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Dynamics

This chapter addresses some of the dynamics you may experience within your campus ministry group and some general recommendations. You can learn a lot about group dynamics from resources your minister, church office or district office have available. It is a good idea to reflect regularly with your campus ministry steering committee and/or minister/mentor about the dynamics within your group. This regular check-in will allow you to help facilitate any necessary conflict management, propose new and challenging activities, and be conscious of pastoral and spiritual care needs that may arise with members of your campus group. The chapter starts with a focus on anti-racism, which is an analysis and life-long practice we encourage all people, particularly leaders, within Unitarian Universalism (UU) to engage in seriously. Let the piece about anti-racism influence your thinking in the other areas you study within this manual. Lastly, remember to utilize your campus ministry steering committee, minister or mentor on a regular basis. Group dynamics can be one of the most challenging areas for a campus ministry leader, as finding your role, addressing concerns and articulating a vision are wrapped together in this topic.

Resolving conflict

Pay attention and recognize conflicts among YOUR GROUP people.
Listen to people to understand them.
Suggest constructive corrective action if appropriate.
Work with other YOUR GROUP members or church ministers to help resolve conflict if necessary.
Be consistent in showing up at events to build a sense of stability.

Gift Discernment

Be mindful of your group and who may have the skills which will help your campus ministry such as:

Connections to Young Religious Unitarian Universalists (YRUU)

Dedicated interests, which could be utilized for a group activity or discussion.
Technological skills around the web and email.
Social skills and ability to staff an information table.
Organizational skills to help facilitate and coordinate for the campus group.
Knowledge of other interested friends.
Ability to teach newcomers about Unitarian Universalism.
Confidence in their identity and/or their process of claiming an identity.

Growing Edges

Also be aware of people in your group who may come with issues. Be conscious that you and your group may not be able to solve all peoples issues, and that it is okay if someone needs special attention, ministry and/or referral to another agency or individual. Some examples of growing edges with members and potential leaders in your group include:

Loneliness
Homesickness
Inappropriate sexual behavior
Lack of follow through on commitments
Prejudice
Superiority complex
Relationship breakup
Death in the family or circle of friends
Anxiety about religion from past experience
Abuse
Attention-deficit disorder (or hyper disorder)
Mental illness

New/Old UU's

Campus ministry is for both new and old Unitarian Universalists. Often the definition of old is that they have been involved since high school and have experienced YRUU. Many may be “older” and even be second or third generation Unitarian and/or Universalist. There are some distinctions between old and new that may affect your group dynamics such as the use of terminology and a familiarity with the spiritual practices, songs, and rituals. Old and new UU’s may be struggling with their spiritual identity and may be seeking more serious and rigorous religious community. It may be helpful to take time to find out what parts of Unitarian Universalism are relevant for the members of your group. There may be a difference in the amount of worship experience being sought after.

Singles Group vs. Spiritual Group

This can be one of the most common and difficult dynamics for a group to address. Often campus and young adult groups have been pegged as singles groups not only by the sponsoring congregations but by members and newcomers. This is something for the leadership and group to discuss with some regularity. The primary goal of campus ministry is not to create a singles/social/meat-market for potential couples, however this is something to be affirmed when it happens. The important aspect is to decide how priority the singles/dating dynamics of the group are, and if it is agreed that the group is intentionally a spiritual community first, then help remind people in the group and newcomers of this mission. Problems arise when you have members of your group who are there specifically to date and this may cause people to feel uncomfortable. Groups have fallen apart when a person or persons have made romantic advances towards other members of the group and newcomers before the identity or sense of the group has really formed. Even after the group has formed, the singles dynamic can particularly affect the group if there are person or persons who refuse to give newcomers the opportunity to be connected with the community and mission of the group before serious romantic advances. As the leader in a campus group, with consent of your leadership or group process, you may consider taking aside people or the whole group and encouraging that some boundaries be established around dating, and especially newcomers. The idea here is not to prevent people from dating, but to stay true to the mission and purpose of why you have a campus ministry. Clearly you cannot avoid the singles group vs. spiritual group dynamics, however being aware of them and asking for help from experienced leaders in your college or congregations may be useful. Be careful not to let one or a few individuals hijack the group for their own romantic purposes.

