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The Self-Perceived Role of Christian Chaplains 
In New Zealand State Schools 
A thesis presented in fulfilment 
of the requirements for the degree of 
Doctor of Philosophy, 
in Religious Studies 
at Massey University 
Maria Madelene Yapp 
2003 
�A; Massey University \� 
COllEGE OF HUMANTlES &: SOCiAl SCIENCES 
\} l 
School 0' HI.tory, 
Philosophy and Politk:s 
Private Bag 11 222. 
Palmerston North. 
New Zealand 
Telephone: 6. 6 350 4231 
Telephone: 64 6 350 .424 
facsimile: 64 6 350 5662 
Incorporates: 
Classical 51udias 
History 
labour Studies 
Philosophy 
Politic. 
CERTIFICATE OF REGULATORY COMPLIANCE Religious Studies 
This is to certify that the research carried out in the Doctoral Thesis entitled 
"The Self-Perceived Role of Christian Chaplains in New Zealand State 
Schools" in the Religious Studies Programme of the School of History, 
Philosophy and Politics at Massey University, New Zealand: 
(a) is the original work of the candidate, except as indicated by appropriate 
attribution in the text and/ or in the acknowledgements; 
(b) that the text, excluding appendices/annexes, does not exceed 100,000 
words: 
(c) all the ethical requirements applicable to this study have been complied 
with as required by Massey University, the Churches Education 
Commission, and relevant legislation. 
Ethical Authorisation codes 
...... S.8.P'.P. . .  ?.'..� .b . . .  � . .  �.� . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  . 
Candidate's Name: 
Maria Madelene Yapp 
Signature: \\ \ 0)'" i1 e"" 
- 'f U 
Date: '\ ,," � ('\ L�' '- '� (. ( S 
f,' klllll·llg.l kl I'llrl'hlllt)�l 
Supervisor's Name: 
Or Bronwyn Elsmore 
') 
Signature: b"". LlsL�'=-C . 
-
Date: 
Inception lO Infinity: Massc)' University's cOl1llllillnCnllO learning as a lifc.longjourncy 
�� Massey University �J 
COllEGE OF HUMANmES a. SOCIAL SCIENCES 
SUPERVISOR'S DECLARATION 
, '� � 1 '.� , " 
) School of Hlstory. 
Philosophy and Politics 
Private 88g 11 222. 
Palmerston North. 
New Zealand 
Telephone: 6. 6 350 4231 
Telephone: 64 6 350 4424 
Facsimile: 64 6 350 5662 
Incorporales: 
Classical Studies 
History 
labour Studies 
Philosophy 
Politics 
Religious Studies 
This is to certify that the research carried out in the Doctoral Thesis entitled 
"The Self-Perceived Role of Christian Chaplains in New Zealand State 
Schools" was done by Maria Madelene Yapp in the Religious Studies 
Programme of the School of History, Philosophy and Politics, at Massey 
University, Turitea Campus, New Zealand. 
The thesis material has not been used in part or in whole for any other 
qualification, and I confirm that the candidate has pursued the course of 
study in accordance with the requirements of the Massey University 
regulations. 
Supervisor's Name: Or Bronwyn Elsmore 
Signature: 
Date: 
fl' 1\'lllll'II�;1 kli'lIl"l'illlr');J 
Inception lO Infinity: Masscy University's commiuncnt 10 learning as a lire-long journey 
<I Massey University 
COllEGE OF HUMAMTlES • SOCIAL SCIENCES 
CANDIDATE'S DECLARA nON 
School of History. 
PhHosophy and Politic. 
Private eag " 222. 
Palmar'ton North, 
NewZ •• tand 
Telephone: 6' 6 350 4231 
Telephone: S' 6 350 "24 
Facsimile: 64 6 350 5662 
Incorporates: 
Classical Studies 
History 
labour Studies 
Philosophy 
Politic. 
