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Student Groups

For Students and Parents

Community Groups are a vital element in the growth of students offering a safe place to be known, an understanding that they belong to Jesus and His family, and a community to become people of God. Community Groups are made up of clusters of students, led by growing, Christ-following adults. Together with their leaders, students explore God's Word and grow in Christ within a community of peers.

Being alone can be tough. Community Groups are designed to connect you with other students who also want to grow in their relationship with God. Through your interaction with others, you'll be encouraged and challenged to grow in your faith, while in a safe environment where you are free to ask questions. Community Groups are a great way to learn more about God and grow in your relationship with him and other believers.

Groups meet during the school year at our South Campus building on Sundays 2:30-3:45 pm.

You should expect to have fun as you build friendships with others and learn more about God.

Yes, ultimately your friendships with other believers are a vital part of what makes Community Groups so great! You will have a chance to tell us the names of the friends you would like to have in your Community Group (same grade, same gender). We cannot allow groups to get too large but will do our best to place everyone in a group that best fits their needs.

For Leaders

If you've already taken the step to be a Community Group leader, then here's some information to help you:

Let the students sit for a moment and think.
We are human, and it's good for your students to see that you are limited. You are, but most of them don't think so.
Understand the questions and be prepared to ask them in your own terms. Feel free to generate your own questions during your preparation and even on the spot.
Ask questions to generate discussion, ask students to explain their answers and go into more depth. Allow multiple students to respond, even if the first person gets the "right" answer.
Encourage them to deal with the material on their own terms. Create a climate where people feel the freedom to ask any question.
If a student's answer or comment is long-winded or unclear, repeat it back (summarize it) for clarity. This proves you are listening and it keeps the attention of the rest of the students.
After a student answers a question, ask, "would anyone like to add to that?" Or "does everyone agree/disagree with that?"
Don't go down a rabbit trail and leave the topics and/or scripture passages unless something "big time" comes up (e.g., a family crisis). Be sensitive to the spirit (but that's not an excuse to be lazy and let the students wander). Wandering is easy. Being a leader isn't!
This allows students to open up because they feel their environment is safe. However, don't keep potentially dangerous information to yourself (e.g. abuse, suicide, destructive intentions, etc.).
If you don't have enough students for your own Community Group. We will give you phone numbers of students to call and invite to your Community Group.
There is not a Community Group leader alive in the world that hasn't had bad nights.
  1. Listen attentively while the child is talking to you. Active listening is best.
  2. Ask if the child has disclosed to anyone else. If so, who and when.
  3. Do not probe for specific details. Only gather the following information, using open ended questions: who, what, where, when. Do not attempt to investigate or excessively question the child.
  4. Do not remove clothing to examine child’s body.
  5. Do not overreact, or indicate doubt or disbelief.
  6. Tell the child what you will do (i.e. contact authorities for assistance).
  7. Do not give the child false assurances or promises that you will keep the information confidential.
  8. Do not stop the child from talking or leave the child to locate another adult to bring in on the disclosure.
  1. Document your concerns, including physical and behavioral signs.
  2. Document the child’s statements to you. Try to use the child’s exact words.
  3. Document the child’s demeanor while talking with you. Note any signs of fear or distress.
  4. If you make the report orally, record the date, time and person and agency you contacted.
  5. Be aware that your records concerning the report may be subject to subpoena.
  1. Make the report as soon as possible after receiving the information which causes you to suspect abuse.
  2. Try to determine jurisdiction where abuse/incident occurred. The report must be made to jurisdiction where abuse/incident occurred. If jurisdiction of abuse/incident is unclear, call 911 and let law enforcement determine jurisdiction.
  3. Call 911 (for the appropriate jurisdiction). Law enforcement will contact DSS should EPC (emergency protective custody) be warranted.
  4. If abuse/incident occurred out of state, call 911. Local law enforcement will do an “agency assist” and take initial report and will refer to out of state jurisdiction.
  5. If disclosure refers to past occurrences, the same procedures (as listed above) are followed.
  6. Once law enforcement has been contacted and is in route, the Pastor over the ministry, then contact the parents.
  7. The key is for law enforcement to have first access to the child. Do not let the minor leave with the caregiver until law enforcement has arrived to assess the situation.
  8. Ensure a ministry leader/pastor is on hand to meet with parents.
  9. In addition to making the report, be sure to inform your Ministry Leader/Supervisor who will then inform the pastor over that ministry and Human Resources.
  10. Have the following information available: child’s name, age, date of birth, address and present location.
  1. Your continued help may be necessary.
  2. Be willing to meet with multidisciplinary teams and/or testify in court if requested.
Ensure the information disclosed to you is kept confidential and only shared with those listed here.
  1. Listen attentively while the child is talking to you.
  2. Ask if the child has disclosed to anyone else. If so, who and when.
  3. For suicidal threats, try to ascertain if minor has a plan for self injury/suicide and if they have lethal means to complete plan (on their person or elsewhere).
  4. Do not overreact, or indicate doubt or disbelief.
  5. Tell the child what you will do (i.e. contact authorities for assistance).
  6. Do not give the child false assurances or promises that you will keep the information confidential.
  7. Do not stop the child from talking or leave the child to locate another adult to bring in on the disclosure.
  1. Document your concerns, including physical and behavioral signs.
  2. Document the child’s statements to you. Try to use the child’s exact words.
  3. Document the child’s demeanor while talking with you. Note any signs of fear or distress.
  4. If you make the report orally, record the date, time and person and agency you contacted.
  5. Be aware that your records concerning the report may be subject to subpoena.
  1. Make the report as soon as possible after receiving the information which causes you to suspect self harm/suicide. No student with risk of suicide/self harm may be sent home.
  2. Call local 911 immediately.
  3. Once law enforcement has been contacted and is in route, contact the Pastor over the ministry, then contact the parents.
  4. The key is for law enforcement to have first access to the child. Do not let the minor leave with the caregiver until law enforcement has arrived to assess the situation.
  5. Ensure a Ministry Leader/Pastor is on hand to meet with parents.
  6. In addition to making the report to law enforcement, be sure to inform your Ministry Leader/Supervisor who will then inform the Pastor over that ministry and Human Resources.
  7. Have the following information available: child’s name, age, date of birth, address and present location.
  1. Your continued help may be necessary.
  2. Be willing to meet with multidisciplinary teams and/or testify in court if requested.
Ensure that the information disclosed to you is kept confidential and only shared with those listed in this document.