Military

There is not a strong presence of Unitarian Universalism within the U.S. or Canadian military institutions, however there are people with this experience who have connected with UU campus ministry. Our campus ministry has historically been progressive and conscious about war and peace issues. However this does not preclude the involvement and affirmation of the spiritual journey being taken by those with connections to military service. You may have some tension here however there are many opportunities to strengthen your group dynamics by exploring the issues related to military service and the spirituality as Unitarian Universalists. We strongly encourage you to be welcoming of people with military service, and know that Unitarian Universalists are in every segment of society.

Parents

Few campus ministries have a critical mass of parents, but it is another identity that is important to recognize. Parents are one of the largest subgroups within UU congregations, and we have a growing and vibrant Religious Education (RE) community to serve them. If you have parent(s) involved in your campus ministry, ask them what may be of interest and how the group can be accessible to their lives. You may also talk with your local congregations RE committee or director if there is one. One of the main issues with parents is arranging childcare or testing the appropriateness of bringing children to the group meetings. This is something to resolve as soon as possible with your group.

Lifton's Group Member Roles

Lifton (1967) identified three types of member roles in groups attempting to identify, select, and solve problems. The categories of roles are group task, group growing and vitalizing, and antigroup.

The group task roles for members attempting to identify, select, and solve problems are as follows:

Initiator contributor: Offers new ideas or a change of ways.
Information seeker: Seeks clarification of suggestions.
Opinion seeker: Seeks clarification of group values.
Information giver: Offers facts or generalizations.
Opinion giver: States beliefs or opinions pertinent to suggestions.
Elaborator: Gives examples or develops meanings.
Coordinator: Pulls ideas and suggestions together.
Orienter: Defines position of the group with respect to goals.
Evaluator: May evaluate or question the group's function.
Energizer: Prods the group to action or decision.
Procedural technician: Performs tasks and manipulates objects.
Recorder: Writes everything down and serves as the group memory.

The group growing and vitalizing roles for members are the following:

Encourager: Praises, agrees with, and accepts others' ideas.
Harmonizer: Mediates intergroup conflicts.
Compromiser: Operates from within the group to "come halfway."
Gatekeeper and expediter: Encourages and facilitates participation.
Standard setter or ego ideal: Expresses standards for the group.
Group observer and commentator: Keeps records of group processes.
Follower: Goes along somewhat passively.

The antigroup roles for members are the following:

Aggressor: Deflates status of others.
Blocker: Negativistic, stubborn, and unreasonably unrealistic.
Recognition seeker: Tries to call attention to self.
Self-confessor: Uses group to express non-group-oriented feelings.
Playboy: Displays lack of involvement in group's work.
Dominator: Tries to assert authority to manipulate members.
Help-seeker: Tries to get a sympathy response from others.
Special-interest pleader: Attempts to grow a grassroots effort.

Role Confusion

Student organizations have frequent turnover in leadership and group members. In addition to this turnover, whenever students are elected, appointed, or assigned responsibilities, they assume a position with new responsibilities and duties. Member and leader turnover may result in role confusion and subsequent conflicts and problems.

As campus ministry leaders are selected or elected, several conflicts or problems might arise. The president or student coordinator of the campus ministry may be elected from the membership or may, by constitutional designation, be required to have prior service on the leadership board. Similarly, leadership board members may have had to satisfy other qualifications in order to be elected. Conflict can arise if, following election, the leadership board did not meet to identify and clarify their specific responsibilities and the duties of various board members. You can assist this process by ensuring that the leadership board meets to discuss and agree on its responsibilities.