Religious Studies 
This is to certify that the research carried out for my Doctoral Thesis entitled 
"The Self-Perceived Role of Christian Chaplains in New Zealand State 
Schools" in the Religious Studies Programme of the School of History, 
Philosophy and Politics, Massey University, Turitea Campus, New Zealand 
is my own work and that the thesis material has not been used in part or in 
whole for any other qualification. 
Candidate's Name: Maria Madelene Yapp 
Si&nature: 
Qm: 
It, "-lllll'll�,1 1-.1 I'lIl'clllll'(),l 
Inception 10 Infinity: Masscy Uni\'ersilY's commiunclH 10 teaming as .. lifl. ..longjollrncy 
11 
Abstract 
State school chaplaincy is a recent phenomenon in New Zealand state schools. It 
was introduced in the 1980s by the Churches Education Commission (CEC), after 
the Bible in School programmes, as a voluntary service to care for children in 
state schools. Currently CEC promotes that a chaplain is  a "confidential ear" and 
"a caring trusted friend" and states that chaplaincy "supports the pastoral care 
networks in New Zealand schools for students, staff, parents and care-givers and 
Boards of Trustees". However, definition of the key terms has not been provided 
and no research has determined what chaplains do. This thesis explores the work 
of state school chaplains, by participant observation, questionnaires, and 
interviews, examining who these chaplains are, the nature of Chaplaincy 
Assessing Resourcing Equipping (C.A.R.E.) courses, and how chaplains "support 
the pastoral networks of New Zealand schools". Results indicate that they, as a 
group, display an autonomy, independence, and freedom not clearly discernible in 
their job descriptions of "confidential listening ears" and "caring trusted friends". 
They seek the advantages of both remaining apart from and a part of the school 
establishment. They support state schools, by working under the guidance of the 
school staff and acting as independent workers and consultants. As "confidential 
listening ears", they have found their way from school playgrounds to staff 
meetings. The autonomy chaplains claim may have derived from CEC's  failure to 
provide clear operational definitions of the chaplaincy role, lack of adequate 
assessing and equipping at chaplaincy courses, and/or lack of sufficient 
monitoring and supervision on the job. Their extensive involvement in helping 
and caring for state schools, including evangelization, may have stemmed from 
the fact that they, as Christian helpers, want to act like Jesus or 'be Jesus'. The 
meaning of 'being Jesus'  is explored by examining the idea of loving one's 
neighbours as oneself, the example of Jesus, and Jesus' account of the parable of 
The Good Samaritan. It is suggested that acting like Jesus or 'being Jesus' 
includes not only helping but also evangelization. However, evangelizing in state 
schools contravenes CEC's recommendations. It is recommended that CEC 
clarify its intention for state school chaplaincy and consider both the 
appropriateness and intent of the use of the title 'chaplain', as well as provide 
precise operational definitions for the key terms of the chaplaincy roles. 
III 
Acknowledgements 
I would like to thank my supervisors, Dr. Bronwyn Elsmore and Dr. Bob Gregory, 
for their support, encouragement and patience. Dr. Peter Donovan has been 
instrumental in guiding me to the area of state school chaplaincy. His enthusiasm, 
passion and continued interest in the topic have been inspirational to me. Mary 
Peters en , the former General Secretary of Churches Education Commission 
(CEC) has given me ready access to state school chaplaincy materials, and has 
allowed me to attend a number of Chaplaincy Assessing Resourcing Equipping 
(C.A.R.E.) courses and has generously given me her time. I am grateful to all the 
respondents to the chaplaincy questionnaire who patiently filled in the forms and 
to those who gave their valuable time to be interviewed. I am also most indebted 
to Mr. John Williams. Without his constant and immense support, the thesis 
would not have been completed. Finally, I would like to thank my family who 
have so patiently 'put up' with me with hardly a grumble, especially during those 
writing years. The support I received has been phenomenal. Well, the end has 
finally arrived, thank you. 
