Models of Redemption and Contemporary Jewish Life

Models of Redemption and Contemporary Jewish Life

Rabbi Dr. Jacob J. Schacter

Senior Scholar, Yeshiva University Center for the Jewish Future

SHIUR

Sunday, July 20, 2008

Yerushalayim HaBenuya: Unity and Community

Rabbi Elchanan Adler

Rosh Yeshiva, RIETS

SHIUR

Monday, July 21, 2008

Birchat HaTorah: A Most Misunderstood Blessing

Rabbi Dovid Gottlieb

Rabbi, Congregation Shomrei Emunah, Baltimore, MD

SHIUR

Tuesday, July 22, 2008

Raising Committed Children in Today’s Culture

Dr. Rona Novick

Associate Professor, Azrieli Graduate School of Jewish Education and Administration Associate Professor of Child and Adolescent Psychology, Albert Einstein College of Medicine

Clinical Director, Alliance for School Mental Health at North Shore-Long Island Jewish Health System

Breakout Session


Company Name Here

Name, Title, Affiliation,Date, etc.

Raising CommittedChildren

in Today’s WorldRona Novick, PhD

INSTITUTE FOR EDUCATIONAL PARTNERSHIP AND APPLIED RESEARCH

AZRIELI GRADUATE SCHOOL OF JEWISH EDUCATION AND ADMINISTRATIONYESHIVA UNIVERSITY

What isCommitment? “Add a customer

testimonial or pullquote here. Add acustomer testimonialor pull quote here.”•How do we define our goals?

•For today’s purpose, how dowe define commitment?

Today’s Agenda“Add a customertestimonial or pullquote here. Add acustomer testimonialor pull quote here.”

• Consider what we know aboutraising moral, connected,committed, responsible children• Consider challenges facingchildren and parents today•Review suggestions/pointersfostering committment•Discuss future steps

UniversalChallenge

•All parents are struggling with how toraise successful, healthy children in today’senvironment• 2002 survey by Public Agenda revealed89% of parents agreed that “being a parentis wonderful and wouldn’t trade it for theworld” but vast majority felt parenting washarder than in past, and had significantworries about their children.

“America’s parentsknow there arecertain values . . .that are essential . .. And they readilyadmit that far morework needs to bedone in many areasbefore they canclaim success.

Public Agenda,2002

1,607 parents ofchildren aged 517 participatedin phone survey

in 2002

1

American societyis an inhospitableclimate for

raising children,where parents cannever let downtheir guard in theface of popularculture, drugsand crime.

“Oursocietybarragesyoungsterswithharmfulmessages”

What PromotesCommitment?

“Add a customertestimonial or pullquote here. Add acustomer testimonialor pull quote here.”

•Invitation•feeling included, belonging

•Inspiration•seeing others engage in a trulycommitted life

•Aspiration•both wanting to and believing inone’s ability to replicate that life

“Inviting”Children

•Often discover that Jewish institutionshave been un inviting only when childrenhave rejected/left them•Institutions/families with the mostdefined/rigid “bumper stickers” are themost likely to be uninviting•Children who are unusual, questioning,are at highest risk for feeling dis included

“. . . What they(cult members) hadin common was asearch for idealism,community and asense ofbelonging.”

James DiGiacomo,America, 9/20/04

Today’sChallenges

•Broader culture shrinks from beingjudgmental – yet Torah observance does notallow for moral relativism.•How can the “rules” of a Torah life beperceived as inviting rather than limiting,excluding, etc.•How can we create institutions with clearmissions, but that offer an open invitation toparticipation•Can we temper focus on competitivestandards that leaves many feeling uninvited

2

InvitationBrainstorming

What ideas/suggestions/plans can wegenerate to help

•Parents

•Schools

•Shuls

•Communities

become more inviting?

Inspiring“Add a customertestimonial or pullquote here. Add acustomer testimonialor pull quote here.”

•Different requirements toinspire fear, awe, love,commitment

•Moments of amazement•Experiential access•Individuals who arepassionate but approachable

Capturing TeachableMoments


•Parents and educators need tofind, create and magnifymoments of connection•Share one’s own awe•Consider what will be inspiringfor different ages and types ofchildren

There is anexperiential

dimension to Torah. . . such that aperson can masterthe total knowledgeof Torah and yetremain wholly

unfamiliar with theessence of Torah

because he has neverpracticed it.

Rabbi YonasonGoldson

InspiringLeaders “Add a customer

testimonial or pullquote here. Add acustomer testimonialor pull quote here.”

•The Yalkut explains that Moshe was thejudge and admonisher of Klal Yisrael.Avoid sin to avoid judgment.•Aaron, Chazal say, was the “outreach”who would greet all with “hello”. KlalYisrael were spiritually heightened byAaron, because they felt close to Aaron, didnot want to be embarrassed or disappointhim.

BothApproaches

•Aharon’s function required considering“How is he to be inspired? What willimpress him? How can he be moved toaccept the Torah into his heart and mind?”_ Scheinbaum, Peninim on the Torah, 2001.•Harav Avraham Yitchak Bloch z.l.suggests the apparent incongruity betweenMoshe and Aaron is consistent. The truth ofTorah is immutable, but it must beconveyed in a positive manner that repsectsindividuals’ needs and differences.

Never can Torahbe compromised .. . He (Aaron)sought differentways to make theTorah . . .

Palatable to allpeople”

Scheinman –Parashat Chukat

Implications for Today“Add a customertestimonial or pullquote here. Add acustomer testimonialor pull quote here.”

•Materialism is on the rise – harder toinspire when the focus is on “stuff”

•Particular types of parenting create senseof insecurity or needs not being met whichleads to a materialistic value system

•More negative and less warm

•Less frequent communication infamily

•Parents over involved, punitive, lax instructure, unsupportive of autonomy

“Research showsthat when peopleare focused onintrinsic valuessuch as selfacceptance,

personal growth,affiliation, andhelping others,better well beingis typicallyevidenced.”

Kasser, et. al.

3

Power of Parenting“Add a customertestimonial or pullquote here. Add acustomer testimonialor pull quote here.”

•Critical role of discipline and limit setting

•Increasingly, research is documentingsignificant impact of parents’ monitoring,time spent, communication, and otherparenting on child and teen behavior, evenwhen peers have powerful impact.

“Research showsthat when peopleare focused onintrinsic valuessuch as selfacceptance,

personal growth,affiliation, andhelping others,better well beingis typicallyevidenced.”

Kasser, et. al.

InspirationBrainstorming


It s not how much orhow little

you have that makesyou great

or small, but how muchor how little you are

withwhat you have.

Rabbi Samson RaphaelHirsch,

Horeb, vol 1, p 46.


•Parents•Schools•Shuls•Communities

become more inspiring?

Aspiration“Add a customertestimonial or pullquote here. Add acustomer testimonialor pull quote here.”

•Wanting to live a committed life isnecessary, but not sufficient. Also requiredis

•A reasonable role model or peersupport

•The belief in one’s ability to succeed

“ . . . Mentors succeededin motivating us becausethey communicated theirconfidence in our abilityto meet their expectations. . . They established

credibility and earned ourloyalty by living asexamples of the kind ofpeople they taught us we

should be.”

Rabbi Yonason Goldson

Which Models AreEmulated?


•Models who are somewhatsimilar to oneself

•Models who like you

•Models who are human andimperfect

•Models who are seen to behighly regarded or rewarded fortheir actions

Today’s Challenges“Add a customertestimonial or pullquote here. Add acustomer testimonialor pull quote here.”

•Creating educational and familymodels who are exemplary, but notsuper human

•Developing peer networks thatserve to model committed behavior

•Developing in each and everyJewish child the firm belief inhis/her ability to successfully lead acommitted life

“Growing togetheris easier than

growing alone; it’slike anythingwhether good orbad, it’s easier to dothings in a group.”

Studentinterviewed inFlipping Out? ByBerger, Jacobson &

Waxman

Aspiration Pointers“Add a customertestimonial or pullquote here. Add acustomer testimonialor pull quote here.”

Rabbi Zusha used tosay: When I die andcome before the

heavenly court, if theyask me, Zusha, whywere you not

Abraham? I ll say thatI didn t have

Abraham s intellectualabilities. If they say,Why were you notMoses? I ll say Ididn t have Moses

leadership abilities. Forevery such question, I llhave an answer. But ifthey say, Zusha, whywere you not Zusha?for that, I ll have no

answer.


•Parents•Schools•Shuls•Communities

support children’s aspirations?

4

Beyond PersonalCommitment “Add a customer

testimonial or pullquote here. Add acustomer testimonialor pull quote here.”•C – Community

•A Action•R Responsibility•E Empathy

“The Jewishpeople, ever sinceDavid slewGoliath, havenever consideredyouth as a barrierto leadership.”

John F. Kennedy,addressing theZOA, 1960

Developing Empathy –the Critical Role of

Limit Setting “Add a customertestimonial or pullquote here. Add acustomer testimonialor pull quote here.”

•Limits allow child tolearn there are others inthe world•Direct and indirectlessons in perspectivetaking

“Discipline your childbecause there is hope,let your soul not beswayed by his protest.”

Mishlei (19:18)_

“The more ondisciplines one’s childthe more the child willlove his parent.”

Shemos Rabbah 1 onabove Mishlei

From Empathyto Responsibility “Add a customer


•Teaching basicresponsibilities enhancesabilities to “feel” responsiblefor others•Help children makeconnections from theirbehavior to consequences•Model shared responsibility

I feel your pain . .. But is it my jobto do somethingabout it?

Action – EffectiveProblem Solving “Add a customer


•Higher order cognitionrequired – generateoptions – consideroutcomes•Plan do review•Look for opportunitiesto teach and practice this

From the Individualto the Community “Add a customer


•Empathy, responsibility andaction contribute•Sense of belonging alsorequired•Contributing to communityboth enables and enobles –benefits all

Final Reflections“Add a customertestimonial or pullquote here. Add acustomer testimonialor pull quote here.”

What can each of us do alone?

What can we do together?

Who else can/should we partner with?

5


6

o one ever said parenting was easy. Public Agenda surveys in the past have found that the public typically finds today's youth difficult and disrespectful, even as they acknowledge the challenges parents face. In our latest survey, A Lot Easier Said Than Done, we turn to the parents themselves to see what challenges they face and what strategies they use to cope.

We found that a large majority of parents say American society is an inhospitable climate for raising children, where parents can never let down their guard in the face of popular culture, drugs and crime. As one mother put it in a focus group, parents are "keeping the world at bay until you've formed these kids, so that they can learn to make their own decisions and live in the real world.” In fact, nearly half the parents we surveyed said they worry more about protecting their child from negative social influences than about paying the bills or having enough family time together. While low-income parents report greater time and financial pressures, a plurality still say social influences worry them more. Parents aren't easy on themselves, either. Six in 10 rate other parents only "fair" or "poor" in raising children. Relatively few parents believe they have been successful in teaching their kids many of the values they consider "absolutely essential," such as independence and self-control. Parents worry about the impact of television, with majorities saying TV gets "worse by the year" but also saying that TV sometimes teaches good lessons to children. Half of parents say their child has a TV in their room. "Knowing what parents value most gives us insights into what society values and what we can expect of future generations," said Edward B. Rust, Jr., Chairman and CEO, State Farm Insurance Companies, which funded the survey along with the Family Friendly Programming Forum. During our research, Public Agenda began to identify distinctive mindsets among parents. We found four prominent archetypes of parents, which are described in Finding 4. It's important to note, however, that not every parent falls into a specific type, nor does belonging to a certain type mean a parent can't hold attitudes of another group. FINDING ONE: Protecting Children from the World Outside Parents say that today's America offers a difficult environment for raising children. They say our society barrages youngsters with harmful messages and, if parents are not very careful, even poses genuine physical dangers for kids. These hazards are a source of constant worry, posing an even tougher problem than household finances or lack of family time for many parents. FINDING TWO: Television: A Worrisome Old Friend Parents say that TV in some form is a virtually inescapable part of life today and one that sometimes offers offensive, disturbing messages. Even so, the vast majority of parents acknowledge TV's benefits, and few say they have ever seriously considered doing without TV. Half of parents report that their child has a TV set in his or her room, and they are divided on how they handle television watching in their own homes. Many parents, especially those with younger children, report dogged efforts to supervise TV viewing and filter out or counter its more questionable aspects. Other parents take a laissez-faire approach.

7

FINDING THREE: Trying to Create a Responsible Adult America's parents know there are certain values and character traits that are essential to transmit to their children, and they readily admit that far more work needs to be done in many areas before they can claim success. Today more than ever, there seems to be a special urgency and practical relevance to making sure their children attain crucial character traits--such as independence, self-control, honesty and politeness--because having them can help mitigate the harmful messages and negative social influences that so many kids are exposed to these days. FINDING FOUR: The Complex Equation of Parenting There are an infinite number of strategies for raising children, and parents of kids of all ages say they often find themselves struggling to find the right one for each situation. Virtually all believe that giving children constant love and encouragement is a critical approach to child rearing, but they also believe that preparing children for real life requires structure and boundaries. Parents often find themselves weighing the need to protect their children from danger against the need to loosen the reins and let kids learn from their own mistakes. Last, a special analysis uncovers four types of parents with characteristic attitudes and behaviors bundled together to form distinctive parenting styles. FINDING FIVE: Dating, Driving and Decisions: The Teen Years Parents face a special set of dangers and problems as their children navigate the teen years, and parents fully recognize this. Yet parents of teens also are committed to the idea that as children get older they must make their own decisions-and learn from their mistakes. The findings suggest that a chief goal of parenthood is to raise youngsters to be independent, to make wise decisions and to function well without constant adult intervention. FINDING SIX: Depending on the Circumstances: The Views of Low-Income Parents and Single Parents As we have seen, most parents in America today share similar goals for raising their children and have similar fears regarding society's impact on the well-being of youngsters. But there are some noteworthy distinctions among low-income parents and single parents. Both groups are more likely to have serious worries about their children's social milieu, making ends meet and getting health insurance for their kids. And despite their personal struggles, both groups of parents say their biggest challenge is protecting their children from negative social influences. From http://www.publicagenda.org/specials/parents/parents.htm

8

2MATERIALISTIC VALUES:

THEIR CAUSES AND CONSEQUENCES

TIM KASSER, RICHARD M. RYAN, CHARLES E. COUCHMAN,AND KENNON M. SHELDON

Homo sapiens have long distinguished themselves by their use of anddesire for material objects, and human social environments have long workedto support these tendencies to consume. It seems safe to say, however, thatnever before in humankind's history has our drive toward materialism andconsumption been afforded such opportunity for expression and satisfaction.Although this can be seen in the extravagance of wealthy individuals pur-chasing $6,000 shower curtains (Hales, 2002) and $20 million rocket excur-sions into outer space (Wines, 2002), more remarkable is the extent to whichhigh levels of consumption are within reach of even the average person liv-ing in a Western society. Almost everyone in the United States owns a tele-phone, television set, and an automobile (U.S. Census Bureau, 2001), andthe homes in which the lower middle class live have comforts like plumbing,heat, and air conditioning that far exceed those enjoyed by royalty 1,000years ago. Consumption also plays an enormous role in most individuals'leisure activities, be it through watching commercial television, wanderingthe shopping malls, or surfing the Internet. And, wherever we go, our ears

9

YU

Text Box

Kasser, Tim; Ryan, Richard M.; Couchman, Charles E.; In: Psychology and consumer culture: The struggle for a good life in a materialistic world. Kasser, Tim; Kanner, Allen D.; Washington, DC, US: American Psychological Association, 2004. pp. 11-28 [Chapter]

and eyes are bombarded with material messages encouraging us to purchasemore and more.

Upon accepting the fact that most humans currently live in a culture ofconsumption, one might ask "Why? Why do we have this culture?" An econ-omist might reply that a culture of consumption is a necessary outgrowth ofthe advanced capitalistic economic systems under which most Westerners live,because these systems require the production and purchase of ever-increasingamounts of goods. A historian might explain how consumer culture emergedfrom the industrial age or even earlier, how modern advertising developed andgained prominence, and how particular captains of capitalism changed societyby the force of their wills. A political scientist might note the multiple ways inwhich governmental structures maintain and support the power and interestof businesses to earn money through the sale of goods and services, and howthese same structures encourage consumption on the part of citizens.

Each of these explanations, as well as others which might be offeredfrom other disciplines, meaningfully elucidates aspects of the culture of con-sumption. From a psychological perspective, however, they remain less thansatisfying, for they do not consider the ways in which individual humanssimultaneously create and are created by this culture. As recognized by mostsociocultural and anthropological approaches (Barnard, 2000), in order forsome dimension of a culture to exist, it must be supported by individualhuman beings who follow the beliefs and practices of that culture; at the sametime, the individual humans who support that aspect of culture are them-selves shaped by the beliefs and practices that they have internalized. Take,for example, the particular aspect of culture known as religion. In order forany religion to exist, a reasonably large number of individuals must believein the tenets and engage in the practices it espouses. If everyone stoppedgoing to its religious centers, practicing the way of life it encourages, andreading its texts, the religion would die out, as have many religions in thepast. At the same time that a religion is created by its followers, its followersare shaped by the religion. When individuals believe in the ideas of the reli-gion and engage in its practices, their identities, personalities, and behaviorsare molded in particular and profound ways.

If we look at contemporary culture, we see that the media propagatemessages to purchase items and experiences, that myths are passed on thatsay that America is the land of opportunity, that governments work to sup-port capitalism, that business people make decisions on the basis of how tomaximize profit, and that consumers amass debt to buy products such as sportutility vehicles and large-screen television sets. These actions can be viewedfrom many angles, but they must also be understood as reflecting the com-bined actions and beliefs of a large number of individuals who have inter-nalized the capitalistic, consumeristic worldview. Thus, the culture ofconsumption is, in part, a shared worldview lodged within the psyches of the

12 KASSERETAL.

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members of the culture. However, we must also recognize that living in a cul-ture of consumption means that individuals are exposed to enormous pres-sures to conform to the beliefs and values of this culture. Accordingly, theworldview in a society shapes the identities and lives of its members, leadingthem to hold the goals and engage in the practices (e.g., watching commer-cial television, working for a paycheck, shopping at the mall, investing in thestock market) that support the culture.

In this chapter, we refer to the culture of consumption's constellationof aims, beliefs, goals, and behaviors as a materialistic value orientation (MVO).From our perspective, an MVO involves the belief that it is important to pur-sue the culturally sanctioned goals of attaining financial success, having nicepossessions, having the right image (produced, in large part, through con-sumer goods), and having a high status (defined mostly by the size of one'spocketbook and the scope of one's possessions). We focus here on two ques-tions: First, "What leads people to care about and 'buy into' materialistic val-ues and consumption behavior?" And second, "What are the personal, social,and ecological consequences of having a strong MVO?"

We use as our point of reference a theory of materialistic values (Kasser,2002) that is grounded in humanistic (Maslow, 1954; Rogers, 1964), exis-tential (Fromm, 1976), and organismic (Ryan & Deci, 2000b) thought, aswell as in substantial empirical data. We propose that an MVO developsthrough two main pathways: (a) from experiences that induce feelings ofinsecurity and (b) from exposure to social models that encourage materialis-tic values. We further show that when materialistic values become relativelycentral to a person's system of values, personal well-being declines becausethe likelihood of having experiences that satisfy important psychologicalneeds decreases. Finally, we demonstrate that an MVO encourages behaviorsthat damage interpersonal and community relations, as well as the ecologi-cal health of the planet.

HOW DO PEOPLE BECOME MATERIALISTIC?

Research suggests two main pathways toward the development of anMVO. First, experiences that undermine the satisfaction of psychologicalneeds can cause individuals to orient toward materialism as one type of com-pensatory strategy intended to countermand the distressing effects of feelingsof insecurity. Second, materialistic models and values exert more direct influ-ences on the development of an MVO through the processes of socialization,internalization, and modeling. In the next two sections, we review evidencesupporting each of these propositions, and in the third section we show howinteractions between the two pathways can explain the effectiveness of adver-tising and the spread of materialism in previously noncapitalistic societies.

MATERIALISTIC VALUES: THEIR CAUSES AND CONSEQUENCES J 3

11

Insecurity

According to our model, a strong MVO is one way in which peopleattempt to compensate for worries and doubts about their self-worth, theirability to cope effectively with challenges, and their safety in a relativelyunpredictable world. For example, large salaries and the possession of mate-rial goods may be especially valued if they represent an attempt to gainapproval and acceptance that is otherwise felt to be lacking. A strong MVOmay also develop in situations where people feel that wealth, possessions,image, and status enhance their likelihood of meeting basic needs for safetyand sustenance (i.e., when they are seen as necessary for continued survival).

One primary source of insecurity, in our view, involves exposure to envi-ronments and experiences that frustrate or block the fulfillment of people'sbasic psychological needs, such as those for autonomy, competence, andrelatedness (Ryan & Deci, 2000b), as well as for safety (Maslow, 1954). Agrowing body of research suggests that individuals become more materialis-tic when they experience environmental circumstances that do not supportsuch psychological needs. As reviewed below, both people's proximal inter-personal environments and their more distal socioeconomic and culturalenvironments are important to need fulfillment and, consequently, to thedevelopment of a strong MVO.

Several studies have explored the effects of family environments, show-ing that parental styles and practices that poorly satisfy children's needs arealso associated with an increased MVO in children. For example, Kasser,Ryan, Zax, and Sameroff (1995) reported that late adolescents1 focused onfinancial success aspirations (in comparison to self-acceptance, affiliation, orcommunity feeling aspirations) were more likely to have mothers who mademore negative and fewer positive emotional expressions about the adoles-cents and who described their own parenting styles as involving less warmthand democracy, along with greater control. Other studies have shown thatchildren tend to be more materialistic when they have less frequent commu-nication with their parents (Moore & Moschis, 1981), when their parents areover-involved, highly punitive, or quite lax in the structure they provide(Cohen & Cohen, 1996), and when they perceive their parents as less sup-portive of their desires for autonomy (Williams, Cox, Hedberg, & Deci,2000). Each of these parental characteristics is likely to cause feelings of inse-curity, which may be compensated for by the development of a strong MVO.

Divorce is another family experience that can interrupt the satisfactionof children's psychological needs, because it often leads to decreased stabil-ity, exposure to more hostility, and increased worries about being loved. Notsurprisingly, then, Rindfleisch, Burroughs, and Denton (1997) found that

'Most were approximately age 18.

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12

materialistic young adults are more likely to have divorced parents. Theauthors' investigation of mediational reasons for this finding led them to con-clude that "it is the diminution of interpersonal resources such as love andaffection, rather than financial resources, that links family disruption andmaterialism" (p. 321), a statement quite consistent with our framework. Ofcourse, the high rate of divorce in the United States puts many children atrisk of developing materialistic values.

Although characteristics of one's family environment bear consistentrelationships with later material values, the broader institutional and culturalstructures within which individuals live can also be more or less supportive ofpsychological needs. To take an obvious example, blatant political oppressionclearly undermines the autonomy of those who are subject to it, just as constantwarfare and dire poverty undermine feelings of safety and security. Researchshows that certain characteristics of one's culture and society can foster inse-curities and therefore influence the extent to which people espouse an MVO.

The relation between economic deprivation and materialism is cur-rently the most well-researched of these social dimensions. Both Cohen andCohen (1996) and Kasser et al. (1995) have shown that highly materialisticteens have experienced greater socioeconomic disadvantages, as measured byparental socioeconomic and educational status, as well as by neighborhoodquality. From a broader perspective, the political scientist Inglehart hasreviewed findings showing that national economic indicators can influencematerialism. For example, poorer countries tend to be more materialistic thanricher countries, generations raised in bad economic times are more materi-alistic than those raised in prosperous times, and national recessions gener-ally increase people's materialism (Abramson & Inglehart, 1995). Like us,Inglehart has suggested that poor economic conditions cause feelings of dep-rivation or insecurity and that people may compensate for these feelings byfocusing on materialistic goals. Poverty alone may not lead to the adoptionof materialistic goals, as seen in the case of religious novitiates who give uptheir possessions; as described below, however, poverty may work in combi-nation with social modeling to produce a strong MVO.

Although correlational studies relating MVO to characteristics offamilial and social environments support our thesis, they cannot provide firmcausal conclusions. Experimental evidence in favor of our viewpoint has beenobtained by Kasser and Sheldon (2000), who manipulated feelings of inse-curity by asking research participants to write essays about either death ormusic. Those whose mortality had been made more salient (i.e., whose inse-curity had been raised) reported higher expectations for their salary andspending 15 years into the future (Study 1) and became greedier in a social-dilemma game (Study 2; see chap. 8 , this volume, for more on death and con-sumer society).

In summary, then, both correlational studies and experimental manip-ulations of insecurity point to the same conclusion: When people experience

MATERIALISTIC VALUES: THEIR CAUSES AND CONSEQUENCES 15

13

situations that do not support the satisfaction of their basic psychologicalneeds, the resultant feelings of insecurity may lead them to adopt a morematerialistic outlook on life as a way to compensate for these feelings.Perhaps materialistic pursuits have been evolutionarily ingrained withinhumans as a way to feel more secure and safe (e.g., Hungry? Get food. Beingattacked? Grab a club.), and this tendency is especially heightened under thecurrent clime of cultural consumerism.

Exposure to Materialistic Models and Values

A second pathway to the development of materialism involves expo-sure to materialistic models and values. From the time they are bom, peoplereceive implicit and explicit messages endorsing the importance of moneyand possessions. These endorsements take the form of parental values, thematerialistic lifestyles of family members and peers, and the materialistic mes-sages frequently found in popular culture, such as in the media. People oftenaccept such messages, take on materialistic goals, and strive to attain them,as humans have a fundamental tendency to adopt ambient cultural and famil-ial values and behavioral regulations, a process referred to as intemalization(Ryan & Connell, 1989).

Evidence suggests that children do indeed take on the materialistic val-ues of those in their social surroundings. Kasser et al.'s (1995) study of moth-ers and their adolescent children showed that when mothers thought it washighly important to pursue financial success, their children generallyexpressed the same value. Ahuvia and Wong (1998) assessed the extent towhich people perceived their parents, peers, heroes, various other adult fig-ures, and the local community as valuing materialist social values in com-parison to values such as self-expression, belonging, aesthetic satisfaction,and quality of life. Individuals who reported growing up in a materialist socialmilieu were more likely to be materialistic themselves. Although additionalresearch is required to expand on this work (especially through explorationof the influence of same-age peers), the results of these two studies do indeedsuggest that people often internalize the materialistic orientations of thesalient models around them.

Another extremely pervasive source of materialistic messages is popu-lar culture and the media, epitomized by commercial television. Besides thesitcoms, dramas, and game shows with subtexts clearly extolling materialism(e.g., The Price Is Right, Who Wants to Be a Millionaire?), television is repletewith advertisements painstakingly crafted to promote consumption (Richins,1995). Advertisers have at their disposal many techniques designed to con-vince people to purchase their products. For example, they show productsbeing used by people who are famous or extremely attractive (often both), orby someone who obtains some sort of social reward by using the product. Theads also display products amidst a level of wealth that is unattainable by the

16 KASSER ETAL.

14

average consumer and often show idealized versions of life within the con-text of the advertisement. Such tactics create associations between the prod-uct and desirable outcomes and also teach consumptive behavior throughmodeling (Bandura, 1971).

Given the purpose of these techniques and the ubiquitousness of thesemessages, it is not surprising that studies consistently show a positive corre-lation between television watching and materialism. This has been reportedacross different age groups (Kasser & Ryan, 2001; Rahtz, Sirgy, & Meadow,1988, 1989; Sheldon & Kasser, 1995) and in samples drawn from a numberof different countries (Cheung & Chan, 1996; Khanna & Kasser, 2001).Notably, however, the causal pathway of these studies is ambiguous.Although it is certainly likely that television watching may increase anMVO, it is also possible that television may be more appealing to those witha high MVO because it may validate their worldview, present new ways topursue materialistic goals, and help them escape from the anxiety associatedwith insecurity. Future research applying insights derived from the literatureon television and aggression may help to untangle the relations between tel-evision and an MVO.

Effective Advertising and the Spread of Capitalism

Whereas the two pathways described above may each make independ-ent contributions toward the development of an MVO, they may also inter-act. That is, people experiencing higher levels of insecurity may be moresusceptible to the influence of environmental messages concerning the ben-efits of acquisitiveness, which may in turn make them feel increasingly inse-cure, and on and on in a vicious cycle. Below, we briefly describe how thisinteraction might explain the effectiveness of advertising and the spread ofcapitalistic ideology. (See part IV of this volume for discussions of similardynamics in youth.)

