIRMATION onfirmation is properly celebrated in a parish church. It may be celebrated in an associated mission station as determined in consultation with the bishop. SBK , Page 8

159 associated mission station is not permitted except in case of emergency or genuine pastoral need The celebration of confirmation outside a parish church or SBK , Page 9 resurrection, the celebration of confirmation is ordinarily to take pastoral need. place during the Easter season. It is not to be scheduled during the season of Lent except in case of emergency or genuine entrance into the mysteries of hrist s life, death, and To express and nurture its intimate connection with baptism as As the bishop s schedule allows, the celebration of confirmation every other year. Other parishes should schedule the celebration of confirmation may be scheduled every year in the larger parishes of the diocese. bishop s office Scheduling of confirmation is to be done in consultation with the 308 SHEDULING OF ONFIRMA TION onfirmation may be celebrated outside the eucharistic liturgy only with the permission of the bishop. Special emphasis should be given to the Liturgy of the Word in such celebrations. be celebrated within the eucharistic liturgy. culmination of hristian initiation, confirmation is ordinarily to To express more clearly its connection with the eucharist as the 307 MANNER OF ELEBRA TION 306 SITE OF ONFIRMA TION (cont)

160 sacrament may take place without delay When a person is in danger of death, the celebration of the 1. onfirmation Preparation Programs SilK Page 10 Liguori Brown/ROA onfirmation for Teens Sealed With the Spirit omplete onfirmation Program Moving in the Spirit Brown/ROA Sisters of St. Joseph ommunity of the Spirit His in the Spirit BrownIROA Daughters of st. Paul Born Again i Of Water and the Spirit Emmaus Road Benziger Our Sunday Visitor Sadlier BrownIROA Be My Witness reatively Preparing for onfirmation preparation. ontact the Resource enter for additional suggestions. general approach thereof may be used with adults as well, given the relative lack of materials specifically produced for adult confirmation adolescents preparing to celebrate confirmation. Some portions or the NOTE: The following resources have been produced primarily for use with if they have been referred to the Diocesan Office of Religious Education (DORE) for review catechesis. The materials listed below are approved and recommended by the Diocese of Helena. Other materials approved by the pastor or pastoral administrator may also be used The Diocesan Resource enter offers a variety of materials suitable for use in confirmation and approval prior to theft use. For more information, contact the enter at or ATEHETIAL AND PROGRAM RESOURES so the confirmation can be recorded in parish records. administrator of the parish where the person confirmed resides, minister of the sacrament is to notify the pastor or pastoral When a person is confirmed in an emergency situation, the 309 EMER GENV ONSIDERA TIONS

161 onfirmation Preparation Programs (cont.) onfirmed in a Faithflil ommunity St. Mary s Press onfirming Faith Ave Maria Press We elebrate onfirmation Silver Burdett Ginn Welcome to the Way Tabor 2. onfirmation Preparation Resources (text) At Home With the Sacraments: onfirmation Twenty-third Publications onfirmation: The Baby in Solomon s ourt Paulist Press onfirmed as hildren, Affirmed as Teens Liturgy Training Publications onfirming the Faith of Adolescents Paulist Press Giving and Growing: A Student s Guide for Service Projects St. Mary s Press Learning to Serve, Serving to Learn Ave Maria Press Strong in the Spirit Tekakwjtha National onference enter The Rite of onfirmation atholic Book Publishing o. Young atholics: A Guide for onfirmation Sponsors and Other aring Adults Paulist Press SBK , Page II

162 V-347e Godparent Gussie V-326 Becoming a onfirmation Sponsor SEK , Page 12 and Adults with Mental Retardation The Rose Kennedy Program to Improve atholic Religious Education for hildren Handicapped Handicapped Teens and Adults Bk 3197 Sacraments/anon Law in Opening Doors: Ministry with Persons Bk 3455 Seasons of Grace: Sacramental Preparation for Mentally with Disabilities Bk 2597 The elebration of the Sacraments Adapted for the Mentally V-40 Sacraments for the Mentally Handicapped 4. atechesis for Persons with Special Needs V-924e Empowering the atechist: Sacraments #1 V-520 Initiation or ommitment: The Role of onfirmation V-706 What atholics Believe About onfirmation V-762 onfirmation: A ommitment to Life V-445 Lord of Light: onfirmation V-463 onfirmation: elebrating Faith V-283 The Sacrament of onfirmation V-ill The hoice 3. onfirmation Preparation Resources (video)