IV 
Contents 
Abstract .............................................................................................. ii 
Acknowledgements .......................................................................... .iii 
Contents ............................................................................................ iv 
Appendices ........................................................................................ xi 
List of Tables .................................................................................... xii 
Chapter 1 Introduction .................................................................. 1 
Secularism......................................................................................................... 1 
Introduction - The Beginnings of Secularism ............................................... 1 
The Meaning of Secularism ........................................................................... 2 
Secularism in New Zealand ........................................................................... 7 
The religious climate among the New Zealand settlers ............................. 7 
Education in early New Zealand ................................................................ 8 
Denominational strife ................................................................................ 8 
The seed of secularism .............................................................................. 9 
Financial considerations ............................................................................ 9 
Education becomes more state-oriented .................................................. 1 0  
Christians start wanting secular education ............................................... 10  
Christian opinions of secular education ................................................... 11  
1 877 ........................................................................................................ 1 1  
The Education Act. .................................................................................. 1 2  
The meaning of secularism debated ......................................................... 13 
Diversity in Christian Belief. ........................................................................... 14  
The Meaning of Being Christian in the Modern World ............................... 1 5  
Different Christians' Responses to the World ............................................. 1 7  
Liberal and Conservative Christians ............................................................ 1 9  
Fundamentalism .......................................................................................... 21 
Evangelicalism and Evangelicals ................................................................ 22 
Meanings of Chaplaincy .................................................................................. 24 
Chaplaincy is about Wholeness ................................................................... 25 
Chaplaincy is a Partnership ......................................................................... 25 
Chaplains Provide Spiritual Input.. .............................................................. 26 
Chaplains Complement the Work of Teachers and Parents ......................... 26 
Chaplains Use Scripture .............................................................................. 27 
Chaplains Use Prayers ................................................................................. 27 
Chaplains are Apart From Their Worlds ............ ........... .............................. 28 
Chaplains are apart from their churches ......................................... ......... 28 
Chaplains are apart from their workplaces .............................................. 29 
A Chaplain's Prophetic Role ................................. ...................................... 29 
Chaplains as Helpers ................................................................................... 31 
Chaplains are pastoral workers, helpers ...... ........ ........ ............................. 31 
v 
Chaplains as Friends .................................................................................... 32 
The importance of relationship ................................................................ 32 
Chaplains as.a Faith Presence ...................................................................... 33 
Chaplains are Available ............................................................................... 34 
Chaplains as Listening Ears ............................................ ............................. 35 
Chaplains are listeners ............................................................................. 35 
Chaplains are calm and strong ................................................................. 36 
Chaplains are open and non-judgemental ................................................ 37 
Chaplains have a sense of hope ............................................................... 37 
Chapter 2 Background ................................................................. 39 
Exploring Chaplaincy from the Inside ............................................................. 43 
Participant Observation ............................................................................... 43 
Survey Questionnaire and In-depth Interview ............................................. 44 
Early Developments ........................................................................................ 46 
Chaplaincy Co-ordinators ............................... ..... ... ..................... ................ 47 
Later Developments ....................................................................................... . 48 
The Co-Worker ........................................................................................... 49 
Publicity and Other Developments .............................................................. 49 
The Chaplaincy Courses .................................................................................. 50 
Training ........................................................................................................... 51 
Assessment. ..................................................................................................... 52 
Chaplaincy Assessing Resourcing Equipping (C.A.R.E.) Courses .................. 54 
Passive Learning and Role-plays ................................................................. 55 
Support ............................................................................................................ 55 
Contract. .......................................................................................................... 56 