Richins (1995) has noted that ads are often constructed to engenderupward social comparisons that make viewers feel uncomfortably inferior. Forexample, women exposed to perfume ads with highly attractive models reportless satisfaction with their own appearance (Richins, 1991). In our view,these comparisons heighten feelings of personal insecurity, which may thenactivate compensatory mechanisms designed to alleviate negative feelings.Although many compensatory methods may serve this purpose, the likeli-hood of choosing a materialistic or consumption-oriented method isincreased by the fact that the ads themselves always present a very clearoption for feeling better about oneself: buy the product! Moreover, comparedto those who care little for materialistic pursuits, people with a strong MVOare more concerned with social comparison (Sirgy, 1998), are more likely tocompare themselves with images of wealthy people (Richins, 1992), stronglyendorse wanting to make money in order to prove that they are worthwhile


15

people in comparison to others (Srivastava, Locke, &. Bortol, 2001), and aremore susceptible to normative influence, such that their buying habits aremore influenced by wanting others to approve of their purchases (Schroeder& Dugal, 1995). Each of these factors not only makes materialistic individu-als more likely to be attentive to and be influenced by materialistic messagesbut also might maintain and reinforce the feelings of insecurity that under-lie an MVO. This makes such individuals even more susceptible to the craftof advertising.

The interaction of forces promoting insecurity and encouraging mate-rialism can also partially explain how capitalistic, free-market economieshave been spreading to formerly communist and socialist nations and to lesseconomically developed nations (Ryan et al., 1999; Sen, 1999). Several fac-tors relevant to our discussion thus far are at work here. First, as is clear fromthe anthropological literature, marketers intentionally attempt to foster con-sumeristic desires in developing countries (O'Barr, 1994). As televisionwatching and advertising make their way into new markets, potential con-sumers are flooded with new models suggesting that a materialistic way of lifebrings happiness and with new messages suggesting that viewers have not"made it" unless they own the right products (Mander, 1991). Inevitably,these messages are internalized to some degree and have the net effect of pro-moting materialism.

Second, market capitalism strikes at the heart of family structure,,decreasing resources that provide for quality caretaking and breaking apart asense of relatedness with one's extended family and community (seeSchwartz, 1994). As described above, less attention and nurturance providedto children produces greater insecurity, which in turn increases the likelihoodthat they will develop an MVO. Furthermore, the breakdown of the familymay lead to increased materialism, as is shown in Rindfleisch et al.'s (1997)finding that children of divorced parents are likely to become more materi-alistic than children whose parents are not divorced.

Finally, free-market economies lead to the concentration of wealth inrelatively few hands. The disparities that arise between subgroups within aculture or between different nations have become increasingly noticeablewith the spread of modern media to more and more of the world's citizens.The salience of these disparities is likely to fuel increased social comparison,which, as we have noted above, is associated with increased materialism.Furthermore, such upward social comparison is likely to increase feelings ofinsecurity among the poor when combined with the dominant message thatpeople are worthwhile to the extent that they own many prestigious goodsand are financially successful. Thus, the poor, who already may be vulnera-ble to materialistic messages as a result of their relative lack of opportunitiesfor need satisfaction, may be subject to yet another factor promoting anMVO.

18 KASSERETAL.

16

MATERIALISM AND SUBJECTIVE WELL-BEING

Having specified some of the processes by which the values, goals, andbeliefs of the culture of consumption become part of people's psyches, we nowdescribe some of the consequences of holding an MVO. As we shall see, peo-ple who express a strong MVO report a number of experiences, feelings, andbehaviors that are associated with a diminished quality of life.

A growing body of research demonstrates that people who strongly ori-ent toward values such as money, possessions, image, and status report lowersubjective well-being (see Kasser, 2002, for a fuller review). For example,Kasser and Ryan (1993, 1996, 2001) have shown that when people rate therelative importance of extrinsic, materialistic values as high in comparisonto other pursuits (e.g., self-acceptance, affiliation, community feeling), lowerquality of life is also reported. Late adolescents with a strong MVO reportlower self-actualization and vitality, as well as more depression and anxiety.They also are rated by interviewers as lower in social productivity and gen-eral functioning and as higher in conduct disorders (Kasser & Ryan, 1993).Kasser and Ryan (1996) replicated this association between an MVO andlower well-being in a sample of adults, and Kasser and Ryan (1996, 2001)have demonstrated that an MVO in college students is positively associatedwith narcissism, physical symptoms, and drug use and negatively associatedwith self-esteem and quality of relationships. Sheldon and Kasser (1995,1998, 2001) have presented similar results in college students and adultswhen using a mixed idiographic-nomothetic means of measuring value ori-entation, as well as measures of well-being including life satisfaction andaffective experience.

Other researchers have reported similar results. Cohen and Cohen(1996) found that adolescents who admire others because of their possessionsare at an increased risk for personality disorders. Indeed, placing a high pri-ority on being rich was associated with virtually every Axis I and Axis II diag-nosis assessed in their research. Materialism scales designed by Belk (1985)and Richins and Dawson (1992) have shown consistently negative associa-tions with happiness and life satisfaction in several studies (see Sirgy's, 1998,review and Wright & Larsen's, 1993, meta-analysis). Finally, the negativeassociations between materialism and well-being have been replicated insamples of Australian (Saunders & Munro, 2000), English (Chan & Joseph,2000), German (Schmuck, Kasser, & Ryan, 2000), Romanian (Frost, 1998),Russian (Ryan et al., 1999), South Korean (Kim, Kasser, & Lee, 2003), andSingaporian (Kasser & Ahuvia, 2002) students.

Although various explanations have been tendered for the negativeassociations between subjective well-being and an MVO (see, e.g., chap. 3,this volume), Kasser (2002) has presented an argument derived from needs-based theories. In brief, we posit that happiness and well-being, or eudaimo'


17

nia (Ryan & Deci, ZOOOa), derive largely from the satisfaction of psycholog-ical needs for security, competence, connection to others, and autonomy. Ashas already been shown above, people with a strong MVO have had experi-ences that poorly satisfied their needs for safety and security, and thus thelower well-being associated with an MVO is in part a consequence of the feel-ings of insecurity which led to the adoption of a materialistic lifestyle in thefirst place. However, an MVO is not just a "symptom" of unhappiness; it alsoleads people to engage in behaviors and have experiences that do a relativelypoor job of satisfying their psychological needs. In this vein, we present a briefoverview of research showing that the remaining three psychological needsare relatively poorly satisfied in people with a strong MVO. (See Kasser,2002, for a fuller exposition.)

Competence

Evidence that people with a strong MVO have difficulty fulfilling theirneed for feeling competent comes from several sources. First, a strong MVOis associated with lower self-esteem (Kasser & Ryan, 2001) and greater nar-cissism (Kasser &. Ryan, 1996), belying a contingent, unstable sense of self-esteem. Second, as mentioned above, people with a strong MVO areparticularly concerned with social comparisons (Sirgy, 1998) and the opin-ions of others (Schroeder Si Dugal, 1995), both of which can often lead themto feel badly about themselves. Third, successful pursuit of materialistic goalsdoes little to improve people's happiness and well-being (Diener, Sandvik,Seidlitz, & Diener, 1993; Sheldon & Kasser, 1998). Thus, even when peopleare quite competent at attaining materialistic goals, we believe that this typeof success rarely provides a deeply satisfying feeling of "true self-esteem" (Deci& Ryan, 1995).

Relatedness

The satisfaction of relatedness needs may also be substantially under-mined by an MVO. For example, Kasser and Ryan (2001) have shown thatthe love relationships and the friendships of those with a strong MVO are rel-atively short and are characterized more by emotional extremes and conflictthan by trust and happiness. Several factors probably contribute to this phe-nomenon. For one, people with a strong MVO tend to place less importanceon values such as affiliation (Kasser & Ryan, 1993) and benevolence(Schwartz, 1996), thus decreasing the likelihood that they will seek out expe-riences of closeness with others. In addition, the attitudes expressed in anMVO can "bleed over" into one's relationships, leading others to be treatedin an objectifying manner. Compared to those with a low MVO, people whoare strongly focused on materialistic values report less empathy (Sheldon &Kasser, 1995), agree that they more often use their friends to get ahead in life

20 KASSER ET AL.

18

(Khanna &. Kasser, 2001), score higher in Machiavellianism (McHoskey,1999), and are more likely to compete than cooperate with their friends(Sheldon, Sheldon, & Osbaldiston, 2000). None of these styles of relating toothers contribute to the close, interpersonally trusting, and warm relation-ships necessary for the deep satisfaction of relatedness needs.

Autonomy

The final need undermined by an MVO is autonomy—the feeling ofchoice, ownership, and deep engagement concerning one's activities. Peoplewith a strong MVO are less focused on having choices than they are onobtaining rewards (Kasser & Ryan, 1993). Furthermore, Sheldon and Kasser(1995, 1998, 2001) have demonstrated that an MVO is associated with pur-suing one's goals because of feelings of internal guilt and external pressurerather than for reasons of fun or wholehearted identification. Srivastava etal. (2001) presented parallel results, showing that business students andentrepreneurs with a strong MVO report more concern with making moneyfor reasons of internal and external pressure. Specifically, high materialisticvalues were associated with wanting to overcome self-doubt (e.g., "prove Iam not a failure") and to appear positive in social comparisons (e.g., "to havea house and cars that are better than those of my neighbors"). Such poor self-regulation works against the satisfaction of the need for autonomy (Ryan,1995).

A final problem concerning autonomy is that a strong MVO often leadspeople to focus more on rewards than on the inherent fun of the activities inwhich they are engaged, which in turn can undermine feelings of intrinsicmotivation (Deci, 1971). Indeed, focusing on money is associated with lessengagement and more alienation in one's leisure, work, and relationshipactivities (Khanna & Kasser, 2001; see also chap. 6, this volume).

MATERIALISTIC VALUES AND THE WELFARE OF SOCIETY

Although it is disconcerting to know that the ideology encouraged byour culture of consumption undermines the personal well-being and need sat-isfaction of those who accept its values, a strong MVO also leads people toengage in behaviors and hold attitudes damaging to our communities and tothe world's ecological health (see chaps. 4 & 5, this volume).

A healthy community is based on people helping one another, on coop-eration, and on mutual trust. Several pieces of evidence suggest, however, thata strong MVO is associated with less "civil" behavior. For example, an MVOtends to conflict with the desire to help the world be a better place and to takecare of others (Cohen & Cohen, 1996; Kasser & Ryan, 1993, 1996, 2001;Schwartz, 1996), decreasing the likelihood that people oriented toward mate-


19

rialism will behave pro-socially. Indeed, research shows that people stronglyfocused on materialistic values are also lower in social interest, pro-socialbehavior, and social productivity and are more likely to engage in anti-socialacts (Kasser & Ryan, 1993; McHoskey, 1999). That they have more manipu-lative tendencies (McHoskey, 1999) and compete more than cooperate(Sheldon & McGregor, 2000; Sheldon et al, 2000) provides further evidencethat an MVO undermines what is best for the whole community.

An MVO can also lead people to care less about environmental issuesand to engage in more environmentally destructive behaviors and attitudes.Materialistic values conflict with values to protect the environment(Abramson & Inglehart, 1995; Schwartz, 1996) and are associated with morenegative attitudes toward the environment and fewer environmentallyfriendly behaviors (Richins & Dawson, 1992; Saunders & Munro, 2000). AnMVO has also been associated with increased greed and heightened con-sumption in simulated social dilemmas involving ecological issues (Sheldon& McGregor, 2000).

In summary, the culture of consumption, as represented by an MVO,not only degrades psychological health, but spreads seeds that may lead to itsown destruction. Materialistic values not only heighten our vulnerability toserious social and environmental problems, but also undermine our ability towork cooperatively in finding solutions to these problems.

CONCLUSION: IMPLICATIONS AND DIRECTIONS

Our ideas about how materialistic values are inculcated into individu-als, and the data showing how an MVO diminishes personal, social, and eco-logical well-being, have a number of implications for theoretical, clinical,and social change issues.

Theory

In psychology, the dominant theory behind much empirical researchand clinical work is a behavioral or cognitive viewpoint, which suggests thatstriving for important social rewards, obtaining one's goals (whatever theymay be) and integrating into society (whatever its values) are key features ofpsychological well-being. The evidence presented here, in contrast, showsthat when people focus on obtaining rewards, when they concern themselveswith materialistic goals, and when they espouse the values of the dominantconsumer culture, the result is lower well-being. From the needs-based the-ory we use, influenced by humanistic and organismic assumptions, theseresults make sense; an MVO reflects and exacerbates people's alienation fromtheir natural strivings to grow, actualize, and connect with others. Becausebehavioral and cognitive perspectives typically do not contain such theoret-

22 KASSER ETAL.

20

ical constructs as basic psychological needs and organismic actualization andintegration, the results reviewed above are seemingly at odds with such view-points on humans and their well-being. Furthermore, behavioral and cogni-tive perspectives have few theoretical constructs to explain how feelings ofinsecurity might lead to the internalization of an MVO, because their view-points typically only acknowledge the direct roles of learning and imitationin the internalization of values, not more "dynamic" pathways.

We raise these theoretical points in the hope of demonstrating how thestudy of the culture of consumption can address academic problems of con-cern to theorists and researchers. That is, the literature reviewed above,inspired by humanistic, organismic, and existential viewpoints, suggests theneed for some important revisions to mainstream psychology's dominant par-adigm concerning human motivation and well-being.

Increasing Personal Well-Being

Psychologists have long played an important role in helping peoplemake changes in their personal lives to improve their well-being. All toooften, however, the focus has been on a client's symptoms, with the broaderscope of the person's problems, indeed, the person's whole lifestyle, beingignored (see chap. 9, this volume). The research we have presented showsthat a number of problems that clinicians encounter (e.g., narcissism, anxi-ety, depression, conduct disorder, drug and alcohol problems) may beinvolved with a strong MVO. Thus, clinical work may benefit from theexploration of clients' value orientations to determine whether they areindeed focused on money, possessions, image, and status. If so, this MVO maysignal poor past need satisfaction and may be leading clients into experiencesthat undermine the satisfaction of basic needs in the present.

The chapters in part III of this volume discuss in more detail how ther-apists might deal with clinical issues related to the culture of consumption,but here we briefly suggest the following. First, clients may benefit fromexploring how past insecurities may have led them to develop an MVO andfrom discussing how other value orientations may be more satisfying. Second,helping clients clarify what is important to them and what guides their deci-sions may help them to see how they have been seduced by cultural con-sumption messages. Third, it may be useful to point out to clients how theycontinue to maintain an MVO, believing they will finally be happy whenthey have more money or higher status, even though the evidence from theirpersonal lives (and from scientific studies) suggests the emptiness of this pur-suit. By helping clients to see the stresses and dissatisfactions inherent intheir acceptance of these cultural messages, they may be able to break thevicious cycles of materialism.

If clinicians succeed in helping clients disengage from their MVO, dif-ferent values must take their place. Research shows that when people are


21

focused on intrinsic values such as self-acceptance, personal growth, affilia-tion, and helping others, better well-being is typically evidenced (Kasser &Ryan, 1993, 1996; Ryan & Deci, ZOOOb). Effective clinical strategies fromvarious theoretical perspectives could be developed to help shift people'svalue orientations from unsatisfying, materialistic ones to values and goalsthat may increase the likelihood of satisfying patients' needs and, thereby,their well-being.

Psychology and Social Change

The empirical skills and strengths of psychology might also be appliedto counteract some of the problems inherent in the culture of consumptionand in an MVO (see chap. 5, this volume). One might even argue that psy-chology bears a special responsibility to do so, given that our discipline's find-ings have often been used to support and encourage the culture ofconsumption. Many theoretical ideas from psychology have been "profitably"applied to business, advertising, and education to focus people more heavilyon rewards and praise and to more efficiently direct workers, students, andconsumers into the channels of action desired by consumer culture.

Psychology must begin, therefore, by acknowledging how it has helpedspread the culture of consumption and now use these same skills to slow (and,may we hope, reverse) materialism. So, rather than studying how to convincechildren, adolescents, and adults to purchase products and hinge their self-worth on what they own, psychologists might turn to developing media lit-eracy programs and other types of interventions that would increaseindividuals' resilience in the face of advertising. Rather than focusing on theuse of rewards (supposedly) to improve student creativity and worker pro-ductivity, psychologists could give more attention to understanding howgrades and paychecks can actually detract from people's intrinsic interest andperformance in certain activities (Deci, Koestner, & Ryan, 1999). Ratherthan ignoring the detrimental impact of people's values on the environment,psychologists might begin to study how to help individuals leave smaller"ecological footprints" and live materially simpler lifestyles. And rather thansupporting the dominant cultural belief that happiness and well-being are theresult of increasing personal and national economic growth, psychologistsmight begin to educate more broadly the public that increases in GNP andeven one's own salary do not equate with increases in happiness (Diener etal., 1993; Myers, 2000) and that materialistic values actually undermine well-being.

Through such efforts, we may be able to weaken the hold that the cap-italistic, consumeristic worldview has on both people's psyches and on theculture, and thereby improve the quality of life for humans, as well as themany other species inhabiting our planet.

24 KASSER ETAL.

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t Yes

hiv

a U

niv

ersi

ty’s

Azr

ieli

Gra

duat

e Sc

hoo

l of

Jew

ish

Edu

cati

on a

nd

Adm

inis

trat

ion

an

d St

ern

Col

lege

for

Wom

en.T

his

mon

ogra

ph is

th

e la

test

of

the

Azr

ieli

Pap

ers,

our

ongo

ing

collo

quiu

m d

edic

ated

to

exce

llen

ce in

tea

chin

g,ad

min

istr

atio

n a

nd

rese

arch

in J

ewis

h e

duca

tion

.Dr.

Pelc

ovit

z h

as a

lon

g an

d di

stin

guis

hed

car

eer

as

acl

inic

ian

an

d re

sear

cher

.Pri

or t

o h

is a

ppoi

ntm

ent

at A

zrie

li,h

e w

as

affi

liate

d w

ith

th

e N

orth

Sh

ore

Un

iver

sity

Hos

pita

l an

d th

e M

edic

al

Col

lege

of

New

Yor

k U

niv

ersi

ty.

Pre

sen

tati

ons

in t

his

ser

ies

are

rele

ased

as

occa

sion

al p

aper

s,in

divi

dual

mon

ogra

phs,

spec

ial e

diti

ons

ofac

adem

ic p

ubl

icat

ion

s an

d an

thol

ogie

s

dedi

cate

dto

Jew

ish

edu

cati

on.A

pro

ject

of

the

Azr

ieli

Gra

duat

e Sc

hoo

l,

this

pro

gram

of

rese

arch

an

d pu

blic

atio

n is

su

ppor

ted

by t

he

gen

eros

ity

of

Hen

ryan

d G

olda

Ree

na

Rot

hm

an.I

n a

ddit

ion

,th

is p

aper

is b

ased

up

on a

trai

nin

g se

min

ar t

hat

was

su

ppor

ted

by a

gif

t fr

om C

arol

e an

d Ja

ck F

orga

sh.

We

are

inde

bted

to

each

of

them

for

th

eir

kin

dnes

s an

d be

nef

icen

ce.

As

will

be

evid

ent

from

th

is a

nd

oth

er c

ontr

ibu

tion

s to

th

e se

ries

,ou

r

defi

nit

ion

of

Jew

ish

edu

cati

on is

exp

ansi

ve.W

e se

e th

e cl

assr

oom

inst

ruct

or

and

sch

ool a

dmin

istr

ator

in a

yes

hiv

a da

y sc

hoo

l or

supp

lem

enta

ry c

ongr

e-

gati

onal

sch

ool i

nvol

ved

in a

cog

nat

e en

terp

rise

alo

ngs

ide

the

pulp

it r

abbi

,

cam

p di

rect

or,c

omm

un

ity

and

fam

ily e

duca

tor,

you

th le

ader

,an

d al

l rel

ated

oth

ers.

Th

e an

alys

is p

rovi

ded

by D

r.Pe

lcov

itz,

ther

efor

e,as

wel

l as

his

sugg

este

d in

terv

enti

ons,

reso

nat

e fa

r be

yon

d th

e lim

its

ofth

e cl

assr

oom

or

the

sch

ool b

uild

ing.

Wit

h a

ppro

pria

te a

dapt

atio

n,t

hey

can

be

appl

ied

to

the

myr

iad

ofve

nu

es w

ith

in w

hic

h J

ewis

h c

hild

ren

are

rai

sed

and

edu

cate

d.

Dav

id J.

Schn

all,

Dea

n

Mar

ch 2

004

|1

|

TH

E A

T-R

ISK

AD

OL

ESC

EN

T I

N T

HE

OR

TH

OD

OX

JE

WIS

H C

OM

MU

NIT

Y

|IM

PLIC

AT

ION

S A

ND

IN

TER

VEN

TIO

NS

FOR

ED

UC

ATO

RS

29

Inre

cen

t ye

ars

ther

e h

as b

een

an

un

fort

un

ate

incr

ease

in t

he

nu

mbe

r

ofad

oles

cen

ts f

rom

obs

erva

nt

Jew

ish

fam

ilies

wh

o h

ave

been

ser

iou

sly

disr

upt

ive,

rebe

lliou

s an

d de

fian

t.T

his

pap

er w

ill s

um

mar

ize

the

curr

ent

liter

atu

re o

n t

he

nat

ure

an

d sc

ope

ofth

e pr

oble

m;s

ome

hyp

oth

esiz

ed

cau

ses

for

such

dif

ficu

ltie

s,as

wel

l as

prov

ide

a su

mm

ary

ofre

com

men

ded

inte

rven

tion

s fo

r ed

uca

tors

.

DE

FIN

ITIO

N

Sin

ce t

he

term

“at

-ris

k”ad

oles

cen

t h

as b

een

wid

ely

use

d,th

is p

aper

will

use

th

is t

erm

.How

ever

,it

shou

ld b

e n

oted

th

at t

her

e ar

e a

nu

mbe

r

ofdi

ffic

ult

ies

wit

h t

his

ter

min

olog

y;it

is o

verl

y va

gue

and

has

dif

fere

nt

mea

nin

gs b

ased

on

th

e se

ttin

g,ob

serv

er a

nd

con

text

.Kee

pin

g th

at c

avea

t in

min

d,th

e te

rm,“

at-r

isk”

as it

will

be

use

d in

th

is p

aper

,ref

ers

to a

set

of

diff

icu

ltie

s w

ith

par

ents

an

d/or

sch

ool t

hat

an

ado

lesc

ent

may

exp

erie

nce

in c

ompl

yin

g w

ith

th

e ru

les

ofh

ome,

sch

ool a

nd

com

mu

nit

y.U

sin

g th

e

com

mon

yar

dsti

ck t

ypic

ally

em

ploy

ed in

th

e fi

eld

ofch

ild m

enta

l hea

lth

,

thes

e di

ffic

ult

ies

will

bede

fin

ed a

s m

eeti

ng

the

crit

eria

for

“at

-ris

k”on

ly

wh

en t

he

adol

esce

nt

cros

ses

the

thre

shol

d in

to b

ehav

ior

that

cau

ses

sign

ific

ant

dist

ress

in t

he

adol

esce

nt

or h

is/h

er f

amily

,an

d ar

e al

so

acco

mpa

nie

d by

sig

nif

ican

t le

vels

of

impa

irm

ent

in t

he

adol

esce

nt’s

fun

ctio

nin

g.Sp

ecif

ic e

xam

ples

may

incl

ude

:

TH

E A

T-R

ISK

AD

OL

ESC

EN

T I

N T

HE

OR

TH

OD

OX

JE

WIS

H C

OM

MU

NIT

Y

|IM

PLIC

AT

ION

S A

ND

IN

TER

VEN

TIO

NS

FOR

ED

UC

ATO

RS

In t

his

vei

n h

is p

aper

is b

oth

com

preh

ensi

ve a

nd

grou

ndb

reak

ing.

It r

epre

-

sen

ts o

ne

ofth

e fi

rst

effo

rts

in a

n a

cade

mic

for

um

to

appl

y co

nte

mpo

rary

rese

arch

to

the

prob

lem

of

at-r

isk

beh

avio

r am

ong

adol

esce

nts

in O

rth

odox

sch

ools

.Dr.

Pelc

ovit

z ca

sts

a w

ide

net

as

he

con

side

rs t

he

psyc

hol

ogic

al,

orga

nic

,soc

ial,

and

com

mu

nal

fou

nda

tion

s of

thes

e is

sues

an

d th

e co

mpo

-

nen

t p

ecu

liari

ties

der

ived

th

erei

n.F

rom

dys

regu

lati

on o

fth

e n

ervo

us

syst

em

to t

he

trau

mas

of

divo

rce,

from

th

e ch

alle

nge

s to

imm

igra

nt

fam

ilies

to

depr

essi

on in

ear

ly c

hild

hoo

d,lit

tle

evad

es h

is s

cop

e.Ye

t de

spit

e,or

per

hap

s

beca

use

of,

the

brea

dth

of

his

gra

sp,h

e ap

proa

ches

th

is s

ubt

le a

nd

com

plex

issu

e h

olis

tica

lly.I

nde

ed t

his

rar

e sk

ill h

as m

arke

d h

is c

linic

al p

ract

ice

as

wel

l as

his

sch

olar

ly e

nde

avor

s fo

r m

any

year

s.

Perh

aps

mos

t im

port

ant,

Dr.

Pelc

ovit

z is

not

con

ten

t to

leav

e h

is s

ubj

ect

han

gin

g in

aca

dem

ic s

pace

.His

pag

es a

lso

prov

ide

a re

view

of

exis

tin

g

prog

ram

s th

at g

rapp

le w

ith

th

is is

sue

alon

g w

ith

cle

ar p

ract

ical

inte

rven

-

tion

s th

at d

emon

stra

te h

ow e

duca

tors

can

ser

ve a

s an

imp

orta

nt

reso

urc

e

for

child

ren

an

d th

eir

fam

ilies

.Yet

he

is a

lso

can

did

abou

t th

e lim

its

that

teac

her

s an

d sc

hoo

l off

icia

ls m

ust

obs

erve

,nev

er a

llow

ing

wel

l-m

ean

ing

inte

rven

tion

s to

cre

ate

still

gre

ater

com

plic

atio

ns

for

thei

r st

ude

nts

.

At

Azr

ieli,

we

are

com

mit

ted

to a

dvan

cin

g Je

wis

h e

duca

tion

as

a di

scip

line,

as a

n a

rea

ofpr

ofes

sion

al p

ract

ice,

and

as a

fie

ld o

fpr

ofou

nd

impo

rt f

or

the

futu

re o

fJe

wis

h li

fe a

nd

cult

ure

.Ou

r go

al is

for

th

is a

nd

oth

er p

aper

s

in o

ur

seri

es t

o co

ntr

ibu

te t

o th

at e

nd,

in t

ande

m w

ith

th

e m

any

and

vari

ed

acti

viti

es o

fth

e A

zrie

li G

radu

ate

Sch

ool.

We

hop

e yo

u w

ill b

enef

it f

rom

thes

e ef

fort

s an

d w

e ac

tive

ly s

olic

it y

our

com

men

t.

|3

||

2|

TH

E A

T-R

ISK

AD

OL

ESC

EN

T I

N T

HE

OR

TH

OD

OX

JE

WIS

H C

OM

MU

NIT

Y

|IM

PLIC

AT

ION

S A

ND

IN

TER

VEN

TIO

NS

FOR

ED

UC

ATO

RS

IMP

LIC

AT

ION

S A

ND

IN

TE

RV

EN

TIO

NS

F

OR

E

DU

CA

TO

RS

by D

avid

Pel

covi

tz,P

hD

TH

EA

T-

RI

SK

AD

OL

ES

CE

NT

IN

TH

E

OR

TH

OD

OX

JE

WI

SH

CO

MM

UN

IT

Y:

30

Ort

hod

ox J

ewis

h c

omm

un

ity.

