Introduction to Biblical Counselling

School Leaders Handbook

Compiled by: MAC CARPENTER

TABLE OF CONTENTS
Section Introductions Title Development of this manual Introduction to this Manual Section A: IBC School Philosophy World View Visions Values Goals Strategy Philosophy of Academics Content Section B: Setting Up and Running An IBC School Staff Selection Speaker Selection Dividing Responsibility IBC Welcome Packet/ Academic Packet Receiving the Students Daily Schedule/Weekly Schedule Day Alone With God School Enhancement Academics/Grading/Evaluation Field Assignment Conclusion Conclusion Page 3 5 9 11 12 13 15 18 21 25 26 27 28 29 30 30 33 35 40 46

DEVELOPMENT OF THIS MANUAL

After the IBC Leaders Workshop in Lausanne in 1992, Les Fenner from South Africa compiled the first draft of this manual for IBC school leaders under that sanction of Dr. Bruce Thomspon, International Dean of the College of Counselling & Health Care at that time. The task was then continued by the international team of IBC leaders at the U of N 1993 workshop in Manaus, Brazil. These included: Jim Hatton Canberra, Australia Peter Robinson Le Gault La Foret, France David de Carvalho Hawaii, USA Annet von Schuckman (Zurbucher) Wiler, Switzerland

Jim Hatton further developed this second draft amidst many other responsibilities. In 1998, Mac Carpenter, assisted by Rob Prins, finally completed and compiled the third draft at our Faculty Centre in Chatel, Switzerland. This is the version you now have in your hand. The manual has been reviewed and approved by: Dr. Bruce Thompson Founding Dean Mel Hanna one of the pioneer leaders of the IBC the International College Committee

INTRODUCTION
YWAM has been involved in evangelism, discipleship training, and mercy ministries. They are the cornerstones for our mission. The Introduction to Biblical Counselling School (IBC) is a synthesis of all three. It is evangelism; evangelism of the hidden unreached areas of the heart. It is discipleship; aimed at training and discipling students in the areas of character, personal development and counselling skills. There is also a dimension of the school that reflects Mercy Ministries by bringing the compassion and healing touch of Jesus to those who are hurting and wounded. The IBC school is to the counselling stream of the College of Counselling and Health Care what the DTS is to our mission. It is the door in. The IBC is where the foundational concepts of counselling are imparted. As such, it is important that out students have a strong inauguration into our college. We want to provide for them a strong beginning. To do this, we need to have a quality introduction school. As we multiply our schools, we should be concerned with both quality and consistency. That is where this IBC school leaders handbook comes in. The purpose for this IBC school leaders handbook is twofold. For the first time IBC school leaders, this can be a resource for referral as you prepare for and run your first school. Secondly, this school leaders handbook articulates a corporate IBC philosophy. Discussed in it are our IBC world-view, vision and other concept issues. This is important for all of us, first time school leaders, as well as experienced school leaders. Our schools are similar all over the world. This is because we replicate what we have experienced in previous schools as students and then as staff. This replication leads to some consistency, but it is on a hit or miss basis; we take what we like and omit what we don' t like. We don' t always understand the reasons behind the things that we do. We should though. Part of our role as school leader is impartation, not just setting forth a program, but imparting vision and values. If we have not thought through or embraced these things, we cannot impart them. Therefore, the second purpose for this school leaders handbook is to contribute to a "corporate IBC philosophy" that will hopefully help us with two things: greater impartation as school leaders and greater consistency in purpose and program as we multiply our schools. This IBC school leaders handbook has two sections. The first section, section A deals with concept issues. Discussed in it are world-view, vision, values, goals, strategy, academic philosophy and IBC content. Section B deals with more logistical issues: selecting speakers, staff responsibilities, daily schedule, grading, student evaluations, outreach and other issues. Our desire is that this school leaders handbook can be a support to you; that it can increase your effectiveness as you lead your students and staff during their IBC school. God bless you as you take on this challenge!

SECTION A:
IBC SCHOOL PHILOSOPHY

WORLD-VIEW
It' s important for us as IBC school leaders and staff to have a "corporate world view" that we can agree upon for our schools and outreaches. Why do we need to consider World View? Darrow Miller, of Food for the Hungry says that we build our institutions and ministries based on our perceptions of the God we serve and our view of the nature of man. In other words, our world-view - how we view God and man affect our missions calling and our values and our programs. World View also affects our vision. In the next section, it is stated that vision defines our overall task. World View is a prerequisite to vision, it (world view) dictates to us whether the task is possible, whether the vision is worthy of effort or not. It (world view) defines the parameters around which we derive our vision. To bring this topic of world view specifically to the scope of our IBC schools: we need to define our corporate world view because it affects the way we schedule, structure and run our schools. Based upon our world-view, we decide what to include in our curriculum and what to exclude. In this handbook, we will attempt to articulate our IBC world-view. This is not a comprehensive or definitive statement. For one thing, as we grow and learn corporately, our world-view will change, also it would be vain to think that those of us writing this handbook can speak for all of us. However, we will try to list some foundational points and how they can apply to our school. 1) We believe the basic tenets of Christianity - i.e. The Holy Trinity, the virgin birth, the sinful nature of man, the death and resurrection of Jesus, the atonement and forgiveness of sin by the cross, the coming return of Jesus. It is part of our role as staff to help our students embrace these truths deeper into their own lives. 2) We believe in the work, ministry and gifts of the Holy Spirit for today. 3) We believe that man is created in God' s image. This results in the following implications: a. Man can co-create with God. Part of restoration is recapturing that gift of creativity. b. Man has been given the fits of choice. As God respects that, so should we. c. Man has been given a mandate of stewardship over the rest of creation. He has been given individual gifts to take his/her role in this stewardship. This speaks of responsibility. Maturity towards wholeness includes discovering those gifts and learning to exercise them in a responsible and righteous manner (Matt. 25: 14 - 30 Parable of talents, Gen. 1: 28 - 30, Gen. 2:15, Gen. 12: 1-3). As IBC staff, we want to help our students discover their gifts and begin to exercise them. d. God has all knowledge and wisdom. He has given man a degree of knowledge and wisdom. There are several applications here. One, we look to God for His wisdom. Two, we impart the wisdom the Lord has given us to 9

our students. Three, we respect the wisdom and knowledge of our students. We stay teachable. e. God enjoys fellowship. He' s given man the ability to fellowship. Restoring this ability to fellowship, to enjoy relationship is an integral part of our schools. f. God called Adam to stewardship before the fall. Work is not the curse. Work is a gift from God. Dignity, growth and character are robbed when we deprive someone of the opportunity to work. Why is this important? If we think work is from the curse, we may rob people of blessing when we do things that they can do for themselves. We are paracletes, helpers, facilitators, not doers for others. 4) We believe that God' s restoration is for the whole man: body, soul and spirit. We believe that God desires to heal those who are emotionally and spiritually wounded (Isaiah 53: 3-7, Isaiah 61: 1-7, Ezekiel 47: 1-12). We believe that part of the Christian mandate is for us to have a role in this restoration (Isaiah 58: 6-12, Gal. 6). We want to apply the model of Luke 2:52; that as Jesus grew physically, socially, spiritually and in wisdom, these are areas of growth for us as well. There is an implied integration here that we want to respect. We want to impart an "awareness" of the whole man as we train our students. 5) We believe that God has called us to be a "body", a "community" with diverse gifts and callings. We want to make room for this diversity. 6) We believe that we have an adversary in the devil; that God has complete authority over him, and that through the obedience of Jesus we have limited authority over him. We can enter into intercession and deliverance for ourselves and for others (Col. 1: 13-14). 7) We believe God' s call for us is the ministry of reconciliation (2 Cor. 5:19) and to equip the saints (Eph. 4:12). This involves skills acquisition, restoration of the inner man, restoration of relationships, formation of Godly character and cognitive development. 8) We believe in servant leadership. This includes leading by example in all aspects of what we expect of our students and what we desire for our students. 9) We believe in the principal of openness and accountability, that through sharing our lives, maturity and healing occur (1 John 1: 7, James 5: 16). In summary, world-view is the way we see the world, others, ourselves and our God. It influences how we run our ministries, programs and schools. We structure our IBC schools to be consistent with the world-view that we have. We hope that these enumerated points will help provide consistency and purpose as we lead the IBC.