Supervision ..................................................................................................... 57 
State School Chaplaincy .................................................................................. 57 
VI 
Chapter 3 Method ......................................................................... 59 
Chaplaincy Assessing Resourcing Equipping (C.A.R.E.) Courses .................. 59 
School Chaplaincy Questionnaires .................................................................. 60 
In-Depth Interview .......................................................................................... 62 
State School Chaplaincy Background ........................... � ................................. 63 
Chapter 4 Results ......................................................................... 64 
Section A Chaplaincy Assessing Resourcing Equipping (C.A.R.E.) Courses 64 
Setting ......................................................................................................... 64 
The Leadership Team .................................................................................. 64 
Nuclear Groups ........................................................................................... 64 
General Framework ..................................................................................... 65 
Assessment .................................................................................................. 70 
An interview process ............................................................................... 70 
Chaplaincy Skills in Action ..................................................................... 71 
School visits ............................................................................................ 73 
The approving process ............................................................................. 74 
Section B The 93 Respondents ...................................................................... 76 
Ex-Chaplains, Approved Chaplains and CEC Support Persons ..... .............. 77 
3.1 The ex-chaplains .............................................................................. 77 
3.2 The approved chaplains ................................................................... 77 
3.3 CEC chaplaincy role of non-practising chaplains ............................ 78 
3.4 Waiting to be practising chaplains ................................................... 78 
Profile .......................................................................................................... 79 
3.5 Age and sex ...................... ............................................................... 79 
3.6 Religious affiliation ......................................................................... 80 
3.7 Occupation ...................................................................................... 81 
3.8 Qualification ................................................................. ................... 81 
3.9 Past CEC role .................................................................................. 82 
3.10 Present CEC work .......................................................................... 82 
3.1 1 Role in local church ........................................................................ 82 
3.12 Chaplaincy courses ......................................................................... 83 
Perspectives on the Purpose and Role of State School Chaplains and on 
Chaplaincy Courses ..................................................................................... 83 
3.1 3 Why should state schools have chaplains? ..................................... 83 
3.14 Major and unique role ............... ................. ..................................... 84 
3.15 Difference between teacher-aides and chaplains ... .......................... 91 
3.1 6 Chaplaincy qualities ....................................................................... 92 
vu 
3.1 7 Vision ............................................................................................. 94 
3.1 8 Chaplaincy course - gained most? .................................................. 94 
3.1 9 Chaplaincy course - least liked? ..................................................... 96 
3.20 Chaplaincy course - adequate? ....................................................... 97 
Section C The 83 Respondents ..................................................................... 100 
State School Chaplaincy ............................................................................. 1 00 
3.21 Reasons for becoming a state school chaplain ............................... 100  
First Reasons for Being Chaplains ............................................................. 1 05 
3.22 To be a state school chaplain or a church school chaplain ............. 1 05 
3.23 Measures of success ...................................................................... 106 
3.24 The Greatest Commandments ........................................................ 109 
Section D The 54 State School Chaplains - Past And Present ..................... 1 10  
Practising and Ex-chaplains in Schools ...................................................... 1 10  
3.25 Placed in state school within the first 6 months? ........................... 1 1 1  
3.26 Location and level of schools ........................................................ 1 1 1  
3.27 Number of students ........................................................................ 1 12  
Training and Experience ............................................................................. 1 1 2  
3.28 Vocational training ........................ ................................................ 1 1 2  
3.29 Previous experience ........................................................... ............ 1 1 3  
3.30 Further training .............................................................................. 1 1 4  
Hours and Place of Work ........................................................................... 1 1 5  
3.31 Chaplaincy hours ........................................................................... 1 1 5  
3.32 Adequacy of chaplaincy hours ....................................................... 1 1 5  
3.33 Time spent unrelated to chaplaincy working in the church ............ 1 1 6  
3.34 .Location of work ........................................................................... 1 1 6  
Issues .......................................................................................................... 1 1 8  
3.35 Issues involved with ...................................................................... 1 1 8  