Its

met

hod

olog

y w

as a

su

rvey

of

25 B

rook

lyn

-

base

d or

gan

izat

ion

s th

at d

eal w

ith

Ort

hod

ox y

outh

,in

clu

din

g sc

hoo

ls,h

ot

lines

,an

d m

enta

l hea

lth

pro

fess

ion

als

wh

o w

ork

wit

h a

dole

scen

ts in

th

e

com

mu

nit

y.B

ased

on

th

is a

ppro

ach

,th

e re

sear

cher

s co

ncl

ude

th

at

Bro

okly

n’s

23,0

00-s

tude

nt

yesh

iva

syst

em in

clu

des

appr

oxim

atel

y

1,50

0 at

-ris

k 14

–17

year

-old

you

th.T

hes

e ad

oles

cen

ts w

ere

fou

nd

to b

e

enga

gin

g in

“se

riou

s”at

-ris

k be

hav

ior

incl

udi

ng

thef

t,su

bsta

nce

abu

se,

tru

ancy

,an

d ru

nn

ing

away

fro

m h

ome.

Th

e st

udy

’s a

uth

ors

ackn

owle

dge

that

lim

itat

ion

s of

thei

r m

eth

odol

ogy

wou

ld b

ias

thei

r re

sult

s in

a m

ann

er

that

wou

ld s

ign

ific

antl

y u

nde

rest

imat

e th

e sc

ope

ofth

e pr

oble

m.T

hey

esti

mat

e th

at a

n a

ddit

ion

al 2

,500

ado

lesc

ents

are

en

gage

d in

sim

ilar

beh

avio

r bu

t h

ave

not

bee

n id

enti

fied

.It

is im

por

tan

t to

not

e th

at w

hile

the

con

clu

sion

s of

the

stu

dy r

efle

ct a

hig

her

th

an e

xpec

ted

inci

den

ce o

f

at-r

isk

adol

esce

nts

in t

he

Bro

okly

n O

rth

odox

com

mu

nit

y,th

e es

tim

ates

are

not

ed b

y th

e su

rvey

’s a

uth

ors

to b

e le

ss t

han

th

e in

cide

nce

of

sim

ilar

diff

icu

ltie

s re

por

ted

in t

he

gen

eral

pop

ula

tion

of

Bro

okly

n.

CL

INIC

AL

PR

ES

EN

TA

TIO

N

Dr.

Jam

es G

arba

rin

o,a

not

ed e

xper

t on

ado

lesc

ent

psyc

hol

ogy,

desc

ribe

s a

stu

dy t

hat

he

con

duct

ed a

nu

mbe

r of

year

s ag

o (J

.Gar

bari

no,

Pers

onal

Com

mu

nic

atio

n,S

epte

mbe

r 26

,200

2).H

e in

terv

iew

ed a

dole

scen

ts

in d

iffe

ren

t pa

rts

ofth

e w

orld

in a

n a

ttem

pt t

o u

nde

rsta

nd

the

diff

eren

t

face

s th

at a

dole

scen

t re

belli

on m

igh

t ta

ke in

div

erse

cu

ltu

res.

In a

n A

mis

h

com

mu

nit

y,a

grou

p of

adol

esce

nts

des

crib

ed a

reb

el in

th

eir

com

mu

nit

y as

abo

y w

ho

wor

e a

pin

k h

andk

erch

ief

in h

is s

uit

jack

et.T

he

mos

t “ex

trem

e”

case

of

rebe

llion

th

ey c

ould

th

ink

ofw

as a

tee

n f

rom

a n

eigh

bori

ng

Am

ish

tow

nw

ho

hit

ched

a r

ide

on a

tra

ctor

.In

con

tras

t,a

grou

p of

Leba

nes

e ad

o-

lesc

ents

he

inte

rvie

wed

at

the

hei

ght

ofth

e ci

vil w

ar in

Leb

anon

sai

d th

at

the

only

way

to

rebe

l in

th

eir

soci

ety

was

to

open

fir

e on

mem

bers

of

thei

r

own

cla

n.G

arba

rin

o co

ncl

ude

d th

at w

hile

th

e co

nte

nt

ofad

oles

cen

t re

bel-

liou

snes

s di

ffer

ed d

rast

ical

ly in

dif

fere

nt

cult

ure

s an

d di

ffer

ent

part

s of

the

wor

ld,t

he

proc

ess

was

ess

enti

ally

sim

ilar,

i.e.a

nee

d of

cert

ain

ado

lesc

ents

to p

ush

aga

inst

wh

atev

er li

mit

s ar

e se

t by

th

eir

fam

ily a

nd

com

mu

nit

y.

•A

redu

ctio

n o

r ab

sen

ce o

fre

ligi

ous

obse

rvan

ce r

elat

ive

to t

he

acce

pted

nor

m o

fob

serv

ance

exp

ecte

d by

hom

e an

d sc

hool

;

•D

rug

or a

lcoh

ol u

se o

r ab

use

;

•D

efia

nce

of

pare

nta

l ru

les

that

lead

s to

sig

nif

ican

t pa

ren

t-ad

oles

cen

t co

nfl

ict;

•Sc

hool

tru

ancy

In li

ght

ofth

e al

mos

t co

mpl

ete

abse

nce

of

empi

rica

lly b

ased

info

rma-

tion

on

th

e at

-ris

k pr

oble

m in

th

e O

rth

odox

Jew

ish

pop

ula

tion

,th

is r

evie

w

will

rel

y h

eavi

ly o

n t

he

gen

eral

res

earc

h li

tera

ture

reg

ardi

ng

the

etio

logy

,

prev

enti

on a

nd

trea

tmen

t of

seri

ous

beh

avio

ral d

iffi

cult

ies

in a

dole

scen

ts.

Th

is li

tera

ture

gen

eral

ly f

alls

into

tw

o ca

tego

ries

:res

earc

h o

n ju

ven

ile

delin

quen

ts a

nd

stu

dies

of

con

duct

dis

orde

red

adol

esce

nts

.Th

e lit

erat

ure

onju

ven

ile d

elin

quen

cy t

ypic

ally

def

ines

del

inqu

ency

eit

her

in le

gal t

erm

s

base

d on

rec

ords

of

arre

sts

or a

dju

dica

tion

or

on a

dole

scen

t se

lf-r

epor

t of

illeg

al b

ehav

ior

(Mu

lvey

,Art

hur

& R

eppu

ci,1

993)

.Con

duct

dis

orde

r,w

hic

h

over

laps

to

a co

nsi

dera

ble

degr

ee w

ith

del

inqu

ency

,is

a ps

ych

iatr

ic d

isor

der

wh

ich

th

e m

enta

l hea

lth

dia

gnos

tic

syst

em (

DSM

-IV

,Am

eric

an P

sych

iatr

ic

Ass

ocia

tion

,199

4) d

efin

es a

s in

clu

din

g a

wid

e ar

ray

ofag

gres

sive

an

d an

ti-

soci

al b

ehav

iors

incl

udi

ng

“a r

epet

itiv

e an

d p

ersi

sten

t pa

tter

n o

fbe

hav

ior

in

wh

ich

th

e ba

sic

righ

ts o

fot

her

s or

maj

or a

ge-a

ppro

pria

te s

ocie

tal n

orm

s or

rule

s ar

e vi

olat

ed.”

Th

e as

sum

ptio

n o

fth

is r

evie

w is

th

at a

lth

ough

cu

ltu

ral

diff

eren

ces

betw

een

ado

lesc

ents

livi

ng

in t

he

secu

lar

wor

ld a

nd

thos

e liv

ing

as O

rth

odox

Jew

s w

ill le

ad t

o su

btle

dif

fere

nce

s in

eti

olog

y,pr

even

tion

an

d

inte

rven

tion

,th

e ba

sic

know

ledg

e ga

rner

ed f

rom

dec

ades

of

rese

arch

in t

he

gen

eral

pop

ula

tion

will

hel

p in

form

con

clu

sion

s ab

out

Ort

hod

ox y

outh

as w

ell.

SC

OP

E O

F P

RO

BL

EM

Th

e in

sula

r n

atu

re o

fth

e O

rth

odox

com

mu

nit

y,as

wel

l as

the

sen

se

ofsh

ame

that

typ

ical

ly a

ccom

pan

ies

this

pro

blem

,mak

es it

dif

ficu

lt t

o

get

a se

nse

of

the

tru

e pr

opor

tion

of

the

at-r

isk

prob

lem

.In

th

e m

ost

com

preh

ensi

ve s

urv

ey o

fth

e in

cide

nce

of

at-r

isk

beh

avio

r in

th

e O

rth

odox

com

mu

nit

y,th

e M

etro

polit

an N

ew Y

ork

Coo

rdin

atin

g C

oun

cil o

n J

ewis

h

Pove

rty

con

duct

ed a

stu

dy o

fth

e sc

ope

ofth

e pr

oble

m in

th

e B

rook

lyn

TH

E A

T-R

ISK

AD

OL

ESC

EN

T I

N T

HE

OR

TH

OD

OX

JE

WIS

H C

OM

MU

NIT

Y

|IM

PLIC

AT

ION

S A

ND

IN

TER

VEN

TIO

NS

FOR

ED

UC

ATO

RS

TH

E A

T-R

ISK

AD

OL

ESC

EN

T I

N T

HE

OR

TH

OD

OX

JE

WIS

H C

OM

MU

NIT

Y

|IM

PLIC

AT

ION

S A

ND

IN

TER

VEN

TIO

NS

FOR

ED

UC

ATO

RS

|4

||

5|

31

wit

h si

blin

gs,a

nd

pare

nts

wil

l wor

ry a

bou

t th

e ef

fect

on

th

eir

othe

r ch

ildr

en

•A

tten

din

g pa

rtie

s w

itho

ut

pare

nta

l kn

owle

dge

or p

erm

issi

on,

goin

g to

clu

bs o

r pa

rtyi

ng

at f

rien

ds’h

ouse

s w

hose

par

ents

are

on

vac

atio

n a

nd

the

hou

se i

s em

pty

for

a fe

w d

ays

•Sp

endi

ng

an e

xces

sive

am

oun

t of

tim

e ou

t of

the

hom

e

•U

se o

fm

arij

uan

a an

d/or

oth

er d

rugs

•St

eali

ng

may

be

com

mon

plac

e

•O

bser

vin

g Sh

abba

t,ka

shru

t an

d te

fill

in a

re,f

or t

he m

ost

par t

,dro

pped

ET

IOL

OG

Y:

RIS

K F

AC

TO

RS

Perh

aps

the

only

agr

eem

ent

amon

g th

ose

wh

o w

ork

wit

h t

his

pop

ula

-

tion

abo

ut

the

cau

se o

fat

-ris

k be

hav

ior

in O

rth

odox

ado

lesc

ents

is t

hat

such

dif

ficu

ltie

s ca

n r

arel

y be

att

ribu

ted

to a

sin

gle

sou

rce.

Am

ong

the

mos

t

prom

inen

t hy

pot

hes

ized

cau

ses

is a

ny p

ersi

stin

g co

ndi

tion

th

at m

akes

an

adol

esce

nt

feel

mar

gin

aliz

ed a

nd

not

acc

epte

d by

fam

ily,p

eers

or

soci

ety.

It

is lo

gica

l th

at in

su

ch s

itu

atio

ns

the

adol

esce

nt

seek

s a

sen

se o

fso

lace

an

d

belo

ngi

ng

by f

indi

ng

sim

ilar-

min

ded

pee

rs w

ho

pull

the

adol

esce

nt

into

devi

ant

beh

avio

r.In

rec

ent

year

s,or

gan

izat

ion

s su

ch a

s P

rior

ity

On

e,a

Lon

g Is

lan

d- b

ased

org

aniz

atio

n t

hat

sp

ecia

lizes

in r

each

ing

out

to a

t-ri

sk

Ort

hod

ox y

outh

,has

con

duct

ed w

eeke

nd

retr

eats

for

fam

ilies

an

d pr

ofes

-

sion

als

stru

gglin

g w

ith

th

is is

sue.

A m

ajor

com

pon

ent

ofth

e w

eeke

nd

is a

pan

elm

ade

up

ofa

grou

p of

adol

esce

nts

an

d yo

un

g ad

ult

s w

ho

are

eith

er

curr

entl

y en

gagi

ng

in a

t-ri

sk b

ehav

ior

or h

ave

over

com

e th

eir

diff

icu

ltie

s

tore

turn

to

the

mai

nst

ream

.Th

e fo

cus

ofth

ese

sess

ion

s is

a d

iscu

ssio

n o

f

how

they

vie

w t

he

reas

ons

for

thei

r re

belli

ousn

ess.

Wh

at is

str

ikin

g is

th

at

alth

ough

th

ere

are

a w

ide

vari

ety

ofre

ason

s p

erce

ived

by

the

adol

esce

nts

for

thei

r re

belli

on,t

he

com

mon

th

read

th

at c

onsi

sten

tly

run

s th

rou

gh t

hei

r

nar

rati

ves

are

feel

ings

of

alie

nat

ion

an

d ex

clu

sion

.Wh

eth

er t

hei

r in

abili

ty

to f

eel c

onn

ecte

d st

ems

from

a h

isto

ry o

fac

adem

ic f

ailu

re,a

buse

,in

ten

se

con

flic

t w

ith

par

ents

or

spir

itu

al a

lien

atio

n,t

hes

e yo

un

gste

rs w

ere

not

abl

e

to f

ind

a co

nn

ecti

on w

ith

rol

e m

odel

s w

ho

hel

ped

th

em f

eel a

par

t of

thei

r

fam

ily,s

choo

l or

pee

rs.T

hey

con

sist

entl

y de

scri

bed

fin

din

g su

ch f

eelin

gs

ofbe

lon

gin

g on

ly w

hen

am

ong

sim

ilarl

y al

ien

ated

fri

ends

.

Wh

ere

in t

he

Ort

hod

ox J

ewis

h w

orld

is t

his

“lin

e”cr

osse

d in

to a

t-ri

sk

beh

avio

r? N

efes

h,a

n in

tern

atio

nal

org

aniz

atio

n o

fO

rth

odox

men

tal

hea

lth

pro

fess

ion

als,

hel

d th

ree

two-

day

con

fere

nce

s to

arr

ive

at a

con

sen

sus

on h

ow t

o de

fin

e an

d ap

proa

ch t

he

prob

lem

of

at-r

isk

adol

es-

cen

ts (

(Blu

men

thal

& R

uss

ell,

1999

,Ru

ssel

l & B

lum

enth

al,2

000

an

d

Ru

ssel

l & B

lum

enth

al,2

003)

.Eac

h o

fth

ese

con

fere

nce

s w

ere

atte

nde

d by

appr

oxim

atel

y 70

invi

ted

“exp

erts

”—ra

bbis

,edu

cato

rs,o

utr

each

wor

kers

,

and

psyc

hot

her

apis

ts w

ho

wor

ked

wit

h t

his

pop

ula

tion

in t

he

Un

ited

Sta

tes,

Can

ada,

En

glan

d an

d Is

rael

.Th

e co

nfe

ren

ces

resu

lted

in t

hre

e ed

itio

ns

ofa

man

ual

th

at o

utl

ined

th

e co

nse

nsu

s of

the

atte

nde

es r

egar

din

g id

enti

fica

-

tion

,pre

ven

tion

an

d in

terv

enti

on f

or t

he

trou

bled

ado

lesc

ents

an

d th

eir

fam

ilies

.Alt

hou

gh s

ubj

ect

to t

he

obvi

ous

bias

inh

eren

t in

any

def

init

ion

ofa

prob

lem

arr

ived

at

by c

onse

nsu

s,th

e fo

llow

ing

exp

ert

con

sen

sus-

defi

nit

ion

em

erge

d re

gard

ing

the

clin

ical

pre

sen

tati

on o

fth

e at

-ris

k

adol

esce

nt

in t

he

Ort

hod

ox c

omm

un

ity:

SOFT

SIG

NS—

GEN

ERA

LLY

IN A

TH

IRT

EEN

- TO

FO

URT

EEN

-YEA

R-O

LD

CH

AN

GES

FR

OM

TY

PIC

AL

BEH

AV

IOR

WIT

HIN

HIS

/HER

CO

MM

UN

ITY

GR

OU

P:

•T

he m

usi

c li

sten

ed t

o is

cha

nge

d

•N

ot le

arn

ing

wel

l; sh

owin

g gr

eat

impa

tien

ce w

ith

acad

emic

s

•L

angu

age

is c

han

gin

g w

ith

grea

ter

usa

ge o

fsl

ang

MED

IUM

SIG

NS—

GEN

ERA

LLY

IN A

FIFT

EEN

- TO

SIX

TEE

N-Y

EAR

-OLD

•H

e/sh

e w

ill b

e in

his

/her

sec

ond

yesh

iva

by h

is/h

er

soph

omor

eye

ar

•Sm

okin

g ci

gare

ttes

•B

egin

nin

g to

hav

e fa

mil

y co

nfl

ict

•Sy

mpt

oms

ofse

xual

ity

are

out

ofth

e n

orm

for

his

/her

com

mu

nit

y

•C

han

ge i

n c

loth

ing

and

hair

styl

es

•M

ay n

ot h

ave

use

d m

arij

uan

a bu

t kn

ows

the

lan

guag

e of

the

dru

g cu

ltu

re

•C

onsi

sten

tly

dow

ns

a fe

w s

hots

of

whi

sky

or b

eer

at k

iddu

shim

HA

RD

SIG

NS—

GEN

ERA

LLY

IN A

SIX

TEE

N-T

O N

INET

EEN

- YEA

R-

OLD

•Is

a c

hron

ic t

ruan

t or

a d

ropo

ut

•H

e/Sh

e is

no

lon

ger

foll

owin

g an

y ru

les

ofth

e ho

use

; con

flic

t w

ith

pare

nts

is

rou

tin

e; c

onfl

ict

spil

ls o

ver

into

rel

atio

nsh

ips

TH

E A

T-R

ISK

AD

OL

ESC

EN

T I

N T

HE

OR

TH

OD

OX

JE

WIS

H C

OM

MU

NIT

Y

|IM

PLIC

AT

ION

S A

ND

IN

TER

VEN

TIO

NS

FOR

ED

UC

ATO

RS

TH

E A

T-R

ISK

AD

OL

ESC

EN

T I

N T

HE

OR

TH

OD

OX

JE

WIS

H C

OM

MU

NIT

Y

|IM

PLIC

AT

ION

S A

ND

IN

TER

VEN

TIO

NS

FOR

ED

UC

ATO

RS

|6

||7

|

32

to o

verr

ide

this

pre

disp

osit

ion

,he

or s

he

is a

t in

crea

sed

risk

for

bec

omin

g

am

embe

r of

the

nex

t ge

ner

atio

n o

fat

-ris

k ad

oles

cen

ts.

PS

YC

HIA

TR

IC C

OM

OR

BID

DIS

OR

DE

RS

AT

TE

NT

ION

DE

FIC

IT H

YP

ER

AC

TIV

ITY

DIS

OR

DE

R (

AD

HD

)

Edu

cato

rs w

ill r

ecog

niz

e th

at t

he

abov

e-de

scri

bed

diff

icu

ltie

s ar

e

ofte

n p

art

ofth

e co

nst

ella

tion

of

sym

ptom

s se

en in

ch

ildre

n w

ith

AD

HD

or o

ther

stu

den

ts p

rese

nti

ng

wit

h s

erio

usl

y di

sru

pti

ve b

ehav

ior.

In f

act,

rece

nt

rese

arch

usi

ng

neu

roim

agin

g te

chn

iqu

es h

ave

fou

nd

subt

le f

ron

tal

abn

orm

alit

ies

in c

hild

ren

dia

gnos

ed w

ith

AD

HD

(C

aste

llan

os e

t al

.,19

94;

Tan

noc

k,19

98).

Th

e in

atte

nti

ven

ess,

low

fru

stra

tion

tol

eran

ce a

nd

hig

h

acti

vity

leve

l th

at a

re c

ore

ingr

edie

nts

of

AD

HD

hav

e be

en f

oun

d to

be

hig

hly

corr

elat

ed w

ith

incr

ease

d ri

sk f

or s

ign

ific

ant

beh

avio

ral d

iffi

cult

ies

in a

dole

scen

ce (

Ver

mei

ren

,200

3).I

t is

est

imat

ed,b

ased

on

epi

dem

iolo

gica

l

rese

arch

,th

at a

ch

ild w

ith

AD

HD

is 1

0 ti

mes

mor

e lik

ely

to b

e di

agn

osed

wit

h a

con

duct

dis

orde

r (A

ngo

ld,C

oste

llo &

Erk

anli,

1999

).T

his

con

nec

-

tion

is f

urt

her

doc

um

ente

d in

res

earc

h f

indi

ng

that

bet

wee

n 2

0% a

nd

72%

of

inca

rcer

ated

ado

lesc

ents

mee

t cr

iter

ia f

or A

DH

D (

Ver

mei

ren

,200

3).

Ric

har

ds (

1996

) hy

pot

hes

izes

th

at t

he

hig

her

est

imat

es in

th

is r

ange

are

mor

eac

cura

te t

han

th

e st

udi

es t

hat

fin

d lo

wer

com

orbi

dity

.Th

e lo

w

esti

mat

es a

re t

hou

ght

to b

e sp

uri

ous

beca

use

th

ere

wer

e fe

w s

ourc

es o

f

accu

rate

dat

a re

gard

ing

the

earl

y h

isto

ries

of

the

inm

ates

.In

add

itio

n,

diff

eren

tial

dia

gnos

is is

oft

en d

iffi

cult

bec

ause

of

sign

ific

ant

over

lap

betw

een

anti

soci

al a

nd

AD

HD

sym

ptom

s.

Wh

en c

hild

ren

pre

sen

t w

ith

a c

ombi

nat

ion

of

AD

HD

an

d si

gnif

ican

t

con

duct

prob

lem

s,th

ey n

eed

to b

e fo

llow

ed v

ery

care

fully

sin

ce t

he

“dou

ble

trou

ble”

ofA

DH

D p

lus

beh

avio

ral d

isor

ders

pla

ces

them

in a

poo

l of

chil-

dren

at

part

icu

lar

risk

for

mor

e p

erva

sive

an

d se

riou

s be

hav

iora

l dif

ficu

ltie

s

in a

dole

scen

ce (

Loeb

er,B

urk

e &

Lah

ey,2

000)

.Th

is h

igh

-ris

k gr

oup

of

child

ren

is a

lso

mor

e lik

ely

to d

evel

op s

ign

ific

ant

diff

icu

ltie

s w

ith

an

xiet

y,

impa

ired

sel

f-co

nce

pt a

nd

aggr

essi

on (

Ku

hn

e,Sc

hac

har

& T

ann

ock,

1997

).

Inth

e on

ly s

tudy

of

AD

HD

in a

t-ri

sk O

rth

odox

Jew

ish

ado

lesc

ents

,

Feld

man

(20

04)

com

pare

d 24

at-

risk

Ort

hod

ox a

dole

scen

ts t

o a

com

pari

son

grou

p of

25 a

dole

scen

t O

rth

odox

Jew

ish

ado

lesc

ents

stu

dyin

g in

yes

hiv

a

BIO

LO

GIC

AL

AN

D G

EN

ET

IC F

AC

TO

RS

Agr

owin

g bo

dy o

fev

iden

ce h

as d

ocu

men

ted

that

,par

ticu

larl

y in

situ

atio

ns

wh

ere

seri

ous

beh

avio

r pr

oble

ms

hav

e an

ear

ly o

nse

t,bi

olog

ical

ly

driv

en a

nd/

or g

enet

ic in

flu

ence

s ca

n p

lay

an im

por

tan

t ro

le in

pla

cin

g

ach

ild a

t-ri

sk f

or s

ign

ific

ant

beh

avio

ral d

iffi

cult

ies

in a

dole

scen

ce.F

or

exam

ple,

adop

tion

stu

dies

hav

e fo

un

d th

at s

erio

us

con

duct

pro

blem

s in

child

ren

,par

ticu

larl

y th

ose

that

incl

ude

agg

ress

ive

beh

avio

r,h

ave

a

stro

ng

gen

etic

com

pon

ent

that

inte

ract

s w

ith

env

iron

men

tal i

nfl

uen

ces

(Cad

oret

,Yat

es,T

rou

ghto

n,W

oodw

orth

& S

tew

art

1995

).

Rec

ent

rese

arch

has

fou

nd

that

ch

ildre

n w

ho

pres

ent

wit

h e

arly

onse

t be

hav

iora

l dif

ficu

ltie

s of

ten

hav

e su

btle

def

icit

s in

th

e fr

onta

l par

t of

the

brai

n (

Dav

idso

n,P

utn

am,&

Lar

son

,200

0).T

he

fron

tal l

obes

,th

e fo

re-

mos

t re

gion

of

the

brai

n,h

ave

been

fou

nd

to b

e in

volv

ed in

key

per

son

alit

y

trai

ts r

angi

ng

from

aff

ect

regu

lati

on t

o ca

paci

ty f

or e

mpa

thy

and

abili

ty t

o

self

-mon

itor

.In

wh

at is

oft

en t

erm

ed “

exec

uti

ve f

un

ctio

n d

efic

its,”

such

ch

il-

dren

su

ffer

fro

m a

n o

ften

-su

btle

dys

regu

lati

on in

th

is p

art

ofth

e n

ervo

us

syst

em a

nd

typi

cally

pre

sen

t w

ith

th

e fo

llow

ing

beh

avio

ral d

iffi

cult

ies,

all

ofw

hic

h in

volv

e fu

nct

ion

s se

rved

by

the

fron

tal r

egio

ns

ofth

e br

ain

:

•D

iffi

cult

y sh

ifti

ng

from

on

e m

ind-

set

to a

not

her,

inab

ilit

y to

fl

exib

lysh

ift

from

on

e st

rate

gy t

o an

othe

r in

pro

blem

sol

vin

g;

•O

rgan

izat

ion

al d

efic

its

that

may

lead

to

diff

icu

lty:

an

tici

pati

ng

prob

lem

s,fo

rmu

lati

ng

goal

s in

res

pon

se t

o pr

oble

ms,

sele

ctio

n

and

eval

uat

ion

of

appr

opri

ate

resp

onse

s;

•D

efic

its

in w

orki

ng

mem

ory

(e.g

.chi

ld b

lurt

s ou

t an

swer

bec

ause

ot

herw

ise

wil

lfor

get

wha

t he

wil

l say

);

•P

robl

ems

wit

h go

al-o

rien

ted

plan

nin

g,i.

e.ch

oosi

ng

the

best

goa

l fr

om a

ran

ge o

fpo

ssib

le c

hoic

es;

•D

iffi

cult

y se

lf-m

onit

orin

g.T

his

refe

rs t

o ex

peri

enci

ng

prob

lem

s tu

nin

g in

to

the

impa

ct o

fon

e’s

beha

vior

on

oth

ers

or f

ailu

re t

o ch

eck

in w

ith

one’

s se

lfto

en

sure

tha

t ta

sks

and

beha

vior

are

ap

prop

riat

ely

plan

ned

an

d th

ough

t ou

t.

Of

cou

rse,

biol

ogy

is n

ot n

eces

sari

ly d

esti

ny.W

ith

pro

per

su

ppor

t fr

om

fam

ilyan

d sc

ho o

l,su

ch c

hild

ren

can

lear

n t

o ov

erco

me

thes

e ex

ecu

tive

fun

ctio

nin

g de

fici

ts,i

n s

pite

of

thei

r dy

sreg

ula

ted

tem

per

amen

t.H

owev

er,

wh

en p

aren

ts a

nd

teac

her

s ar

e n

ot a

ble

to e

ffec

tive

ly t

each

th

e ch

ild h

ow

TH

E A

T-R

ISK

AD

OL

ESC

EN

T I

N T

HE

OR

TH

OD

OX

JE

WIS

H C

OM

MU

NIT

Y

|IM

PLIC

AT

ION

S A

ND

IN

TER

VEN

TIO

NS

FOR

ED

UC

ATO

RS

TH

E A

T-R

ISK

AD

OL

ESC

EN

T I

N T

HE

OR

TH

OD

OX

JE

WIS

H C

OM

MU

NIT

Y

|IM

PLIC

AT

ION

S A

ND

IN

TER

VEN

TIO

NS

FOR

ED

UC

ATO

RS

|8

||

9|

33

rese

arch

ers

mar

shal

con

side

rabl

e ev

iden

ce f

rom

th

e lit

erat

ure

su

ppor

tin

g

the

fin

din

g th

at t

hos

e ch

ildre

n w

ith

OD

D w

ho

also

hav

e A

DH

D a

re m

ore

likel

y to

dev

elop

mor

e se

riou

s be

hav

iora

l dif

ficu

ltie

s as

th

ey g

row

old

er.

