The DTS as an Apostolic-Discipling Community and Training Program
(written by Maureen Menard)
A question I am asked almost more than any other by DTS staff is “what is my role in
relation to the student in the DTS”. This is usually followed by “how much friendship can I
build with a student without loosing authority?” It is important for us as DTS staff to
understand our role in lives of students. I trust this paper will help to bring some clarity on
this subject.
Let’s start by considering the nature of the DTS program. It is unique in many ways. We are
not a local church in the organizational sense of church. That is most of our DTS leaders
and staff are not pastors, elders, or trained counselors. And even if some have
functioned in those capacities in other situations, we are we are not to be the primary
pastor, elder or counselor in a student’s life. Most of our students come from local churches
or have significant relationship with those they consider spiritual leaders “back home”.
Some have parents who continue to be rightfully active in their lives. DTS leaders and staff
offer a short term situation for them. We have temporary roles in their lives. We cannot
replace or assume similar roles as these more long term relationships which are continuing
even while the student is with us in DTS.
To define the role of staff in a DTS we must begin with a definition of discipleship. The aim
of discipleship is for the disciple to become more like Jesus in the way he relates (to God
and to others) and lives.
The DTS community is first, a gathering of believers all of whom have the en-dwelling
presence of the Holy Spirit, staff and student alike. All are disciples, all are growing in
Christ, all have strengths and gifts. Everyone is to interact with others in ways that
strengthen our walk with the Lord. That is part of being in fellowship with other Christians.
In fact the DTS is simply what the Bible calls a local fellowship of believers, a local
expression of the Body of Christ. Only second is the DTS a training program.
As a local expression of the Body of Christ, there is no distinction between staff and
students. Both the staff and students are disciples who are to relate to one another in a
way that facilitates each other’s growth.
As a training program, there are different roles and responsibilities for staff and students.
Students have to fulfill the requirements of the program and are assessed by staff as having
passed or failed.
In my years of working with DTS I have come to the conclusion to be effective as both a
apostolic discipling community and training program the DTS needs to
• Maintain a focus on God and his purposes to impact people and nations with the
gospel
• Be personal and relational, where everyone is treated with dignity and respect
• Facilitate each person to have significant interaction with others in the community
• Encourage all, students and staff, to voice opinions and ask questions
• Expect and affirm godly behavior from every person
• Include significant contributions from all (staff and students) according to maturity,
gifts and abilities
• Assign meaningful responsibilities to all (staff and students) according to maturity
gifts and abilities
• Set boundaries, rules and expectations that are clear and reasonable
• Hold all, students and staff, accountable (hold one another accountable)
• Bring correction without shaming
A community and program run like this will facilitate the ministry of the Holy Spirit in and
through all. Lets consider further these two aspects of the DTS program.
The DTS as a local expression of the Body of Christ
The aim of discipleship is for the disciple to become more like Jesus in the way he relates
and lives. This kind of Christian growth is best facilitated in a context of relationships
where every person is giving and receiving according to the Biblical description of how
the Body of Christ is to function.
The following are examples from the New Testament of how the Body of Christ as a
community is to relate to one another.
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be devoted to one another in brotherly love; (Rom 12:10)
give preference to one another in honor; (Rom 12:10)
accept one another (Rom 15:7)
serve one another (Gal 5:13)
submit to one another (Eph 5:21)
teach and admonish one another (Col 3:16)
encourage and build up one another (1 Thes 5:11)
stimulate one another to love and good deeds (Heb 10:24)
confess sins to one another and pray for one another (James 5:16)
be hospitable to one another without complaint (1 Peter 4:9)
speak truth in love to one another (Eph 4:15-16)
As members together of the Body of Christ both students and staff are to relate to one
another according to these "one another" passages. Students may need to be equipped
to function more effectively in these one another passages. They may need to practice
praying for people, or sharing words of encouragement etc. And of course that is a goal of
the DTS, to equip them so that they are able to more effectively function as members of the
Body of Christ.
Sometimes, a DTS leaders/staff assume a ‘spiritual authority’ for a student that is beyond
what the Bible would support. And rules or practices are designed into the DTS that could
be hurtful.
One practice usually done out of good motives but is not Biblical is the student is
forbidden to share or pray with anyone but the one staff person they have been assigned
to. The are even told they can not talk with the guest speaker without that staff person
being present.
This is sometimes supported by a theory that says the staff have been “appointed” by God
and therefore they are “anointed” to be the spiritual leader of the student at this time. Thus
the staff person will have the wisdom, discernment, and whatever else the student may
need. The student is told to not interact in significant ways with others. To refuse to obey is
seen as rebellion or lack of submission. As we see from the one another passages above,
limiting a person to have significant interaction with one other person is not a Biblical
perspective.
One reason often given for limiting students to share/pray only with staff is there are
immature people in the YWAM community who may confuse the student. However
in such situations it is better to put limits around the immature people and ask them
not to engage in a discipling way with others. This leaves the student free to
choose with whom they will interact and receive input from.