Role confusion can also interfere with the assumption of power and decision-making authority. For example, the financial officer may understand that decisions regarding finances are the responsibility of the financial officer, yet the president, assuming the role of leader of the organization, might believe that any decision regardless of the financial implications should be made by the president. Or the organization secretary, who is responsible for reserving meeting space, does so without the consent of the president, who wants to be involved in all operational decisions. Both examples highlight the need to discuss roles and responsibilities as soon after an election/selection as possible.

Role confusion can also ensue for people serving as advisers, be they Lay Campus Chaplains, Campus Ministers or Faculty Advisers, because they are charged with maintaining fiscal responsibility yet are also indoctrinated into the philosophy of allowing students to do their own programming. Often these two roles conflict as when students wish to sponsor a program requiring a considerable financial commitment, and it is unclear whether students can make the programming decision or the adviser can make the budget conscious decision. It is essential that you and the leadership board hold a meeting to clarify and agree to everyone's roles as promptly as possible following the election/selection.

Because students are usually involved in committees, projects and activities other than the leadership board, it is important that these students receive a clear charge from the appropriate leadership board member. A charge identifies the purpose of the activity, the role of committee members, a time line the committee should follow to fulfill its purpose, and how the committee should present the information it has worked on. It makes sense to put these things in writing, an email often will do fine. Be sure to copy the leadership board.

Identity & Anti-Oppression Dynamics

Gay, Lesbian, Bi, and Transgender (GLBT)

The period of life after age eighteen is one of the most intensive regarding sexual orientation and sexual identity. Many of our campus groups are strongly allied with the campus GLBT organization(s). With the development of Our Whole Lives (OWL), there is a comprehensive sexuality education curriculum available to you and your group for use. There is a clear ongoing need to challenge heterosexism and sexism in addition to other forms of oppression, and be conscious of the group dynamics around the welcoming and affirmation of GLBT people.

Anti Racism/Anti-Oppression

The Why & How: Anti-racism, anti-oppression and multiculturalism are lifelong skills and knowledge that we hope you will engage in seriously, particularly as a leader within Unitarian Universalism. There are a growing number of resources and communities for learning and support of people working to develop anti-racism analysis, building people of color communities and challenging the oppression we see in our lives and the world around us. Campus ministry is a ministry like all others which may be positively impacted by a commitment to anti-oppression principles and a place to introduce the conversation about race, class and identity.

The Unitarian Universalist Association (UUA) and Crossroads Ministry (Interfaith Anti-Racism Collective) of which the UUA is a member offer workshops and other information that may be useful to you for developing a program around anti-racism. Trainers and speakers are available, however you may also be able to identify people in your own community and on campus who would be available. The basic foundation of anti-racism is around understanding the dynamics of race prejudice, race discrimination and power, both personal and institutional. Often the definition used for racism is "race prejudice + the 'misuse' of institutional power = racism".

Training: For your campus ministry you may consider having an annual or twice yearly activity dedicated to anti-racism/anti-oppression. Topics may include discussing the status of race relations on campus and in your community, current events that are engaging the issue of race and racism, and some personal reflection on peoples own understanding of anti-racism and what an anti-racist identity is to them. Often we see groups that engage in anti-racism as more welcoming for people of color. This is in part because with a strong anti-racism analysis there is increased trust, more authentic relationships and a sense of being allies in each other’s lives that grow out of anti-racism.

Students of Color

Diverse & Revolutionary Unitarian Universalist Multicultural Ministries (DRUUMM) is a UU People of Color Organization dedicated to the empowerment and spiritual care for people of color in the UUA. While there are less than 10% people of color in our UUA membership, there are a growing number of young people of color in our congregations and thus the potential for growth of more multi-racial UU campus ministry groups. If your group has people of color, please connect them with DRUUMM as there may be intentional opportunities for students of color to connect with other students of color as they study Unitarian Universalism. DRUUMM is also developing caucuses for different identity groups such as Asian American/Pacific Islander, African America/Black, Native American/American Indian and Latino/a/Hispanic, which may have events. On campus we encourage your campus ministry to be an ally for the concerns and rights of students of color and you may consider developing a relationship with other students of color groups such as Movimiento Estudiantil Chicano de Aztlán (MEChA), Multicultural Center, and other student unions of students of color.