Wh

en O

DD

pre

sen

ts w

ith

out

the

acco

mpa

nyin

g in

atte

nti

ven

ess,

impu

lsiv

ity

or h

igh

act

ivit

y le

vels

of

atte

nti

on-d

efic

it,t

her

e is

low

er r

isk

for

late

r

seri

ous

beh

avio

ral p

robl

ems.

DE

PR

ESS

ION

AN

D W

ITH

DR

AW

N B

EH

AV

IOR

An

um

ber

ofst

udi

es h

ave

fou

nd

a st

ron

g co

nn

ecti

on b

etw

een

delin

quen

cy a

nd

depr

essi

on.V

erm

eire

n’s

(200

3) r

evie

w o

fth

e co

mor

bidi

ty

ofde

linqu

ency

an

d de

pres

sion

rep

orts

th

at b

etw

een

11%

an

d 33

% o

f

delin

quen

ts h

ave

been

dia

gnos

ed w

ith

a f

ull-

blow

n d

epre

ssiv

e di

sord

er.

Th

e w

ide

ran

ge in

est

imat

es is

like

ly a

com

bin

atio

n o

fdi

ffer

ing

met

hod

s

ofm

easu

rin

g de

pres

sion

(se

lf-r

epor

t qu

esti

onn

aire

s or

str

uct

ure

d in

ter-

view

s) a

s w

ell a

s va

riat

ion

bet

wee

n s

tudi

es r

egar

din

g w

het

her

ado

lesc

ent

orpa

ren

tal r

epor

ts a

re u

sed.

It is

wel

l kn

own

,for

exa

mpl

e,th

at p

aren

ts

ten

d to

un

dere

stim

ate

the

leve

l of

depr

essi

on in

th

eir

child

.

Up

to a

n a

ddit

ion

al 5

0% h

ave

been

fou

nd

to h

ave

mild

er f

orm

s of

depr

essi

on.I

n a

rev

iew

of

16 e

pide

mio

logi

cal s

tudi

es in

vest

igat

ing

the

con

nec

tion

bet

wee

n s

ever

e be

hav

iora

l dif

ficu

ltie

s an

d de

pres

sion

,An

gold

et a

l.(1

999)

con

clu

de t

hat

ch

ildre

n w

ith

con

duct

dis

orde

rs a

re 6

tim

es m

ore

likel

yto

be

diag

nos

ed w

ith

dep

ress

ion

.Th

e de

pres

sion

-dis

rup

tive

beh

avio

r

con

nec

tion

is p

arti

cula

rly

stro

ng

in g

irls

as

com

pare

d to

boy

s (U

lzen

&

Ham

ilton

,199

8).

Th

e de

pres

sion

-con

duct

dis

orde

r lin

k is

a p

arti

cula

rly

imp

orta

nt

one

for

edu

cato

rsto

beaw

are

of.B

ecau

se o

fth

e of

ten

-sile

nt

nat

ure

of

child

an

d

adol

esce

nt

depr

essi

on,i

t is

typ

ical

ly m

ore

diff

icu

lt t

o id

enti

fy d

epre

ssio

n in

the

clas

sroo

m t

han

dis

rupt

ive

beh

avio

r.T

he

earl

ier

depr

essi

on is

dia

gnos

ed

and

trea

ted,

the

bett

er t

he

lon

g-te

rm p

rogn

osis

.Wh

en a

tea

cher

ref

ers

such

child

ren

for

diag

nos

is a

nd

trea

tmen

t,th

e te

ach

er c

an p

lay

an im

por

tan

t ro

le

in p

reve

nti

ng

the

depr

essi

on f

rom

pu

ttin

g a

child

on

a t

raje

ctor

y th

at c

an

late

r le

ad t

o su

bsta

nce

abu

se a

nd/

or o

ther

kin

ds o

fse

riou

s be

hav

iora

l

diff

icu

ltie

s.A

not

her

imp

orta

nt

prac

tica

l im

plic

atio

n f

or e

duca

tors

is t

hat

wh

en d

epre

ssio

n is

iden

tifi

ed in

an

at-

risk

ado

lesc

ent,

the

risk

for

su

icid

al

beh

avio

r is

incr

ease

d.R

esea

rch

ers

hav

e fo

un

d th

at b

oth

dep

ress

ion

an

d

hig

h s

choo

ls in

th

e sa

me

nei

ghbo

rhoo

ds a

s th

e at

-ris

k ad

oles

cen

ts.T

he

com

pari

son

ado

lesc

ents

wer

e sc

reen

ed t

o en

sure

th

at t

hei

r be

hav

ior

was

con

sist

ent

wit

h t

he

exp

ecta

tion

s of

the

Ort

hod

ox c

omm

un

ity.

Th

e at

-ris

k

adol

esce

nts

sco

red

sign

ific

antl

y h

igh

er t

han

th

e co

mpa

riso

n g

rou

p on

a

stan

dard

ized

mea

sure

of

AD

HD

.Fel

dman

fou

nd

that

bet

wee

n 1

4% a

nd

29%

of

the

at-r

isk

adol

esce

nts

rec

eive

d sc

ores

th

at p

lace

d th

em a

bove

the

95th

per

cen

tile

on

mea

sure

s of

AD

HD

.

OP

PO

SIT

ION

AL

DE

FIA

NT

DIS

OR

DE

R (

OD

D)

Opp

osit

ion

al d

efia

nt

diso

rder

is a

psy

chia

tric

dia

gnos

is t

hat

,as

out-

lined

in D

SM-I

V (

Am

eric

an P

sych

iatr

ic A

ssoc

iati

on,1

994)

,is

char

acte

rize

d

by a

pat

tern

of

freq

uen

t n

egat

ivis

tic,

hos

tile

an

d de

fian

t di

ffic

ult

ies

that

last

s

for

atle

ast

six

mon

ths

and

cau

ses

sign

ific

ant

impa

irm

ent

in t

he

child

’s

abili

ty t

o fu

nct

ion

wel

l at

hom

e,in

sch

ool o

r w

ith

pee

rs.T

his

pat

tern

of

beh

avio

rs,i

s ch

arac

teri

zed

by s

ome

or a

ll of

the

follo

win

g:fr

equ

ent

loss

of

tem

per

,arg

um

enta

tive

nes

s w

ith

adu

lts,

an a

ctiv

e de

fian

ce o

r re

fusa

l to

com

ply

wit

h a

dult

s’re

ques

ts o

r ru

les,

rep

eate

d at

tem

pts

to d

elib

erat

ely

ann

oy p

eopl

e,a

ten

den

cy t

o bl

ame

oth

ers

for

his

/her

mis

take

s or

mis

beh

av-

ior.

Such

ch

ildre

n a

re a

lso

ofte

n d

escr

ibed

as

tou

chy,

rese

ntf

ul a

nd

easi

ly

ann

oyed

by

oth

ers.

Th

ey m

ay r

espo

nd

to a

nge

r at

oth

ers

by b

ecom

ing

spit

efu

l or

vin

dict

ive.

OD

D is

mor

elik

ely

to b

e pr

edic

tive

of

risk

for

late

r se

vere

con

duct

prob

lem

s w

hen

ch

arac

teri

zed

by h

igh

leve

ls o

fse

veri

ty a

nd

per

sist

ence

(Coh

en e

t al

,199

3).I

n o

ne

stu

dy,f

or e

xam

ple,

wh

en c

hild

ren

met

cri

teri

a

for

OD

D in

th

eir

pres

choo

l yea

rs,a

lmos

t 70

% w

ere

pres

enti

ng

wit

h m

ore

seri

ous

beh

avio

ral d

iffi

cult

ies

by a

ge 9

(C

ampb

ell,

1991

).In

add

itio

n t

o

earl

y on

set

and

sym

ptom

sev

erit

y,sp

ecif

ic s

ympt

oms

hav

e be

en f

oun

d to

be

ofpa

rtic

ula

r co

nce

rn.F

or e

xam

ple,

Loeb

er,B

urk

e &

Lah

ey (

2000

) re

por

t

that

wh

enpr

eado

lesc

ents

pre

sen

t w

ith

fre

quen

t fi

ghti

ng,

cru

elty

to

pee

rs,o

r

run

nin

g aw

ay,t

hey

are

par

ticu

larl

y lik

ely

to d

evel

op m

ore

seve

re c

ondu

ct

prob

lem

s as

ado

lesc

ents

.Th

ese

rese

arch

ers

con

clu

de t

hat

pro

acti

ve a

s

com

pare

d to

rea

ctiv

e ag

gres

sion

is a

par

ticu

larl

y om

inou

s pr

edic

tor.

Am

odel

th

at h

as p

arti

cula

r re

leva

nce

for

edu

cato

rs in

iden

tify

ing

elem

enta

ry s

choo

l ch

ildre

n w

ho

are

at g

reat

est

risk

for

ser

iou

s be

hav

iora

l

diff

icu

ltie

s as

ado

lesc

ents

has

bee

n d

escr

ibed

by

Loeb

er e

t al

(20

00).

Th

ese

TH

E A

T-R

ISK

AD

OL

ESC

EN

T I

N T

HE

OR

TH

OD

OX

JE

WIS

H C

OM

MU

NIT

Y

|IM

PLIC

AT

ION

S A

ND

IN

TER

VEN

TIO

NS

FOR

ED

UC

ATO

RS

TH

E A

T-R

ISK

AD

OL

ESC

EN

T I

N T

HE

OR

TH

OD

OX

JE

WIS

H C

OM

MU

NIT

Y

|IM

PLIC

AT

ION

S A

ND

IN

TER

VEN

TIO

NS

FOR

ED

UC

ATO

RS

|10

||

11 |

34

(Sh

arp,

Hay

& P

awlb

y,19

95).

Th

ere

are

likel

y m

ult

iple

det

erm

inan

ts

un

derl

yin

g th

e pa

ren

tal d

epre

ssio

n—

child

-con

duct

pro

blem

-

con

nec

tion

.Si

nce

irri

tabi

lity

is o

ften

a c

ompo

nen

t of

depr

essi

on,

depr

esse

d pa

ren

ts a

re m

ore

likel

y to

res

pon

d to

ch

ild m

isbe

hav

ior

in a

n u

npr

odu

ctiv

e,em

otio

nal

man

ner

.Fu

rth

erm

ore,

the

pess

imis

m

inh

eren

t in

dep

ress

ion

mak

es it

mor

e lik

ely

that

th

ere

wil

l be

a

focu

s on

th

e n

egat

ive

in t

he

child

’s b

ehav

ior.

Such

ch

ildre

n m

ay

com

e to

th

ink

that

th

ey c

an’t

win

sin

ce a

ny e

ffor

ts a

t im

prov

emen

t

are

squ

elch

ed w

hen

th

eir

depr

esse

d pa

ren

t fa

ils t

o re

cogn

ize

thes

e at

tem

pts.

PAR

EN

TAL

PO

WE

RLE

SSN

ESS

Wh

en f

inan

cial

pro

blem

s or

hig

h le

vels

of

mar

ital

con

flic

t de

plet

e

pare

nts

’em

otio

nal

res

ourc

es,t

hey

are

oft

en n

ot a

ble

to p

lace

app

ro-

pria

telim

its

onth

eir

child

’sbe

hav

ior.

Res

earc

h h

as c

onsi

sten

tly

show

n a

rob

ust

con

nec

tion

bet

wee

n s

uch

dif

ficu

ltie

s in

par

ents

an

d

subs

equ

ent

beh

avio

ral d

iffi

cult

ies

in t

hei

r ch

ildre

n (

Pelc

ovit

z &

Kap

lan

,199

4).

PAR

EN

TAL

INT

ER

EST

IN

CH

ILD

’S P

ER

FOR

MA

NC

E I

N S

CH

OO

L

Par

ents

wh

o ta

ke a

n a

ctiv

e in

tere

st in

a c

hild

’s p

erfo

rman

ce in

sch

ool a

nd

are

able

to

crea

te a

par

tner

ship

wit

h e

duca

tors

in

max

imiz

ing

the

abili

tyof

thei

r ch

ild t

ore

ach

his

/her

aca

dem

ic

pote

nti

al a

re m

ore

likel

y to

rai

se c

hild

ren

wh

o do

not

dev

elop

seri

ous

beh

avio

ral d

iffi

cult

ies

(Rei

d &

Edd

y,19

97).

FAV

OR

ITIS

M T

OW

AR

DS

SIB

LIN

GS

Ch

ildre

n w

ho

feel

th

at t

hey

are

not

love

d an

d ap

prec

iate

d by

th

eir

pare

nts

,par

ticu

larl

y w

hen

th

ey fe

el t

hat

a s

iblin

g is

con

sist

entl

y

favo

red,

are

mor

e lik

ely

to d

evel

op b

ehav

iora

l dif

ficu

ltie

s.Fo

r ex

am-

ple,

Du

nn

fou

nd

that

old

er s

iblin

gs w

ho

felt

th

at t

hei

r be

hav

ior

was

un

fair

ly c

ontr

olle

d as

com

pare

d to

you

nge

r si

blin

gs,w

hom

they

per

ceiv

ed a

s be

ing

trea

ted

mor

e le

nie

ntl

y,w

ere

mor

e lik

ely

to e

nga

ge in

ext

ern

aliz

ing

beh

avio

r (D

un

n,S

tock

er &

Plo

min

,199

0).

disr

upt

ive

beh

avio

r in

dep

ende

ntl

y in

crea

se r

isk

for

suic

idal

idea

tion

an

d

atte

mpt

s.W

hen

su

ch a

ch

ild s

elf-

med

icat

es h

is/h

er d

epre

ssio

n b

y ab

usi

ng

dru

gs,t

her

e is

a p

arti

cula

rly

leth

al c

ombi

nat

ion

th

at c

an g

reat

ly in

crea

se

the

risk

for

sel

f-de

stru

ctiv

e be

hav

ior

(Bre

nt,

Perp

er &

Mor

itz,

1993

).

Shyn

ess

and

beh

avio

ral i

nh

ibit

ion

ten

d to

pro

tect

ch

ildre

n f

rom

risk

for

late

r de

linqu

ent

beh

avio

r (K

err

et a

l.,19

97).

A t

emp

eram

ent

char

acte

rize

d by

fea

r of

oth

ers

and

anxi

ety

abou

t n

ew s

itu

atio

ns

un

der-

stan

dabl

y m

akes

it le

ss li

kely

th

at a

n a

dole

scen

t w

ill b

e pu

lled

into

th

e

nov

elty

-see

kin

g be

hav

ior

that

typ

ifie

s m

any

adol

esce

nt

delin

quen

ts.I

n

con

tras

t,K

err

and

colle

agu

es f

oun

d in

th

eir

lon

gitu

din

al s

tudy

th

at

child

ren

wh

o ar

e so

cial

ly w

ith

draw

n a

nd

pres

ent

in a

man

ner

th

at

com

bin

es lo

w le

vels

of

anxi

ety,

a lo

w n

eed

for

appr

oval

fro

m a

dult

s,

and

a pr

efer

ence

for

bei

ng

alon

e ar

e at

incr

ease

d ri

sk f

or d

evel

opin

g

sign

ific

ant

beh

avio

ral p

robl

ems

as a

dole

scen

ts.

FAM

ILY

FA

CT

OR

S

Th

ere

are

a n

um

ber

offa

ctor

s th

at h

ave

been

fou

nd

to b

e as

soci

ated

wit

h f

amili

es t

hat

hav

e an

at-

risk

ado

lesc

ent.

Alt

hou

gh n

ot e

xhau

stiv

e,th

e

follo

win

g va

riab

les

hav

e be

en f

oun

d to

be

stro

ngl

y lin

ked

wit

h in

crea

sed

likel

ihoo

d of

disr

upt

ive

beh

avio

r in

ado

lesc

ence

:

DIS

CIP

LIN

AR

YST

YLE

Res

earc

hers

hav

e co

nsi

sten

tly

fou

nd

that

a p

aren

tal d

isci

plin

e st

yle

char

acte

rize

d by

hig

h le

vels

of

emot

ion

alis

m,c

riti

cism

,lec

turi

ng

or

phys

ical

pu

nis

hmen

t is

ass

ocia

ted

wit

h an

incr

ease

d ch

ance

tha

t a

child

wil

l be

non

-com

plia

nt

and

rebe

lliou

s (L

oebe

r &

Hay

,199

7).

Add

itio

nal

ris

k fa

ctor

s in

clu

de p

aren

tal i

nco

nsi

sten

cy,p

arti

cula

rly

ifac

com

pan

ied

by f

ailu

re t

o ad

equ

atel

y m

onit

or t

he c

hild

’s a

ctiv

itie

s

outs

ide

ofth

e ho

me

(Kilg

ore,

Snyd

er &

Len

tz,2

000)

.

AT

TAC

HM

EN

T P

RO

BLE

MS

BE

TW

EE

N P

AR

EN

T A

ND

CH

ILD

Whe

n p

aren

tal e

mot

ion

al d

iffi

cult

ies

get

in t

he w

ay o

fth

eir

abili

ty

to e

stab

lish

a se

cure

att

achm

ent

wit

h th

eir

child

,the

ris

k fo

r la

ter

beha

vior

al d

iffi

cult

ies

incr

ease

.For

exa

mpl

e,w

hen

a p

aren

t is

depr

esse

d du

rin

g a

child

’s e

arly

yea

rs,t

he c

hild

has

incr

ease

d

risk

for

pres

enti

ng

late

r w

ith

aggr

essi

on a

nd

disr

upt

ive

beha

vior

TH

E A

T-R

ISK

AD

OL

ESC

EN

T I

N T

HE

OR

TH

OD

OX

JE

WIS

H C

OM

MU

NIT

Y

|IM

PLIC

AT

ION

S A

ND

IN

TER

VEN

TIO

NS

FOR

ED

UC

ATO

RS

TH

E A

T-R

ISK

AD

OL

ESC

EN

T I

N T

HE

OR

TH

OD

OX

JE

WIS

H C

OM

MU

NIT

Y

|IM

PLIC

AT

ION

S A

ND

IN

TER

VEN

TIO

NS

FOR

ED

UC

ATO

RS

|12

||

13 |

35

the

at-r

isk

prob

lem

(N

efes

h-O

hel

con

fere

nce

on

Ch

ildre

n in

Cri

sis,

2000

)

incl

ude

d a

sym

pos

ium

wit

h a

nu

mbe

r of

pres

enta

tion

s th

at a

nec

dota

lly

docu

men

ted

the

hig

h r

ate

ofu

ndi

sclo

sed

sexu

al a

buse

in a

t-ri

sk

Ort

hod

ox a

dole

scen

ts.

CH

ILD

RE

N O

F IM

MIG

RA

NT

S

It h

as lo

ng

been

not

ed t

hat

par

ticu

lar

chal

len

ges

face

ado

lesc

ents

wh

ose

pare

nts

em

igra

ted

from

oth

er c

oun

trie

s.T

he

cult

ura

l ch

asm

th

at

ofte

n e

xist

s be

twee

n p

aren

t an

d ch

ild h

eigh

ten

s w

hat

ever

fee

lings

of

pare

nt-

adol

esce

nt

con

flic

t m

igh

t ac

com

pany

ado

lesc

ents

wh

ose

pare

nts

are

bor

n

in t

he

sam

e co

un

try.

In I

srae

l,th

e ph

enom

enon

of“

kipp

ot z

eru

kot”

—ca

st-

away

yar

mu

lkes

,has

bee

n n

oted

to

be p

arti

cula

rly

prev

alen

t in

ado

lesc

ent

child

ren

ofO

rth

odox

par

ents

wh

o m

oved

to

Isra

el f

rom

oth

er c

oun

trie

s

(Fis

her

man

,199

8).A

lth

ough

not

sys

tem

atic

ally

stu

died

,an

ecdo

tal e

vide

nce

sugg

ests

th

at a

dri

vin

g fo

rce

beh

ind

thes

e ad

oles

cen

ts’f

eelin

gs o

fal

ien

atio

n

is a

per

vasi

ve s

ense

th

at t

hey

don

’t b

elon

g in

eit

her

wor

ld.T

hey

don

’t f

eel

acce

pted

by

thei

r Is

rael

i cla

ssm

ates

wh

o vi

ew t

hem

as

“for

eign

ers”

and

they

don’

t fe

el f

ully

con

nec

ted

to t

he

idea

lism

th

at b

rou

ght

thei

r pa

ren

t’s

to I

srae

l.

In a

stu

dy o

fR

uss

ian

ch

ildre

n o

fpa

ren

ts w

ho

left

Ru

ssia

to

mov

e to

Isra

el,S

lon

im-N

evo

and

Shar

aga

(200

0) f

oun

d th

at t

he

child

ren

of

imm

i-

gran

ts r

epor

ted

hig

her

leve

ls o

fem

otio

nal

dis

tres

s re

lati

ve t

o th

eir

Isra

eli

cou

nte

rpar

ts.I

t is

of

not

e th

at t

he

rese

arch

ers

fou

nd

that

th

e lo

nge

r th

ese

adol

esce

nts

live

d in

Isr

ael,

the

mor

e th

eir

alco

hol

con

sum

pti

on in

crea

sed

rela

tive

to

thei

r p

eers

wh

o w

ere

child

ren

of

Isra

eli p

aren

ts.T

hes

e st

udi

es

clea

rly

sugg

est

that

edu

cato

rs s

hou

ld p

ay a

tten

tion

to

this

pop

ula

tion

,wh

o

are

at p

arti

cula

r ri

sk f

or f

eelin

g is

olat

ed a

nd

mar

gin

aliz

ed in

a m

ann

er t

hat

mak

es t

hem

un

iqu

ely

vuln

erab

le.

Sim

ilarl

y,ch

ildre

n o

fim

mig

ran

ts in

th

e U

nit

ed S

tate

s fa

ce a

nu

mbe

r

ofis

sues

th

at in

crea

se t

hei

r ri

sk f

or r

ebel

lion

.In

crea

sed

risk

for

edu

cati

onal

prob

lem

s an

d be

hav

iora

l dif

ficu

ltie

s in

sch

ool a

re p

arti

cula

rly

prev

alen

t

in c

hild

ren

of

vari

ous

Am

eric

an J

ewis

h im

mig

ran

t gr

oups

.Th

is p

hen

ome-

non

is r

elat

ed t

o a

vari

ety

ofin

flu

ence

s th

at d

iffe

r w

ith

th

e pa

rtic

ula

r

imm

igra

nt

grou

p.Fo

r ex

ampl

e,in

th

e B

ukh

aran

com

mu

nit

y cu

ltu

ral v

alu

es

that

em

phas

ize

fin

anci

al s

ucc

ess

over

edu

cati

onal

su

cces

s pl

ay a

piv

otal

In h

is s

tudy

of

24 a

t-ri

sk O

rth

odox

Jew

ish

ado

lesc

ents

,Fel

dman

(200

4) f

oun

d th

at t

he

adol

esce

nts

in t

he

com

pari

son

gro

up

wer

e m

ore

likel

y to

des

crib

e th

eir

pare

nts

as

usi

ng

an “

auth

orit

ativ

e”di

scip

linar

y st

yle

char

acte

rize

d by

str

ikin

g an

idea

l bal

ance

bet

wee

n a

ppro

pria

te li

mit

s an

d

suff

icie

nt

war

mth

an

d lo

ve.T

his

fin

din

g su

gges

ts t

hat

th

e lit

erat

ure

rega

rdin

g th

e pa

ren

tin

g di

ffic

ult

ies

in t

he

pare

nts

of

at-r

isk

adol

esce

nts

is a

pplic

able

to

the

Ort

hod

ox J

ewis

h f

amily

as

wel

l.

HIS

TO

RY

OF

AB

USE

OR

TR

AU

MA

Res

earc

h o

n a

buse

d ch

ildre

n a

nd

adol

esce

nts

con

sist

entl

y do

cum

ents

sign

ific

antl

y in

crea

sed

risk

for

dis

rupt

ive

beh

avio

r di

sord

ers

and

subs

tan

ce

abu

se (

Kap

lan

,Pel

covi

tz &

Sal

zin

ger,

1998

).A

buse

vic

tim

s h

ave

been

fou

nd

tode

velo

p be

hav

iora

l dif

ficu

ltie

s at

an

ear

lier

age

and

ofa

mor

e se

vere

nat

ure

th

an t

hei

r n

on-a

buse

d de

linqu

ent

cou

nte

rpar

ts (

Hen

ry &

Mof

fitt

,

1997

).W

hen

his

tory

of

trau

ma

and

abu

se is

inve

stig

ated

in g

rou

ps o

f

delin

quen

t ad

oles

cen

ts,a

larm

ingl

y h

igh

pre

vale

nce

rat

es o

fin

terp

erso

nal

trau

ma

are

evid

ent.

App

roxi

mat

ely

60%

of

delin

quen

t gi

rls

repo

rt h

avin

g

been

vic

tim

s of

atte

mpt

ed o

r co

mpl

eted

sex

ual

ass

ault

an

d 27

% o

fde

lin-

quen

t bo

ys r

epor

t w

itn

essi

ng

viol

ence

in t

hei

r fa

mili

es (

(Ver

mei

ren

,200

3).

Th

ese

trau

mat

ic e

ven

ts t

ran

slat

e in

to a

ppro

xim

atel

y on

e th

ird

ofde

linqu

ent

adol

esce

nt

boys

an

d 65

% o

fad

oles

cen

t gi

rls

hav

ing

a lif

etim

e di

agn

osis

ofP

TSD

(C

auff

man

,Fel

dman

,Wat

erm

an &

Ste

iner

,199

8).T

her

e ar

e

nu

mer

ous

cau

ses

hypo

thes

ized

to

be b

ehin

d th

e tr

aum

a-be

hav

iora

l dis

tur-

ban

ce c

onn

ecti

on.I

n a

ddit

ion

to

the

impa

ct o

fag

gres

sive

rol

e m

odel

s,

neu

robi

olog

ical

ch

ange

s th

at a

ccom

pany

exp

osu

re t

o ch

ron

ic t

rau

ma

such

asab

use

can

lead

tose

riou

s di

sru

ptio

n in

a v

icti

m’s

aff

ect

regu

lati

on

(van

der

Kol

k,Pe

lcov

itz

& R

oth

,199

6).

Alt

hou

gh t

her

e is

no

syst

emat

ic r

esea

rch

doc

um

enti

ng

the

abu

se-a

t-

risk

con

nec

tion

in t

he

Ort

hod

ox J

ewis

h c

omm

un

ity,

ther

e is

am

ple

anec

dot-

al e

vide

nce

to

supp

ort

such

a c

onn

ecti

on.T

he

insu

lar

nat

ure

of

the

Jew

ish

com

mu

nit

y,co

upl

ed w

ith

an

acc

ompa

nyin

g re

luct

ance

to

repo

rt a

buse

to

secu

lar

auth

orit

ies,

may

hav

e le

d to

an

exa

cerb

atio

n o

fth

e ab

use

pro

blem

in

aco

mm

un

ity

that

oth

erw

ise

has

nu

mer

ous

prot

ecti

ve f

acto

rs (

e.g.

com

mu

-

nit

ysu

ppor

t,re

ligio

us

rest

rict

ion

s) a

gain

st t

he

poss

ibili

ty o

fch

ild a

buse

(Pel

covi

tz,1

988)

.A p

rese

nta

tion

at

an O

rth

odox

Jew

ish

con

fere

nce

on

TH

E A

T-R

ISK

AD

OL

ESC

EN

T I

N T

HE

OR

TH

OD

OX

JE

WIS

H C

OM

MU

NIT

Y

|IM

PLIC

AT

ION

S A

ND

IN

TER

VEN

TIO

NS

FOR

ED

UC

ATO

RS

TH

E A

T-R

ISK

AD

OL

ESC

EN

T I

N T

HE

OR

TH

OD

OX

JE

WIS

H C

OM

MU

NIT

Y

|IM

PLIC

AT

ION

S A

ND

IN

TER

VEN

TIO

NS

FOR

ED

UC

ATO

RS

|14

||

15 |

36

desi

gn,T

rem

blay

,Mas

se &

Per

ron

(19

92)

fou

nd

that

poo

r sc

hoo

l ach

ieve

-

men

t in

fir

st g

rade

incr

ease

d ri

sk f

or d

isru

ptiv

e be

hav

ior

in e

lem

enta

ry

sch

ool a

nd

pred

icte

d a

“del

inqu

ent

per

son

alit

y”by

age

14.