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VISION
Vision helps us to see what could be, but is not yet. It provides motivation and a sense of purpose. It clarifies our part in advancing the Kingdom of God. Vision gives us boundaries. It defines our overall task. It gives hope and significance in terms of inheritance. Proclaiming it is key to the release of resources (people, finances and equipment). The vision our IBC schools and of our college must fit within the overall vision of YWAM, which can be summarized as: knowing God and discipling the nations; that is, extending the Kingdom of God into every people group, every nation, every culture and every domain of society by proclamation, mentoring and service. Our college vision fits into this overall vision: equipping and releasing people to disciple the nations in the areas of health care, healthy family life and Christian counselling. Our IBC vision is to begin equipping people in the Christian counselling arena by introducing them to a biblical counselling philosophy, imparting basic counselling skills, and walking with them through their own growth and healing process. In this process, we help our students discover their own vision for how they can take what they gain in our IBC schools and "disciple" their own domain.

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VALUES
Values are why we do what we do. The values that we hold will influence what we do and how we do it. What are the corporate values that we hold as the IBC school? First, our values are based on the application of Biblical truth and the compassion of Jesus for a lost world. Secondly, we embrace the foundational values of YWAM. Our values that we want to articulate as IBC school leaders and staff are: 1) We value the individual, the uniqueness that is resident in each individual. 2) We value the corporate group, whether that is expressed as a family, school etc. 3) We value the "inner life" as Jesus illustrated when He commended Mary for sitting at His feet. 4) We value the "doing" of the outer life that is implied in the 10 commandments and the task of the Great Commission. 5) We value community and relationship; the growth and healing that can take place within it. 6) We value learning (gaining knowledge) and doing (gaining experience) together. Learning and doing should be inseparable. Another aspect of values that we consider are the values that we want to impart to our students. The following are suggested, though they are not a definitive list. * uniqueness and dignity of each individual * humility * self value - acceptance as God accepts us * honouring one another * servanthood, servant/leadership * integrity and compassion

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GOALS
In order for any training program to be optimally effective, there must be foundational goals in place to facilitate the vision and values of the program. As a program that is committed to serving the ministry or calling of each student, the IBC is designed with foundational goals from which every part of our program operates. If these goals are clearly communicated and expressed, the student will know what is expected of him/her and together with that student, we will become an effective "helper". IBC SCHOOL GOALS Our goals are in five interdependent yet distinct areas. 1) Impartation of Vision The students need to leave with a vision bigger than themselves. They should leave the school not just as Christians who have taken steps towards wholeness but also as Christians who have taken steps toward wholeness AND have a vision to pass that on to others. 2) Personal Development This occurs along four fronts. First, we want to see the continuation of character development in our students. Secondly, personal development refers to restoration of the inner person. This includes healing of wounds, restoring of identity, renewal of core beliefs, and understanding emotions. Thirdly, personal development includes the discovery and encouragement of the students giftings (practical and spiritual). Fourthly, personal development refers to maturation in relationship skill. 3) Skill Development Includes: the ability to express warmth, respect and empathy in personal interactions active listening skills Life Event Revelation Charts from the teaching on Rational Christian Thinking "listening prayer" exercising influence through intercession. 4) Cognitive Development In cognitive development, the student is exposed to and becomes able to express a Biblical understanding of: the work of the cross and work of the Holy Spirit in redemption the receiving and appropriating of God' s grace to their lives, also extending God' s grace to others God' s character (including God' s Father heart) what Christian counselling means our identity in Christ 13

cross-cultural counselling our uniqueness and giftings repentance and forgiveness and its relation to maturing and restoration God' s intention for our personalities, the hindrances to those intentions and how to overcome them

5) Ministry Development Opportunities One of our goals, not only as IBC schools, but also as a college is to see our students go out and impact the world with their training. The students should leave with an understanding of how they can impact their world with what they have learned and experienced. For those students with a call to counselling, they should leave with concrete opportunities for ministry or for further training. Unfortunately, this is an area where we have been weak, helping the students transition to their next step. These are the five major goals for our IBC' s, however the students are expected to set their own unique and specific goals within the above listed goals. We recognize that each student' s growth will be unique because each has a different starting place. Also, each student has their own growth rate. The task that the Lord has given the staff is to facilitate the students growth in each of the five goals. CCHC TARGETS The five goals above refer to our IBC school goals. Another factor when considering goals is: what are our targets? Who are we training our students to reach? As the IBC is part of the CCHC, we need to consider the targets focused on by our college. Our targets are determined by two factors, the expressed need and the population sector. The needs we target are: relationship conflicts, compulsive disorders, inadequate Christian identity, and wounds of injustice. The population sectors we target are communities, families, individuals and children.

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STRATEGY
We will discuss strategy from two points of view. First, what strategy will we use as IBC school leaders to reach the five previously mentioned goals? Second, we will discuss some ideas relevant to multiplication. STRATEGY FOR THE IBC The five goals for our IBC' s will form our outline as we consider strategy for our IBC schools. When we speak of strategy in relation to our stated five goals, we must also speak about the different components (i.e. small groups, journaling, etc.) of our schools. 1) Impartation of Vision This is an important responsibility of the school leader. Without an effort from the school leader to impart vision, it may happen, but it will be somewhat haphazard. Some students will catch vision from different speakers, however, others will only receive knowledge and healing without receiving a vision larger than themselves. Some helpful ideas for imparting vision are: a. This should begin at the very beginning of the school, the first week. It' s important to let the students know that the purpose for the school is not primarily for their own personal healing, (some come with this focus), but rather the IBC school is to equip them to take the healing they receive out into their domain. One way to do this is the following: after you give the class a "vision talk", get your staff to share testimonies about how they have taken what they learned in the IBC school to their work places. In one school held in Lausanne, one staff member shared how she was able to use what she had learned in her IBC as a nurse in a local hospital, another person shared how she had used it in her profession as a social worker, and another shared the possibilities of counselling in the field of community development. These three testimonies came after the "vision talk" and took about forty-five minutes. Two years later, one of the students still talks about that session how excited she became when she realized how counselling could be used in the "ordinary world". This brings up another point, another aspect of imparting vision is to help the student enlarge their view of counselling. Some students have a very narrow view; their picture is of clinical counselling, something always done in an office. We want to enlarge that paradigm. The school leader is key in this. When a speaker in the school gives an example of a "non-traditional" counselling experience, the school leader can draw attention to that during summary times or integration times. b. Another way to impart vision is through the small group leaders. Discuss with the students how they can take back to their domain what they learn.