3.36 First issues ..................................................................................... 1 1 9  
3.37 Preferred issues .............................................................................. 1 20 
Dealing with Crises, Peace-Making, and Formal Ceremonies .................... 1 20 
3.38 School crises .................................................................................. 1 20 
3.39 Peace-making ................................................................................ 1 21 
3.40 Conducting formal ceremonies ...................................................... 1 22 
Helping and Being ...................................................................................... 1 23 
3.41 Helping and being present in chaplaincy ....................................... 1 23 
3.42 Helping and being present list ....................................................... 1 25 
3.43 Is being present an easy task? ........................................................ 1 27 
3.44 The duration of being present ........................................................ 128 
3.45 Impact of being present ................................................................. 128 
Relations With School ................................................................................ 1 28 
3.46 Status/power .................................................................................. 129 
3.47 Acceptance by school community ................................................. 129 
3.48 People accepting chaplains ............................................................ 1 30 
3.49 How do the school staff regard you? ............................................. 1 30 
3.50 How does the principal regard you? .............................................. 131 
3.51 How does the school BOT regard you? ......................................... 1 31 
3.52 How do the children regard you? ................. .................................. 1 32 
3.53 How do the parents regard you? ........................... ......................... 1 32 
Vlll 
Support and Encouragement.. ..................................................................... 132 
3.54 Support .......................................................................................... 133 
3.55 Supporting people .......................................................................... 133  
3.56 Sources of  encouragement.. ........................................................... 133  
3.57 Kinds of support ............................................................................ 1 34 
3.58 Needed support .............................................................................. 134 
3.59 CEC support .................................................................................. 1 36 
Supervision ............ ...... ............................................................................... 137 
3.60 Supervision ....................................... ............................................. 137 
3.61 Kind of supervision ....................................................................... 138  
3.62 Adequacy of supervision ............................................................... 1 39 
3.63 Supervision improvement .............................................................. 1 39 
3.64 Importance of supervision ...... ....................................................... 1 40 
3.65 Beneficial supervision ................................................................... 1 40 
3.66 Supervision payment ..................................................................... 141 
3.67 Supervision hours ............................. ............................................. 1 41 
Frustrations and Difficulties ....................................................................... 142 
3.68 Frustrations and difficulties ........................................................... 142 
Uselessness and Powerlessness .................................................................. 1 45 
3.69 Uselessness .................................................................................... 145 
3.70 Used more? ................................................................................... 146 
3.71 Powerlessness ................................................................................ 146 
Outside The School System ........................................................................ 148 
3.72 Non-member of state school staff - outsider role .......................... 148 
3.73 Legitimate voice ............................................................................ 149 
Being Christians in State Schools ............................................................... 152 
3.74 Non-evangelizing chaplains ........................................................... 152 
3.75 Christian services .......................................................................... 157 
Role of a State School Chaplain ................................................................. 159 
3.76 Ready to fit in to whatever role - chaplaincy contract.. .................. 159 
3.77 Teacher-aides and chaplains .......................................................... 160 
3.78 Bible in School and/or state school chaplaincy .............................. 161 
3.79 Chaplaincy role ambiguous or clear? ............................................. 162 
Section E The In-Depth Interviews .................................................. . ............ 164 
Willingness to Serve ................................................................................... 164 
Desire to Give and Be Other-centred .......................................................... 164 
Ability to be Role Models .......................................................................... 165 
Understanding of Young People ................................................................. 165 
Desire to Help and Care ............................................................................. 166 
Ways of Helping ......................................................................................... 166 
Examples ................................................................................................ 167 
Being a FriendlEar ..................................................................................... 167 
Building relationships ............................................................................. 168 
Being Christians ............... . ......................................................................... 1 68 
Chaplains are considered to be Christian helpers .................................... 1 68 