Sim

ilarl

y,a

nu

mbe

r of

rese

arch

ers

hav

e do

cum

ente

d re

duce

d ri

sk f

or d

elin

quen

cy in

child

ren

fro

m lo

w-i

nco

me

fam

ilies

wh

o at

ten

d pr

esch

ool p

rogr

ams

that

impr

ove

thei

r ac

adem

ic r

eadi

nes

s (S

chw

ein

har

t,19

87).

Lan

guag

e di

ffic

ul-

ties

hav

e be

en s

ingl

ed o

ut

as h

avin

g pa

rtic

ula

r im

por

t in

pre

dict

ing

late

r

beh

avio

ral d

iffi

cult

ies.

A n

um

ber

ofst

udi

es h

ave

docu

men

ted

the

impo

rtan

ce o

fea

rly

iden

tifi

cati

on a

nd

rem

edia

tion

of

verb

al d

efic

its

as

aco

re in

gred

ien

t in

th

e pr

imar

y pr

even

tion

of

adol

esce

nt

at-r

isk

beh

avio

r

(Hen

ggel

er,S

choe

nwal

d &

Bor

duin

,199

8).

Aca

dem

ic d

iffi

cult

ies

play

a p

arti

cula

rly

cru

cial

rol

e in

th

e ge

nes

is

ofbe

hav

iora

l dif

ficu

ltie

s in

yes

hiv

a st

ude

nts

.Th

e ce

ntr

al im

por

tan

ce t

he

Ort

hod

ox c

omm

un

ity

plac

es o

n e

duca

tion

,cou

pled

wit

h t

he

grea

ter

dem

ands

of

the

curr

icu

lum

an

d th

e lo

wer

tol

eran

ce o

fch

ildre

n w

ho

don’

t

fit

the

mol

d,ar

e am

ong

the

forc

es t

hat

can

fu

el r

ebel

liou

snes

s in

th

e ch

ild

wh

o en

cou

nte

rs f

ailu

re in

a y

esh

iva.

In t

he

only

sys

tem

atic

eva

luat

ion

of

the

asso

ciat

ion

bet

wee

n a

cade

mic

dif

ficu

ltie

s an

d be

hav

ior

prob

lem

s in

th

e

Ort

hod

ox J

ewis

h c

omm

un

ity,

Gol

dber

g (2

004)

inve

stig

ated

th

e as

soci

atio

n

betw

een

rea

din

g pr

oble

ms

and

beh

avio

r pr

oble

ms

in 7

7 fi

fth

-gra

de b

oys

atte

ndi

ng

mod

ern

Ort

hod

ox e

lem

enta

ry s

choo

ls.C

onsi

sten

t w

ith

pre

viou

s

liter

atu

re,G

oldb

erg

fou

nd

a si

gnif

ican

t re

lati

onsh

ip b

etw

een

rea

din

g an

d

exte

rnal

izin

g be

hav

ior

prob

lem

s.O

fpa

rtic

ula

r in

tere

st w

as h

is f

indi

ng

that

fee

lings

ofso

cial

exc

lusi

on p

laye

d a

med

iati

ng

role

in t

he

rela

tion

ship

betw

een

Heb

rew

dec

odin

g an

d ex

tern

aliz

ing

beh

avio

r pr

oble

ms.

Giv

en

the

cen

tral

rol

e th

at r

eadi

ng

Heb

rew

pla

ys in

th

e ac

adem

ic s

ucc

ess

of

yesh

iva

stu

den

ts,G

oldb

erg’

s fi

ndi

ng

sugg

ests

th

at c

ore

acad

emic

def

icit

s

may

con

trib

ute

to

a ch

ild f

eelin

g se

t ap

art

from

pee

rs in

a m

ann

er t

hat

can

fu

eldi

sru

ptiv

e be

hav

ior.

Furt

her

res

earc

h is

nee

ded

to e

xpan

d on

this

fin

din

g,an

d to

exp

lore

alt

ern

ativ

e hy

pot

hes

es.F

or e

xam

ple,

a h

igh

com

orbi

dity

bet

wee

n r

eadi

ng

diff

icu

ltie

s an

d A

DH

D s

ugg

ests

th

e p

ossi

bilit

y

that

th

e im

puls

ivit

y,so

cial

dif

ficu

ltie

s an

d in

atte

nti

ven

ess

that

acc

ompa

ny

AD

HD

may

be

a pi

vota

l fac

tor

that

,tog

eth

er w

ith

th

e re

adin

g di

ffic

ult

ies,

incr

ease

ris

k fo

r ex

tern

aliz

ing

beh

avio

rs.

fact

or in

th

e ed

uca

tion

al a

dju

stm

ent

ofB

ukh

aran

ado

lesc

ents

att

endi

ng

day

sch

ools

in t

he

Un

ited

Sta

te (

Hal

bers

tadt

an

d N

ikol

sky,

1996

).A

n

equ

ally

impo

rtan

t co

ntr

ibu

tor

to in

crea

sed

risk

for

edu

cati

onal

fai

lure

is la

ngu

age-

base

d di

ffic

ult

ies

that

are

oft

en p

rese

nt

to a

gre

ater

deg

ree

in

bilin

gual

pop

ula

tion

s (G

reen

& B

ych

kov,

1996

).

Th

e de

velo

pmen

tal d

eman

ds o

fad

oles

cen

ce o

ften

cla

sh w

ith

th

e

real

ity

ofth

e liv

es o

fch

ildre

n o

fim

mig

ran

ts.I

ncr

ease

d lik

elih

ood

of

adol

esce

nt-

pare

nt

con

flic

t h

as b

een

not

ed in

th

e lit

erat

ure

on

ch

ildre

n o

f

Jew

s im

mig

rati

ng

to t

he

Un

ited

Sta

tes

from

th

e fo

rmer

Sov

iet

Un

ion

(Zic

ht,

1993

,Hal

bers

tadt

& N

ikol

sky,

1996

) an

d ch

ildre

n o

fSy

rian

Jew

ish

imm

igra

nts

(Z

ich

t,19

96).

Ado

lesc

ence

cal

ls f

or d

isen

gage

men

t fr

om

pare

nts

,in

crea

sed

atta

chm

ent

to p

eers

an

d fo

rmat

ion

of

a st

able

iden

tity

.

Th

ese

dem

ands

are

typi

cally

acc

ompa

nie

d by

hei

ghte

ned

leve

ls o

fse

lf-

con

scio

usn

ess.

Eac

h o

fth

ese

com

pon

ents

of

adol

esce

nt

deve

lopm

ent

can

be c

ompr

omis

ed b

y th

e pr

essu

res

inh

eren

t in

th

e im

mig

ran

t ex

per

ien

ce.

Fear

ing

the

neg

ativ

e in

flu

ence

s of

Am

eric

an s

ocie

ty,p

aren

ts o

ften

res

pon

d

wit

h o

verp

rote

ctiv

e an

d/or

au

thor

itar

ian

par

enti

ng

styl

es.B

oth

of

thes

e

styl

es h

ave

been

ass

ocia

ted

wit

h in

crea

sed

risk

for

reb

ellio

usn

ess

on t

he

part

of

adol

esce

nts

(Pe

lcov

itz,

Kap

lan

& E

llen

berg

,200

0).

Bec

ause

of

thei

r gr

eate

r pr

ofic

ien

cy in

En

glis

h,c

hild

ren

of

imm

igra

nts

are

ofte

n c

alle

d on

to

be t

hei

r pa

ren

ts’t

ran

slat

ors

and

advo

cate

s w

ith

th

e

wid

er c

omm

un

ity.

Th

is r

ole

is o

ften

at

odds

wit

h t

hei

r n

eed

to s

epar

ate

from

th

eir

pare

nts

an

d ad

oles

cen

ts w

ho

view

th

eir

pare

nts

’“fo

reig

n”be

hav

-

ior

as a

sou

rce

ofem

barr

assm

ent

ofte

n r

epor

t h

igh

leve

ls o

fdi

scom

fort

.

In s

um

mar

y,it

is n

ot s

urp

risi

ng

that

ch

ildre

n o

fim

mig

ran

ts a

re a

t

hei

ghte

ned

risk

for

sig

nif

ican

t ed

uca

tion

al a

nd

con

duct

pro

blem

s as

ado

les-

cen

ts.A

dan

gero

us

com

bin

atio

n o

fto

o lit

tle

tim

e sp

ent

wit

h t

he

adol

esce

nt

beca

use

of

fin

anci

al p

ress

ure

s n

eces

sita

tin

g lo

ng

wor

k h

ours

an

d pa

ren

tin

g

styl

es s

hap

ed b

y h

igh

leve

ls o

fst

ress

an

d di

ffer

ing

cult

ura

lval

ues

can

be

a

pot

ent

reci

pe

for

prod

uci

ng

alie

nat

ed a

nd

rebe

lliou

s ad

oles

cen

ts..

AC

AD

EM

IC A

CH

IEV

EM

EN

T

In t

he

last

sev

eral

dec

ades

th

ere

hav

e be

en a

nu

mbe

r of

stu

dies

show

ing

that

poo

r sc

hoo

l ach

ieve

men

t in

crea

ses

risk

for

late

r se

riou

s

beh

avio

ral d

iffi

cult

ies

(Far

rin

gton

,198

7).I

n a

stu

dy u

sin

g a

lon

gitu

din

al

TH

E A

T-R

ISK

AD

OL

ESC

EN

T I

N T

HE

OR

TH

OD

OX

JE

WIS

H C

OM

MU

NIT

Y

|IM

PLIC

AT

ION

S A

ND

IN

TER

VEN

TIO

NS

FOR

ED

UC

ATO

RS

TH

E A

T-R

ISK

AD

OL

ESC

EN

T I

N T

HE

OR

TH

OD

OX

JE

WIS

H C

OM

MU

NIT

Y

|IM

PLIC

AT

ION

S A

ND

IN

TER

VEN

TIO

NS

FOR

ED

UC

ATO

RS

| 16

||

17 |

37

that

nei

ghbo

rhoo

ds t

hat

hav

e a

stro

ng

sen

se o

fco

mm

un

ity

are

less

like

ly

to e

xper

ien

ce s

ign

ific

ant

beh

avio

ral d

iffi

cult

ies

in t

hei

r yo

uth

(Sa

mps

on,

Rau

den

bush

& E

arls

,199

7).T

he

proc

ess

by w

hic

h t

igh

tly

knit

com

mu

nit

ies

exer

t th

is t

ype

ofp

osit

ive

infl

uen

ce in

clu

des

such

act

ivit

ies

as a

dult

s m

oni-

tori

ng

the

spon

tan

eou

s pu

blic

soc

ial g

ath

erin

gs o

fad

oles

cen

ts c

oupl

ed w

ith

a w

illin

gnes

s to

inte

rven

e w

hen

th

ey s

ee t

ruan

cy o

r ad

oles

cen

ts e

nga

gin

g

in w

ild b

ehav

ior.

In a

su

rvey

of

343

nei

ghbo

rhoo

ds in

Ch

icag

o,Sa

mps

on

fou

nd

sign

ific

antl

y lo

wer

leve

ls o

fvi

olen

ce in

com

mu

nit

ies

pop

ula

ted

by

adu

lts

wh

o fe

lt a

sen

se o

fco

llect

ive

resp

onsi

bilit

y fo

r th

e yo

un

g re

side

nts

ofth

eir

nei

ghbo

rhoo

ds.

In li

ght

ofth

e ab

ove,

it is

not

su

rpri

sin

g th

at e

xper

ts w

ho

wor

k w

ith

the

at-r

isk

prob

lem

of

Ort

hod

ox y

outh

hav

e in

form

ally

not

ed in

crea

sed

risk

in n

eigh

borh

oods

th

at a

ren’

t co

hes

ive.

For

exam

ple,

rela

tive

ly h

igh

er

rate

s of

seri

ous

adol

esce

nt

beh

avio

ral d

iffi

cult

ies

hav

e be

en n

oted

in la

rge

com

mu

nit

ies

wh

ere

a ch

ild’s

abs

ence

fro

m r

egu

lar

atte

nda

nce

at

syn

agog

ue

serv

ices

is n

ot n

otic

ed.I

n c

ontr

ast,

com

mu

nit

ies

that

are

coh

esiv

e en

ough

to t

ake

not

e of

a ch

ild’s

abs

ence

fro

m s

ervi

ces,

or w

her

e a

child

’s a

ctin

g-ou

t

beh

avio

r is

add

ress

ed b

y ca

rin

g ad

ult

s,m

ay p

reve

nt

smal

l beh

avio

ral

diff

icu

ltie

s fr

om d

egen

erat

ing

into

mor

e se

riou

s re

belli

ous

beh

avio

r.

FEM

AL

E V

S.M

AL

E A

T-R

ISK

BE

HA

VIO

R

Epi

dem

iolo

gic

rese

arch

has

doc

um

ente

d th

at,i

n t

he

gen

eral

pop

ula

-

tion

,th

ere

is a

th

reef

old

hig

her

pre

vale

nce

of

seri

ous

con

duct

pro

blem

s in

mal

es a

s co

mpa

red

to f

emal

es (

Clo

nin

ger

& S

vrak

ic,2

000)

.In

rec

ent

year

s,

how

ever

,res

earc

her

s h

ave

docu

men

ted

that

th

is g

ap m

ay b

e n

arro

win

g as

the

nu

mbe

r of

girl

s w

ho

exh

ibit

sig

nif

ican

t le

vels

of

anti

soci

al b

ehav

ior

has

been

not

ed t

o be

on

th

e ri

se (

Mol

idor

,199

6).I

n m

ost

area

s of

men

tal h

ealt

h

mor

e se

vere

impa

irm

ent

in f

un

ctio

nin

g re

lati

ve t

o bo

ys is

see

n w

hen

gir

ls

over

ride

th

e in

her

ent

prot

ecti

on o

fth

eir

gen

der

and

cros

s th

e th

resh

old

into

pre

sen

tin

g w

ith

wh

at is

usu

ally

con

side

red

a m

ale

dom

inat

ed d

isor

der.

Con

duct

dis

orde

r is

no

exce

ptio

n t

o th

is g

ener

al r

ule

.In

a r

evie

w o

f20

care

fully

con

stru

cted

stu

dies

of

fem

ale

delin

quen

cy a

nd

anti

soci

al b

ehav

ior,

Paje

r (1

998)

fou

nd

that

an

tiso

cial

gir

ls w

ere

at-r

isk

for

a va

riet

y of

seri

ous

diff

icu

ltie

s as

adu

lts,

wh

ich

por

ten

ds a

mor

e se

riou

s ou

tcom

e th

an t

hei

r

mal

e co

un

terp

arts

.As

adu

lts,

this

res

earc

h d

ocu

men

ts,a

nti

soci

al g

irls

PE

ER

IN

FLU

EN

CE

S

Ass

ocia

tion

wit

h d

evia

nt

pee

rs is

cle

arly

ass

ocia

ted

wit

h in

crea

sed

risk

for

pro

blem

beh

avio

r in

ado

lesc

ence

(Pa

tter

son

,199

3).R

esea

rch

ers

hav

e fo

un

d th

at w

hen

exp

osed

to

pee

rs w

ho

also

en

gage

in r

ebel

liou

s

beh

avio

r,ch

ildre

n a

re m

ore

likel

y to

en

gage

in s

ubs

tan

ce a

buse

,del

inqu

ency

and

aggr

essi

on (

Dis

hio

n,M

cCor

d &

Pou

ling,

1999

).In

on

e of

the

mos

t

com

preh

ensi

ve a

nd

lon

g-st

andi

ng

stu

dies

of

the

root

s of

delin

quen

cy e

ver

un

dert

aken

,th

e C

ambr

idge

-Som

ervi

lle Y

outh

Stu

dy f

ollo

wed

ado

lesc

ents

at-r

isk

for

delin

quen

cy w

ho

atte

nde

d a

sum

mer

cam

p th

at e

xpos

ed t

hem

to o

ther

tro

ubl

ed a

dole

scen

ts.T

hes

e yo

un

gste

rs w

ere

fou

nd

to h

ave

suff

ered

nu

mer

ous

neg

ativ

e ef

fect

s ov

er t

he

nex

t 30

yea

rs o

fth

eir

lives

,in

clu

din

g

incr

ease

d ri

sk f

or in

carc

erat

ion

,ear

ly t

erm

inat

ion

fro

m s

choo

l an

d

ult

imat

ely

earl

ier

deat

h,t

han

a c

ompa

riso

n g

rou

p th

at r

ecei

ved

no

such

inte

rven

tion

(D

ish

ion

et

al.,

1999

).

In li

ght

ofth

e ce

ntr

al r

ole

play

ed b

y de

vian

t p

eers

in p

rom

otin

g th

e

deve

lopm

ent

ofde

linqu

ent

beh

avio

r,it

is n

ot s

urp

risi

ng

that

th

erap

euti

c

inte

rven

tion

aim

ed a

t di

sen

gagi

ng

adol

esce

nts

fro

m a

ssoc

iati

ng

wit

h

delin

quen

t p

eers

wh

ile s

imu

ltan

eou

sly

incr

easi

ng

thei

r as

soci

atio

n w

ith

conv

enti

onal

wel

l-be

hav

ed p

eers

th

rou

gh s

uch

act

ivit

ies

as o

rgan

ized

ath

leti

c ev

ents

or

you

th g

rou

ps,h

as b

een

fou

nd

to s

ign

ific

antl

y de

crea

se

prob

lem

atic

beh

avio

r (H

uey

et

al.,

2000

).Fo

r ex

ampl

e,in

th

e m

ost

care

fully

docu

men

ted

trea

tmen

t fo

r de

linqu

ent

adol

esce

nts

,Mu

ltis

yste

mic

Th

erap

y,

ther

apis

ts t

each

par

ents

how

to

bett

er m

onit

or t

hei

r ch

ild’s

act

ivit

ies

and

enco

ura

ge p

aren

ts t

o be

tter

fam

iliar

ize

them

selv

es w

ith

th

eir

child

’s p

eers

.

Sim

ult

aneo

usl

y,u

npl

easa

nt

con

sequ

ence

s ar

e es

tabl

ish

ed f

or c

onti

nu

ed

asso

ciat

ion

wit

h d

evia

nt

pee

rs.W

hen

par

ents

are

su

cces

sfu

l in

dise

nta

ngl

ing

thei

r ch

ild f

rom

th

ese

neg

ativ

e in

flu

ence

s,en

duri

ng

impr

ovem

ent

ofte

n f

ollo

ws.

CO

MM

UN

ITY

SU

PP

OR

T

Th

ere

is a

cle

ar c

onn

ecti

on b

etw

een

th

e qu

alit

y of

a n

eigh

borh

ood

and

a ch

ild’s

ris

k fo

r se

riou

s be

hav

iora

l dif

ficu

ltie

s.C

hild

ren

res

idin

g in

nei

ghbo

rhoo

ds h

avin

g h

igh

leve

ls o

fpo

vert

y or

cri

me

enga

ge in

del

inqu

ent

and

viol

ent

beh

avio

r at

you

nge

r ag

es t

han

ch

ildre

n li

vin

g in

mor

e ad

van

-

tage

d or

saf

er e

nvir

onm

ents

(Lo

eber

& H

ay,1

997)

.Res

earc

h h

as f

oun

d

TH

E A

T-R

ISK

AD

OL

ESC

EN

T I

N T

HE

OR

TH

OD

OX

JE

WIS

H C

OM

MU

NIT

Y

|IM

PLIC

AT

ION

S A

ND

IN

TER

VEN

TIO

NS

FOR

ED

UC

ATO

RS

TH

E A

T-R

ISK

AD

OL

ESC

EN

T I

N T

HE

OR

TH

OD

OX

JE

WIS

H C

OM

MU

NIT

Y

|IM

PLIC

AT

ION

S A

ND

IN

TER

VEN

TIO

NS

FOR

ED

UC

ATO

RS

| 18

||

19 |

38

mak

e at

-ris

k gi

rls

even

mor

e lik

ely

to b

e m

argi

nal

ized

th

an t

hei

r m

ale

cou

n-

terp

arts

.As

not

ed e

arlie

r,su

ch f

eelin

gs o

fis

olat

ion

an

d m

argi

nal

izat

ion

are

at t

he

core

of

the

dyn

amic

th

at c

an f

eed

an e

scal

atin

g sp

iral

of

diff

icu

lty.

SC

HO

OL

-BA

SE

D I

NT

ER

VE

NT

ION

S

EA

RLY

ID

EN

TIF

ICA

TIO

N

Pre

ven

tion

of

at-r

isk

beh

avio

r in

Ort

hod

ox a

dole

scen

ts h

as a

s it

s

corn

erst

one

the

iden

tifi

cati

on o

fch

ildre

n a

t gr

eate

st r

isk

for

late

r

diff

icu

ltie

s be

fore

su

ch v

uln

erab

iliti

es b

loss

om in

to m

ore

seri

ous

and

intr

acta

ble

beh

avio

rs.T

he

mos

t ef

fect

ive

prev

enti

on e

ffor

ts w

ould

invo

lve

earl

y id

enti

fica

tion

an

d in

terv

enti

on b

y ed

uca

tors

of

diff

icu

ltie

s th

at

pres

ent

in t

he

follo

win

g ar

eas:

IND

IVID

UA

L FA

CT

OR

S

As

not

ed e

arlie

r,ch

ildre

n w

ith

fro

nta

l def

icit

s ar

e at

incr

ease

d ri

sk

for

late

r at

-ris

k be

hav

iors

.Edu

cato

rs c

an p

lay

a ke

y ro

le in

pre

ven

-

tion

by

faci

litat

ing

earl

y id

enti

fica

tion

an

d in

terv

enti

on fo

r ch

ildre

n

diag

nos

ed w

ith

th

e “d

oubl

e tr

oubl

e”of

AD

HD

an

d op

posi

tion

al

defi

ant

diso

rder

.As

a pr

acti

cal m

atte

r,el

emen

tary

sch

ool t

each

ers

wh

o ar

e st

rugg

ling

wit

h w

hat

man

y co

nsi

der

thei

r m

ost

chal

len

gin

g

stu

den

ts—

thos

e w

ho

pres

ent

wit

h a

com

bin

atio

n o

fin

atte

nti

ven

ess,

impu

lsiv

ity,

and

oppo

siti

onal

an

d de

fian

t be

hav

ior,

shou

ld k

eep

in

min

d th

at a

ctiv

ely

advo

cati

ng

for

appr

opri

ate

refe

rral

,ass

essm

ent

and

inte

rven

tion

has

mor

e th

an t

he

shor

t-te

rm b

enef

its

ofim

prov

ed

clas

sroo

m b

ehav

ior.

It is

eas

ier

to t

each

ski

lls s

uch

as

impr

oved

com

plia

nce

an

d se

lf-r

egu

lati

on t

o a

child

th

an a

n a

dole

scen

t,w

ho

is m

ore

likel

y to

res

ist

adu

lt in

terv

enti

on.

Th

e pi

vota

l rol

e th

at a

cade

mic

su

cces

s pl

ays

in a

ch

ild’s

lon

g-te

rm

sen

se o

fse

lf-w

orth

an

d co

nn

ecti

on t

o th

e co

mm

un

ity

mak

es e

arly

iden

tifi

cati

on o

far

eas

ofac

adem

ic v

uln

erab

ility

an

oth

er c

orn

erst

one

ofea

rly

inte

rven

tion

.Sin

ce c

hild

ren

wit

h r

eadi

ng

prob

lem

s an

d/or

lan

guag

e di

ffic

ult

ies

are

at p

arti

cula

r ri

sk fo

r la

ter

beh

avio

ral p

rob-

lem

s,ed

uca

tors

sh

ould

be

awar

e of

the

pote

nti

al f

ar-r

each

ing

con

sequ

ence

s of

a ch

ild li

vin

g w

ith

a c

onti

nu

ing

sen

se o

fac

adem

ic

failu

re.S

uch

dif

ficu

ltie

s ca

n b

e su

btle

,an

d m

ay n

ot e

mer

ge u

nti

l

TH

E A

T-R

ISK

AD

OL

ESC

EN

T I

N T

HE

OR

TH

OD

OX

JE

WIS

H C

OM

MU

NIT

Y

|IM

PLIC

AT

ION

S A

ND

IN

TER

VEN

TIO

NS

FOR

ED

UC

ATO

RS

emer

ge w

ith

a h

ost

ofse

riou

s di

ffic

ult

ies

incl

udi

ng

poor

mar

riag

es,j

ob

diff

icu

ltie

s,si

gnif

ican

t pr

oble

ms

fun

ctio

nin

g ad

equ

atel

y as

par

ents

,an

d

gen

eral

ly h

igh

leve

ls o

fps

ych

iatr

ic d

istu

rban

ce a

nd

suic

idal

ity.

An

ecdo

tal e

vide

nce

su

gges

ts t

hat

th

e in

crea

sed

prev

alen

ce o

fco

ndu

ct

diso

rder

see

n in

gir

ls in

th

e ge

ner

al p

opu

lati

on is

mir

rore

d in

th

e O

rth

odox

com

mu

nit

y,as

wel

l.Fo

r ex

ampl

e,in

rec

ogn

itio

n o

fth

e gr

owin

g pr

oble

m

seen

am

ong

Ort

hod

ox g

irls

,th

e se

con

d N

efes

h c

onfe

ren

ce o

n t

he

at-r

isk

prob

lem

in t

he

Ort

hod

ox c

omm

un

ity

mad

e as

its

focu

s a

bett

er u

nde

r-

stan

din

g of

the

asse

ssm

ent,

inte

rven

tion

an

d pr

even

tion

nee

ds o

fat

-ris

k

girl

s (R

uss

ell &

Blu

men

thal

,200

0).M

ore

rece

ntl

y,th

e C

arin

g C

omm

issi

on

ofth

e N

ew Y

ork

UJA

Fed

erat

ion

for

med

a t

ask

forc

e ch

arge

d w

ith

add

ress

-

ing

the

prob

lem

of

beh

avio

rally

at-

risk

gir

ls in

th

e O

rth

odox

pop

ula

tion

.

Th

ere

are

a n

um

ber

ofu

niq

ue

diff

icu

ltie

s fa

cin

g O

rth

odox

gir

ls w

ho

are

at-r

isk.

An

ecdo

tal e

vide

nce

pre

sen

ted

by m

enta

l hea

lth

sp

ecia

lists

wh

o

wor

k w

ith

th

is p

opu

lati

on s

ugg

ests

th

at g

irls

are

mor

e lik

ely

than

boy

s to

begi

n t

hei

r tr

ajec

tory

into

ser

iou

s be

hav

iora

l dif

ficu

ltie

s by

pre

sen

tin

g w

ith

a va

riet

y of

subt

le b

ehav

iors

th

at o

ften

elu

de e

arly

det

ecti

on.S

uch

ear

ly

indi

cato

rs o

fim

pen

din

g be

hav

iora

l dif

ficu

ltie

s as

eat

ing

diso

rder

s,de

pres

-

sion

an

d su

icid

al id

eati

on,a

ll m

ore

likel

y in

fem

ales

,are

less

like

ly t

o co

me

to t

he

atte

nti

on o

fad

ult

s in

th

eir

earl

y st

ages

th

an t

he

mor

e ob

viou

s ac

tin

g-

out

beh

avio

r th

at a

re t

he

typi

cal e

arly

indi

cato

rs o

fri

sk f

or b

oys

(Ru

ssel

l

and

Blu

men

thal

,200

0).

Gir

ls e

nco

un

ter

even

mor

e se

riou

s di

ffic

ult

ies

wh

en t

hei

r pr

oble

ms

hav

e be

en id

enti

fied

an

d in

terv

enti

on is

sou

ght.

For

exam

ple,

ther

e ar

e

few

er a

lter

nat

ive

Jew

ish

sch

ools

for

beh

avio

rally

dis

orde

red

girl

s,m

akin

g

it m

ore

likel

y th

at if

thei

r be

hav

ior

lead

s to

th

eir

expu

lsio

n f

rom

a y

esh

iva

hig

h s

choo

l,th

ey w

ill b

e fu

rth

er m

argi

nal

ized

fro

m t

he

com

mu

nit

y by

bein

g fo

rced

to

atte

nd

publ

ic s

choo

ls.A

not

her

com

plic

atio

n s

tem

s fr

om t

he

Ort

hod

ox c

omm

un

ity’

s di

ffer

ing

atti

tude

s to

war

ds s

exu

al b

ehav

ior

in g

irls

as c

ompa

red

to b

oys.

