Appendix 109
communal relationship. Examples where communal accompaniment might
be fruitful include intentional faith communities, those participating in the
RCIA or other types of sacramental formation, students preparing for a
particular field at university, and staff members of Catholic institutions.
The Movements of Accompaniment
Though accompaniment is shaped by being communal or one-to-one
and formal or informal, there are several elements of accompaniment that
are universal. These elements involve the practical details of establishing a
relationship of accompaniment, sustaining and strengthening the relation-
ship, and the structure of meetings or moments of accompaniment.
Establishing the Relationship
A key detail of the apostolate of accompaniment is the intentionality
with which it is carried out. For accompaniment to be fruitful in any situ-
ation or context, it must be named and established in an appropriate way.
Those who desire to be accompanied in a formal relationship of accompa-
niment may seek out mentors. Mentors might include more experienced
or seasoned members of a Catholic institution, Catholics who shares the
same professional interests as the one who desires accompaniment, a trusted
friend or acquaintance who witnesses to Christ in all aspects of their lives,
clergy or religious, or lay ecclesial ministers.
Because it is a type of formation that is rooted in mutuality, dialogue,
and the active role of the one accompanied, accompaniment should ordi-
narily be initiated by the one who desires to be accompanied. Those who
desire to be accompanied might begin seeking a mentor by first spending
time in prayer, reflection, and discernment. In identifying their needs and
goals related to accompaniment, the one who desires accompaniment might
be more able to discern choosing a mentor who is well suited to accompa-
ny them. Those who desire to be accompanied might ask a potential men-
tor to accompany them by communicating their goals for accompaniment
and specifying some type of time frame in which they would benefit from
accompaniment.
If a formal relationship of accompaniment is a component of a min-
istry or formation program, mentors may be assigned to those who desire