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2) Personal Development First, we are partnering with the Holy Spirit in the personal development of our students. To think that we can strategize their development is ludicrous. Nevertheless, we can provide opportunities to cooperate with Him in facilitating their development. This will happen in many ways; through the lecture / ministry times, the small groups, the one on ones, home work, journaling, and interactions, school socials, etc. It is important to keep in mind the two aspects of personal development: formation of character and restoration of the inner person. The two will require different approaches. An important factor in facilitating personal development is setting the tone for openness and vulnerability for the school. Again, the school leader and the staff are the key to this. They should model this throughout the school. An excellent opportunity to begin this is with the "Quaker Questions" the first week of school. If the school leader and staff are open and transparent, the students will more likely be also. They will feel safe. They will know that others have gone before them with the same issues, and therefore they will know they will not be judged. Small groups and one-on-ones are also keys to the students personal development. An atmosphere of trust and respect are important for maximum impact from these times. With the small groups and one on ones, the ideal situation is to have two staff work together with the student, so that actually you have two on ones. Jesus sent His disciples out in pairs. It is a good ministry principle. Also, ideally, you can have one experienced staff working with on inexperienced staff. 3) Skill Development The main key here is to practice after learning. This can take place in the lectures, small groups, homework assignments, intercession times, and very importantly the outreach. A helpful hint for the weeks of Active Listening and Rational Christian Thinking is to allow adequate time for the students to try these skills in the class. Receiving the teaching on these subjects without practice time in class is not sufficient. Without adequate practice time in class for the student to become familiar with these skills, they will not practice them on their own. 4) Cognitive Development This begins in the classroom and is continued in the weekly integration times, small groups, one/ones, journaling, book reports, character/topical studies and final exam. 5) Ministry Development Opportunities This can be facilitated by the school leader and staff familiarizing themselves with counselling placement opportunities. This may be easier at some of the regional schools.

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Also, the goal of ministry development can be facilitated by the staff, particularly through the small group leaders getting to know the interests and callings of their students. That way, if a speaker comes who is involved in a students particular interest, the staff can arrange some special time for the student. It goes without saying that the outreach is key for this particular goal. Actually the outreach is important to all the goals. By hands on ministry experience, seeing God use them, the students gain vision, practice and improve their skills. They also gain opportunity to walk out what God has done for them personally, and reinforce their cognitive learning. In conclusion, everything stated above depends on the live/learn approach that we embrace as the U of N. Isolation from the students hinders all five of our stated goals. STRATEGY FOR MULTIPLICATION As some of us will be involved in multiplying schools to new locations, it would be good to include a few related thoughts in this manual. Suggested criteria for multiplying our IBC schools to a particular region include: 1. Our schools should go where there is a felt need for the specific training and ministry that we offer. 2. There should be a supporting infrastructure to support the school. 3. It is best of a YWAM base or region sees the need and invites us. 4. We should multiply locations that are committed to join with us in building the program. This means they are willing to supply staff to be trained who will eventually lead the school. There is a willingness to share their facilities and resources for a pioneering school. If there is not this level of commitment, we should pray very hard to see if the time is right. 5. It is best if we can first train the local staff who will be raised up for eventual leadership of the new school/program. Ideally this would include going through the IBC as students and then as staff at an existing location. It is best if they can go through the school with the school leader who will pioneer the new school. Our mission is rich with examples of God calling us to do things without any support, take on challenges that seem impossible. So we do not limit God with the above criteria. However, knowing the investment of effort and resources that it takes to pioneer a new school, it makes sense to be wise, to count the cost. It makes sense to go where there is the possibility of building a counseling program, where there is a desire and an opportunity for ministry. The highest seems to be to go to locations where the IBC is just the starting point, where there are felt needs from the field that will require training from our secondary level school also. In these environments, with the commitment from the local bases, there would be a great opportunity for multiplication and for service. 17

PHILOSOPHY OF ACADEMICS
When we consider our philosophy of academics as IBC school leaders, we have to go back to 2 Peter 1:5-8 which is the verse that describes the University of the Nations approach to academics. One of the cornerstones of our academic philosophy of our university, and thus for the IBC, is that knowledge in and of itself is not enough. We do not want to fall into the norm of just dispensing information and knowledge. From 2 Peter 1:5-8, we see different aspects of maturity that Peter thought were important to an individuals growth and development. They are: diligence, faith, virtue, knowledge, self-control, perseverance, godliness, kindness and love. We want to see these aspects of maturity developed in our students. Peter then goes on to say in verse 8, if these things are yours you will be fruitful and productive. In verse 8 Peter is describing the results of the different aspects of growth he describe sin verses 5-7. When discussing our philosophy of academics, we need to keep in mind the results that we want to see also. As the University of the Nations what do we want to produce? Do we just want to produce students? Or do we want to produce leaders, missionaries, Christians with a confidence to enter into their world. As IBC school leaders what do we want to produce? What are we after? In our IBC schools we should endeavor to see, along with the growth describes in 2 Peter 1:5-8, the following results: a) counseling skills acquisition (knowledge) c) continued formation of character (virtue, self control, godliness) e) discovery of gifts, calling, life purpose (knowledge, faith, perseverance) g) opportunities for responsibility, ministry (diligence, virtue, perseverance, love) b) personal healing, wholeness d) leadership encouraged (all of 2 Peter 1) f) impartation of vision (faith, knowledge) h) cognitive development (knowledge, faith)

So, to see these results, what needs to be our philosophy of academics? IBC PHILOSOPHY OF ACADEMICS Our philosophy should include the following: 1) We want to encourage our students. We want to encourage the student that we believe in them, that we have confidence in their abilities. We want to provide an atmosphere that sets them up for success in the school. This does not mean that we accept substandard work. It does mean that we communicate to the student that we expect them to achieve what God has for them in the school. We do not want to create a negative atmosphere of fear as some college professors do by stating on day one that 35% of the students will flunk the course. We would never say this but perhaps there are other ways we create an atmosphere 18

of fear and unbelief. We want to do the opposite. We want to encourage the student in whatever aspect they encounter challenge: whether its skills acquisition, personal development or cognitive understanding. 2) Jesus, when asked who would be saved, said, with man this is impossible, with God nothing is impossible. We hold to the truth that with God nothing is impossible. Our students may not see the total victory in our schools but they can tale steps. We place our faith not in ourselves, in our teachers or in our concepts but in God. 3) We believe in teaching by example. We model to our students what we expect of them whether this is transparency, responsibility, faithfulness, bearing with one another, etc. 4) We lead from a platform of servant hood and humility. 5) We choose our speakers, based not only on their academic credentials but also on their character. Criteria for selecting speakers include: Do they contribute to the skill, cognitive or personal development of the student? Are they men/women that are walking towards the growth described in 2 Peter 1? Can they lead our schools towards these things?
6) We choose our speakers in accordance with the need of the curriculum. In

other words, if we have three great speakers that speak on similar subjects, we dont invite them all but we try to get other speakers on different topics.

7) We grade and evaluate with grace. Again, this does not mean we accept substandard work. However, we want to give feedback in a way that encourages and facilitates greater interest and effort by the student. We want to look for things to praise the student about, and not focus only on what is wrong. 8) We strive to be learner centered. Where possible, we try to be flexible to the needs of the student so long as this does not compromise the purpose, values and goals of the school. 9) We allow students the chance to make mistakes. This is similar to grading with grace, but in this instance, we are talking about experience. For example, if we assign a student a position of responsibility or leadership in the class, (say intercession or worship leader, or hospitality leader) we help him 1 her to learn from his mistakes. We encourage them to try again. We want to provide an environment that promotes growth in responsibility and character - the qualities of leadership. 10) We don' t want to give our students a school experience, but a more rounded life experience. What do we mean by this? Why do we say this when discussing academic philosophy? Part of our academic philosophy as the University of the Nations is not to focus solely on academics. Part of the U of N (IBC) school experience should include social interaction times, work times, and 19

opportunities to assume responsibility. There is also the impartation of values that comes from living, working and learning together with the staff. Developing healthy relationships and resolving conflicts take place as we live and work together. This is all part of the totality of the U of N (IBC) school experience. To include these other aspects with our academic objectives is part of our academic philosophy. 11) We respect the diversity of backgrounds (i.e. family, culture, education, age, work experience, etc.) that are represented in our schools. We value the input and opinions of our students. We listen and try to understand their points of view. 12) Not everything has to come from the front. Our students can hear from God also. We make room for their contribution to the learning, growth and healing of their fellow students. We (staff) can learn from them too. However, we recognize that as staff, we are the "covering" for the students. We place protective boundaries around the input that they give each other. 13) We desire that knowledge is accompanied by revelation. In this way, there is the integration of head and heart knowledge. We hope for the individual heart changes that God purposes for each student. As we consider these points, others may come to mind. We want to expand our concept of "academics". In the University of the Nations, and thus the IBC, we want to give our students more than just an academic experience. Our academic philosophy can be summarized as creating an environment of encouragement, possibility and revelation. We want to "set the student' s up", not only for academic success but also for the opportunities to receive all that God has for them during their time in the IBC.