IX 
Loving God ................................................................................................ 169 
Being an Outreach ...................................................................................... 170 
Wanting to Do God's Work. ....................................................................... 170 
Being Jesus is Loving Unconditionally ...................................................... 170 
Chaplains do not preach ......................................................................... 171 
God Goes into School with Chaplains ........................................................ 1 71 
Using Prayers in Chaplaincy ...................................................................... 171 
Spiritual Dimension .................................................................................... 172 
Chaplains use a Christian Approach ........................................................... 173 
Chaplains are covertly evangelistic ........................................................ 1 73 
Chaplains are Apart From and A Part of the SchooL ................................. 174 
Chaplains are free ................................................................................... 174 
Differences Between Chaplains and Other School Support Workers - the 
Uniqueness of Chaplaincy .......................................................................... 175 
The Future of Chaplaincy ........................................................................... 1 76 
Chaplaincy - An Exclusive Right? ............................................................. 177 
Chapter 5 Discussion .................................................................. 178 
Chaplains are Helpers/Carers ......................................................................... 179 
Being Available .......................................................................................... 1 80 
How Do Chaplains Support the School Community? .................................... 1 81 
Chaplains Help by Remaining Outside the School Establishment.. ............ 181 
Chaplains are Useful Because They are Apart From the School 
Establishment ............................................................................................. 1 82 
Neutrality by Virtue of Being Outside the School Establishment.. ............. 182 
Impartiality ............................................................................................. 1 83 
Chaplains are Free and Autonomous .......................................................... 1 84 
Chaplains listen ..................................................... ....... .......................... 1 84 
Chaplains give 'time' to state schools .................................................... 185 
Chaplains Keep Confidence ....................................................................... 186 
Chaplains are approachable .................................................................... 1 86 
Confidentiality ........................................................................................ 1 86 
Problems of confidentiality .................................................................... 1 87 
The responsibility of confidential listening ............................................ 1 89 
Chaplains are Caring Trusted Friends ........................................................ 191 
Chaplains are trustworthy .... ................................................................... 191 
Chaplains want to be friends with their schools ...................................... 191 
Chaplains Develop Relationships ............................................................... 192 
Chaplains are available ........................................................................... 192 
Problems of forming relationships .......................................................... 1 93 
Circular Argument? ................................................................................... 1 94 
Are Chaplains Seen to Be Apart From the School Establishment? ................ 195 
x 
Chaplains are Autonomous ......................................................................... 195 
Do Children See Them as Apart From the Authority of the School ? ........ 196 
Does the School Staff See Them Apart From the School Establishment? .. 1 98 
Chaplains Want to be Considered A Part Of the School Community ........ .200 
Chaplains Help by Being Insiders Who Influence .......................................... 201 
Chaplains Help with Personal and Interpersonal Difficulties ..................... 201 
Confidential listening ears versus counsellors ....................................... .202 
Heavy emphasis on psychological terminology ...................................... 202 
Are chaplains Christian counsellors? ..................................................... 204 
Chaplains take services ......................................................................... .206 
Chaplains are Problem-solvers ................................................................... 208 
Chaplains refer ....................................................................................... 209 
Chaplains liaise, mediate, advise ............................................................ 211 
Chaplains are Decision-makers ................................................................. .212 
Chaplains Exert Moral Influence ................................................................ 214 
Chaplains Uphold Ethical Standards .......................................................... 214 
Chaplains are Role Models ......................................................................... 215 
Chaplains as secular role models ............................................................ 215 
Chaplains as Christian role models ......................................................... 21 6 
Are Chaplains Impartial and Independent as They Claim They Are? ............ 217 
Chaplains Want to Be Known as Christians ............................................... 219 
Chaplains as churches representatives .................................................... 219 
The titlelbadge 'chaplain' ....................................................................... 220 
Confusion with Bible in SchooL ............................................................ 221 
Christian Presence - Covert Evangelism? ................................................... 223 
Confusion With Spirituality ........................................................................ 225 
Chaplains Provide Christian Input. ............................................................. 227 