Another reason often given for this rule is a student may have a deep issue which
needs a more consistent process with a few people. However, the student may
unwisely choose to constantly talk about it with many others. This misuse of his
freedom can be more harmful to him than helpful. In this case, it may be necessary
to help this student understand it is best for him to limit the input he receives on this
issue to a few with whom he consistently interacts.
Another practice that is done usually from good motives but is not Biblical is: the assigned
one on one person and small group leader of a student has access to all information the
student might have shared with others, like a teacher or other YWAM leader without the
students knowledge.
Usually the reason for this is the staff person wants to be as helpful as possible to
the student. And the idea that he is “spiritually” responsible for the student puts
pressure on him to know as much as possible. The staff person thinks the more he
knows and understands the more responsible he can be to help the student.
However, it is best the student freely chooses what he shares with whom. No
organizational title like “small group leader” gives anyone the “right” to know
intimate and personal things going on in the student’s life without the student
choosing to tell them. We would hope most students feel free to share most things
with their one on one person and small group leader. And that this happens
because of the relationship and trust they built with each other and not because of
position.
Now of course there are exceptions to this, and information shared in “confidence”
must be brought to appropriate leadership. Information like: the student is
contemplating killing himself or someone else; the student has committed a sexual
sin with another person in the context of the DTS and or the student is wanted by
police for breaking the law …and the like.
However, as a general rule we want to respect the students’ privacy and God given
responsibility for him to choose to open himself to those he trusts out of
relationship.
Since the primary aim of the DTS is for the student to become more like Jesus in the way
he relates to God and others, and since this kind of growth is best facilitated by the proper
working of the "Body of Christ" (as explained above), the main spiritual responsibility of
staff is to ensure the DTS community functions according to the one another passages
listed above. This includes the staff are to function in the community according to these
passages and along with the students.
The DTS as a Training Program
The DTS is also a training program with specific learning outcomes for the student to
achieve. In this context it is important to distinguish the roles of staff and students. In this
context staff have authority to hold the student accountable to certain expectations.
This authority of staff comes from their organizational job description, much like the
authority a cook would have over his kitchen crew or a teacher would have of her students.
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As staff we have the authority to ensure
• the students fulfill the program requirements of the DTS
• they behave in ways that are uplifting and encouraging to other community
members
• they abide by community rules
Failure in one or more of these categories may mean the student will fail the DTS.
Evaluation of the Student
As a training program the staff are required to evaluate the student and determine if he has
successfully completed the DTS. This evaluation grade is either "S" for successful or "U"
for unsuccessful.
The aims of the DTS are primarily concerned that the student is personally applying basic
discipleship content. Students enter the DTS at different levels of spiritual growth. We are
interested for each student to move forward in their own growth. An "S" grade is given
when the student has successfully engaged in all aspects of the DTS, has lived and related
consistently in the agreed upon way (they followed the community rules), and has moved
forward in their growth. We are not looking for perfection in character or resolution of all
difficult issues in their lives.
There are certain actions or lack of actions that if continued might be the basis for a "U"
grade.
• Failing to complete some aspect of the DTS program due to absence or neglect.
• Moral failure in major sin categories identified by the base leadership. (e.g. sexual
immorality with another person, breaking the law of the land)
• Consistent negative behavior that effects the moral of the community
• Consistent negative behavior that demonstrates a resistance to God and to the
purposes that God has for him in the DTS.
Before assigning a U Grade it is important that
• The Student understands from the beginning of the DTS what actions or behaviors
would cause them to fail the DTS.
• The Student receives personal feedback throughout the DTS so that they know
what they are doing well and what they may need to change.
• The Student is never given a "U" grade or asked to leave the DTS without a proper
process. Process involves clear communication to the students of the changes he
needs to make as well as the consequences if he does not make those changes.
And he is given a set time with in which those changes are to be made.
General Expectations of all DTS Staff
1.
2.
3.
4.
5.
to ensure the DTS community functions according to the one another passages
be a growing disciple themselves
take initiative to build trust and relationship with the student
pray for and with the student
ensure the student understands what is expected for successful completion of the
DTS
6. listen, encourage and give helpful feedback to the student in one on one times
7. step into a process with the student, when the student does not respond to the
correction or feedback from others
Setting Rules in a DTS context
1. Do you agree or disagree with the following statements? Explain why.
When making rules for a community it is best
— to make as little as possible but as many as necessary (agree or disagree)
— to have a reasonable explanation for each rule (agree or disagree)
— to have no distinction made between staff and student...all must follow the rules. (agree or
disagree)
2. How do you know if a rule is necessary?
3. Give examples of rules with a reasonable explanation and with rules without a reasonable
explanation.
4. Identify an exception for a rule that is needed for students but not for staff.
What rules are needed in a YWAM/DTS setting and why.
It is a given a YWAM DTS community is to live by Biblical rules for right and wrong. In addition the
community might add other rules in the following categories:
— to ensure the emotional, spiritual and physical health of the community;
— to ensure the honor of different cultures or perspectives
— to facilitate the community living together in an organized way.
1. In the DTSs that you are connected to, what rules are needed in three categories above?
2. Discuss how to lead the DTS community to understand and keep these rules?