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CONTENT
When describing the topics that form our school, we want to first consider the pillars of our school, that is, the major concepts that are the foundation upon which everything else (including the secondary counseling schools) are built. The major pillar is the work of the cross. Everything that we do goes back to the cross. There is no healing, no forgiveness, no restoration, nor power for change without the cross. Another pillar is our dependence on the Holy Spirit. Two other pillars are grace and our true identity as sons and daughters of our Heavenly Father. These pillars hopefully will be interwoven throughout our schools. Different speakers may approach them in different ways, this is good. Reinforcement is a key to learning. Also, there will be more breadth and depth as the students hear different aspects of these topics. As we consider content of the IBC, keep in mind the three areas of skills acquisition, personal development and cognitive development. Teaching subjects should facilitate growth in one of these areas. The following topics form the content of our IBC schools. 1) Introduction, Orientation week - this first week should include class bonding time and introductions via the Quaker questions. Also, a section on vision and purpose for the school, as well as any other introductory message the school leader wants to give are included in this week. Other items for this week are orientation to the base and to the country for foreign students, and an over view of academics. 2) Plumbline - this is the backbone of our school., in our integration times we try to integrate each week' s teaching back into it. The Plumbline also forms the backdrop for our final exam. It' s a very important two weeks, one week for lecture and one week for ministry. 3) Identity in Christ - the focus is living from a foundation of grace and the acceptance as sons 1 daughters of our Heavenly Father. For many, this involves a paradigm shift from living as a doer 1 servant for God to fully embracing our identity as a son or daughter of God. It can include teaching from 1 John 2, also comparison with the rights of a servant and of a son. Grace and the Father heart usually always get mixed in together. Also included in this week' s topic depending on the speaker can be a short section on healthy sexual identity. 4) Apples of Gold - this is the teaching from Dr. Gary Sweeten on becoming a paraclete 1 helper. The concepts of Warmth, Empathy and Respect are laid as a foundation for becoming a paraclete. Also, the aspect of helper 1 seeker is introduced along with the respective roles and responsibilities. Adverse advisors, communication barriers and the Johari window are also covered. 5) Myers-Briggs or some other equivalent personality inventory - the Plumbline talks and looks at the development of our personality according to our own responses to the outside environment we experience. Myers-Briggs gives the student understanding of our inherent personality traits. Understanding their own personalities brings freedom to many students. They begin to see that God created 21

them the way that they are. Also understanding other personality types gives them understanding into past relationship difficulties and hope for the future. For the school leader there are three realms for helping the students to understand and apply the Myers-Briggs material. First is personal understanding for the students. Many students have grown up in families where they were the only "type" in their family. They have grown up thinking they were different, as in defective. Finding out that they are "OK" has brought healing to many. Second is the understanding that others are different, emphasis is given on accepting the strengths and weaknesses of each type. It is good to apply this in terms of team settings. The third aspect is a caution; to put this teaching into perspective. Myers-Briggs is just a picture of a small part of who we are. We do not want to label people or define them according to their type. The students should not do this either. 6) Listening Prayer - this includes teaching on invoking the presence of Jesus and listening to, relying on the Holy Spirit for healing prayer. Depending on the speaker, different issues can be wrapped in this. Some talk about wounds, roots, and praying in this direction, others talk about God' s Father heart, grace and present it this way. An important part is to see this actually practiced, and also to let the students practice. Usually this is a good week of ministry to the students. 7) Rational Christian Thinking (RCT) - this week introduces the LERC chart, Life Event Revelation Chart. The students learn how to analyze their core belief systems, and to begin the process of changing them. RCT is taught from the perspective of how to use the LERC process for ourselves and as a counseling tool. Sufficient time must be given for the students to practice. 8) Grace - Father Heart - this week explores the sufficiency and comprehensiveness of the work of the cross, of the Fathers intention that we come to Him based on His goodness and not based on our works. The focus for this week is not just a theological treatise. If that is all that happens, then we have failed. This week is about revelation, about taking into the heart what we know in our head, about displacing the lies and tendencies towards performance and earning our relationship with God. 9) Cross-Cultural Issues - this week explores issues related to counseling in a cross cultural context, how to bring Biblical truth while respecting another culture. These form the core teachings of the IBC. With the Plumbline taking two weeks, this is 10 weeks of the school. In some schools, grace and identity are taught together. One week on these topics is not recommended, as these are so foundational for life and for counseling, it is good to have two weeks and two different speakers dedicated to these important topics. These weeks are where the centrality of the cross really comes through. Again, the cross is the foundational pillar for our school. The last week is dedicated to the review, wrap up, student evaluations and the final exam. Special regional topics can be taught according to the needs of the region, or according to the vision of the base or school leader. 22

SECTION B:
SETTING UP AND RUNNING AN IBC SCHOOL

This section will cover information relating to logistics in setting up, and running an lBC school. The different topics are: staff selection, speaker selection, staff responsibilities, welcome packet, receiving the students, daily schedule, weekly schedule, school enhancement, academics, grading, evaluation and the field assignment.

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STAFF SELECTION
Perhaps the three most important factors involved in selecting staff are prayer, competence and relationship. Prayer is obvious but competence and relationship need more discussion. Sometimes there is a tension between competence and relationship. Most of us enjoy working with our friends. This is good, but not always expedient. One maxim to remember when selecting your team is to staff your weakness. For example, if you as a school leader are not a detail person, it would be wise to include some detail people on your staff. Or if you are a detail person, include some on your staff who see the big picture. Many times we' re tempted to load our staff with people like ourselves. This may make for less tension on the team, however a strong team has access to different ideas and opinions. Competence is another issue to consider. As we are constantly taking on new staff, there will always be some who have more experience than others. Also, as we are all continuing on our own growth journey, different ones of us are at different stages of maturity. The Lord will direct some to seek staff positions, not only because of what they can contribute, but also because of what they can receive, because of what He wants to input into their lives. This is ok, in fact it' s good, it' s part of the staff building process, however as school leader, you want to be aware of the relative strength of each staff person. You don' t want to have a majority of inexperienced staff, or a majority of those who are still working through major issues. As far as staff numbers go, this has to be negotiated with the base in terms of housing and other factors. Ideally it is good to have two staff persons for each small group of four to six. This is not always possible.

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SPEAKER SELECTION
This has already been mentioned in section A. We want to look for speakers who are not only qualified in their field, but who are also mature in their character and walk with God. We hope for an impartation to come from the speakers life, not just his/her knowledge. Also as mentioned earlier, we look for speakers who can contribute to at least one of the three realms of skills acquisition, personal development or cognitive understanding. A question that comes up frequently is how much direction do we give to the speaker? We normally have a topic in mind that we want the speaker to address. There is a tension here between allowing for the speakers freedom in teaching from his own life, experience base and in fulfilling the needs of the school. Some speakers are well known in our IBC family and so this is not so much a factor. For first time speakers, or those not so well known to us, we can help the speaker by communicating clearly what our goals are for the week. We should also give feedback during the week. It goes without saying the earlier the speakers are invited, the better. Resource Teachers - these are men 1 women who hold teaching positions in other universities. Others are authors, pastors, missionaries or other professionals. They are not directly associated with the U of N, but travel to U of N branches for limited periods and are in agreement with the principles and vision of YWAM. Known for their competency in a particular subject, these resource teachers bring a richness and diversity to campus life not other wise available. Also don' t neglect local resource teachers. God has placed some gems in our own locales. U of N Instructors - U of N instructors are YWAM staff from any department or base. They are often some of our best speakers. A distinct advantage is that they know the ropes and so "bond in" quickly. Also they are able to impart YWAM history and values into the schools. Research local staff as well as staff in nearby bases. YWAM is blessed with phenomenal people in unpretentious places. Speaker vs. Video - Videos are our last option. If possible, keep video weeks apart and limited to once or twice a school. Also, intersperse your video with breakout discussion groups. This allows for feedback that is usually there with a live speaker.