A r

epu

tati

on f

or p

rom

iscu

ous

beh

avio

r on

th

e pa

rt o

f

girl

s in

th

e O

rth

odox

com

mu

nit

y is

like

ly t

o le

ad t

o m

ore

endu

rin

g co

nse

-

quen

ces

than

is t

he

case

wit

h b

oys.

On

ce s

exu

ally

act

ive,

girl

s ca

n’t

rega

in

thei

r vi

rgin

ity.

In c

ontr

ast,

boys

wh

o ar

e se

xual

ly a

ctiv

e ar

e m

ore

easi

ly

reh

abili

tate

d,pa

rtic

ula

rly

ifth

ey r

etu

rn f

rom

a y

ear

ofst

udy

in I

srae

l wit

h

new

ly a

cqu

ired

zea

l for

a r

elig

iou

s lif

e st

yle.

All

ofth

ese

forc

es c

ombi

ne

to

TH

E A

T-R

ISK

AD

OL

ESC

EN

T I

N T

HE

OR

TH

OD

OX

JE

WIS

H C

OM

MU

NIT

Y

|IM

PLIC

AT

ION

S A

ND

IN

TER

VEN

TIO

NS

FOR

ED

UC

ATO

RS

| 20

||

21 |

39

HIS

TO

RY

OF

PAST

OR

CU

RR

EN

T A

BU

SE

As

not

ed e

arlie

r,m

any

adol

esce

nts

wh

o pr

esen

t w

ith

at-

risk

beh

avio

rs in

hig

h s

choo

l lat

er d

iscl

ose

that

th

eir

feel

ings

of

alie

nat

ion

,an

ger

and

isol

atio

n h

ave

thei

r ro

ots

in u

ndi

sclo

sed

abu

se.

Alt

hou

gh f

ar f

rom

com

preh

ensi

ve,t

he

follo

win

g be

hav

iors

hav

e

been

not

ed b

y ex

pert

s to

tri

gger

su

spic

ion

s on

th

e pa

rt o

f

edu

cato

rs a

s to

th

e po

ssib

ility

of

abu

se:

SE

XU

AL

AB

US

E:

• Se

xual

beh

avio

r or

kn

owle

dge

that

is

un

usu

al

in a

yes

hiva

set

tin

g

• C

hild

for

ces

sexu

al a

cts

on o

ther

chi

ldre

n

• Fe

ar o

r av

oida

nce

of

a sp

ecif

ic p

lace

or

pers

on,s

uch

as

sudd

en

chan

ge i

n c

hild

’s w

illi

ngn

ess

to g

o to

gym

or

swim

min

g po

ol

• E

xtre

me

fear

of

bein

g to

uch

ed; e

.g.u

nw

illi

ng

to s

ubm

it t

o ph

ysic

al e

xam

inat

ion

• E

xces

sive

gu

ilt,

self

blam

e,se

nse

of

bein

g da

mag

ed

• R

efu

sin

g to

tal

k ab

out

“sec

ret”

he/s

he h

as w

ith

an o

lder

ch

ild

or a

dult

PH

YS

ICA

L A

BU

SE

:

• Im

prob

ably

exp

lain

ed b

ruis

es a

nd

wel

ts

• B

ehav

iora

l In

dica

tors

:

- W

ary

ofad

ult

con

tact

- A

pp

reh

ensi

ve w

hen

oth

er c

hil

dre

n c

ry

- E

xtre

me

fear

of

oth

ers

- A

frai

d t

o go

hom

e,ea

rly

to s

choo

l or

stay

s la

te

(as

ifaf

raid

to

go h

ome)

- W

ears

clo

thin

g th

at c

over

s b

od

y w

hen

not

ap

pro

pri

ate

PH

YS

ICA

L N

EG

LE

CT

:

• C

onsi

sten

t hu

nge

r

• In

appr

opri

ate

hygi

ene,

dirt

y or

un

kem

pt,o

ffen

sive

bod

y od

or

• In

appr

opri

atel

y dr

esse

d fo

r w

eath

er

• C

onsi

sten

t la

ck o

fsu

perv

isio

n (

espe

cial

ly i

n

dan

gero

us

acti

viti

es)

• U

nat

ten

ded

phys

ical

pro

blem

s; e

.g.u

ntr

eate

d li

ce

TH

E A

T-R

ISK

AD

OL

ESC

EN

T I

N T

HE

OR

TH

OD

OX

JE

WIS

H C

OM

MU

NIT

Y

|IM

PLIC

AT

ION

S A

ND

IN

TER

VEN

TIO

NS

FOR

ED

UC

ATO

RS

the

incr

ease

d de

man

ds o

fla

ter

grad

es.E

duca

tors

sho

uld

reg

ula

rly

reev

alu

ate

the

mat

ch b

etw

een

the

ir s

tude

nts

’aca

dem

ic a

bilit

ies

and

the

dem

ands

pla

ced

on t

hem

by

the

curr

icu

lum

.

Tran

siti

onal

per

iods

can

pla

ce v

uln

erab

le c

hild

ren

at

heig

hten

ed r

isk

for

beha

vior

al d

iffi

cult

ies.

Edu

cato

rs s

hou

ld b

e pa

rtic

ula

rly

tun

ed in

to t

he p

ossi

bilit

y of

emer

gin

g di

ffic

ult

ies

duri

ng

crit

ical

per

iods

su

ch

as w

hen

chi

ldre

n b

egin

dep

artm

enta

l stu

dies

,whe

n t

hey

mov

e to

a

new

bu

ildin

g (f

or e

xam

ple

ifth

e m

iddl

e sc

hool

is in

a d

iffe

ren

t

build

ing

than

the

ele

men

tary

sch

ool)

,du

rin

g th

e ba

r/ba

t-m

itzv

ah

year

an

d in

the

yea

r th

at t

he s

tude

nt

appl

ies

for

adm

issi

on t

o hi

gh

scho

ol.P

arti

cula

r at

ten

tion

sho

uld

be

give

n t

o th

e vu

lner

able

chi

ld

duri

ng

thes

e tr

ansi

tion

per

iods

to

ensu

re t

hat

he/s

he d

oesn

’t e

lude

earl

y de

tect

ion

of

emer

gin

g be

havi

oral

dif

ficu

ltie

s.

Un

trea

ted

depr

essi

on is

an

othe

r co

mm

on p

athw

ay t

o se

riou

s la

ter

beha

vior

al d

iffi

cult

ies

in a

dole

scen

ce.W

hile

the

gla

rin

g an

d ov

ert

nat

ure

of

disr

upt

ive

beha

vior

s is

eas

y fo

r ed

uca

tors

to

iden

tify

,the

ofte

n-s

ilen

t n

atu

re o

fde

pres

sion

is f

ar e

asie

r to

mis

s.E

duca

tors

shou

ld k

eep

in m

ind

that

dep

ress

ion

may

pri

mar

ily p

rese

nt

in t

he

clas

sroo

m a

s ch

ron

ic ir

rita

bilit

y,n

egat

ivit

y an

d se

nsi

tivi

ty.D

iffi

cult

y

wit

h at

ten

tion

is a

not

her

sym

ptom

of

depr

essi

on t

hat

mig

ht p

rese

nt

in t

he c

lass

room

as

a la

ck o

fm

otiv

atio

n r

athe

r th

an a

n in

dica

tion

that

a c

hild

is e

xper

ien

cin

g a

moo

d di

stu

rban

ce.I

n a

ddit

ion

,a c

hild

who

has

dif

ficu

lty

enjo

yin

g hi

m-

or h

erse

lf,o

r is

pro

ne

to fo

cus

on

the

neg

ativ

e,m

ay a

lso

be m

anif

esti

ng

subt

le s

ign

s of

a pe

rvas

ive

moo

d di

sord

er.I

t is

als

o im

port

ant

to r

emem

ber

that

un

derl

yin

g

depr

essi

on o

ften

co-

occu

rs w

ith

disr

upt

ive

beha

vior

s.

Edu

cato

rs s

hou

ld a

lso

be a

war

e of

how

dep

ress

ion

mig

ht p

rese

nt

duri

ng

diff

eren

t de

velo

pmen

tal p

hase

s.A

pre

scho

oler

mig

ht p

rese

nt

wit

h a

som

ber

appe

aran

ce,l

ack

the

bou

nce

of

non

-dep

ress

ed p

eers

,

mak

e fr

equ

ent

neg

ativ

e se

lf-s

tate

men

ts,a

nd

show

tea

rfu

l an

d

spon

tan

eou

sly

irri

tabl

e be

havi

or f

ar m

ore

freq

uen

tly

than

his

/her

non

-dep

ress

ed p

eers

.In

sch

ool-

aged

chi

ldre

n,d

epre

ssio

n m

ight

pres

ent

wit

h fr

equ

ent

irri

tabi

lity

and

a te

nde

ncy

to

hate

the

mse

lves

and

ever

ythi

ng

arou

nd

them

.

TH

E A

T-R

ISK

AD

OL

ESC

EN

T I

N T

HE

OR

TH

OD

OX

JE

WIS

H C

OM

MU

NIT

Y

|IM

PLIC

AT

ION

S A

ND

IN

TER

VEN

TIO

NS

FOR

ED

UC

ATO

RS

| 22

||

23 |

40

Pare

nta

l dep

ress

ion

or

othe

r se

riou

s m

enta

l illn

ess:

As

not

ed

earl

ier,

such

dif

ficu

ltie

s ca

n s

erio

usl

y co

mpr

omis

e a

pare

nt’s

abi

lity

to p

rovi

de h

is/h

er c

hild

wit

h t

he

stab

ility

th

at p

rovi

des

the

fou

nda

tion

for

adeq

uat

e be

hav

iora

l con

trol

.

On

goin

g fa

mil

y st

ress

:Eco

nom

ic s

tres

s,pa

rtic

ula

rly

wh

en o

ther

child

ren

in a

cla

ss c

ome

from

eco

nom

ical

ly a

dvan

tage

d h

omes

,can

be a

cor

rela

te o

fch

ild b

ehav

iora

l dif

ficu

ltie

s.Si

mila

rly,

oth

er o

ngo

ing

stre

ssor

s in

th

e fa

mil

y th

at c

an in

crea

se r

isk

incl

ude

fre

quen

t

relo

cati

on,c

hild

ren

wh

o ar

e fi

rst

gen

erat

ion

Am

eric

ans,

or f

amili

es

wh

ere

mem

bers

su

ffer

fro

m li

fe-t

hre

aten

ing

med

ical

con

diti

ons.

ENV

IRO

NM

ENTA

L FA

CTO

RS:

SCH

OO

L A

ND

CO

MM

UN

ITY

CLI

MA

TE

As

not

ed e

arlie

r,a

sen

se o

fliv

ing

in a

car

ing

com

mu

nit

y w

her

e

the

child

is v

alu

ed a

nd

resp

ecte

d as

a c

ontr

ibu

tin

g m

embe

r of

his

/

her

fam

ily,

sch

ool a

nd

com

mu

nit

y is

a c

ruci

al b

uff

er a

gain

st s

erio

us

at-r

isk

diff

icu

ltie

s.R

esea

rch

ers

hav

e do

cum

ente

d a

nu

mbe

r of

vari

able

s th

at a

re a

ssoc

iate

d w

ith

est

ablis

hin

g a

sch

ool c

limat

e

that

is c

ondu

cive

to

redu

cin

g an

tiso

cial

beh

avio

r

(Haw

kin

s &

Lam

,198

7).T

hes

e in

clu

de

• A

pre

dict

able

,fai

r ca

lmly

adm

inis

tere

d an

d co

nsi

sten

t se

t of

rule

s

• A

cu

rric

ulu

m t

hat

is p

erce

ived

by

stu

den

ts a

s re

leva

nt

• Te

ache

rs w

ho m

ake

tim

e fo

r th

eir

stu

den

ts

• A

str

ong

and

effe

ctiv

e pr

inci

pal

• A

per

cept

ion

on

the

par

t of

the

stu

den

ts t

hat

they

ha

ve s

ome

inpu

t in

to t

he e

duca

tion

al p

roce

ss

Of

cou

rse,

the

abov

e “w

ish

list

,”on

ce im

plem

ente

d,do

es n

ot g

uar

ante

e

an a

bsen

ce o

fse

riou

s re

belli

ous

beh

avio

r on

th

e pa

rt o

fst

ude

nts

.How

ever

,

sch

ools

th

at p

rovi

de a

saf

e,w

arm

an

d n

urt

uri

ng

envi

ron

men

t ar

e m

ore

likel

y to

tem

per

a s

tude

nt’s

reb

ellio

usn

ess

in a

man

ner

th

at c

an u

ltim

atel

y

lead

to

a tu

rnar

oun

d in

his

/her

fee

lings

of

alie

nat

ion

.

TH

E A

T-R

ISK

AD

OL

ESC

EN

T I

N T

HE

OR

TH

OD

OX

JE

WIS

H C

OM

MU

NIT

Y

|IM

PLIC

AT

ION

S A

ND

IN

TER

VEN

TIO

NS

FOR

ED

UC

ATO

RS

• B

ehav

iora

l In

dica

tors

:

- C

onst

ant

fati

gue,

exh

aust

ed

- B

eggi

ng

or s

teal

ing

foo

d

- Fr

equ

ent

sch

ool a

bsen

ce o

r ta

rdin

ess

FAM

ILY

FA

CT

OR

S

Whe

n t

he a

bove

-des

crib

ed c

hild

vu

lner

abili

ties

are

cou

pled

wit

h

a fa

mily

env

iron

men

t th

at f

ails

to

help

the

chi

ld o

verr

ide

his/

her

pred

ispo

siti

ons

to d

isru

ptiv

e be

havi

or,e

duca

tors

sho

uld

hei

ghte

n

thei

r le

vel o

fco

nce

rn.E

arly

inte

rven

tion

is a

t it

s m

ost

effe

ctiv

e w

hen

edu

cato

rs s

ucc

essf

ully

en

list

pare

nts

of

thei

r di

sru

ptiv

e st

ude

nts

in

an e

ffec

tive

sch

ool-

pare

nt

part

ner

ship

.Cha

nge

s m

ade

in f

amili

es o

f

diff

icu

lt y

oun

g ch

ildre

n c

an h

ave

mor

e pe

rvas

ive

and

far-

reac

hin

g

impa

ct t

han

whe

n c

han

ge is

att

empt

ed w

ith

pare

nts

of

an a

dole

scen

t

who

hav

e al

read

y ex

peri

ence

d m

any

year

s of

perc

eive

d fr

ust

rati

on

and

failu

re w

ith

thei

r ch

ild.

Pare

nta

l dis

cipl

inar

y st

yle:

Ris

k is

incr

ease

d w

hen

ever

par

enti

ng

relie

s on

a r

ule

str

uct

ure

tha

t is

dom

inat

ed b

y ex

trem

es t

hat

are

eith

er o

verl

y pe

rmis

sive

or

over

ly s

tric

t.E

ithe

r ex

trem

e on

the

emot

ion

al c

onn

ecti

on c

onti

nu

um

is a

lso

ofco

nce

rn:f

amili

es t

hat

are

both

so

enm

eshe

d an

d ov

erpr

otec

tive

tha

t th

e ch

ild fe

els

smot

here

d or

,at

the

othe

r ex

trem

e,pa

ren

ts w

ho s

eem

em

otio

nal

ly

cold

an

d di

scon

nec

ted

from

the

ir c

hild

ren

.Add

itio

nal

con

cern

s

shou

ld b

e ra

ised

whe

n e

duca

tors

not

e a

pare

nti

ng

styl

e m

arke

d

by in

con

sist

ency

vac

illa

tin

g be

twee

n n

egle

ct a

nd

high

leve

ls o

f

emot

ion

alis

m m

arke

d by

yel

ling

or e

xces

sive

cri

tici

sm.

Hig

h co

nfl

ict

divo

rce

or s

ever

e m

arit

al c

onfl

ict:

Ris

k is

par

ticu

larl

y

high

in t

he e

arly

sta

ges

ofa

divo

rce,

whe

n p

aren

ts o

ften

bec

ome

so p

reoc

cupi

ed w

ith

the

emot

ion

al d

evas

tati

on t

hat

typi

cally

acco

mpa

nie

s th

e fi

rst

few

yea

rs o

fa

divo

rce

that

the

y ha

ve li

ttle

ener

gy le

ft fo

r th

eir

child

.Exp

osu

re o

fa

child

to

inte

rpar

enta

l

phys

ical

vio

len

ce o

r em

otio

nal

abu

se t

hat

acco

mpa

nie

s m

arit

al

figh

tin

g ha

s be

en fo

un

d to

hav

e a

stro

ng

asso

ciat

ion

to

child

an

d

adol

esce

nt

beha

vior

al d

iffi

cult

ies.

TH

E A

T-R

ISK

AD

OL

ESC

EN

T I

N T

HE

OR

TH

OD

OX

JE

WIS

H C

OM

MU

NIT

Y

|IM

PLIC

AT

ION

S A

ND

IN

TER

VEN

TIO

NS

FOR

ED

UC

ATO

RS

| 24

||

25 |

41

Th

e re

sear

ch o

n t

he

core

ingr

edie

nts

of

succ

essf

ul m

ento

rin

g

sugg

ests

th

at t

he

follo

win

g ch

arac

teri

stic

s ar

e pr

esen

t in

th

e m

ost

effe

ctiv

e ad

oles

cen

t-m

ento

r re

lati

onsh

ip:

1.C

OM

MIT

MEN

T T

O A

LO

NG

-TER

M R

ELA

TIO

NSH

IP

In a

lan

dmar

k st

udy

of

the

cru

cial

rol

e pl

ayed

by

len

gth

of

tim

e

spen

t by

men

tors

wit

h t

hei

r pr

otég

és,G

ross

man

& R

hod

es (

2002

)

anal

yzed

th

e ou

tcom

e da

ta f

rom

ove

r 1,

000

you

ngs

ters

ser

ved

by

the

Big

Bro

ther

s/B

ig S

iste

rs p

rogr

am.T

hey

fou

nd

that

wh

en

men

tors

rem

ain

ed c

omm

itte

d to

th

eir

prot

égés

for

12 m

onth

s or

mor

e,th

ere

wer

e cl

earl

y be

nef

icia

l eff

ects

incl

udi

ng

impr

oved

rela

tion

ship

s w

ith

par

ents

,low

er le

vels

of

dru

g an

d al

coh

ol u

se,

impr

oved

sel

fco

nce

pts,

an e

nh

ance

d se

nse

of

soci

al a

ccep

tan

ce,

and

incr

ease

d fe

elin

gs o

fac

adem

ic c

ompe

ten

ce.I

n c

ontr

ast,

wh

en

men

tors

aba

ndo

ned

th

eir

prot

égés

aft

er a

sh

ort

peri

od o

fti

me

(3 m

onth

s or

less

),th

e ch

ildre

n s

uff

ered

sig

nif

ican

t dr

ops

in t

hei

r

self

-con

cept

s an

d fe

elin

gs o

fac

adem

ic c

ompe

ten

ce.C

hild

ren

in

the

prem

atu

re t

erm

inat

ion

gro

up

wer

e fo

un

d to

act

ual

ly h

ave

been

har

med

by

the

expe

rien

ce o

fm

ento

rin

g an

d w

ould

hav

e be

en

bett

er o

ffh

ad t

hey

not

bee

n a

ssig

ned

a m

ento

r.

2.T

RA

ININ

G A

ND

SU

PER

VIS

ION

OF

MEN

TOR

S

Sipe

s an

d R

oede

r (1

999)

su

rvey

ed t

he

trai

nin

g pr

acti

ces

of70

0

men

tori

ng

prog

ram

s.T

hey

fou

nd

that

mor

e th

an h

alf

offe

red

less

th

an t

wo

hou

rs o

ftr

ain

ing.

Th

e st

ron

gest

men

tor-

prot

égé

rela

tion

ship

s w

ere

repo

rted

in t

hos

e w

ho

rece

ived

at

leas

t si

x

hou

rs o

ftr

ain

ing

from

th

eir

prog

ram

.On

goin

g su

perv

isio

n o

f

men

tors

is a

lso

repo

rted

to

be a

key

ingr

edie

nt

pred

icti

ng

succ

ess

(Rh

odes

,200

2).

Wh

ile t

her

e is

a g

reat

dea

l of

vari

abili

ty in

th

e co

nte

nt

ofw

hat

is

offe

red

by v

ario

us

men

tori

ng

trai

nin

g pr

ogra

ms,

the

mos

t su

cces

sfu

l

prog

ram

s sh

ow a

com

mit

men

t to

tra

inin

g as

a p

roce

ss r

ath

er t

han

an

even

t;i.e

.men

tors

are

pro

vide

d on

goin

g tr

ain

ing

and

supe

rvis

ion

.

TH

E A

T-R

ISK

AD

OL

ESC

EN

T I

N T

HE

OR

TH

OD

OX

JE

WIS

H C

OM

MU

NIT

Y

|IM

PLIC

AT

ION

S A

ND

IN

TER

VEN

TIO

NS

FOR

ED

UC

ATO

RS

ME

NT

OR

ING

Perh

aps

the

mos

t co

mm

on in

terv

enti

on p

rom

oted

by

the

Ort

hod

ox

com

mu

nit

y ta

rget

ing

the

at-r

isk

prob

lem

is t

he

impl

emen

tati

on o

fva

riou

s

typ

es o

fm

ento

rin

g pr

ogra

ms.

Men

tors

are

oft

en r

ecru

ited

nat

ura

lly in

the

cou

rse

ofa

typi

cal a

dole

scen

t’s li

fe.I

n a

stu

dy o

f77

0 ad

oles

cen

ts,

Zim

mer

man

,Bin

gen

hei

mer

& N

otar

o (2

002)

fou

nd

that

mos

t of

the

teen

s

in t

hei

r st

udy

had

nat

ura

lly o

ccu

rrin

g m

ento

rs a

nd

that

th

ose

wh

o di

d w

ere

less

like

ly t

o en

gage

in d

elin

quen

t be

hav

ior,

use

d m

ariju

ana

less

fre

quen

tly,

and

had

mor

e po

siti

ve a

ttit

ude

s to

war

ds s

choo

l.W

hat

are

th

e in

gred

ien

ts

iden

tifi

ed b

y ad

oles

cen

ts a

s be

ing

part

icu

larl

y h

elpf

ul i

n s

uch

nat

ura

lly

occu

rrin

g re

lati

onsh

ips?

Bea

m,C

hen

& G

reen

berg

er (

2002

) in

terv

iew

ed 5

5

adol

esce

nts

wh

o w

ere

in a

rel

atio

nsh

ip w

ith

nat

ura

lly o

ccu

rrin

g m

ento

rs in

thei

r co

mm

un

itie

s.W

hen

ask

ed w

hat

th

ey f

oun

d m

ost

hel

pfu

l abo

ut

such

rela

tion

ship

s,th

e te

ens

rep

orte

d th

at t

he

oppo

rtu

nit

y to

sp

end

tim

e w

ith

som

ebod

y w

ho

resp

ecte

d th

em a

nd

mad

e th

em f

eel h

eard

an

d su

ppor

ted

was

at

the

core

of

wh

at t

hey

val

ued

mos

t ab

out

the

rela

tion

ship

.

Wh

ile n

atu

rally

occ

urr

ing

men

tors

are

a r

ealit

y in

th

e liv

es o

fm

any

adol

esce

nts

,th

ose

wh

o n

eed

such

su

ppor

t th

e m

ost

are

ofte

n n

ot a

ble

to

fin

d ro

le m

odel

s in

th

eir

day-

to-d

ay li

ves.

In t

he

last

sev

eral

dec

ades

maj

or

shif

ts in

soc

iety

hav

e ch

ange

d th

e n

atu

re o

fad

oles

cen

t ex

posu

re t

o ad

ult

role

mod

els.

Th

ere

are

incr

easi

ngl

y h

igh

per

cen

tage

s of

fam

ilies

th

at a

re

eith

er s

ingl

e-pa

ren

t h

ouse

hol

ds o

r in

wh

ich

bot

h p

aren

ts w

ork

outs

ide

of

the

hom

e.In

add

itio

n,t

her

e ar

e in

crea

sin

g ex

pec

tati

ons

that

ado

lesc

ents

take

par

t in

aft

er-s

choo

l ext

racu

rric

ula

r ac

tivi

ties

th

at a

re t

ypic

ally

age

segr

egat

ed a

nd

hav

e ch

ange

d th

e av

aila

bilit

y of

role

mod

els

for

adol

esce

nts

.

(Rh

odes

,200

2).T

he

rese

arch

su

gges

ts t

hat

at-

risk

ado

lesc

ents

can

ben

efit

from

str

uct

ure

d m

ento

rin

g ex

per

ien

ces

ifsu

ch r

elat

ion

ship

s ar

e pr

ovid

ed

by c

omm

itte

d an

d w

ell-

trai

ned

men

tors

.In

a s

yste

mat

ic r

evie

w o

f55

stu

d-

ies

ofth

e ef

fica

cy o

fm

ento

rin

g pr

ogra

ms,

Du

bois

,Hol

low

ay,&

Val

enti

ne

(200

2) f

oun

d th

at t

he

ben

efit

s th

at s

uch

pro

gram

s br

ough

t to

at-

risk

you

th

wer

e m

ost

likel

y to

be

ben

efic

ial w

hen

men

tors

had

su

ffic

ien

t tr

ain

ing

and

sup

ervi

sion

an

d w

hen

pro

tégé

s h

ad d

evel

oped

en

duri

ng

and

gen

uin

e

rela

tion

ship

s w

ith

th

eir

men

tor.

TH

E A

T-R

ISK

AD

OL

ESC

EN

T I

N T

HE

OR

TH

OD

OX

JE

WIS

H C

OM

MU

NIT

Y

|IM

PLIC

AT

ION

S A

ND

IN

TER

VEN

TIO

NS

FOR

ED

UC

ATO

RS

| 26

||

27 |

42

adva

nta

ges

ofsc

hoo

l-ba

sed

prog

ram

s ar

e bo

th t

he

conv

enie

nce

an

d

the

adde

d be

nef

it o

fth

e m

ento

r be

ing

able

to

serv

e as

an

adv

ocat

e

for

the

child

to

the

sch

ool.

Wh

ile t

her

e ar

e n

o sy

stem

atic

eff

orts

as

yet

to m

easu

re t

he

effi

cacy

of

thes

e pr

ogra

ms,

wor

d-of

-mou

th h

as

prov

ided

str

ong

anec

dota

l evi

den

ce o

fth

eir

effi

cacy

.Th

e re

sear

ch

liter

atu

re r

evie

wed

abo

ve,h

owev

er,s

hou

ld s

erve

to

hig

hlig

ht

the

impo

rtan

ce o

fin

vest

ing

in p

rope

r sc

reen

ing,

trai

nin

g,an

d

supe

rvis

ion

of

thes

e m

ento

rs.

GU

IDE

LIN

ES

FOR

TE

AC

HE

RS

AN

D C

ON

CL

USI

ON

S

On

ce a

ch

ild is

alr

eady

pre

sen

tin

g as

ove

rtly

reb

ellio

us,

it is

imp

orta

nt

for

edu

cato

rs t

o ke

ep in

min

d th

at,s

ince

th

e ke

y dy

nam

ic u

nde

rlyi

ng

such

beh

avio

r is

fee

ling

alie

nat

ed a

nd

set

apar

t fr

om t

he

mai

nst

ream

,tea

cher

s

can

pla

y a

pivo

tal r

ole

in h

elpi

ng

a ch

ild o

r ad

oles

cen

t fe

el c

onn

ecte

d.

Perh

aps

the

mos

t p

oten

t an

tido

te t

o fe

elin

g an

gry

and

alie

nat

ed is

fee

ling

appr

ecia

ted

and

un

ders

tood

.Wh

en t

each

ers

mak

e h

arsh

or

belit

tlin

g

rem

arks

or

trea

t a

child

in a

man

ner

th

at t

he

child

per

ceiv

es a

s u

nfa

ir,t

he

dow

nwar

d sp

iral

th

at t

he

child

is a

lrea

dy c

augh

t u

p in

can

be

acce

lera

ted.

Con

vers

ely,

a co

mbi

nat

ion

of

tim

e,su

ppor

t an

d u

nde

rsta

ndi

ng

can

go

a

lon

g w

ay t

owar

ds b

rin

gin

g a

rebe

lliou

s ad

oles

cen

t on

th

e pa

th t

owar

ds

reco

nn

ecti

ng

to m

ore

prod

uct

ive

and

mea

nin

gfu

l beh

avio

r.T

he

follo

win

g

reco

mm

enda

tion

s ca

n b

e co

nsi

dere

d:

1.A

reb

ellio

us

child

doe

s be

st w

ith

a b

alan

ce b

etw

een

love

an

d lim

its.