163 IV. ATEHESIS IN PREPARATION FOR FIRST EUHARIST DIOESE OF KELENA A. ONTEXT AND RATIONALE For those who see with the eyes of hristian faith, life is ajourney of continuing conversion into the mystery and person ofjesus hrist. At no point along the way is anyone completely arrived, yet every point along the way is integral to the conversion process. In the atholic tradition, this holy unfolding of life is celebrated in the sacraments: grace-filled moments that touch people s lives and point to realities far beyond the often more immediate focus of their momentary celebration. In its wisdom, the hurch rightly understands that certain sacraments (baptism, confirmation, orders) are so constitutive ofa person s hristian identity that they cannot be repeated. Other sacraments, however, so impact the mystery ofeveiyday life that they are to be celebrated with far greater frequency. Nowhere is this belief and practice more evident than in the sacrament of eucharist. () The eucharist originates in the Jewish Passover tradition, celebrating God s marvelous deeds on behalf of Israel as the People of God. With the hristian revelation, it culminates in the Last Supper, shared by hrist with his Apostles on the night before he died. A foretaste of our redemption, the eucharist celebrates the union of all people in hrist and hrist s union with them through the hurch--transcending all boundaries of time, culture, location, and human condition. It is indeed the source and summit ofthe hristian life (Lumen Gentium, #11), and the sacrament whereby hristian initiation reaches its fullness. For atholics, the Mass is the pre-eminent experience of eucharistic catechesis. In it, Word and Sacrament converge to comfort and challenge, enliven and sustain the hristian assembly. Following the rhythm of the hurch s liturgical year, the mysteries of hrist s passion, death, and resurrection are made present, and believers are joined more intimately to one another and to hrist himself by sharing in the sacrificial meal of his Body and Blood. By the power of the Holy Spirit, this communion not only celebrates the mystical Body of hrist in all its glory, but also evokes firther response to its human needs. Taken, blessed, broken and poured out, given eucharist becomes the hristian paradigm for all life and the context for both individual and communal conversion in hrist. There is no part of creation, no human experience, that is left unredeemable in the fruitful celebration of eucharist. It is indeed the sign of faith, the bread of life. 58K , Page I

164 B. POLIIES FOR FIRST EUHARIST ( ) To assist our parishes and atholics schools in their local planning and programming, the following policies for sacramental catechesis related to first eucharist in the Diocese of Helena are hereby promulgated. Some involve considerations of a more liturgical nature yet are no less important to the catechetical process and those responsible for it. For more specific information in this regard, contact the Diocesan Liturgy Office and/or the hancery. 400 GENERAL APPLIA lyons Because sacramental communion is associated with and fully celebrated only within the broader context of the eucharistic liturgy, it is more proper for catechetical purposes to speak of first eucharist than first communion when preparing for its celebration While these particular directives attend to our general practice surrounding catechesis for younger children and their parents and families, they apply also to catechesis with older children, youth, and adults preparing for the sacrament, with appropriate pastoral adaptation. 401 RELA TIONSHIPS WITH THE FAMIL Y A request for first eucharist cannot ordinarily be refused, however, a pastor or pastoral administrator may determine that it should be delayed until such time as the child displays an appropriate understanding and readiness to celebrate the sacrament Pastoral care should determine an appropriate manner in which this decision is conveyed to the child and to his or her parents and family, along with appropriate arrangements for continued preparation Other siblings are to be invited and encouraged to participate in sacramental catechesis offered in preparation for a child s first eucharist. SBK , Page 2.

165 follow-up of a catechetical and pastoral nature with the family beyond the actual celebration of the sacrament Pastors and pastoral administrators are to provide appropriate SBK , Page 3 celebrating within thefamily and parish community; presider, in the sacramental signs ofbread and wine, and in the eucharistic liturgy; bread and wine; human values and beliefs; liturgical sellingfor eucharist; the unique and distinctive presence of hrist in the Word the particular roles ofthe presiding priest and other ministers in the real presence of hrist, whole and entire body, blood, soul, the rituals, symbols, and general order ofthe Mass as the primary and divinity in each and both ofthe eucharistic species of thefaith ofthe liturgical assembly; of human nurture, festivity, and solidarity; of God proclaimed at Mass, in the person of the priest as the main events of the ljfe of Jesus, especially those which give meals and other experiences ofeating as settingsfor the expression invitation to newness ofljfe; sacraments as signs of God s love, presence, and continuing of baptismal catechesis in addition to the following concepts: evidence of the above experiences; atechesis for first eucharist is to include an appropriate review ritual as a regular, rhythmic, and repeatable way of expressing human experiences ofsharing, listening,forgiving, thanking, and of the candidates for the sacrament themselves, their parents and family where applicable, catechists, and the parish community at large atechesis for first eucharist must involve the coordinated efforts parents or guardians. children preparing to celebrate first eucharist and for their Parishes must provide appropriate sacramental catechesis for 402 A TEHE TIAL ONSIDERA TIONS 401 RELATIONSHIPS WITH THE FAMILY (corn.)