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DIVIDING RESPONSIBILITY
Positions that need to be delegated to the staff for an efficient school are: hospitality, finances, academics, worship, intercession, tape recording, work duties, transportation, translator, outreach coordinator and special projects. The actual job description of each position will depend on how the base is run, what responsibilities the base staff will carry and what responsibility the school staff will carry. Also, there are many different ways to divide up the labor within these different job descriptions. A couple of these positions deserve comment. First, for intercession, this can be a very powerful time for the school, or a very boring time. Try to get someone who has a heart for intercession as well as experience in leading it. The position ' special projects" is kind of a catch-all position. In other words, a position to catch those occasional responsibilities that come up from time to time. It can include being in charge of any special functions the school might hold, i.e. fun nights, love feasts, or day trips. Also it could include being in charge of any open seminars the school might hold. The position of translator does not have to be a staff person. Also, you can have guest worship leaders. It is good to have a staff person assigned to worship though, so they can facilitate the student worship teams from within the schools and any guest worship leaders that you may have. The position of work duty coordinator is sometimes given minor importance. This is wrong. Work duties are discussed in greater detail towards the end of this handbook. For now, suffice it to say, don' t look for an organizer, rather look for someone who can organize AND who has a heart for discipleship. Look for a people person who will follow up with those committed to him/her. Normally, you won' t have enough staff to cover all these positions, so some of your staff will have to take on more than one position. As school leader, you will have plenty on your plate, so delegate as much of this as you can. You will be better off for it and your school will too.

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IBC WELCOME PACKET/ACADEMIC PACKET

The purpose of the welcome packet is to give the students information that is needed for their stay with you. The package should be of a quality that tells the student that they are important. It should be in the room on arrival day with the welcome basket. First impressions mean a lot. Here is a sample list of information that can be included in a welcome packet. You may want to include additional information or omit some things if they are not relevant. Cover Page Welcome Letter from school leader Welcome letter from base director Student list - birthdays, nationality Orientation information - map of area, list of churches, travel info etc. Speaker List with topic Daily program Weekly Program Base policies, guidelines General Information - telephone, mailing address, laundry times, quiet times, etc. Foundational Values of YWAM

Some school leaders include academic material in the welcome book. It is recommended to make a separate academic packet with instructions related to academic assignments. This could include information regarding: First Week Journaling Assignment Weekly Journal Assignments Book Reports Any Oral Presentations Topical/ Character Study Memory verses (if known)* Day Alone With God

*Some school leaders ask each speaker to select the memory verse and the meditation verse for the journal so that the verses are related to the speakers topic. The verses are given to the students at the beginning of the week. The academic packet can be given out during the first week when academics are discussed. During the first week, it is better to just give a summary of academic assignments and due dates, but not give too much detail for each assignment. The students will not remember it and will feel overwhelmed. Regarding the final exam, it should not be given out until the end of the course. If it is given out too early, it may increase some students anxiety.

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RECEIVING THE STUDENTS

In receiving the students, the key thought is to make them feel welcome and accepted. Here are a few thoughts concerning this important time for the school. 1) Be sure to have enough staff on hand to welcome the students, show them to their rooms and answer any initial questions that they have. Also, if your staff are asked questions and they do not know the answer; instruct them not to say, "I don' t know, ask so and W, but rather, 1 don' t know, but I' ll try to find out for you". This is much better, particularly the first day. 2) Many school leaders have a short fellowship/introduction time (with some snacks and refreshments) the evening of arrival day. It is true that many students are tired from jet lag, etc., but still it' s a good way to make the students feel welcome and to help them begin to identify with their school. 3) The first weekend is an important time too. The students will have questions about banking, stores, post, local transportation, buses, trains etc. If they are foreign students, there will even be more questions. It is a good idea to take Saturday morning and give them an orientation walk or tour of the town. Some school leaders have been creative in doing this. They split the school up into teams and give them locations to find in town like a "treasure hunt". The main thing is that however you do it, it gives the student an orientation to their new surroundings, helps them to begin to feel comfortable and they begin the process of making friends in the school.

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DAILY SCHEDULE/WEEKLY SCHEDULE

The U of N requires that we have at least fifteen hours of lecture time per week. This is a minimum. We also are required to have at least three hours of intercession time. Also time needs to be scheduled for worship, small groups, one-on-ones and work duties. Many schools also schedule an integration time at the end of the week. Others have included field trips to nearby Christian counseling centers during the week. Some comments and suggestions for these different school activities are: SMALL GROUPS Correctly used, the small groups can be one of the highlights of the school. It is a place of growth, healing, acceptance, and ministry. If possible have two staff working together with a small group. This is an excellent opportunity to mentor new staff. Most schools have small groups twice a week. The format can be different. For example, one small group session can be for personal processing and ministry times, the other for questions and discussion of the lecture content. Every so often, a small group can go out for a fun time together. It is good to encourage the small group leaders to take responsibility and initiative for their "program". In other words, let them seek the Lord and be creative as to what they do for each session, however there will be times when you as a school leader will discern that there is an issue that needs to be addressed by all the small groups. Perhaps it is an issue that came up in lecture, perhaps it' s something you received in prayer or it is something that all the staff sense. The point is, that as school leader, you want to keep your pulse on what is taking place in the small groups and give input as needed. ONE-ON-ONES One-on-ones are scheduled times for the students to meet with their small group leader(s). If there are two small group leaders, then It becomes a two on one. With the busyness of the schools, sometimes students can be overlooked, especially the quiet ones. One of the purposes for the one on ones is to ensure that each student spends some quality processing time with their leader. These are not times for the staff to criticize and bring correction to the students. The staff can schedule other times for this, otherwise the students may get the idea that the one on ones are "discipline meetings". We want the students to look forward to these times, to feel that this is a time where they can share from their heart and be heard and accepted. If during the conversation, there is a place for correction or challenge, then take it if you sense the time is right, BUT it is not the focus of the time. The focus is to help the students process what God is doing in their lives. For the one on one to have impact, they have to feel accepted and safe. A good way to start when you have your first one on one is this: Tell the student that this time is theirs. They can talk about whatever they want. It will not be a time for you to bring lots of correction, but you know since you were a student once that God will be doing 30

different things in their life. You want to be available to help them process and walk through some of these things. Explain that you may bring challenge from time to time, but that is not the primary purpose. It is the students time. As far as frequency, the one on ones should be held with each student at least every other week. Every week is better if you have enough staff and time. INTEGRATION TIMES The integration times are important for helping the students tie each weeks topic together. Normally we use the Plumbline as the ' backbone" for our integration, that is; to relate the weeks teaching back to principles taught in the Plumbline. You can be creative in doing this. One way would be to divide the school up into groups and give them different sections of the Plumbline. Give them twenty minutes to relate as much as they can from the weeks teaching into their assigned Plumbline sections. At the end of twenty minutes, ask them to give a summary of their findings to the class. WORK DUTIES This is a part of the school that we need to rethink. Some of us think of work duties as "cheap" labor. We fail to see the discipleship possibilities. We are missing out on opportunities for mentoring through the work duties. If we don' t understand how work duties can be part of our IBC program, we miss their potential. Two of the results that we mentioned we would like to see come from our schools are character growth and leadership opportunities. To be a leader, you have to be responsible. One thing that we can do better is just to follow up with our students about their work duties. How are they going? Are they being responsible? For some work duties, we will need to appoint team leaders. How are the leaders doing? Are there relationship issues in the team that need to be worked out? There will be *teachable moments" arising out of our work duties if we look for them, Another thing that influences the work duties is our attitudes towards them. All of the staff need to be in agreement here. We (the staff) need a paradigm shift. It can be very subtle, but the students pick up on our attitudes. They know when they are viewed as "cheap" labor versus playing a part of the team. One person suggested changing the name from work duties to "staff time". If we are all YWAMers, this is the two hours when the students role is that of staff. In summary, management and application of these different school activities are important to the success of our schools. They are all based on foundational values that we hold as a mission. First, we need to catch the Lord' s heart for each activity, then, as we pray, the Lord will help us make each a fruitful part of the school.

