Website Assessment
(www. Justaphase.com)
Presented to
Dr. Stephen Vandegriff
For
CHMN 301 – D01
Foundation of NextGen Ministry
By
Marcus Scott
Kristen Ivy is the executive director of messaging at The rethink Group, commonly
referred to as Orange and The Phase Project. Before beginning her career at Orange in 2006,
Kristen earned her bachelors of education from Baylor University in 2004 and a Master of
Divinity from Mercer University in 2009. She worked in the public school system as high school
Biology and English teacher where she learned firsthand the joy and importance of influencing
the next generation. At Orange, Kristen has played integral role in the development of the
elementary, middle school, and high school curriculums and has shared her experiences at
speaking events across the country. Kristen is a co-author of It’s Just A Phase. The purpose of
this assessment is to give my commentary about the website justaphase.com can be implemented
in my current local ministry. People working in ministry that involves young people must have
the love and forgiveness of God to link to the very core of the next age of young people. I shall
identify and briefly explain a few main ideas from preschool to high while giving greater
attention to young people in elementary school.
In preschool, one of the basic physical needs stated in the website to a toddler is to give
them our consistent presences. Affection matters more to a child anything else. Another main
idea, one of the practical ways to embrace a toddler mentioned on the website is for us to relate
to their mistakes. They have a powerful desire for acceptance. And they are intelligent enough to
be aware of through observation that jumping up and down on the sofa is not what we are
looking for. There are times we will say, “I have done that before more than once!” Afterwards,
we still our story of the very same mistake.
In elementary school, one of the things first graders have in common given in the website
is they love to learn. They have the determination to complete small tasks. Simple platforms are
given to challenge them to uncover some things that are concealed and increasing physicality and
mentality. Another thing first graders have in common; they want our undivided attention. There
is an extreme behavior to be noticed. For example, I recognized and realize that all the young
people in our youth department want and need to be noticed. However, we have a few who wants
more. Those who are not satisfied with the amount of attention the typical child receives. They
seem to crave that extra attention and is willing to be a disruptive force in church or small groups
to get it. There main goal is to get attention from others, teachers, and peers. The strategy that I
implemented for them is for us to give a lot of attention for appropriate behavior, teach
replacement behaviors, set up opportunities to get attention appropriately, give attention to
children demonstrating positive behavior as a cue, planned to ignore, and allow them to chill out.
Also, in elementary school, we can help our children develop friendships by widening their
circle. It is important to give them involve in small groups that they can fit in and have some to
trust others than their parents. For example, I’ve always created small group environments where
small group leaders primarily focus on only the relationship. That means for Sunday morning
small groups, we provide large group teaching or for discipleship groups there was a primary
teacher and kids sat in groups with their small group leader. This means I don’t expect my small
group leaders to teach a lesson. They typically just ask discussion questions and maybe lead a
little activity. I’d rather have them initiating contact with their young people outside of class than
preparing for a lesson. I also recognize that not all my small group leaders will be good teachers,
but most of them can be a friend/mentor. Another thing we can aid our children to develop
friendships; it is by don’t freak out when they tell you something. To show favorable verbal
response and bodily reaction and honesty without parents losing their minds will hopefully
develop openness and trust. For example, one of our young people swiped something from a
storm while on an outing, it was certain that the child had stolen something, but I never
approached the child to ask. Because the child would have probably lie to my face. When I was
told and watched the surveillance tape, I did not freak out about it. Without the child have
knowledge, I paid for the item that the child stole. When we got back to the church, the child
approached me after everyone gone and told me what happen. During the entire time, my
response and reaction was favorable to show that I can be trusted about what is brought to me
without always running to the child’s parent unless is was life threatening.
In middle school, one of the ways to impact a middle schooler identity and faith detailed
in the website is to encourage questions. It is normal for them to grapple with teaching and
different cultures. Another way to impact middle schooler identity and faith itemized in the
website; children need more than just their parents.
In high school, One of the three ideas to help high schoolers mature in their relationship
with God identified is to make it experimental. It is an opportunity for them to use their gifts,
talents, and skills to serve in the age they live with the help of their parents. It is important for
them to do something significant.
In conclusion, the primary responsibility of teaching children are their parents, yet it is
not to be done alone. It requires a network of people to rear a child or children to become who
God has ordained them to be. The Scriptures affirm, “And thou shalt teach them diligently unto
they children, and shalt talk of them when thou sittest in thine house, and when thou walkest by
the way, and when thou liest down, and when thou risest up. I agree that it does take a village to
rear a child. There should be daily conversation with our children about several topics.