Chaplains evangelize? ............................................................................ 228 
Chaplains influence by praying .............................................................. 229 
Chaplains evangelize .............................................................................. 230 
Opportunistic evangelization .................................................................. 231 
Not All Chaplains are Evangelistic ............................................................. 233 
Chaplains and Christianity ......................................................................... 235 
Chapter 6 To Be Jesus - To Love Your Neighbour As Yourself 
....................................................................................................... 237 
The Two Commandments .............................................................................. 239 
Love Your Neighbour as Yourself ................................................................. 241 
The Good Samaritan as 'Neighbour' .............................................................. 242 
Xl 
'The One who had Mercy' - the Good Samaritan ...................................... 243 
God is Merciful .......................................................................................... 247 
Jesus is Merciful ................... ...................................................................... 247 
Mercy involving forgiveness .................................................................. 248 
'The hated one' - Jesus and the Good Samaritan ........................ ........... 249 
Love your enemies ....... ..... .................................... ... .............................. 249 
The Fall of Man ......... . ............................ . .................................... ........... 251 
The Salvation of Man . . . '" . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... . . . . . .  251 
Jesus Gives Eternal Life . ....... ............ .. .. ................. .. ................................. . 253 
Believe in Jesus and Inherit Eternal Life ..... . .................. ............................ 254 
Jesus asked people to believe in him ............... ..................... .......... ........ 255 
Jesus predicted so that people would believe in him ........................ . ...... 257 
Jesus worked miracles so people would believe in him .......................... 258 
Jesus kept seeking to get people to believe in him .................................. 260 
Love of Neighbours is Evangelism ........................................ . .............. ......... 261 
Jesus as 'Neighbour' ............ ....... . ... ............................................................... 263 
Chapter 7 Conclusion ................................................................. 265 
Implications for CEC. .................................... ........................ ..................... 271 
Implications for State Schools Using the Chaplaincy Service .................... 277 
Bibliography ................................................................................. 281 
Appendices 
Appendix 1 What Can A Chaplain Offer To A School And Avoid Doing? ..... 291 
Appendix 2 Chaplaincy Publicity Leaflet .. ....................................................... 293 
Appendix 3 School Chaplaincy Questionnaire .............................................. ... 296 
Appendix 4 Researcher Introductory Sheet . .  .................................................... 319 
Appendix 5 Letter of Approval from Churches Education Commission ........ .. 321 
Appendix 6 Information Sheet to Participants of In-Depth Interviews ....... ... ... 323 
Appendix 7 Consent Form of In-Depth Interviews ............................ .............. 327 
Appendix 8 Chaplaincy Themes On Chaplaincy Assessing Equipping 
Resourcing (C.A.R.E.) Courses .. ................................................................ .. . ..... 329 
Appendix 9 Chaplaincy-Skills-In-Action (Role-Play) Sample Cases ...... ......... 331 
Appendix 10 Chaplaincy Contract Sample ..... ................................................ . .. 333 
Appendix 11 Get Real Programme .... ................. ............................................. .. 336 
Appendix 12 Seasons for Growth ............................................................. ........ .339 
Appendix 13 Assessment Guidelines ............ ........................... ......................... 342 
Appendix 14 Information on State School Chaplaincy ............. ......................... 344 
XlI 
List of Tables 
Table 1: Religious affiliation of the practising chaplains, ex�chaplains, approved 
chaplains, and CEC support persons at the time when they applied to attend a 
chaplaincy course ................................................................................................ 80 
Table 2:  Reasons why state schools should have chaplains, provided by 
practising chaplains, ex-chaplains, approved chaplains, and CEC support persons 
............................................................................................................................ 84 
Table 3: Major roles, unique roles, and unique descriptions of practising 
chaplains, ex-chaplains, approved chaplains, and CEC support persons ............. 85 
Table 4: Chaplaincy qualities of practising chaplains, ex-chaplains; approved 
chaplains, and CEC support persons ................................................................... 93 
Table 5 :  Reasons for becoming chaplains and reasons for being chaplains at state 
schools provided by practising chaplains, ex-chaplains, and approved chaplains 
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . ... . . . . . . . .... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  101 
Table 6: Measures of success of practising chaplains, ex-chaplains, and approved 
chaplains ............................................................................................................ 1 06 
Table 7 :  Issues, first issues, preferred issues of practising and ex-chaplains .... 119 
Table 8: Acts of helping and situations of being present of practising chaplains, 
ex-chaplains, and approved chaplains ......................................... ....................... 126 
Table 9: Kinds of support, support needed, supporting people, and sources of 
encouragement of practising chaplains and ex-chaplains ................................... 135 
Table 10: Frustrations and difficulties of practising chaplains and ex-chaplains 
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . .. . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .  142