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DAY ALONE WITH GOD

The day alone with God often proves to be a very powerful time for the students. Usually it is held sometime during the middle of the school. It is a time for both reflection and revelation. Although a full day would be good, with work duties and family time, it is seldom that students can be released for a full day. However a half-day, preferably the morning can be very beneficial. Following are some guidelines for a successful day. A DAY ALONE WITH GOD Questions to ponder (Acts 9: 5-6): 1) Who are You to me God? What do you want to tell me today about Yourself? 2) How do You see me? 3) What would you have me to do? Purpose for this day: 1) Extended time of fellowship with God. 2) Time is needed to know God a. For a renewed perspective b. Catching up on prayer c. Prayerful consideration of what God has been teaching you so far d. For intercession of loved ones e. For direction To enjoy God' s presence How to maximize this time: 1) Find a quiet place 2) Take your Bible, pen, paper and any other material. a biography, guitar, snacks, etc. 3) Quieten your heart. Ask the Lord to bless this time. Spend some time waiting on the Lord ( Isaiah 40: 31 ). Realize His presence in and with you. It might be good to go through the steps of intercession, to cleanse your heart and focus on the Lord. 4) Worship the Lord. 5) According to the perspective received in His presence, pray for others in the counseling and helping ministry. Pray for others you know in need of this ministry. Desire for them what the Lord has shown you. 6) Pray for yourself a. Any decisions you have to make (John. 4: 34) b. Consider your main objectives in the light of what you God' s will is for you. c. Make some specific commitments and goals. d. Write down what God shows you. The preceding are guidelines, allow the Lord to guide you. You may want to be still, to go for a walk or both. "Commit your way to the Lord and He will direct your steps".

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SCHOOL ENHANCEMENT
This section will list various functions that can enhance the quality of your school. You may think up other ideas as well. You may not be able to include all of these ideas, however these activities have all been used by different school leaders and have been found to be effective in elevating the impact of their school. 1) Day Alone With God (previous section) 2) Monthly Breakfasts Once a month, set aside the first two hours of the morning for a special school breakfast. Reserve a place on the base where your school can be by itself. Arrange the tables where you can all sit together. Prepare a breakfast that is a step up from what you normally have. Put some flowers on the table. Make it a special time. Start with eating and fellowship time, but allow time at the end for sharing. When everyone is finished eating, get the students attention and tell them that this is an opportunity for them to share something that God has done in their life, some impact He has made. Encourage them that as we share with others, it not only gives honor to God, but also solidifies what God has done. These breakfasts have the potential to be times of encouragement as well as bonding. Don' t be in a rush, don' t limit the testimonies to that weeks teaching. Usually, these breakfasts take up to two hours, so you may need to cut into your lecture time. The dividends you receive as a school are worth it.. 3) Love Feasts If you are an IBC school leader, you have been in YWAM long enough to know what a love feast is about. The only recommendation is to have at least two, one at the halfway point and one at the end of the school. 4) Fun Trips These are great times of fellowship. Be creative, go on picnics, barbecues, sight seeing trips. The many wonderful locations where we hold our schools make the possibilities endless. 5) Day Trips Jesus spent a lot of time taking the disciples to different places so He could show them how and what to do. We can do the same by exposing the students to certain counseling ministries that are in our locale. For example, one school visited a Christian Child Abuse Center and a Street Kids Home. To make these trips effective, do some research into their counseling approach and philosophy to ensure that these visits are beneficial to the student. This is particularly true for secular counseling programs. In some of our schools, the students have returned to work with ministries that the school visited.

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Again, incorporating just two or three of these activities has the potential to enhance the quality and impact of your school.

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ACADEMICS/ GRADING/ EVALUATION

ACADEMICS There are a number of activities in every school that collectively make up the academic requirements. The overall purpose of each activity is to equip the student and promote personal, skill and cognitive development. Below is a list of activities used most commonly in the IBC. Weekly Journaling Book Report Topical/Character Studies Book Questions - Free Indeed or others Proverbs Study - Fear of God Weekly Memory Verse Exams Final Examination

BLOOM' S TAXONOMY Bloom' s Taxonomy of cognitive processes looks at different levels of learning of processing information. As school leaders, we want to structure our assignments to engage these different levels. There are 6 thinking processes or levels of learning. They are: 1) 2) 3) 4) 5) 6) Knowledge Comprehension Application Analysis Synthesis Evaluation

Rosalie Pedder describes the six levels as: Knowledge is the recall of factual information. Questions that ask for knowledge could be: What is ... ? How many...? Who was ... ? List the Describe... Find the State the ... Comprehension is the understanding of the information. Questions that ask for comprehension could be: Write in your own words... . 35

Distinguish between... . Who was the key character ... ? Explain the ... .

Application is using the information in a new way. Questions could be: DO you know of another instance... ? Which factors would change if .... ? Solve the... Also, maps, graphs and diagrams are application of knowledge. Analysis is breaking the information apart to understand the relationships. Questions could be: Analyze ... Distinguish the ... What was similar to... ? Which events could not have happened .... ? Compare .... with .... Synthesis is to put ideas together in a new way to develop something new. Questions could be: Create a ... Devise your own way to ... Compose a ... Design a Can you develop a proposal which could ... Imagine... Invent... Evaluation is to judge the value of material or ideas on the basis of a set of criteria, i.e. to judge by a standard (criteria) to be valid. Possible questions are: How effective are... ? What do you think about ... ? Do you think it ... is good or bad? Justify Debate the Discuss, rate, prioritize Some sample questions from a common scripture story (JONAH AND THE WHALE might be: KNOWLEDGE: From what city did Jonah run away? COMPREHENSION. Explain why God sent the whale. OR Why did Jonah disobey God? 36

APPLICATION: If God had told you to go to Ninevah, how might you have tried to flee? ANALYSIS: Distinguish between Jonah' s reaction to go to Ninevah and Caleb' s response to go into the Promised Land. SYNTHESIS: How might the story have been different if Jonah had tried to run away in a big air balloon instead of a ship? EVALUATION- According to rationalistic skeptics, what part of the story could not actually have happened?

The six processes are like driving a car. On level ground, the car runs along easily. At the knowledge level there is not much effort to just factually remember the information. But, just as a car has to downshift and work harder as it goes up a progressively steeper hill, so it is with the different thinking processes. As we move from knowledge to evaluation, more effort is required. However, with the effort, comes greater power to understand and use the information. GRADING Grading continues to be a challenge as we are an international university with our students coming from differing walks of life, cultures, educational backgrounds, and linguistic abilities. Earlier in this handbook, we stated that we wanted to "grade with grace". At the same time we must endeavor to comply to a standard that is consistent and just. For a more thorough discourse on U of N grading policy, you can consult the current U of N catalogue. Our grading scale is as follows. Grade A B C D F I W X Numerical Score 90-100 80-89 70-79 60-69 below 59 Description Excellent Good Satisfactory Borderline Failing Incomplete Withdrawal Audit

STUDENT EVALUATION All YWAM schools give their student feedback in the form of evaluations. There are several evaluation forms available to us. One form that seems promising uses Galatians 5:22 as its grid. In addition to the fruits of the Spirit, there are several other categories that are included. The following is a sample of topics, along with corresponding questions that could be used. As these evaluations are subjective, the questions allow for descriptive answers rather than numerical values which are used with some forms.

