Thesis (D. Min.)--Erskine Theological Seminary, 2003. / Abstract. Includes bibliographical references (leaves 167-170).

Thesis (D.W.S.)--Institute for Worship Studies, 2004. / Abstract. Includes bibliographical references (leaves 179-182).

Thesis (D. Min.)--Dallas Theological Seminary, 2007. / Includes abstract. Includes bibliographical references (leaves 199-201, 223-231).

Thesis (D. Min.)--Catholic Theological Union at Chicago, 2003. / A case study conducted in a Chicago Catholic parish exploring adult participation in the Catechesis of the Good Shepherd. Vita. Includes abstract. Includes bibliographical references (leaves 209-213).

Thesis (M.T.S.)--Catholic Theological Union at Chicago, 1992. / Vita. Includes bibliographical references (leaves 61-62).

Thesis (D. Min.)--Dallas Theological Seminary, 2005. / Includes abstract. Includes bibliographical references (leaves 228-231).

Thesis (D. Min.)--Dallas Theological Seminary, 2005. / Includes abstract. Includes bibliographical references (leaves 98-101).

Thesis (M.A.B.S.)--Dallas Theological Seminary, 1984. / Typescript. Includes bibliographical references (leaves 63-66).

The purpose of this interdisciplinary study was to examine children's and adolescents' (aged 6 to 16) thoughts of God that were hypothesized to reflect the child's religious context and to be related to a child's cognitive maturity and gender. The following four objectives guided the study: (1) to examine children's thoughts of God within a particular religious school environment, (2) to investigate age-related changes in children's representations of God as indicated by their narrative texts, (3) to explore children's (female and male) representations of God as described in their narrative texts, and (4) to suggest transitions in the developmental structure of children's narrative texts about God across levels of cognitive maturity. The children (N=114) selected for the study were chosen from a Christian school setting where religious instruction was part of the curriculum focus. Each child, upon parental consent, participated in a one-to-one interview and accomplished a series of developmental tasks including generating a story about God, responding to a story about Jesus, answering questions about God, and completing a short memory task. Parents were asked to complete a questionnaire about religious life inside and outside the family home. A review of the religious education curriculum was conducted. The collected data were analyzed using both qualitative and quantitative research methodologies. The results were fourfold. First, the study found that the religious school environment (e.g., religious education program and religious activities both inside and outside the family home) had the potential to influence children's changing thoughts about God. Second, there were differences in female and male representations of God. Third, there were significant changes in children's representations of God as they matured. These changes were based not only on children's cognitive maturity but also as a result of the children's religious knowledge acquired within their religious environment. Also, these changes reflected unique subtle differences in children's conceptual understandings of God. Fourth, as children cognitively matured, there were changes in the structure of their narratives about God. These changes paralleled the narrative structure posited by McKeough (1992a) and the stages and substages posited by Case (1992a). / Graduate and Postdoctoral Studies / Graduate

Experts do not agree on the definition of spiritual development although positive spiritual development benefits society in many ways. Without agreement on the definition of spiritual development and a common understanding of spiritual development, parents, teachers, and pastors who are entrusted with the task of fostering positive spiritual development in Christian settings face the challenges of determining what spiritual development is (definition), the desired goals (culmination) of spiritual development, and the most effective ways to meet those goals (context and content). The purpose of this study was to use data, from the social sciences and Christian points of view, to inform Christian education programs and arrive at recommendations for fostering young children's spiritual development. Data sources include textual literature from the social science and Christian points of view. In addition, the researcher gathered interview data from twenty children's pastors. Research results included: 1. It is possible that spirituality is associated with sensory awareness. 2. Examining spirituality as sensory awareness may lead to focusing on innate qualities of spiritual capacity with a more focused inclusion of children with special needs in faith-based programs, a God-given conscience, and consideration that children may be born with spiritual gifts to express their spiritual nature. 3. Congregations/parishes under utilize intergenerational activities, time for quiet and reflection, and opportunities to talk to children about spiritual matters.