114 The Art of Accompaniment
of their spiritual tradition with the one they accompany. Those accompa-
nied might also have an interest in specific spiritualities; this interest should
be fed by mentors or other outside resources. Additionally, if accompani-
ment takes place in the context of an institution that shares a heritage with
a specific spiritual tradition, this spirituality should be considered in the
relationship of accompaniment. Examples of these spiritual traditions in-
clude Dominican, Franciscan, Carmelite, and Jesuit/Ignatian.
Because the interpretation of the experiences of those accompanied lies
at the heart of the apostolate of accompaniment, prayer styles that rely on
experience are particularly important to include in the relationship. Exam-
ples include the Ignatian Examen, Lectio Divina, and spiritual journaling.
Directing to Further Resources Outside the Relationship
Though the relationship of accompaniment is a space that aims to at-
tend to many spiritual needs of those accompanied, there will be instances
in which it is more appropriate for mentors to suggest resources outside the
relationship for the further formation of those they accompany. Mentors
must be able to identify situations in which outside resources are needed
and be willing to help those they accompany access them. Situations of
this nature might include topics or areas in which mentors lack expertise,
training, or experiences to assist those they accompany fully. Examples of
outside resources which mentors might direct those they accompany in-
clude mental health professionals, ordained clergy, institutes or formation
for specific professional or spiritual needs, or other support related to the
apostolate of accompaniment.
Concluding the Relationship
The decision to conclude the relationship of accompaniment depends
on a variety of factors. If directed to a particular time-bound goal such
as discernment of a decision or training or formation as a component of a
program, the relationship of accompaniment may come to a close natural-
ly. If those accompanied relocate geographically, experience a change in
lifestyle or schedule, or find that the relationship of accompaniment is no
longer helpful, concluding the relationship must take place in a more in-
tentional manner. Additionally, if mentors are no longer able to accompany
because of a change of location, schedule, vocation, lifestyle, or a sense of