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MINISTRY How did the student respond to giving and receiving ministry during the school? COOPERATION How did the student cooperate with other students, school staff and base staff? ATTITUDE Describe the students overall attitude toward the school, base, difficulties, food, roommates, etc. Did the student exhibit an overall attitude of gratefulness or complaining? LOVE Did the student show concern for others around him/her? PEACE Did the student bring about an atmosphere of peace or tension and conflict? FAITHFULNESS Was the student faithful in his/her homework assignments? Were they completed on time? Was he/she faithful in his/her work duties? LEADERSHIP Did the student demonstrate leadership potential? STAFF POTENTIAL Would you take this person on staff? Yes Yes with reservations Additional Comments: ADDITIONAL TRAINING Would you recommend this student for further CCHC schools? Yes MISSIONS Does the student express an interest in missions? Yes with reservations No No

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There are a couple of points to note when evaluating our students. The first and foremost is that there needs to be a mid-school evaluation that does not go into their permanent records. The student should be given the evaluation at the midpoint of the school and asked to evaluate themselves. After they complete the evaluation, their small group leader meets with them and they discuss it together. This midschool evaluation brings together two important components of our evaluation process self-evaluation and feedback. We give the students an opportunity for self-evaluation, for them to seek God in their own growth process. The other important component is feedback. Many times the small group leader finds that the student evaluates themselves too harshly. If the student is too harsh or if he/she is too lenient, the small group leader can bring reality to the evaluation. The purpose for the mid-school evaluation is to give the student feedback before the end of the school so that he/she can know how he/she is doing and also know where there is room for growth. To not do this, and then give a student critical input at the end of the school is not just. There have been situations in the past where this has happened, where the mid-school evaluation was skipped. Then at the end of the school the student was devastated and rightly asks, Why was I not told this before now? As a general rule, if the student has not been challenged in a particular area before the end of the school it is too late. The real purpose of the evaluation has been missed, that is to give the student objective realistic feedback to facilitate their growth. To give this for the first time at the end of the school is too late.

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FIELD ASSIGNMENT
The Field assignment is an integral part of all the University of the Nations training schools. In this section, we will look at five important elements of the field assignment (outreach) and then we will consider the academic requirements. One of our missions foundational values is to do, then teach. The idea is that authority in impartation comes from walking out life principles that we want to bring to others. This is where the field assignment comes in. It is particularly relevant to the IBC school. It gives the students opportunity to walk out what God has revealed to them and to practice the skills that have been introduced during the lecture phase. As this school is an introductory school, and many of our students will go on for further training, it is imperative that they are able to consolidate what they have learned and received, to take it and make it their own. It gives ownership of the material to the students. This is part of the doing process that is referred to in the above foundational value. As they go through the field assignment, the students gain their own authority in what they have learned, and can pas it on to others. If they opt for additional training, they have consolidated the IBC material into a foundation that can be built upon. There are five aspects of the field assignment that merit discussion. They are the benefit of: learning by doing; of working in teams; of working cross culturally; of servant-hood ministry and, last, the staff covering during outreach.

LEARNING BY DOING The benefit of learning by doing is that it reinforces with experience the principles that the student has been taught. Experience is to knowledge what water is to cement. It makes it real. It makes it concrete. It (learning by doing) also allows the student to test to see if what he/she has been taught holds up in the real world. This can be a powerful learning process, when the student takes what he/she has learned in the classroom, tests it in the field, discovers its validity and makes it his/her own. Part of the learning process may be adapting what he/she has learned so that it fits him/her. This is part of the ownership dynamic, taking what he/she has learned and making it his/her own. This will happen during the outreach, not during the lecture phase. Another benefit of learning by doing is that it gives the student confidence. Learning by doing gives them confidence in several ways. First, as they practice the skills they learned in the lecture phase, they perceive that they are improving and becoming proficient. This gives them confidence in their skills ability. Second, hopefully, they will see some positive results. They realize that God can use them. For many, this is a significant aspect of their outreach. God has used this realization in many ways with different students. Third, they gain confidence in skills that were not taught during the lecture phase. For example, on some outreaches, the team holds seminars where the students teach some of the material that they have learned. So, in this instance, they gain confidence that they can impact others through their teaching. 40

Learning by doing is more than a phrase, it is a powerful learning process. It is what makes the University of the Nations exceptional, different from other learning institutions. Let us in the IBC program take full advantage of this process and encourage our students to take part in the field assignment. WORKING IN TEAMS Another foundational values of YWAM is working in teams. Books have been written about the benefit of team ministry. The benefits are many. The paramount theme is: there is a plethora of resources in a team, more certainly than someone working by themselves; resources in the realm of ideas, abilities, interests and spiritual gifts. This makes a richness and variety in ministry that is not possible with a lone person. Occasionally we send out students on individual outreaches. While this may be appropriate at times, it should not be the norm. The highest is to send out our students in teams. With teams, you obtain a synergistic effect. This synergy can affect the team in varied ways. First, in the area of creativity, one persons idea can spark another idea for someone else. Second, in the area of focus, if one person working alone gets off track, they might not recover; however, in a team, the others can help sharpen the focus. (In YWAM outreaches, often this refocusing happens in the place of intercession. One person will receive word that brings clarity to the group on whatever the issue is. However, refocusing can happen in discussion or in casual conversation.) The third way that there can be synergy is in the area of encouragement. Ecclesiastes 4:9-10 says that Two are better than one . for if either of them fails, the one will lift up his companion. But woe to the one who falls when there is not another to lift him up. Discouragement is a reality on outreach. If youre in a team situation, help is available. Fourth, there is also the synergy of different gifts. Perhaps one person sees the big picture and another details. By themselves, they would each have a limited vision. Together they see more. The synergy of gifts applies to spiritual gifts also. In a counseling context, there is the synergy of increased perception. Counseling in teams gives you the advantage of different insights and ways of looking at the counselees situation. It allows the student to discuss what they heard. This of course brings clarity of understanding to the issues. Another befit of outreach teams is that it is a safe place to practice the relational skills that are taught, i.e. conflict resolution, reflective listening, etc. The benefits of ministering in teams are numerous. There are benefits for those we minister to, in the form of different ideas and perspectives, and there are benefits to the team members in terms of encouragement, focus and feedback.

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WORKING CROSS-CULTURALLY Cultures are like walls that people hide behind. To understand the person and top communicate effectively, you need to be able to get out from behind your wall and go across to theirs. The benefits of having a cross-cultural field assignment challenge the student in two possible ways. The first way has to do with working on a crosscultural team. The second has to do with reaching out to a cross-cultural target, that is, people you minister to are from a different culture than the student. The situations are different but the benefits for the student are the same. The student is put in a situation where he/she learns and experiences a different culture. He/she is exposed to different world-views, attitudes, social behaviors, languages, etc. Returning to the learn by doing concept, the field assignment is where the students learn to confront and deal with cultural differences such as: time Vs event orientation, identity as an individual or in a group, different views on decision making and leadership and cultural orientations towards either the past or the future. This is part of the students education. This wont fully happen in the classroom. One idea to help your students prepare for the cross-cultural aspect of the outreach is to have someone come in for a session to talk about the cultural challenges they will face and ways to overcome them. Have the speaker address some of the traps that can be made upon entering a new culture, for example, premature judgments or conclusions that can cloud or distort our view of the people we are trying to reach. Help the students to see that quick wrong conclusions lead to alienation and a lack of bonding, the exact opposite of what we desire. Discuss what is the correct way to enter a new culture. Ask what is the right attitude that leads to bonding and identification with the culture and what are some of the practical steps that we can do to see this happen. Normally, the people in the areas of Community Development or Frontier Missions have a pretty good understanding of this. If someone from one of these departments is available, it would be wise to utilize them in your team preparation. SERVANTHOOD MINISTRY In the earlier section on values, we mentioned that one of the values the students should walk away with is that of a serving ministry. One of our foundational values at YWAM is servant leadership therefore, when on outreach, we should aim to serve the local base, the community and the body of Christ through our ministry. The point here is one of attitude. This may mean at times doing things or participating in ministries that are not counseling. Normally this leads to further opportunities for relationships to be formed. Be creative. If you are involved in base work day or a project with a local church, encourage and challenge the students to see how they could practice active listening skills while working with others. Or perhaps they might have the opportunity to work with another ministry team. For example, one outreach in Kiev worked in a local hospital. Challenge the students and help them explore how they can integrate counseling into the other teams ministry.