166 402 A TEHETIAL ONSIDERA TIONS (cont) particular procedures in the local eucharist at Mass; and eucharist as a source circumstances. parish for the reception of sacramental reconciliation in certain Persons to celebrate first must ordinarily receive formal catechesis for the of reconciliation separate and distinct from, and to, catechesis for first eucharist. Where need so indicates, catechesis for these two sacraments may be offered concurrently as long as the canonical integrity of each sacrament is clearly presented and maintained. preparing pastoral eucharist sacrament prior of Parents and families encouraged to reflect on and celebrate the continuing reality of eucharist beyond the actual sacramental celebration rituals at home and elsewhere. are through appropriate 403 PROGRAM ONSIDERA lyons & Persons must be given an and celebrate the sacrament of reconciliation celebration of eucharist. first appropriate opportunity pastoral administrators to prepare for to prior their Pastors or are to for an interview with the child preparing for first eucharist, and his or her parents/guardians as fitting, to and separate from the actual celebration of the itself. This interview may be conducted by the pastor, pastoral or other competent person so delegated. appropriate administrator, prior sacrament arrange Parishes are to provide an following the celebration of the sacrament for the liturgical assembly and others to express their joy and solidarity with the child and his or family. her appropriate opportunity SBK , Page 4

167 404 SPONSOR ONSIDERA lions Because the child s usually understood to serve in this capacity, there is no canonical for sponsor in for first eucharist. Parishes may however, to provide a person to serve in this role for the benefit and support of the child and his or family. preparation parents are her requirement elect Parishes are strongly encouraged to provide a person to serve as a sponsor for any previously baptized atholic 14, child whose not actively involved in the practice of the faith. parents are Persons appointed by a pastoral to serve as a child s sponsor for first eucharist are responsible to provide a good example for living the atholic way of Life, lives being in harmony with the atholic faith and the nurturing, supportive role expected of a sponsor. their pastor or administrator It is fitting and the baptismal godparents serve as sponsors a child for first eucharist in to signify the unity of these two aspects of hristian sacramental initiation. order desirable that for preparing A sponsor must be at least sixteen (16) years old A sponsor must be a fully initiated atholic who is free to celebrate the sacraments and not bound by any canonical penalty. 405 MINISTER OFFIRSTEUHARIST The presiding priest or bishop at the liturgy is the ordinary minister of first eucharist A deacon andlor minister of the eucharist may assist with first eucharist in accordance with their proper ministry. extraordinary SBK. 1114, Page 5

168 405 MINISTER OF FIRSTEUHARIST (corn.) Especially for children celebrating their first eucharist, family members may serve in other ministries of the celebration if they have been properly installed in those particular ministries. ( 406 SITE OF FIRST EUHARIST First eucharist is properly celebrated in a parish church or associated mission station The celebration of first eucharist outside the parish church or associated mission station is not permitted except in case of emergency or genuine pastoral need. 407 MANNER OF ELEBRA TION As the fullness of eucharistic liturgy and the proper context of hristian initiation, first eucharist is to be celebrated only at Mass Because the fuller significance of eucharist is expressed by reception of communion under both species of bread and wine, children preparing to celebrate first eucharist are to be given the option of drinking from the cup, subject to parental discretion Pastors and pastoral administrators may determine the appropriateness and desirability of individual andlor communal celebrations of first eucharist. SBK , Page 6

169 408 SHEDULING OF FIRST EUHARIST To signil the fullness of incorporation into the church, first eucharist is ordinarily to be celebrated on a Sunday at a regularly scheduled Mass. Pastors or pastoral administrators may determine an appropriate frequency for such celebrations, taking into account the sensitivities of the local parish community Because eucharist celebrates the abiding presence of the Risen Lord as well as the fullness of hristian sacramental initiation, it is most appropriate for first eucharist to be celebrated during the Easter season First eucharist is not to be scheduled or celebrated during the season of Lent except in case of emergency or genuine pastoral need. 409 EMERGENY ONSIDERATIONS When a person is in danger of death, the celebration of the sacrament should take place without delay, appropriate to the person s condition.. ATEHETIAL AND PROGRAM RESOURES The Diocesan Resource center offers a variety of materials suitable for use in catechesis for first eucharist. The materials listed below are recommended by the Diocese of Helena. Other materials approved by the pastor or pastoral administrator may also be used; such materials must be referred to the Diocesan Office of Religious Education (DORE) for review and recommendation prior to their use. For more information, contact the enter at or First Eucharist Preparation Programs Around the Lord s Table Our Sunday Visitor Living in God s Gracet Brown!ROA 58K. 1114, Page 7