Res

earc

h (

Bar

kley

,199

8) in

dica

tes

that

con

sequ

ence

s th

at w

ork

best

wit

h

disr

upt

ive

child

ren

an

d ad

oles

cen

ts

•A

re b

rief

,un

emot

ion

al,c

lear

,con

sist

ent

and

not

ove

rly

hars

h;

•S t

em lo

gica

lly

from

the

mis

beha

vior

an

d m

ake

sen

se t

o th

e ch

ild;

•Sh

ould

be

view

ed a

s be

ing

deli

vere

d in

the

con

text

of

a ch

ild

feel

ing

like

d an

d ap

prec

iate

d,in

spi

te o

fth

e pu

nis

hmen

t.W

hen

a

teac

her

show

s th

at h

e or

she

doe

sn’t

tak

e th

e ch

ild’

s m

isbe

havi

or

pers

onal

ly a

nd

disa

ppro

ves

ofth

e be

havi

or a

nd

not

the

chi

ld,

con

sequ

ence

s te

nd

to b

e fa

r m

ore

effe

ctiv

e.

A p

aren

t on

ce p

oin

ted

out

to m

e th

at h

e al

way

s w

onde

red

why

his

child

bri

stle

d at

th

e sl

igh

test

cri

tici

sm f

rom

eit

her

par

ent

but

was

abl

e to

TH

E A

T-R

ISK

AD

OL

ESC

EN

T I

N T

HE

OR

TH

OD

OX

JE

WIS

H C

OM

MU

NIT

Y

|IM

PLIC

AT

ION

S A

ND

IN

TER

VEN

TIO

NS

FOR

ED

UC

ATO

RS

For

exam

ple,

Big

Bro

ther

s/B

ig S

iste

rs o

fN

ew Y

ork

Cit

y ha

s a

trai

nin

g

cen

ter

that

off

ers

a w

ide

ran

ge o

ftr

ain

ing

oppo

rtu

nit

ies

for

men

tors

as w

ell a

s a

men

tori

ng

supe

rvis

or c

erti

fica

te p

rogr

am a

nd

ongo

ing

wor

ksho

ps (

ww

w.b

bbsn

y.or

g/tr

ain

ing/

).Ty

pica

l top

ics

oftr

ain

ing

incl

ude

ses

sion

s th

at t

each

bas

ic c

omm

un

icat

ion

ski

lls w

ith

adol

es-

cen

ts,a

ctiv

ity

plan

nin

g w

ith

prot

égés

,str

ateg

ies

for

deve

lopi

ng

a po

siti

ve a

llian

ce w

ith

pare

nts

,an

d ap

proa

ches

for

help

ing

child

ren

dea

l wit

h in

stab

ility

in t

heir

live

s (R

hode

s,20

02).

3.IN

VO

LVEM

ENT

IN

EN

JOYA

BLE

AC

TIV

ITIE

S

A n

um

ber

ofex

pert

s on

men

tori

ng

have

fou

nd

that

it is

impo

rtan

t

that

the

men

tor

prov

ide

enjo

yabl

e so

cial

act

ivit

ies

like

goin

g ou

t

to lu

nch

,bow

ling

or o

ther

en

joya

ble

even

ts w

ith

thei

r pr

otég

é.

Rel

atio

nsh

ips

and

com

mu

nic

atio

n a

re m

ost

likel

y to

thr

ive

thro

ugh

indi

rect

forc

es li

ke s

hare

d fu

n t

han

thr

ough

dir

ect

effo

rts

at

esta

blis

hin

g re

lati

onsh

ips

(Rho

des,

2002

,Sip

e &

Roe

der,

1999

).

In r

ecen

t ye

ars,

in r

ecog

nit

ion

of

the

nee

d to

ser

vice

at-

risk

adol

esce

nts

in t

he O

rtho

dox

com

mu

nit

y,a

nu

mbe

r of

men

tori

ng

prog

ram

s ha

ve b

een

est

ablis

hed.

Exa

mpl

es o

fsi

te-b

ased

men

tori

ng

are

the

Clu

bhou

se in

Lon

don

,a d

rop-

in c

ente

r w

here

pro

tégé

s ar

e

prov

ided

wit

h op

port

un

itie

s fo

r re

crea

tion

as

wel

l as

men

tori

ng

rela

tion

ship

s th

at h

ave

a vo

cati

onal

edu

cati

on c

ompo

nen

t,ty

pica

lly

in jo

bs r

elat

ed t

o w

orki

ng

wit

h co

mpu

ters

,a m

ediu

m t

hat

man

y

at-r

isk

adol

esce

nts

fin

d in

here

ntl

y in

tere

stin

g.A

not

her

prom

isin

g

on-s

ite

prog

ram

is B

ridg

es,i

n Q

uee

ns,

New

Yor

k.T

his

prog

ram

,

whi

ch is

un

iqu

e in

tha

t it

s fo

cus

is o

n e

lem

enta

ry s

choo

l-ag

e

child

ren

,is

an a

fter

-sch

ool h

omew

ork

cen

ter

that

pro

vide

s st

ude

nts

who

fal

l in

the

ris

k ca

tego

ries

des

crib

ed a

bove

wit

h ho

mew

ork

supp

ort

from

hig

h-sc

hool

stu

den

ts w

ho a

re t

rain

ed t

o be

men

tors

as

wel

l as

tuto

rs.S

choo

l-ba

sed

men

tori

ng

prog

ram

s su

ch a

s T

OV

A,o

n

the

sou

th s

hore

of

Lon

g Is

lan

d,pr

ovid

e w

ell-

trai

ned

an

d su

perv

ised

men

tors

who

com

e to

sch

ools

sev

eral

tim

es a

wee

k an

d m

eet

wit

h

the

child

pro

vidi

ng

eith

er t

uto

rin

g or

a b

reak

.The

se m

ento

rs o

ften

mee

t w

ith

the

child

off

- si

te a

ppro

xim

atel

y on

ce a

wee

k as

wel

l.T

he

TH

E A

T-R

ISK

AD

OL

ESC

EN

T I

N T

HE

OR

TH

OD

OX

JE

WIS

H C

OM

MU

NIT

Y

|IM

PLIC

AT

ION

S A

ND

IN

TER

VEN

TIO

NS

FOR

ED

UC

ATO

RS

| 28

||

29 |

43

4.Sc

hoo

ls n

eed

to b

uild

in a

sys

tem

for

sys

tem

atic

ally

tra

ckin

g th

e pr

ogre

ss

ofst

ude

nts

wh

o fa

ll in

to t

he

risk

cat

egor

ies

desc

ribe

d ab

ove.

Th

e fo

rmat

ion

ofch

ild s

tudy

tea

ms

that

incl

ude

adm

inis

trat

ors,

sch

ool m

enta

l hea

lth

supp

ort

staf

f,an

d a

teac

her

wh

o se

rves

as

a gr

ade

repr

esen

tati

ve c

an h

elp

faci

litat

e an

atm

osph

ere

that

cre

ates

a s

afet

y n

et t

hat

mak

es it

less

like

ly

for

a ch

ild t

o fa

ll th

rou

gh t

he

crac

ks.

5.P

rom

otin

g ef

fect

ive

pare

nt-

sch

ool p

artn

ersh

ips

are

an e

ssen

tial

par

t of

any

prog

ram

for

add

ress

ing

the

nee

ds o

fth

e at

-ris

k ch

ild.R

esea

rch

has

con

sist

entl

y sh

own

th

at a

t-ri

sk c

hild

ren

do

bett

er w

hen

th

ey p

erce

ive

thei

r

pare

nts

as

bein

g ac

tive

ly in

volv

ed in

th

eir

edu

cati

on (

Hen

ggel

ar e

t al

.,

1998

).H

elpi

ng

pare

nts

gai

n a

n a

ppre

ciat

ion

of

the

imp

orta

nce

of

over

tly

supp

orti

ng

teac

her

s,m

onit

orin

g h

omew

ork

assi

gnm

ents

an

d gr

ades

,an

d

supp

orti

ng

extr

acu

rric

ula

r sc

hoo

l act

ivit

ies

hav

e al

l bee

n f

oun

d to

dev

elop

the

kin

d of

pros

ocia

l beh

avio

r th

at c

an s

erve

as

an a

nti

dote

to

the

infl

uen

ce

ofac

tin

g-ou

t p

eers

.Edu

cato

rs c

an h

elp

prom

ote

this

typ

e of

part

ner

ship

by

prov

idin

g pa

ren

ts w

ith

reg

ula

r fe

edba

ck r

egar

din

g th

eir

child

’s a

cade

mic

and

beh

avio

ral p

rogr

ess

and

sch

edu

ling

pare

nt-

teac

her

con

fere

nce

s in

a

man

ner

th

at is

fle

xibl

e en

ough

to

acco

mm

odat

e pa

ren

ts’w

ork

sch

edu

les.

6.A

com

mit

men

t on

th

e pa

rt o

fsc

hoo

l adm

inis

trat

ors

to o

ngo

ing

trai

nin

g of

teac

her

s an

d pa

ren

ts r

egar

din

g st

rate

gies

for

dea

ling

wit

h a

t-ri

sk

child

ren

can

be

valu

able

bot

h f

or d

ealin

g w

ith

th

is p

opu

lati

on o

nce

pro

b-

lem

s em

erge

an

d fo

r pr

even

tion

of

prob

lem

s in

stu

den

ts w

ho

hav

e n

ot y

et

deve

lop

ed s

uch

dif

ficu

ltie

s.So

me

yesh

ivot

hav

e im

plem

ente

d m

anda

tory

teac

her

an

d pa

ren

t tr

ain

ing

focu

sin

g on

how

to

deal

con

stru

ctiv

ely

wit

h

defi

ant

and

disr

upt

ive

beh

avio

r an

d on

how

to

max

imiz

e th

e ch

ance

s of

crea

tin

g a

stro

ng

pare

nt-

sch

ool p

artn

ersh

ip.S

uch

pro

gram

s te

nd

to b

e

mos

t ef

fect

ive

wh

en s

choo

ls c

reat

e in

-ser

vice

day

s fo

r te

ach

ers

that

do

not

requ

ire

the

teac

her

s at

ten

din

g se

ssio

ns

on t

hei

r ow

n t

ime.

Con

ten

t of

teac

her

tra

inin

g sh

ould

incl

ude

cla

ssro

om m

anag

emen

t st

rate

gies

for

defi

ant

stu

den

ts a

s w

ell a

s tr

ain

ing

on h

ow t

o id

enti

fy h

igh

-ris

k si

tuat

ion

s,

wh

en t

o re

fer,

and

how

to

talk

to

pare

nts

.A s

trat

egy

that

has

pro

ven

effe

ctiv

e fo

r m

axim

izin

g pa

ren

t at

ten

dan

ce a

t pa

ren

t-tr

ain

ing

sess

ion

s

TH

E A

T-R

ISK

AD

OL

ESC

EN

T I

N T

HE

OR

TH

OD

OX

JE

WIS

H C

OM

MU

NIT

Y

|IM

PLIC

AT

ION

S A

ND

IN

TER

VEN

TIO

NS

FOR

ED

UC

ATO

RS

take

eve

n t

he

tou

ghes

t an

d m

ost

dem

andi

ng

dire

ctio

n f

rom

th

e co

ach

of

his

bask

etba

ll te

am.I

t w

as e

xpla

ined

to

the

pare

nt

that

wh

en a

ch

ild k

now

s th

at

ever

ybod

y is

“on

th

e sa

me

team

”h

e/sh

e ac

cept

s ev

en t

he

mos

t de

man

din

g

set

ofru

les

will

ingl

y.T

he

child

is m

ost

likel

y to

reb

el w

hen

he/

she

feel

s

that

th

e pa

ren

t or

tea

cher

isn’

t on

th

e sa

me

team

.

2.A

set

of

stra

tegi

es t

hat

can

be

use

d to

gu

ide

teac

her

s in

dea

ling

wit

h

disr

upt

ive

child

ren

in t

he

clas

sroo

m h

ave

been

dev

elop

ed b

y G

reen

e (2

000)

at t

he

Har

vard

Med

ical

Sch

ool.

Th

ese

incl

ude

•D

evel

opin

g a

pers

pect

ive

that

see

s th

e ch

ild’

s be

havi

or a

s co

min

g m

ore

from

the

chi

ld’s

wir

ing

rath

er t

han

fro

m w

illf

ul m

isco

ndu

ct.

Mos

t of

thes

e ch

ildr

en h

ave

thei

r be

havi

oral

dif

ficu

ltie

s ei

ther

fu

eled

by

neu

rolo

gica

l fac

tors

(i.

e.fr

onta

l def

icit

s) o

r st

ress

ors

at

hom

e th

at m

ake

it d

iffi

cult

for

the

m t

o re

gula

te t

heir

aff

ect.

Whi

le

this

doe

s n

ot m

ean

tha

t li

mit

s an

d co

nse

quen

ces

are

not

nec

essa

ry

it,d

oes

mea

n t

hat

the

teac

her

can

res

pon

d ca

lmly

as

he/s

he w

ould

to

an

y m

isbe

havi

or t

hat

is c

omin

g m

ore

from

a c

hild

who

“ca

n’t”

rath

er t

han

“w

on’t

”be

have

pro

perl

y.

•R

espo

ndi

ng

to t

he c

hild

bef

ore

he/s

he i

s at

his

/her

wor

st.

•A

nti

cipa

tin

g an

d m

odif

yin

g si

tuat

ion

s th

at w

ill l

ikel

y tr

igge

r de

fian

ce b

y cu

ein

g in

to

spec

ific

fac

tors

tha

t fu

el e

xplo

sive

nes

s.

•U

sin

g di

stra

ctio

n,l

ogic

,em

path

y,w

hich

may

wor

k if

empl

oyed

be

fore

mel

tdow

n.

•C

hoos

ing

only

wor

thy

batt

legr

oun

ds.

•A

ddre

ssin

g re

curr

ing

patt

ern

s by

ide

nti

fyin

g sp

ecif

ic s

itu

atio

ns

that

rou

tin

ely

cau

se s

ign

ific

ant

fru

stra

tion

.

3.W

hen

ever

pos

sibl

e,ad

dres

s th

e sp

irit

ual

.Reb

ellio

us

adol

esce

nts

oft

en

d esc

ribe

fee

ling

alie

nat

ed f

rom

spi

ritu

alit

y,ye

t,at

th

e sa

me

tim

e,fe

elin

g

thir

sty

for

grea

ter

spir

itu

al u

nde

rsta

ndi

ng

and

con

nec

tion

.An

at-

risk

ch

ild

wh

o re

turn

ed f

rom

a s

um

mer

pro

gram

th

at e

mph

asiz

ed s

piri

tual

ity

wit

h

grow

th t

hro

ugh

mu

ssar

exp

lain

ed t

he

reas

on f

or t

he

dram

atic

impr

ovem

ent

in h

is b

ehav

ior

afte

r th

e su

mm

er.“

Un

til n

ow,”

he

expl

ain

ed,“

I n

ever

kn

ew

wh

o G

od w

as.G

od w

as a

lway

s ab

out

wh

at I

cou

ldn’

t do

.Don

’t w

atch

TV

on

Shab

bos,

don’

t go

to

inap

prop

riat

e m

ovie

s.N

obod

y ev

er t

old

me

wh

o G

od

was

un

til t

his

su

mm

er.N

ow t

hat

I u

nde

rsta

nd

wh

at G

od is

abo

ut,

Juda

ism

mak

es m

ore

sen

se t

o m

e,an

d fo

r th

e fi

rst

tim

e,I’

m in

tere

sted

in w

hat

Juda

ism

has

to

offe

r.”

TH

E A

T-R

ISK

AD

OL

ESC

EN

T I

N T

HE

OR

TH

OD

OX

JE

WIS

H C

OM

MU

NIT

Y

|IM

PLIC

AT

ION

S A

ND

IN

TER

VEN

TIO

NS

FOR

ED

UC

ATO

RS

| 30

||

31 |

44

tion

al s

tres

ses

that

can

acc

ompa

ny r

aisi

ng

larg

e fa

mili

es a

nd

the

stro

ng

stig

ma

that

th

e co

mm

un

ity

plac

es o

n a

cade

mic

wea

knes

s ar

e tw

o fo

rces

th

at

can

ser

ve t

o am

plif

y ri

sk.E

duca

tors

can

pla

y a

pivo

tal r

ole

in c

omba

tin

g

this

pro

blem

.Res

earc

h h

as r

epea

ted

ly c

onfi

rmed

th

at t

he

core

ingr

edie

nt

in

pred

icti

ng

that

at-

risk

ch

ildre

n a

re r

esili

ent

in t

he

face

of

mu

ltip

le r

isks

is t

he

abili

ty t

o fo

rm a

rel

atio

nsh

ip w

ith

at

leas

t on

e p

erso

n w

ho

care

s.

Teac

her

s of

ten

pla

y th

at c

ruci

al r

ole

in t

he

lives

of

alie

nat

ed a

dole

scen

ts.

Rep

eate

dly

,exp

erie

nce

has

sh

own

th

at a

tea

cher

rea

chin

g ou

t to

a t

rou

bled

adol

esce

nt

can

beg

in a

pro

cess

th

at g

radu

ally

hel

ps t

hat

ch

ild r

ecov

er f

rom

feel

ings

of

alie

nat

ion

,pai

n a

nd

ange

r.Su

ch r

elat

ion

ship

s,co

upl

ed w

ith

a

com

mit

men

t to

ear

ly id

enti

fica

tion

an

d in

terv

enti

on,a

nd

effo

rts

at f

orgi

ng

a st

ron

g pa

ren

t-sc

hoo

l par

tner

ship

,sh

ould

ult

imat

ely

redu

ce t

he

grow

ing

prob

lem

of

the

at-r

isk

adol

esce

nt.

TH

E A

T-R

ISK

AD

OL

ESC

EN

T I

N T

HE

OR

TH

OD

OX

JE

WIS

H C

OM

MU

NIT

Y

|IM

PLIC

AT

ION

S A

ND

IN

TER

VEN

TIO

NS

FOR

ED

UC

ATO

RS

is s

ched

ulin

g pr

ogra

ms

as p

art

ofpa

ren

t-te

ach

er c

onfe

ren

ce n

igh

ts.

7.E

xpel

ling

a ch

ild f

rom

a s

choo

l sh

ould

be

con

side

red

only

as

an e

xtre

me

step

wh

en a

ll al

tern

ativ

es h

ave

been

exh

aust

ed.Y

esh

ivot

th

at h

ave

a lo

w

thre

shol

d fo

r ex

pel

ling

rebe

lliou

s ad

oles

cen

ts h

ave

unw

itti

ngl

y ex

acer

bate

d

the

prob

lem

for

th

e en

tire

com

mu

nit

y by

cre

atin

g a

grow

ing

grou

p of

such

child

ren

on

th

e st

reet

s,th

ereb

y fo

ster

ing

the

kin

d of

“dev

ian

cy t

rain

ing”

that

can

con

tam

inat

e m

ore

mai

nst

ream

ado

lesc

ents

in t

he

com

mu

nit

y

(Dis

hio

n e

t al

.,19

99).

Som

e al

tern

ativ

es t

o ex

puls

ion

th

at h

ave

been

su

c-

cess

fully

impl

emen

ted

in v

ario

us

com

mu

nit

ies

incl

ude

alt

ern

ativ

e sc

hed

ule

s

such

as

prov

idin

g ad

oles

cen

ts w

ith

a m

odif

ied

prog

ram

th

at a

llow

s th

em t

o

wor

k fo

r pa

rt o

fth

e da

y an

d at

ten

d sc

hoo

l for

par

t of

the

day.

Th

is a

llow

s

thes

e ad

oles

cen

ts t

o re

mai

n p

art

ofth

eir

pee

r gr

oup

and

fin

d su

cces

s in

non

-aca

dem

ic a

reas

of

stre

ngt

h w

her

e th

ey a

re m

ore

likel

y to

ach

ieve

.Som

e

sch

ools

hav

e ex

per

imen

ted

wit

h “

exch

ange

”pr

ogra

ms

wh

ere

they

“tr

ade”

a di

sru

ptiv

e ch

ild in

on

e sc

hoo

l for

a d

isru

ptiv

e ch

ild in

an

oth

er s

choo

l.

Wh

en a

ch

ild is

giv

en a

tot

ally

fre

sh s

tart

in a

new

sch

ool,

they

oft

en e

xper

i-

ence

su

cces

s th

at is

n’t

poss

ible

in a

n e

nvir

onm

ent

wh

ere

they

are

per

ceiv

ed

by t

each

ers

and

pee

rs a

s tr

oubl

ed.F

inal

ly,a

lth

ough

man

y h

igh

sch

ools

frow

n o

n e

arly

gra

duat

ion

,wh

en r

ebel

liou

s ad

oles

cen

ts a

re a

llow

ed t

o gr

ad-

uat

e af

ter

thei

r ju

nio

r ye

ar,t

hey

oft

en t

hri

ve.S

ucc

ess

can

com

e as

a r

esu

lt o

f

a n

um

ber

offa

ctor

s in

clu

din

g be

ing

give

n a

fre

sh s

tart

in a

n e

nvir

onm

ent

wh

ere

they

are

n’t

view

ed in

a p

reco

nce

ived

way

,bei

ng

give

n t

he

oppo

rtu

nit

y

to m

ake

mor

e ap

prop

riat

e fr

ien

ds,a

nd

the

ben

efit

s th

at a

re p

art

ofth

e

grea

ter

acad

emic

fle

xibi

lity

pres

ent

in p

ost

hig

h s

choo

l env

iron

men

ts.

IN S

UM

MA

RY

A r

evie

w o

fth

e lit

erat

ure

on

iden

tify

ing

and

inte

rven

ing

wit

h a

t-ri

sk

adol

esce

nts

su

gges

ts t

hat

th

e O

rth

odox

com

mu

nit

y h

as a

nu

mbe

r of

sign

ifi-

can

t st

ren

gth

s th

at c

an b

e h

arn

esse

d to

hel

p th

is t

rou

bled

pop

ula

tion

.

Th

e st

ron

g va

lue

plac

ed b

y th

e co

mm

un

ity

on f

amily

an

d co

mm

un

ity

coh

e-

sive

nes

s,co

upl

ed w

ith

a t

radi

tion

th

at p

rom

otes

con

cern

for

th

e w

elfa

re o

f

child

ren

,are

pow

erfu

l for

ces

that

like

ly a

ccou

nt

for

the

rela

tive

ly lo

wer

prev

alen

ce o

fth

is p

robl

em in

man

y O

rth

odox

com

mu

nit

ies.

On

th

e ot

her

han

d,u

niq

ue

stre

ssor

s in

th

e co

mm

un

ity

such

as

the

fin

anci

al a

nd

emo-

TH

E A

T-R

ISK

AD

OL

ESC

EN

T I

N T

HE

OR

TH

OD

OX

JE

WIS

H C

OM

MU

NIT

Y

|IM

PLIC

AT

ION

S A

ND

IN

TER

VEN

TIO

NS

FOR

ED

UC

ATO

RS

| 32

||

33 |

45

Farr

ingt

on,D

.P.(

1987

) E

arly

pre

curs

ors

offr

equ

ent

offe

ndi

ng.

In J

.Q.W

ilson

& G

.C.

Lou

ry (

eds.

),Fr

om C

hild

ren

to C

itiz

ens:

Vol

. 3. F

amili

es, S

choo

ls, a

nd D

elin

quen

cy P

reve

ntio

n(p

p.27

–50)

.New

Yor

k:Sp

rin

ger–

Ver

lag

Feld

man

,A.(

2004

) Pa

ren

tin

g st

yle

and

beh

avio

rs a

ssoc

iate

d w

ith

AD

HD

in a

t-ri

sk a

dole

s-ce

nts

in t

he

Ort

hod

ox J

ewis

h c

omm

un

ity.

Un

publ

ish

ed d

octo

ral d

isse

rtat

ion

,Geo

rgia

Sta

teU

niv

ersi

ty,C

olle

ge o

fE

duca

tion

,Dep

artm

ent

ofC

oun

selin

g an

d Ps

ych

olog

ical

Ser

vice

s

Fish

erm

an,S

her

aga

(199

8) N

o‘ar

ha-

kipo

t h

a-ze

ruko

t.E

lkan

ah:O

rot Y

isra

’el,

Mik

hla

lah

Aka

dem

it le

-Hin

ukh

.

Gol

dber

g,S.

J.,(

2004

) T

he

Rel

atio

nsh

ip b

etw

een

En

glis

h (

L1)

and

Heb

rew

(L2

) R

eadi

ng

and

Ext

ern

aliz

ing

Beh

avio

r am

ongs

t O

rth

odox

Jew

ish

Boy

s.P

h.D

.dis

sert

atio

n,N

ew Y

ork

Un

iver

sity

,Ste

inh

ardt

Sch

ool o

fE

duca

tion

Gro

ssm

an,J

.& R

hod

es,J

.(20

02)

Th

e te

st o

fti

me:

Pre

dict

ors

and

effe

cts

ofdu

rati

on in

you

th m

ento

rin

g re

lati

onsh

ips.

Am

eric

an J

ourn

al o

f Com

mun

ity

Psy

chol

ogy,

Vol

.30.

,N

o.2.

,199

–219

Gre

en,S

.& B

ych

kov,

I.(1

996)

Bili

ngu

alis

m in

imm

igra

nt

child

ren

:A p

relim

inar

y es

say.

Jour

nal o

f Jew

ish

Com

mun

al S

ervi

ces,

72:3

39–3

43

Gre

ene,

R.(

2000

) T

he

Exp

losi

ve C

hild

:A n

ew a

ppro

ach

for

un

ders

tan

din

g an

d pa

ren

tin

gea

sily

fru

stra

ted,

chro

nic

ally

infl

exib

le c

hild

ren

.New

Yor

k,H

arp

erco

llin

s

Hal

bers

tadt

,A.&

Nik

olsk

y,A

.(19

96)

Bu

khar

an J

ews

and

thei

r ad

apta

tion

to

the

Un

ited

Stat

es.J

ourn

al o

f Jew

ish

Com

mun

al S

ervi

ce72

,244

–255

Haw

kin

s,J.

& L

am,T

.(19

87)

Teac

her

pra

ctic

es,s

ocia

l dev

elop

men

t,an

d de

linqu

ency

.In

J.D

.Bu

rch

ard

& S

.N.B

urc

har

d (e

ds.)

Pre

vent

ion

of D

elin

quen

t B

ehav

ior

(pp.

241–

274)

New

bury

Par

k,C

A:S

age

Hen

ggel

er,S

.,Sc

hoe

nwal

d,S.

& B

ordu

in,C

.(19

98)

Mu

ltis

yste

mic

tre

atm

ent

ofan

tiso

cial

beh

avio

r in

ch

ildre

n a

nd

adol

esce

nts

.New

Yor

k,G

uilf

ord

Pre

ss

Hen

ry,B

.& M

offi

tt,T

.(19

97)

Neu

rops

ych

olog

ical

an

d n

euro

imag

ing

stu

dies

of

juve

nile

delin

quen

cy a

nd

adu

lt c

rim

inal

beh

avio

r.In

:D.M

.Sto

ff,J

.Bre

ilin

g an

d J.

D.M

aser

,(ed

s.),

Han

dboo

k of

ant

isoc

ial b

ehav

ior,

Wile

y,N

Y,pp

.280

–288

Hu

ey,S

.,H

engg

eler

,S.,

Scot

t,W

.(20

00)

Mec

han

ism

s of

chan

ge in

mu

ltis

yste

mic

th

erap

y:R

edu

cin

g de

linqu

ent

beh

avio

r th

rou

gh t

her

apis

t ad

her

ence

an

d im

prov

ed f

amily

an

d p

eer

fun

ctio

nin

g.Jo

urna

l of C

onsu

ltin

g an

d C

linic

al P

sych

olog

y, 6

8,45

1-46

7

Kap

lan

S.,

Pelc

ovit

z,D

.,Sa

lzin

ger,

S.,W

ein

er M

.,M

ande

l,F.