A good number of UU people of color, particularly in our youth and young adults are adopted. This signals several pastoral needs around identity and addressing the question "who am I" post-high school age which may be complicated. Be prepared to recognize the strengths and growing edges of your ability to minister and be thoughtful about referring people to other members of your congregation or campus community who may serve as mentors for students of color as they mature in the Unitarian Universalist faith. The retention rate for students of color is challenging, as we are a predominately white-European denomination, there are less opportunities and community for people of color that allow people of color to intentionally affirm and reflect on their racial/cultural background with other people of color. Working with and developing an anti-racism practice may however create this environment within a primarily white-European group, because one of the activities within anti-racism is to focus on telling the story of your family history. Remember too that an all-white group can work on anti-racism, particularly on the issues of talking about white privilege, institutional racism and what it means to be white in our society.

Identity Ministry

Anti-racism is an organic framework for being mindful to the oppressions that separate us and the relationships that bind us. As Unitarian Universalists we are strongly committed to the ideals of community and building a just, equitable and compassionate world. Over the generations our Unitarian Universalist faith have inspired amazing leaders of different identity groups - women’s, labor, gay, lesbian, transgender, bisexual, youth, young adult, elders and so on. A strong campus ministry will be one that is able to affirm the identity of member students and allow safe place to question, reflect and change in their identity. You may consider organizing activities around identity, such as gender, hosting a fishbowl activity or even having an intentional event such as a women's night. There is value to allowing people to meet in a spiritual environment with other people who share a specific identity, and we encourage the whole group to discuss how this may be meaningful to them. Be aware that there may be some serious concern about the idea of separating the group into small group ministry, but gently stress that even campus ministry is a form of identity ministry with the focus being on folks in college and predominately of the 18-25 age group. The key is that when we have campus ministry or other identity ministry, that we are consistent with our dedication to the broader community as Unitarian Universalists and the world.

Age

Campus ministry is traditionally serving ages eighteen to twenty-two, the post high school age. There are several important communities however that may also be served by campus ministry, which we encourage you to be mindful of:

Returning students age 22+

Graduate students generally age 22+

As a principle try to be conscious of not approaching campus ministry with a monolithic perspective, as you will find all types of people expressing interest in your group. Your campus ministry group may experience wild shifts in terms of the age demographics, with strong leaders and members coming from different ages each year. It is a good idea to be prepared to allow the focus and activities of the group to shift to serve who is in the group age, or other identity wise.

Age Distinctions

Seventeen years old and younger—While this is more rare, there is no UUA policy prohibiting people under eighteen from participating in your campus ministry program. Your congregation or district may have another policy so check with them if you have concerns. There will be students who are turning eighteen in the fall of their first year in college and may be seventeen when they join your campus group. More rare will be students under seventeen who are already in college.

Eighteen years old—You may find that a lot of your members will be eighteen and nineteen years old, particularly if you are starting up a new campus ministry. Often these students will have time in their schedule to commit to being involved, and one of the keys is to plan to keep them engaged in different ways as they matriculate through school Some of the eighteen year olds will be bridging right out of YRUU youth groups and congregations, ready and excited to be involved in a campus ministry. This age struggles probably the most with the transition from high school and in many cases leaving the family home.

Nineteen years old—In the traditional college years this is the sophomore year. Sometimes students will be preparing for study abroad or transferring to a new school their junior year. Students at this age may be really able to engage in leadership, and already have a focus on mentoring freshman into leadership positions within your campus ministry. Others may be coming to your campus group having heard about it during their first year, or transferring from another school.

Twenty years old—Generally the junior year of school, this is often one of the most intense academic years. Students in what is often their third year of school are making final plans for graduation and the courses they need to fulfill. We see campus leaders of all ages, however third and four years are not as common unless the program has at least a five year history of being sustainable, which usually means it has some form of staff involvement from the local congregation.

Transitions >

Last updated on Friday, April 18, 2008.