170 First Eucharist Preparation Programs (cont.) elebrating the Gift of Jesus BrownIROA The Eucharist: Giving Thanks and Praise Liturgical Press Eucharist Preparation Brown/ROA First Eucharist Benziger First Eucharist Sadlier Living the Eucharist St. Anthony Messenger Press The Table of the Lord Ave Maria Press Together in Jesus Pflaum We elebrate the Eucharist Silver Burdett Ginn Welcome to the Table Tabor 2. First Eucharist Prcparation Resources (text) At Home with the Sacraments: Eucharist Twenty-third Publications hildren in the Assembly of the hurch Liturgy Training Publications Eucharist Resource Publications From Infant Baptism to First Eucharist United States atholic onference The Sacred Meal: The Sacrament of the Eucharist Tekakwjtha National onference enter SBK , Page 8

171 v-too Living Eucharist v-68 We Are a People: elebrating as hurch V-65 Grandma s Bread v-i 0 Listen to the Bread 58K. 1114, Page 9 V-626 The History of the Eucharist/What the Eucharist Really Means V-955 The Angel s Mass Lesson v-313 A Eucharist Parable v-347b Worshipping Wilma v-843 Eucharist: elebrating hrist Present V-78 1 Lift Up Your Hearts v-u 1 What atholics Believe About the Eucharist v-399 The Table of the Lord v-464 Eucharist: elebrating ommunity v-498 A hild s First ommunion v-882 With Burning Hearts v-932 Understanding the Mass for hildren v-952 Eucharist: A Taste of God v-933 The Roman atholic Mass Today V-200 Eucharist V-889 First ommunion: Taking Your Place at the Table 3. First Eucharist Preparation Resources (video)

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173 /1. ATEHESIS IN PREPARATION FOR REONILIATION DIOESE OF HELENA A. ONTEXT AM) RATIONALE The Psalmist proclaims that humankind is created little less than the angels (Ps 8:0. Fashioned in the divine image and likeness, we are placed at the pinnacle of earthly creation to steward the countless expressions of God s goodness and love around us. Ours is a dignity beyond all measure, and nowhere is this more evident than in the person of Jesus of Nazareth--filly human, filly divine. So changed by his own experience of the Risen Lord, the Apostle Paul would encourage early hristians to have this mind in you which was also in hrist Jesus (Phil 2:5). His words bespeak not only the challenge of his own experience, but also the lifelong task of conversion appointed for all believers. Not even those little less than the angels are exempt. Gifted with intellect and free will, human beings are distinct from all other creation. We are able not only to identi& absolute values such as truth, beauty, justice, and love--that is, to put on the mind ofhrist. We are able as well to order our lives toward the integration of these values into our very being--that is, to live in hrist Jesus. In baptism, this becomes our calling as hristians, and the responsibility each of us shares in this venture is inescapable. Yet these same God-given abilities enable us also to move in the opposite direction. Individually or collectively, we find ourselves weakened by and susceptible to the power of sin. Daily we are faced with choices that can not only mar the God-given dignity that is ours and all creation s, but also in fact destroy it. Our own personal dignity in hrist, the well being of the hurch, and the good order of creation itself are all at risk in the process. hoosing between good and evil--or between greater and lesser good, or greater and lesser evil--is not always an easy matter. It may at times involve a radical readjustment or turnabout of one s direction in life. At other times, it may unfold in the ordinary and seemingly lesser moments of life. To meet either circumstance, atholics look rightly to Scripture and the tradition and teaching of the hurch for help, especially in forming and nurturing a correct and truly hristian conscience. In the sacrament of reconciliation, we find such help: the superabundant grace of hrist s love for all people, the continuing wisdom of the Holy Spirit to enlighten our minds and hearts, and the unending reality of forgiveness for anything that would obstruct or deter our thither conversion in hrist. The more popular names ofthe sacrament-- confession and penance --designate only a portion of its liturgical rite, and thus only part of what the hurch believes and celebrates in it. SBK , Page I