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Having said the above, the organization or base where the field assignment takes place should give the students opportunity to put into practice what they have learned. Some locations have used the outreach team as their own labor pool. There needs to be a balance. While we go out in a serving capacity, it must be remembered that the students are receiving university credits and therefore need to be primarily involved in work that is suitable for the course. STAFF COVERING In the past we have sent outreach teams to their location with student leadership. In some cases this has worked well, in others, not so well. The positive aspect is the leadership experience it gives the student leader. This, however, is not the highest. For the maximum educational impact, a qualified experienced staff person should accompany the team. The staff persons role is varied. He/she serves in a pastoral role, an organizational role, an educational role and, perhaps most importantly, they are a model. The pastoral function should be pretty clear. They provide the covering and spiritual leadership for the team. They have one-on-ones with the students. They speak into relational issues within the team. They lead or oversee the team intercession and worship times. However, the pastoral facet is not so much a matter of fulfilling a job description, rather it is one of being, of who the leader is not so much of what they do. Organizing is pretty clear also. The outreach has to be set up. This involves communication with your hosts as to what the capabilities of your team are, what the team can do and what the team cannot do. Also, communicate what your expectations are, especially in terms of scholastic and experience requirements for your students. The clearer the communications on both of these issues, your teams capability and requirements, the greater likelihood of a positive experience. In keeping with the value of servanthood, it is good to ask the host base of organization what their vision is. After sharing with them your capabilities and requirements, ask them if they know of how your team can facilitate their vision. Organizing also involves communicating on issues such as housing food, transportation and their costs; also asking if there are any hidden costs. Visas, immunizations and air tickets will all have to be arranged. Once the team arrives, then there is the interfacing with the host base, scheduling ministry times and team responsibilities. Delegate what you can. This will free you to oversee the other facets of leading the team and it gives responsibility to the students. One of the foremost roles has to do with the continuing goal of education. Often, there is such an emphasis on ministry that we neglect this element of the outreach. There is much potential to link the experience on the field with what the students learned in the class. The staff person does not have to come up with all the insights. In fact he/she cant. His/her role is more as a facilitator. This can happen spontaneously. One outreach leader worked every day with his team in a slum. Two or three times a week they would stop at a little store on a 43

dusty road for fresh juice. While the team was enjoying the drinks, they would begin to talk about what had happened during the day. The staff person would link up teaching from the lectures with events that had happened during the day. After three times at this little store, the students themselves began to initiate these conversations when they went for juice. They would say, Remember when we did this skit? I saw this happen today. The students began teaching themselves. The staff person just listened, giving input every so often. Every once in a while he might ask some questions to get the conversation started but most of the time the students would. They were seeing what they had learned come to life and were making it their own. It became a wonderful informal learning time. Earlier we talked about the challenges and opportunities of cross-cultural ministry. This is an area where an experienced staff person can make a difference as well, particularly when the outreach team is ministering in a new culture. For some students this may be their first cross-cultural outreach or maybe their second. An experienced staff person can give guidance and insight that a student leader cannot. Finally, the staff person is a model. Again this comes back to who we are. Earlier we shared what we believe in the principle of openness and accountability, of servant leadership, I\of leading in all the aspects that we expect of our students. Being a model means sharing our weaknesses, struggles and strengths. Being a model for the students means living your life in a way that reflects the principles and values we teach. It means living your life in a way the students can identify with, where they can incorporate into their lifestyle what they see as good in yours. It means modeling ministry as well. There is a development maxim that applies to field assignment. It is a simple mentoring model. It goes like this: I do, you watch. We do together. You do, I watch. You do! Modeling includes demonstrating and working with students to help them develop their skills. It means giving appropriate feedback to help them develop their ministry gifts. Again this is where a qualified experienced staff can make a difference. In some of the other categories, it could be argued that a student leader who has had field experience and leadership experience could lead the team as well as staff. Certainly in some areas that is true. But you cannot model what you have not done. In this area of modeling ministry an experienced staff adds much to the outreach. This section of staff covering began with the statement that, for the highest education impact, a qualified experienced staff member should accompany the team. This is the ideal situation. What has been described as possible roles for an outreach leader are also the ideal situation. YWAM has so many stories of people who were not qualified but who went anyway, who made mistakes but went anyway. Because they had a word form the Lord and the faith to obey and take a risk. Perhaps these are the most important qualities then, that they can hear the Lord and that they have faith.

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FIELD ASSIGMENT REQUIREMENTS The field assignment must be started within one year of completing the lecture phase. Exceptions have been made. However, they need to be cleared before the student can go ahead with his/her field assignment. The minimum length of time a student may go on outreach is for eight weeks. The full length of time for an IBC outreach is twelve weeks. One credit is given for each completed week. During the outreach the student must keep a daily journal. Entries into this journal can be structured by the staff. It is similar to the journal work that was part of the lecture phase. However two new personal development goals are added. They are living a renewing lifestyle and team functioning. The student must do a book report on a book approved by the outreach coordinator. They must also do a case study on someone they meet while on outreach. The case study must look at their personality development according to the Divine Plumbline. Also any false prophets must be identified as well as walls, bricks, personality profiles and any significant events that shaped their life. Also, their personality type according to Myers Briggs inventory must be identified. During the interview time, what reflective statements was the student able to make? Finally, a description of the ministry that person received must be given. Describe the prayers that were prayed, what steps in line with the rebuilding from the Divine Plumbline were made, i.e. authority figures released, vows or ungodly alliances broken and renounced, etc. Towards the end of the outreach, the student should write down one ministry encounter that was significant for them and why. What did they learn from it? Or how did it encourage them in their counseling gift or calling? Also write down one thing from their outreach that would help a follow-up counseling team from another IBC school. Some outreach leaders ask their students to write a four to six page report on how the students will take what they have learned in the lecture phase and what they have experienced on their outreach back to their church, profession or ministry. This fits in with what we talked about in the first sections of this handbook; giving the students a larger vision than themselves. These are the academic requirements for the IBC outreach. In summary of the field assignment, think of an iceberg. Only a small part of it is floating above the surface. The outreach phase, learning by doing, is like the underwater part of the iceberg, it is massive. Regarding the outreach, the benefits are massive, more than can be seen. The lecture part is like the visible part of the iceberg, the part we focus on. Restoration begins here. New things are heard, our heart and intellect are stimulated with new ideas and concepts, however, for many students, it is the outreach that is so significant in changing their lives. This is where it is walked out and becomes reality.

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CONCLUSION
We hope that this IBC school leaders handbook will be a helpful resource for new school leaders. For those who have led schools, hopefully this can be a source of additional and innovative ideas to help you in your leadership. For both new and experienced school leaders, you will be leading your staff and your students. From these groups of people will come counselors, missionaries and future school leaders. You, by virtue of your position, will be imparting into the lives of these future leaders. Also, we hope that the sections on value, vision and world-view will help all of us to understand our common vision. This can assist us in our endeavors for consistency and quality, while at the same time we remain broad enough to allow for diversity. God bless you in your leadership!

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