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Abstract
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Ten years ago, I was a researcher with the Evaluation of Children's Trusts which examined a key aspect of U.K. government policy, Every Child Matters. Every Child Matters was partly a response to Lord Laming's 2003 report into the murder of 8-year old Victoria Climbie, which concluded that children's services needed to be better integrated to avoid such tragedies in the future.
Children's Trusts were regional hubs, set-up across England to facilitate integrated professional practice; but Every Child Matters was bigger than this because it set out a policy vision for rethinking the child as a whole person. At the time, I was struck by the absence of any reference to spirituality in this new holistic view of the child, and this led me to write an article which was published in 2006 entitled, Every Child Matters and children's spiritual rights: does the new holistic approach to children's care address children's spiritual well-being?'.
This article was originally a keynote talk at the 2016 International Conference on Children's Spirituality with the theme Spirituality and the whole child: interdisciplinary approaches, and this provided the opportunity both to see where we are now with integrated working for children and young people more generally, and to focus our attention on interdisciplinary approaches to children's spirituality and the whole child in particular.
The article begins by summarizing some of the current thinking spirituality, the whole child and interdisciplinary working. The article then goes on to consider a long-standing concern of mine, and one which was highlighted in my 2006 article, which is what we intend to mean - collectively, as academics and professional practitioners concerned with children's (and adults') spirituality - when we use the term spirituality' in the professional context.
In my view, it is time to stop stating that spirituality is hard to define, and come to an agreement about what we mean when we use it. Interdisciplinary approaches to children's (and adults') spirituality, and holistic approaches to the child (and adult), will not be successful unless there is a clear, shared agreement about what we mean, and the article ends with suggestions for ways forward.
Language: en |