174 Whether as members of families, the hurch, or civil society, atholics are called to bring the mind of hrist to all arenas of human endeavor. Because the issues we face and the responsibilities we share as hristians in the world are far more demanding in adolescence and especially in adulthood, a childhood understanding of reconciliation and the moral life is not sufficient. Proper catechesis for the hristian moral life, therefore, is vitally important at all stages of growth. B. POLIIES FOR REONILIATION ( ) To assist our parishes and schools in their local planning and programming, we offer the following policies for sacramental catechesis related to reconciliation. Some involve considerations of a more liturgical nature yet are no less important to the catechetical process and those responsible for it. For more specific information in this regard, contact the Diocesan Liturgy Office and/or the hancery. 600 GENERAL APPLIA TIONS Because sacramental reconciliation is a broader process than the individual moments that comprise it, it is more proper for catechetical purposes to speak of first reconciliation than first penance or first confession when preparing for its celebration While these particular directives attend to our general practice surrounding catechesis for younger children and their parents and families, they apply also to catechesis with older children, youth, and adults preparing for the sacrament, with appropriate pastoral adaptation Previously baptized atholics returning to the hurch after a long absence and seeking to be reconciled are to be warmly received and given an appropriate opportunity to engage in a conversion process that will culminate in the fruitful celebration of the sacrament of reconciliation. These penitents are not ordinarily to be included in a catechumenate with the unbaptized, or in a program designed specifically for other hristians seeking full communion with the atholic hurch.

175 GENERAL APPLIATIONS (cont) atechumens preparing for initiation do not celebrate the sacrament of reconciliation prior to baptism, but rather participate in the Scrutinies in the Rite of hristian Initiation of Adults. They are, however, to receive an appropriate catechesis on the sacrament of reconciliation during their catechumenate and be appropriately encouraged in its celebration beyond their sacramental initiation into the hurch andidates for reception to full communion with the hurch are to be strongly encouraged to celebrate the sacrament of reconciliation prior to their reception into full communion, and are in fact required to do so if they are aware of serious sin in their lives. They are to receive an appropriate catechesis on the sacrament of reconciliation during their process of reception and be appropriately encouraged in its frequent celebration beyond it Pastors and pastoral administrators may provide occasional nonsacramental, communal penance services for the benefit of their parish communities. Non-ordained persons may preside at such celebrations in the absence of a priest or deacon. 601 RELATIONSHIPS WITH THE FAMILY I A request for the sacrament of reconciliation cannot ordinarily be refused, nor can a person be required or constrained to celebrate it. The hurch requires a baptized person who is aware of serious sin in his or her life to celebrate the sacrament of reconciliation before receiving eucharist or other sacraments. Pastoral care for the continuing development of a correctly formed hristian conscience should guide and inform decisions in this regard Other siblings are to be invited and encouraged to participate in sacramental catechesis offered in preparation for a child s first reconciliation. SBK , Page 3

176 601 RELA HONSHIPS WITH THE FAMILY (cont) Pastors and pastoral administrators are to provide appropriate follow-up of a catechetical and pastoral nature with the family beyond the actual celebration of the sacrament. 602 A TEHEHAL ONSIDERA lyons Parishes must provide appropriate sacramental catechesis for children preparing to celebrate first reconciliation and for their parents or guardians atechesis for first reconciliation must involve the coordinated efforts of the candidates for the sacrament themselves, their parents and family where applicable, catechists, and the parish community at large atechesis for reconciliation should include an appropriate E) review of baptismal catechesis in addition to the following concepts, adapted to the age and situation of the penonls catechized: - thefrailty ofhuman nature, and its inclination to temptation and sin; - the nature, consequences, and differentiation of sin (morta4 venial, etc); - God s unconditional love for all persons, revealed in the life, death, and resurrection ofjesus; - responsible moral decision-making, and characteristics of a hristian conscience; - the movement ofgrace in fostering an openness to reconciliation and a spirit of repentance, with distinctions ofperfrct and imperfect contrition; -fruitful examples ofpersonal and communal reconciliation in practice; - the requirements of hurch law concerning the confession of sins; - the ritual and general order of the Rite ofreconciiation; - the guidance of the hurch for growth in moral understanding; SBK , Page 4

177 growth. - the value offrequent celebration ofthe sacramentfor spiritual 602 A TEHETIAL ONSIDERA TIONS (cont) là F:M or SBK , Page 5 appropriate interview with the child preparing for first administrator, or other competent person so delegated. itself. This interview may be conducted by the pastor, pastoral Pastors or pastoral administrators should arrange for an to and separate from the actual celebration of the sacrament reconciliation, and his or her parents/guardians as fitting, prior and celebrate the sacrament of reconciliation prior to their celebration of first eucharist Persons must be given an appropriate opportunity to prepare for 603 PROGRAM ONSIDERA TIONS elsewhere. sacramental celebration through appropriate rituals at home and the continuing reality of reconciliation beyond the actual Parents and families are encouraged to reflect on and celebrate Reconciliation (Rites 1,11, and III). appropriate differences among the several forms of the Rite of parents, their children, and the parish community the Pastors and pastoral administrators must explain carefully to presented and maintained. catechesis for first eucharist. Where pastoral need so indicates, catechesis for these two sacraments may be offered concurrently ordinarily be offered separate and distinct from, and prior to, Formal catechesis for the sacrament of reconciliation must as long as the canonical integrity of each sacrament is clearly of amendment; and - the importance ofthe virtue ofprayerfor living out one spurpose

