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The most affected members of the church congregants are the youth. In return, this threatens the future of the ministry.  The issue is mainly attributed to the failure of former and current church leaders to prepare youth as future ministry leaders.  The biblical and theological foundation of the study was based on various passages, such as Gen. 17:4-5, Exod. 3:11, Luke 10:1-16, John 20: 11-18, and 1 Corinthians 11:1, among others. The researcher depended on the above listed biblical passages since they offered insights into Abraham, Moses, Jesus, and Apostle Paul’s transformational leadership. The researcher also reviewed literature about transformational leadership traits exhibited by Abraham, Moses, Jesus, and Apostle Paul.   The researcher also reviewed examples of the actual practice of transformational leadership in the church setting. The review revealed that transformational leaders promote individual development of their followers, empowers followers, encourage creativity by being open to new perspectives, and offer individual mentoring and coaching.   A case study approach was employed for the thesis project. The researcher collected primary data from seven pastors and seven youth aged between 18 and 25 years using a self developed interview protocol. The collected data were analyzed using thematic analysis, where main themes were identified. The results revealed that transformational leadership practices, including empowerment, delegation, appreciation, encouraging creativity, and articulation of clear goals, have the potential to help youth to take up church-related roles and promote their church attendance.   The thesis project plays a significant role in shaping and challenging the youth ministry at St. Peter's Episcopal Church. God challenged me to work on church growth in terms of attendance and youth participation in leadership roles. 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The interviewed students elicited a visual image, upon request, which represents discipleship and through the process of lamination described their image. The students spoke to their preferences of teaching styles along with how they would teach younger students. Students conversed about the time when they most felt like a disciple. The interviewed students exhibited transformative learning after generating visual images from their personal mobile phones. The interviewees’ definition of a disciple became more elaborate as they progressed with the visual ethnographic discussion. The initial feedback to discipleship prompted an intellectual answer and through lamination their response became more personal. The students utilized generative learning to create a thick description of their previous knowledge about discipleship. The students’ desire is to have their lessons taught with visuals and other supportive techniques, including time to assess new epistemologies. These findings suggest that the students are interested in a more embodied teaching experience which could promote teens into becoming emerging disciples. Transformative learning tools are found not to oppose, but rather complement the USCCB's Framework. 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It was tested by adding the observance of the daily offices of prayer to a youth mission trip and examining the views of participants concerning prayer and its connection to justice before, during, and after the trip. Noticeable changes were measured during and after the trip, indicating that youth came to see spiritual practices are more important to the work of justice. These findings suggest that the church would do well to look to its own history of monasticism as a model for youth ministry in the post-Christian era."],"rights_statement_tesim":["https://rightsstatements.org/vocab/InC/1.0/"],"thumbnail_path_ss":"/assets/work-a3b75da7abded620ab321410c80d102e5e2417b71c54de7ba7d4b0363da904f7.png","suppressed_bsi":false,"actionable_workflow_roles_ssim":["f6c99b2a-5c91-4444-8946-01a1837f1fd8-default-approving","f6c99b2a-5c91-4444-8946-01a1837f1fd8-default-depositing","f6c99b2a-5c91-4444-8946-01a1837f1fd8-default-managing"],"workflow_state_name_ssim":["deposited"],"member_of_collections_ssim":["Louisville Presbyterian Theological Seminary"],"member_of_collection_ids_ssim":["7d2ba5b6-aeec-459a-aaec-e1eed75d32f0"],"visibility_ssi":"open","admin_set_tesim":["Metadata Only"],"account_cname_tesim":["rim.ir.atla.com"],"human_readable_type_tesim":["Etd"],"read_access_group_ssim":["public","work_editor"],"edit_access_group_ssim":["admin"],"edit_access_person_ssim":["ckarpinski@atla.com"],"_version_":1791134272525959168,"timestamp":"2024-02-17T08:32:32.943Z","score":1.0},{"system_create_dtsi":"2023-10-12T17:30:12Z","system_modified_dtsi":"2024-02-17T08:46:34Z","has_model_ssim":["Etd"],"id":"fe1c2792-8257-4228-8871-3d3adac4691d","accessControl_ssim":["76f9701d-5dde-44b3-b421-db194633a5e8"],"depositor_ssim":["ckarpinski@atla.com"],"depositor_tesim":["ckarpinski@atla.com"],"title_tesim":["Talking the walk: how spiritual practices influence youth's ability to articulate their faith"],"date_uploaded_dtsi":"2023-10-12T17:30:11Z","date_modified_dtsi":"2024-02-17T05:23:43Z","isPartOf_ssim":["f6c99b2a-5c91-4444-8946-01a1837f1fd8"],"hasEmbargo_ssim":["e85b9c84-31c7-4abc-9943-c1c34ae086fe"],"hasLease_ssim":["ad162e2b-135a-44d8-9332-8be3b6917063"],"show_pdf_viewer_tesim":["1"],"show_pdf_download_button_tesim":["1"],"institution_tesim":["Atla RIM"],"degree_tesim":["Unknown"],"degree_granting_institution_tesim":["Garrett-Evangelical Theological Seminary"],"advisor_tesim":["Dwight H Judy"],"year_tesim":["2017"],"resource_type_tesim":["Unknown"],"types_tesim":["Text"],"creator_tesim":["Jack L Mannschreck"],"keyword_tesim":["Christian education of youth","Practice (Theology)"],"publisher_tesim":["Garrett-Evangelical Theological Seminary"],"subject_tesim":["Appreciative inquiry","Youth","Communication--Religious aspects--Christianity","Youth--Religious life","Education","Practice (Theology)","Faith development"],"language_tesim":["English"],"abstract_tesim":["Talking the Walk is a participatory action research project that describes the introduction of spiritual practices to high school and junior high students with the intent of equipping them with a vocabulary that will increase their ability to articulate their faith. 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