178 603 PROGRAM ONSIDERA TIONS (cont) Parishes should provide an appropriate opportunity following the celebration of the sacrament for the liturgical assembly and others to express their joy and solidarity, especially with children and their families who have celebrated the sacrament 604 SPONSOR ONSIDERATIONS Because a child s parents are usually understood to serve in this capacity, there is no canonical requirement for a sponsor in preparation for first reconciliation. Parishes may elect, however, to provide a person to serve in this role for the benefit and support of the child and his or her family Parishes are strongly encouraged to provide a person to serve as a sponsor for any previously baptized atholic child whose parents are not actively involved in the practice of the faith Persons appointed by a pastor or pastoral administrator to serve as a child s sponsor for first reconciliation are responsible to provide a good example for living the atholic way of life, their lives being in harmony with the atholic faith and the nurturing, supportive role expected of a sponsor It is appropriate that the baptismal godparents serve as sponsors for a child preparing for reconciliation in order to signify the interrelation of these two sacraments A sponsor must be at least sixteen (16) years old A sponsor must be a fully initiated atholic who is free to celebrate the sacraments and not bound by any canonical penalty. SBK , Page 6

179 605 MINISTER OF REONILIATION A priest or bishop is the ordinary and exclusive minister of reconciliation. 606 SITE OF REONILIA HON First reconciliation is properly celebrated in a parish church or associated mission station The celebration of first reconciliation outside a parish church or associated mission station is not permitted except in case of emergency or genuine pastoral need First reconcffiation is to be celebrated in an environment conducive to a fruitful celebration of the sacrament, ordinarily a reconcifiation room or chapel. 607 MANNER OF ELEBRA TION Pastors and pastoral administrators may determine the appropriateness and desirability of individual or communal celebrations of the sacrament of reconciliation according to Rite I or Rite H For catechetical purposes, it is specially appropriate that Rite II (communal celebration with individual confession) be used for the celebration of first reconciliation Because Rite III (communal celebration with general absolution) is intended for extreme situations that do not ordinarily exist for the celebration of first reconciliation, it is neither appropriate nor permitted for Rite III to be used in this regard Suitable options to ensure the anonymity of the penitent must be provided for the sacramental celebration of reconciliation according to Rite I or II. SBK , Page 7

180 608 SHEDULING OF REONILIA HON Parishes must offer reasonably adequate opportunities to celebrate the sacrament of reconciliation according to Rite I and Rite H respectively. 609 EMERGENY ONSIDERA lyons When a person is in danger of death, there is generally little or no time for preparation, and the celebration of the sacrament should take place without delay, appropriate to the person s condition.. ATEHETIAL AND PROGRAM RESOURES The Diocesan Resource enter offers a variety of materials suitable for use in catechesis for reconciliation. The materials listed below are recommended by the Diocese of Helena. Other materials approved by the pastor or pastoral administrator may also be used; such materials must be referred to the Diocesan Office of Religious Education (DORE) for review and recommendation prior to their use. For more information, contact the enter at or Reconciliation Preparation Programs elebrating the Gift of Forgiveness BrowWROA First Reconciliation Benziger In the Lord s Peace Our Sunday Visitor Reconciliation Sadlier The Forgiveness of the Lord Ave Maria Press Together in Jesus Pflaum Publishing We elebrate Reconciliation Silver Burdett Ginn Welcome Home! Tabor SBK , PageS Reconciliation: A hange of Heart Liturgical Press

181 2. Reconcifiation Preparation Resources (text) At Home With the Sacraments: Reconciliation Twenty-third Publications The Rite of Penance atholic Book Publishing o. 3. Reconciliation Preparation Resources (video) V-64 Skateboard V-99 Pardon and Peace V-146 All Summer in a Day V-152 The Pump V-174 Fiesta V-191 Little Friend V-199 The Way Home/Stoiyscape V-202 Penance V-204 The Stray V-259 The Good and Perfect Gift V-275 Names of Sin/Storyscape V-299 Handle With are How Do We Right the Wrong? V-3 13 A Eucharist Parable V-3 The Promise V-347a Sinner Sam V429 Reconciliation: losing the Gap V-447 Forgive and Forget V-448 Understanding the Sacrament of Reconciliation V-465 Reconciliation: elebrating Forgiveness V.466 Lord of Mercy: Reconciliation V-468b A Father and a Son V-495 A hild s First Penance V-557b oming Home V-561 God Helps Me V-779 What atholicsbelieve About Reconciliation 4. Reconciliation Preparation Resources (audio) -206 Theology of Lost Mittens: hildren and Penance SEK , Page 9

182 D

183 VII. ATEHESIS IN PREPARATION FOR ANOINTING OF THE SIK DIOESE OF HELENA A. ONTEXT AND RATIONALE The mysteries of life are ultimately mysteries of faith. As humans, we are uniquely created and gifted by God, yet nonetheless limited in our ability to know and to choose. Occasionally, certain circumstances of life require and even demand our attention and participation beyond the usual assurances of reasonable knowledge and conscious choice. For hristians, such experiences may constitute peak moments in the lifelong process of conversion to the person of Jesus hrist. Often the only consolation available at such times is to be found in simply choosing to undergo them--to suffer them--within the larger context of hrist s own redemptive suffering. Perhaps nowhere is this myteiy more evident than in the experience of human illness, even that which sometimes leads to death itself. No age has ever found it easy to reckon with the frailty of the human condition that is manifest in situations of illness and death. Whether these be met over a long term or short, we are left undeniably vulnerable--physically, spiritually, emotionally, mentally. Our sense of personal autonomy is compromised and often redefined in ways that we cannot understand, much less accept. ountless personal anxieties arise over our life situation--past, present, future. The seemingly alien environment of a hospital or other institutional health care setting, or even the relative upset of home and family life, can easily compound this sense of vulnerability and powerlessness. In sudden cases of emergency, the impact is increased all the more. To speak of conversion at such moments--the prospect of rediscovering one s personal solidarity in and with the at-once suffering yet redeeming hrist--can render them truly grace-filled for the individual, his or her family and friends, and the entire hristian community. The hurch celebrates the consoling and sustaining presence of hrist in these moments through the sacrament of the anointing of the sick. Ideally, we do so at the parish level within the broader context of an established ministry of pastoral care for the sick and the dying. Unfortunately, our earlier theology and pastoral practice of this sacrament may have instilled in many people a lingering yet undue reluctance toward, and perhaps even fear of, its celebration. As a result, requests for the sacrament may often be spontaneous and lastminute, caught up in conditions of emergency or great urgency, and the opportunity for adequate and meaningful catechesis may not readily present itself. onversely, we know from experience the great benefits of the sacrament when an illness is chronic, or gradually progressive and not immediately terminal. it is of prime importance, then, that our parishes provide good catechesis--specially integrated for all the sacraments of the sick (anointing, 58K , Page I

184 SBI( , Page 2 involve considerations of a more liturgical nature yet are no less important to the catechetical Since sacraments are celebrated only with and for those who are Priests and other pastoral ministers should be very sensitive to When there is doubt as to whether a person is actually a dying person. warmly and appropriately received, and given every opportunity administered Outside an emergency circumstance, once the sacrament of the anointing of the sick has been administered, Viaticum (eucharist hurch for some time and wish to be reconciled. They should be hristian Funerals). especially those who have been separated from the life of the has already died (cf. Pastoral are of the Sick and Order of living, the hurch provides appropriate prayers for a person who 700 GENERAL APPLIA lyons To assist our parishes and schools in their local planning and programming, we offer the B. POLIIES FOR ANOINTING OF THE SIK ( ) the personal history and unique spiritual needs of sick persons, for the fruitful celebration of this and other sacraments where so indicated. dead, the sacrament of the anointing of the sick may be for the dying) is the proper sacramental rite to be celebratedwith reconciliation, and eucharist) as a regular practice to respond to these and other siwations. c following policies for sacramental catechesis related to the anointing of the sick. Some process and those responsible for it. For more specific information in this regard, contact the Diocesan Liturgy Office and/or the hancery.

185 701 RELA TIONSHIPS WITH THE FAMILY A request for the anointing of the sick cannot ordinarily be refused to a person who begins to be in danger of death due to sickness or old age, nor can a person be required or constrained to celebrate it Parents or guardians of baptized children who have not reached catechetical age (i.e., age of discretion) may, in consultation with their pastor or other properly delegated pastoral minister, determine if the sacrament should be celebrated or deferred for their children. 702 A TEHETIM ONSIDERA TIONS Parishes must provide appropriate sacramental catechesis for the anointing of the sick Pastors and pastoral administrators must explain carefully to individuals and the parish community the appropriate differences among the several forms of the Rite of Anointing of the Sick Where pastoral need so indicates, a unified catechesis for other sacraments associated with the anointing of the sick (i.e., reconciliation and eucharist) may be offered concurrently as long as the canonical integrity of each sacrament is clearly presented and maintained atechesis for anointing of the sick should include an appropriate review of baptismal catechesis in addition to the following concepts: - the place of illness in human life, and the dignity of the sick person before God, the hurch, and the world; - the ministry of hrist the physician and the hurch s continuance ofhis directive to heal the sick ; - the interrelation ofthe sacraments ofreconciliation, anointing of the sick, and eucharist as part ofan integrated sacramental ministry ofpastoral care for the sick and the dying; SBK , Page 3

186 701 A TEHETIAL ONSIDERA TIONS (cant) - theparticular effects ofthe sacrament, especially when death is at risk or imminent; and - the ritual and general order of the Rite ofanointing of the Sick Pastors and pastoral administrators should provide appropriate follow-up with the sick person and his or her family beyond the actual celebration of the sacrament. 703 PROGRAM ONSIDERATIONS When a person from a parish other than where the ministering priest is associated celebrates the sacrament, the pastor or pastoral administrator of the person must be informed of the celebration and any other related pastoral considerations Parishes are to provide an appropriate opportunity following communal celebrations of the sacrament for the liturgical assembly and others to express their solidarity with those who have celebrated the sacrament. 705 MINISTER OF ANOINTING OF THE SIK A priest or bishop is the ordinary and exclusive minister of the anointing of the sick Especially when anointing of the sick is celebrated in the midst of the local parish community, members of the family other than the person/s anointed may serve in other ministries of the celebration if they have been properly installed in those ministries. SBK , Page 4

187 706 SITE OF ANOINTING OF THE SIK The anointing of the sick is properly and ordinarily celebrated in 44 a parish church or associated mission station, a designated health * care facility, or other setting appropriate to the pastoral care of the sick and the dying In case of emergency or genuine pastoral need, the anointing of the sick may be celebrated anywhere. 707 MANNER OF ELEBRATION Beyond emergency and individual considerations, parishes and health care agencies may determine the appropriateness and desirability of communal celebrations of the sacrament. 708 SHEDULING OF ANOINTING OF THE SIK Parishes must offer ample opportunity to celebrate the sacrament of the anointing of the sick Priests are to make every effort to celebrate the sacrament of the anointing of the sick when a person begins to be sick, followed by appropriate pastoral care, including Viaticum for those who are dying. 709 EMERGENY ONSIDERA TIONS When a person is in danger of death, there is generally little or no time for preparation, and the celebration of the sacrament should take place without delay, appropriate to the person s condition. SBK , Page 5

188 709 EMERGENY ONSIDERA lions (con L) If the person has already died, the appropriate prayers of the hurch are utilized and the sacrament of the anointing of the sick is not administered When there is doubt as to whether a person is actually dead, the sacrament of the anointing of the sick may be administered.. ATEHETIAL AND PROGRAM RESOURES The Diocesan Resource enter offers a variety of materials suitable for use in catechesis for the sacrament of the anointing of the sick. The materials listed below are recommended by the Diocese of Helena. Other materials approved by the pastor or pastoral administrator may also be used; such materials must be referred to the Diocesan Office of Religious Education (DORE) for review and recommendation prior to their use. For more information, contact the enter at or Anointing of the Sick Resources (text) The Pastoral are and Anointing of the Sick atholic Book Publishing o. 2. Anointing of the Sick Resources (video) V-154 The Fall of Freddie the Leaf V-302 Almost Home: Living with Suffering and Dying V-347f Ailing Annie V-359 Pastoral are and Spirituality of Suffering V-370 Pastoral are of the Hospitalized V.407 Pastoral Bereavement ounseling: Pastoral are and the Dying Patient V-432 An Appointment with Death V-508 Waiting for the Wind V-562 Healing and Anointing: aring for the Sick V-661 Anointing of the Sick: In Faith We Are Healed V-700 Lord of Our Healing: Understanding the Sacrament of the Anointing of the Sick V-794 Passages 58K , Page 6

189 SBK. [11-7, Page Ministry to the Family of the Dead and Dying 3. Anointing of the Sick Resources (audio) V-822 What atholics Believe About Death and the Afierlife V-927 Kiss It, Bless It, Let It Fly 2. Anointing of the Sick Resources (video) (cont.)