S.,L

esse

r,M

.L.,

& L

abru

na,

V.E

.(1

998)

Ado

lesc

ent

phys

ical

abu

se:R

isk

for

adol

esce

nt

psyc

hia

tric

dis

orde

rs.A

mer

ican

Jou

rnal

of

Psy

chia

try,

155(

7),9

54–9

59

Ker

r M

.,Tr

embl

ay R

.,Pa

gan

i L.,

Vit

aro

F.(1

997)

Boy

s’be

hav

iora

l in

hib

itio

n a

nd

the

risk

of

late

r de

linqu

ency

.Arc

h G

en P

sych

iatr

y54

:809

–816

Kilg

ore,

K.,

Snyd

er,J

.,&

Len

tz,C

.(20

00)

Th

e co

ntr

ibu

tion

of

pare

nta

l dis

cipl

ine,

pare

nta

lm

onit

orin

g,an

d sc

hoo

l ris

k to

ear

ly-o

nse

t co

ndu

ct p

robl

ems

in A

fric

an A

mer

ican

boy

s an

dgi

rls.

Dev

elop

men

tal P

sych

olog

y, 3

6,83

5–84

5

TH

E A

T-R

ISK

AD

OL

ESC

EN

T I

N T

HE

OR

TH

OD

OX

JE

WIS

H C

OM

MU

NIT

Y

|IM

PLIC

AT

ION

S A

ND

IN

TER

VEN

TIO

NS

FOR

ED

UC

ATO

RS

| 35

|

RE

FE

RE

NC

ES

Am

eric

an P

sych

iatr

ic A

ssoc

iati

on (

2000

) D

iagn

osti

c an

d St

atis

tica

l Man

ual

—Te

xt R

evis

ion

(DSM

-IV

-TR

),W

ash

ingt

on,D

C:A

mer

ican

Psy

chia

tric

Ass

ocia

tion

An

gold

,A.,

Cos

tello

,E.&

Erk

anli,

A.C

omor

bidi

ty.J

ourn

al o

f Chi

ld P

sych

olog

y an

dP

sych

iatr

y an

d A

llied

Dis

cipl

ines

40 (

1999

),pp

.57–

87.

Bar

kley

,R.(

1998

) A

tten

tion

-Def

icit

Hyp

erac

tivi

ty D

isor

der:

A h

andb

ook

for

diag

nosi

s an

dtr

eatm

ent.

Seco

nd

Edi

tion

.New

Yor

k,G

uilf

ord

Pre

ss

Bea

m,M

.,C

hen

,C.,

& G

reen

berg

er,E

.(20

02)

Th

e n

atu

re o

fad

oles

cen

ts’r

elat

ion

ship

s w

ith

thei

r “v

ery

imp

orta

nt”

non

pare

nta

l adu

lts.

Am

eric

an J

ourn

al o

f Com

mun

ity

Psy

chol

ogy,

Vol

.30.

No.

2.,3

05–3

25

Blu

men

thal

N.&

Ru

ssel

l,S.

(Eds

.) C

hild

ren

in C

risi

s:D

etec

tion

an

d In

terv

enti

on:A

pra

cti-

cal g

uid

e fo

r ed

uca

tors

,par

ents

an

d m

enta

l hea

lth

pro

fess

ion

als.

Nef

esh

,th

e In

tern

atio

nal

Net

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AT

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IN

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TIO

NS

FOR

ED

UC

ATO

RS

| 36

|

TH

E A

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ISK

AD

OL

ESC

EN

T I

N T

HE

OR

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OX

JE

WIS

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|IM

PLIC

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IN

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TIO

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FOR

ED

UC

ATO

RS

| 36

|

46

Pre-marital Sexuality: From Adolescence to the Chuppah

Dr. David Pelcovitz

Gwendolyn and Joseph Straus Chair in Jewish Education, Yeshiva University’s Azrieli Graduate School of Jewish Education and Stern College for Women

Dr. Jennie Rosenfeld Co-founder/Director of Tzelem, Yeshiva University Center for the Jewish Future

BREAKOUT SESSION


Transmitting Values About Transmitting Values About SexualitySexuality

Challenge for Educators and Challenge for Educators and ParentsParents

1

Need to be More Open in Need to be More Open in Addressing Sexual ValuesAddressing Sexual Values

Some Evidence from Recent Some Evidence from Recent Survey and what Adolescents are Survey and what Adolescents are

Sharing on the InternetSharing on the Internet

2

National Study of Youth National Study of Youth And ReligionAnd Religion

N=3,370N=3,370Soul Searching: The Religious and Soul Searching: The Religious and

Spiritual Lives of American Teenagers,Spiritual Lives of American Teenagers,Smith & Denton, Oxford, 2005Smith & Denton, Oxford, 2005

3

Across denominations, are Across denominations, are Jews more or less likely to Jews more or less likely to convey clear messages convey clear messages about sexuality? about sexuality?

4

Job Congregation has Done Helping Better Job Congregation has Done Helping Better Understand Own Sexuality and Sexual MoralityUnderstand Own Sexuality and Sexual Morality

05

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5 www.thelockers.net

Public School Public School vsvs YeshivaYeshiva

I came from a public schoolI came from a public school…… Once I got to yeshiva, it all Once I got to yeshiva, it all changed. the guys were *** holes. until the comments.changed. the guys were *** holes. until the comments.since our school has 100 kids, its impossible not to know everybsince our school has 100 kids, its impossible not to know everybody.ody.pretty quickly pretty quickly i was getting lots of attention in regards to my i was getting lots of attention in regards to my bodybody-- even though we dress even though we dress sniutlysniutly and all of that. and all of that. i'vei've hadhadguys ask me to flash them, do jumping jacks, they grab my guys ask me to flash them, do jumping jacks, they grab my butt... comments upon comments of "wow, you look reallybutt... comments upon comments of "wow, you look really--""pause, stare at the chest "pause, stare at the chest "--good today". good today". when i was in public school, i NEVER had to deal with any of when i was in public school, i NEVER had to deal with any of this.this. granted, i didn't look the same as i do now, but whenever i granted, i didn't look the same as i do now, but whenever i see my old guy friends i never get comments or anything, and see my old guy friends i never get comments or anything, and when i told my best guy friend who is still in public school when i told my best guy friend who is still in public school about this, he flipped out and went all "sexual harassment" about this, he flipped out and went all "sexual harassment" on me. on me. that is what this is, after all.that is what this is, after all.

6

www.thelockers.net

if you are a very attractive girl do something about if you are a very attractive girl do something about it, or just let it go it, or just let it go cuzcuz unfortunately its bound to unfortunately its bound to

happen.happen.

this does sound like a bunch of unnecessary this does sound like a bunch of unnecessary crap that you are getting, but you cannot crap that you are getting, but you cannot compare how your friends treat you to how guys compare how your friends treat you to how guys who think you are hot (attractive) treat you. it who think you are hot (attractive) treat you. it suxsux that they do this, but, sorry to say, that they do this, but, sorry to say, if you if you are a very attractive girl do something are a very attractive girl do something about it, or just let it go about it, or just let it go cuzcuz unfortunatelyunfortunatelyits bound to happenits bound to happen..

i recently dropped a ton of weight i recently dropped a ton of weight cuzcuz ofofcollege tennis, and i got the same college tennis, and i got the same …….so.sodontdont think anything of it.think anything of it. itit suxsux,, but it is but it is part of the 14part of the 14--19 culture.19 culture. 7 www.thelockers.net

my parents yell at me alot and make me feel worthless,my parents yell at me alot and make me feel worthless,and he [my boyfriend]actually makes me feel loved and like im and he [my boyfriend]actually makes me feel loved and like im

worthsomething to someone in the world.worthsomething to someone in the world.

My point is, i love him and without him i would be sad all My point is, i love him and without him i would be sad all the time and like miserablethe time and like miserablemy parents yell at me alot [especially my dad]my parents yell at me alot [especially my dad]and make me feel worthless,and make me feel worthless,and he [my boyfriend]actually makes me feel and he [my boyfriend]actually makes me feel loved and like im worthsomething to someone in loved and like im worthsomething to someone in the world.the world.now based on that,now based on that,do you think i was wrong to go behind my parents back do you think i was wrong to go behind my parents back and go out with him anyway, when they say no?and go out with him anyway, when they say no?he makes me happy when im sadhe makes me happy when im sadmakes me feel loved when i dont.makes me feel loved when i dont.makes me laugh when i frown.makes me laugh when i frown.

8

www.thelockers.net

my bf left me after we had sex! omg! i feel so my bf left me after we had sex! omg! i feel so dumb..dumb..

I dont get the whole 13 years old shouldnt be dating thing. I daI dont get the whole 13 years old shouldnt be dating thing. I datedteda guy at 14 and fell in love. So i get wat your saying... Prove a guy at 14 and fell in love. So i get wat your saying... Prove youryourparents wrong, show them you're responsible enough to handle a parents wrong, show them you're responsible enough to handle a relationship. Make them understand that you really do love him..relationship. Make them understand that you really do love him... ;). ;)year later.. we see a post year later.. we see a post

my bf left me after we had sex! omg! i feel so dumb..my bf left me after we had sex! omg! i feel so dumb..

THAT SUCKS!! But i no the feeling.. when the boy i lost my virgiTHAT SUCKS!! But i no the feeling.. when the boy i lost my virginitynityto left me, i felt like ****, i couldnt believe i bought into hito left me, i felt like ****, i couldnt believe i bought into his **** s **** about the future.. ger.. i get mad thinking about it.. Like y doabout the future.. ger.. i get mad thinking about it.. Like y do all the all the guys i seem to get with just want to get in my pants (well with guys i seem to get with just want to get in my pants (well with the the exception of one..) no wat i mean!?exception of one..) no wat i mean!?

9 www.thelockers.net

Virginity?Virginity?

I know in the Christian religion, your supposed I know in the Christian religion, your supposed to stay a virgin until you are married, but are to stay a virgin until you are married, but are their any laws in the Jewish religion like that? their any laws in the Jewish religion like that? Lately I've been thinking a lot about waiting until Lately I've been thinking a lot about waiting until I'm married, but on second thought, when I'm married, but on second thought, when imimjust a little bit older, i might be in love, and i just a little bit older, i might be in love, and i might want to lose it to my first real love, even if might want to lose it to my first real love, even if we're not married. So i don't know whether to we're not married. So i don't know whether to wait until Iwait until I’’m married, or just until m married, or just until imim ready, and ready, and in love. in love. Is there something like this in the Torah? And Is there something like this in the Torah? And what are you going to do?what are you going to do? 10

www.thelockers.net

I don't actually think there is anything in the torah about I don't actually think there is anything in the torah about waiting until you're married to have sex (but don't waiting until you're married to have sex (but don't qutoequtoeme on that). In fact, sex is considered a mitzvah. On the me on that). In fact, sex is considered a mitzvah. On the flip side, I believe that contraceptives are prohibited flip side, I believe that contraceptives are prohibited because it says "Be fruitful and multiply" (this is why sex because it says "Be fruitful and multiply" (this is why sex is a mitzvah). is a mitzvah). Personally, I feel that if the time is right, you should just Personally, I feel that if the time is right, you should just do it (and please use contraceptives if you do). do it (and please use contraceptives if you do). Sometimes you just shouldn't let religion get in the way Sometimes you just shouldn't let religion get in the way of love. Just because it's prohibited to marry a gentile of love. Just because it's prohibited to marry a gentile doesn't mean that you shouldn't do this if you love that doesn't mean that you shouldn't do this if you love that person, and just because it may be prohibited to have person, and just because it may be prohibited to have prepre--marital sex doesn't mean that you shouldn't if you marital sex doesn't mean that you shouldn't if you really ARE in love.really ARE in love.

11

AA kallahkallah teacher of large numbers of teacher of large numbers of graduates of coed day schools reports that graduates of coed day schools reports that the young women she counsels seem the young women she counsels seem turned off to sex because of a focus on turned off to sex because of a focus on the negative they get at school where the negative they get at school where sexuality is often presented primarily sexuality is often presented primarily through the prism of what isnthrough the prism of what isn’’t allowedt allowed

12

An Absent CurriculumAn Absent Curriculum

Girls seem to be confused and pressured Girls seem to be confused and pressured in sexual areasin sexual areasA number of rabbis and educators in coed A number of rabbis and educators in coed day schools have told me that girls day schools have told me that girls complain that to the extent that the complain that to the extent that the number one need of an adolescent is to number one need of an adolescent is to ““fit infit in””-- they feel that they canthey feel that they can’’t really be t really be accepted by the boys in their school if accepted by the boys in their school if they arenthey aren’’t sexually activet sexually active

13

As Bettelheim As Bettelheim (1984)commented,(1984)commented,

"what cannot be talked about "what cannot be talked about can also not be put to restcan also not be put to rest””

Lighting up Lighting up BrocaBroca’’ss AreaArea

14

Recent Changes in External Recent Changes in External Influences Shaping Sexual ValuesInfluences Shaping Sexual Values

Internet, Television and other MediaInternet, Television and other Media

15 Fleming, 2006, Youth and Society, 38:135

Impact of PornographyImpact of Pornography

Average age of first exposure to pornography on the Average age of first exposure to pornography on the Internet is 11Internet is 11

This is often accidental exposure while child is doing This is often accidental exposure while child is doing homeworkhomework

Both violent and non violent pornography has been Both violent and non violent pornography has been associated with violence against womenassociated with violence against women

Increase in attitudes supporting sexual aggression Increase in attitudes supporting sexual aggression towards womentowards women

Adolescent female exposure towards pornography Adolescent female exposure towards pornography associated with a belief that womenassociated with a belief that women’’s actions and dress s actions and dress lead to rapelead to rape

16

Pornography ContinuedPornography Continued

Incidence of unwanted exposure to pornography Incidence of unwanted exposure to pornography in ten to seventeen year olds has risen from in ten to seventeen year olds has risen from 26% to 34% during period of 200026% to 34% during period of 2000--20052005The more adolescents seek out online porn the The more adolescents seek out online porn the more likely they are to more likely they are to

have a recreational attitude towards sexhave a recreational attitude towards sexView sex as something that can take place outside of View sex as something that can take place outside of the context of a relationshipthe context of a relationshipView women as sexual play thingsView women as sexual play things

17

Pornography and Parenting StylesPornography and Parenting Styles

Authoritative parenting style in dealing Authoritative parenting style in dealing with internet use is more likely to use in with internet use is more likely to use in responsible attitude towards pornographic responsible attitude towards pornographic sites even when parents are not sites even when parents are not watchinwatchin

18

Impact of Changing Standards of Impact of Changing Standards of What Children See on TelevisionWhat Children See on TelevisionChanging standards in quantity and quality of exposure Changing standards in quantity and quality of exposure to sexual messages on television, particularly sitcomsto sexual messages on television, particularly sitcoms10% of shows depict or strongly imply sexual 10% of shows depict or strongly imply sexual intercourseintercourse-- this has been found to predict age of this has been found to predict age of initiation of sexual activity in adolescents.initiation of sexual activity in adolescents.16% of such scenes involve couple who just met16% of such scenes involve couple who just met95% of sitcoms do not make even a passing reference to 95% of sitcoms do not make even a passing reference to the risks and responsibilities of sexual activity the risks and responsibilities of sexual activity A study done in 2004 documented that heavy television A study done in 2004 documented that heavy television sitcom watchers are more likely to engage in sexual sitcom watchers are more likely to engage in sexual activity at earlier ages and are more likely to regret their activity at earlier ages and are more likely to regret their early sexual experimentation once they reach young early sexual experimentation once they reach young adulthood.adulthood.

19

Adolescent Sexual Activity: Adolescent Sexual Activity: General ConsiderationsGeneral Considerations

Poor family relationships predict Poor family relationships predict premature sexual activitypremature sexual activityEarly sexual activity among teens is Early sexual activity among teens is associated with early use of alcohol, and associated with early use of alcohol, and drugs and poorer social adjustment drugs and poorer social adjustment several years laterseveral years laterGrades fall significantly the year after the Grades fall significantly the year after the first sexual experiencefirst sexual experience

20

Role of Parents and Role of Parents and EducatorsEducators

General ConsiderationsGeneral Considerations

21

National Longitudinal Study on Adolescent HealthNational Longitudinal Study on Adolescent HealthJAMA 278:10, 823JAMA 278:10, 823--832 N=12,118832 N=12,118

Predictive of onset of risky sexual behaviorPredictive of onset of risky sexual behaviorPerceived school connectednessPerceived school connectedness

Study of top 20 Study of top 20 vsvs lowest 20 schoolslowest 20 schoolsParentParent--family connectednessfamily connectednessParental expectations regarding school Parental expectations regarding school achievementachievementParental disapproval of early sexual Parental disapproval of early sexual behaviorbehavior

22

Key Predictors: Opportunity and Parental Key Predictors: Opportunity and Parental ValuesValues

Time alone with member of opposite Time alone with member of opposite sex Adolescent personal valuessex Adolescent personal values-- ininpart shaped by parental valuespart shaped by parental valuesParental monitoring in context of Parental monitoring in context of good relationshipgood relationship

23

DatingDating

As the amount of time invested in a As the amount of time invested in a particular relationship increases the particular relationship increases the expectation that sexual involvement will expectation that sexual involvement will occur increasesoccur increases

24

Protective FactorsProtective Factors

ParentParent--child relationship characterized by child relationship characterized by ability to turn to parents first for any ability to turn to parents first for any problemproblemBelief that parents value abstinence Belief that parents value abstinence Time: parental availabilityTime: parental availabilityPeer group that supports abstinencePeer group that supports abstinence

25

Some General Guideline Some General Guideline Regarding Discussion with Regarding Discussion with

AdolescentsAdolescents

26

Discussing SexualityDiscussing Sexuality

Parents and teachers tend to consistently underestimate Parents and teachers tend to consistently underestimate their childrentheir children’’s concerns about sex as well as their childs concerns about sex as well as their child’’ssdesire to talk to them about these concernsdesire to talk to them about these concernsMake your values clear and explicitMake your values clear and explicitEmpathize but be clear about DoEmpathize but be clear about Do’’s and s and DonDon’’tt’’ss ““while it while it can be hard to say no, I want you to say no. The longer can be hard to say no, I want you to say no. The longer you wait to have sex the better off you will beyou wait to have sex the better off you will beI will always want you to talk to me if you are tempted I will always want you to talk to me if you are tempted to have sex. I will not punish you for those feelings, but to have sex. I will not punish you for those feelings, but I will help you resist them because it is safer for you to I will help you resist them because it is safer for you to resist themresist them

27

Caveat:Caveat:26 Randomized Clinical Trials of Primary Prevention 26 Randomized Clinical Trials of Primary Prevention

Strategies Aimed at Delaying Sexual IntercourseStrategies Aimed at Delaying Sexual IntercourseBMJ (2002) 324 (7351) 1426BMJ (2002) 324 (7351) 1426--14341434

Failed to delay initiation of sexual Failed to delay initiation of sexual intercourse in young womenintercourse in young womenDid not improve use of birth controlDid not improve use of birth controlFour abstinence programs and one school Four abstinence programs and one school based sex education program were based sex education program were associated with an associated with an increaseincrease in the in the number of pregnancies among partners of number of pregnancies among partners of male participantsmale participants

28

TheThe ““TalkTalk””

Is not an event but a process and a mode of Is not an event but a process and a mode of interaction with adolescentinteraction with adolescentIf adolescent is restless and inattentive take this If adolescent is restless and inattentive take this as a sign that they are not taking in your as a sign that they are not taking in your messagemessage-- schedule another timeschedule another timeAdolescents understand less then you thinkAdolescents understand less then you think--main source of their information is often equally main source of their information is often equally ill informed peersill informed peersIf uncomfortable discussing sex, say that up If uncomfortable discussing sex, say that up front:front: ““my teachers didnmy teachers didn’’t talk to me about sex t talk to me about sex so Iso I’’m a bit uncomfortable ; bear with me, Im a bit uncomfortable ; bear with me, I’’ddstill rather discuss this than say nothingstill rather discuss this than say nothing”” 29

The talk (continued)The talk (continued)

Embarrassment shouldnEmbarrassment shouldn’’t paralyze it t paralyze it should act as a clue, helping detect what should act as a clue, helping detect what you are afraid ofyou are afraid ofAsk adolescent for their opinions donAsk adolescent for their opinions don’’ttonly share yoursonly share yours

30

The TalkThe Talk

Embarrassment shouldnEmbarrassment shouldn’’t paralyze .. t paralyze .. should act as a clue, helping detect what should act as a clue, helping detect what adult is afraid ofadult is afraid of

MetacommunicationMetacommunication: can say : can say ““my parents my parents didndidn’’t talk to me about this, or, t talk to me about this, or, ““II’’m nervous m nervous talking about this but ittalking about this but it’’s importants important””

Ask adolescent for their opinions donAsk adolescent for their opinions don’’ttonly share yoursonly share yours

31

Important Points for Discussion with Important Points for Discussion with Adolescents:Adolescents:

Contextualizing from the Secular LiteratureContextualizing from the Secular Literature

A survey reported in JAMA found that a A survey reported in JAMA found that a substantial percentage of young adults substantial percentage of young adults wish they had waited longer before wish they had waited longer before becoming sexually active as adolescentsbecoming sexually active as adolescents

32

General Considerations: General Considerations: ContinuedContinued

NormalizeNormalizeSex out of commitment versus fun; pull of Sex out of commitment versus fun; pull of culture vs. individuality and meaningculture vs. individuality and meaningEarly relationships and risks for premature Early relationships and risks for premature foreclosure: power of early sex to distract foreclosure: power of early sex to distract you from who you really areyou from who you really are

33

Adolescent Sexual Activity: Adolescent Sexual Activity: General ConsiderationsGeneral Considerations

Poor family relationships predict Poor family relationships predict premature sexual activitypremature sexual activityEarly sexual activity among teens is Early sexual activity among teens is associated with early use of alcohol, and associated with early use of alcohol, and drugs and poorer social adjustment drugs and poorer social adjustment several years laterseveral years laterGrades fall significantly the year after the Grades fall significantly the year after the first sexual experiencefirst sexual experience

34

Questions to ask about Sexual Questions to ask about Sexual ReadinessReadiness

1.1. Are you doing this for yourself?Are you doing this for yourself?2.2. Do you feel rushed by your partner, the situation, or Do you feel rushed by your partner, the situation, or

yourself?yourself?3.3. Do you trust your partner, can you talk freely with Do you trust your partner, can you talk freely with

him/her?him/her?4.4. Do you only engage in sexual activity when drunk or Do you only engage in sexual activity when drunk or

high?high?5.5. Would you be comfortable saying no even at the last Would you be comfortable saying no even at the last

minute?minute?6.6. Have you thought about the impact on your life and Have you thought about the impact on your life and

whether it matches your valueswhether it matches your values7.7. Sexuality can provoke larger questions about the Sexuality can provoke larger questions about the

nature of existence, the meaning of lifenature of existence, the meaning of life 35

Multiplicity of reasons behind Adolescent Multiplicity of reasons behind Adolescent Sexual ActivitySexual Activity

To prove lovabilityTo prove lovabilityProof of adult statusProof of adult statusPhysical pleasurePhysical pleasureIntimacy, expression of true loveIntimacy, expression of true loveStatus in peer groupStatus in peer groupRelief from boredom, stress reducerRelief from boredom, stress reducer

36

Trends in Jewish Philanthropy


1

Executive Summary

Shared ValuesMeeting Needs not Having NeedsWhy and Why Now?Magic of IdeasLeadership GiftsPeople Give to PeopleBest prospects are almost always previous donors.

2

Most donors make largest gifts to institutions they are deeply involved with.Set your sights high“No” means “not yet”Listen and express thanks

3

SHARED VALUES

– Jewish Education

– Continuity of the Jewish People

4

• PEOPLE GIVE SUPPORT BECAUSE INSTITUTIONS MEET NEEDS

• PEOPLE DON’T GIVE SUPPORTBECAUSE INSTITUTIONS HAVE NEEDS.

• THE ABOVE IS A KEY PREMISE FOR MAJOR GIFT FUND RAISING.

5

MISSION STATEMENT SHOULD

INTERSECT WITH VALUES

6

“A NONPROFIT’S MISSION STATEMENT IS

NOT AN ADVERTISEMENT, BUT IT IS USED

TO ATTRACT POTENTIAL DONORS AND

VOLUNTEERS IN THE WAY AN

ADVERTISEMENT IS USED TO CONVINCE THE

CONSUMER TO PURCHASE.”

7

Development is the series of deliberate activities by which organizations involve and retain funders in a donor-investor relationship.

Development is seen in a larger context concerned with initializing, nurturing, and maintaining relationships.

8

Development is how an institution brings their potential and existing donors into an understanding of the impact of their investment on the institution and the community.Development is the process of creating donor-investors who seek and receive a dynamic relationship with an institution.

9

Development is based on the premise that all giving is a form of investment, the return on which is the knowledge that these values that the institution and the donor-investor share are being acted on.

10

If the act of asking for a gift is seen as a way to permit potential donors to act on the things they value, then asking no longer feels like begging.

11

2 BASIC QUESTIONS

- Why should an individual, corporation, or foundationsupport your school?

- Why now?

12

Types of CampaignsANNUAL• Methods

- Mail- Event- Telephone- Tuition Surcharge for Donation- Golf- Auction- Other

13

Constituencies

• Board of Trustees and Committees• Parents• Grandparents – relatives• Alumni• Students• Vendors• Founders• Others

14

• Annual – Steady State- Purpose- Goal- Timeline- Chairs – Captains- Peer-to-Peer- Table of Gifts

• Key Issue: Deficit Appeal vs. Enhancement

15

Annual School Fundraising

• Philanthropy often begins with annual gift.• Mature annual giving can provide 8-10%

of annual operating revenue.• Potential donors are not the same. Annual

giving appeals shouldn’t be either- Largest donors should be seen

personally.- Different constituents addressed

with different strategies.

16

- Alumni- Parents- Parents of Alumni- Grandparents- Friends- Different letters to past donors versus

those who have not given.

17

- Annual giving could encompass Jewish holidays (seasons).- Matching corporate gifts.- Matching trustee gifts.

18

Capital Campaign – Growth

- Tied to Strategic Plan

- Growth – Change – Repositioning

- Payments over a Period of Time

- Gift of a Lifetime

19

Planned GivingA Snapshot

Planned giving is a donor-oriented approach to fundraising. A planned gift helps the donor and his or her family as well as the school. The donor can reduce income and estate taxes, increase income, or satisfy another personal financial goal.The school receives a significant gift, oftenproperty such as stock, real estate, or a residence.

20

PLANNED GIVING

- Begin a bequest society- Most planned gifts are still estate gifts.

(90%)- Establish a Planned Giving Committee

• Accountants• Financial Planners• Attorneys• Others

21

Charitable Remainder Trust• Places $1,000,000 in trust for life and optionally

second beneficiary.• Receives annual fixed payment or revalued

annuity. (based on age)• Receives tax deduction one year or carried over.• With tax savings or increased income, may be

able to purchase life insurance for same $1,000,000 for children or grandchildren.

• The school receives trust principal at end of lives of beneficiaries.

22

Charitable Lead TrustGrandparents own $1,000,000 in bonds at 7%- Goal: to provide for grandchildren and help

school1. Present = grandparents receiving

$70,000 annually2. Future = put bond in trust

- School receives $70,000/annually for 10 years = $700,000

- Trust ends in 10 years- Principal projected to be available for

grandchildren = $1,000,000- Grandparents obtain a gift tax/estate

tax deduction of almost $600,000.23

Campaign Time Expectations

- Annual gift – one letter or call- Capital gift – one to three visits or

longer (can be 2 years)- Planned gift – often more than a year

24

Why People Give• Belief in Mission• Confidence in Management• Balanced Budget• Personal Need• Personal Involvement• Example of Others• Magic of Ideas

Successful solicitors talk to donor in terms of ideas, not in terms of money.

25

Fundraiser Qualities

• Commitment

• Enthusiasm

• Spirit of Unselfishness

• Resilience

26

Keys for Success; Plus Tips

• LISTEN• “No” doesn’t always mean no, but “not

now.”• Don’t expect a major gift from someone

who has never before given a large gift.• Staff play an important role.• Dedicated board members are the

lifeblood of the institution.

27

• Major donors give their largest gifts to institutions where they serve on the board or are involved.

• Individuals give emotionally, not cerebrally.

• It’s harder to get an appointment than it is to get a gift.

28

Day School Development

Fundraising is an opportunity to educate• All administrators should play a role.• Admissions Office comes first: brochures,

annual and capital; names and information of parents and names and address of grandparents.

• Warm welcoming of new constituents to school.

29

Responsibilities of a School Trustee

• Active participation at board meetings/committees

• Set policies for school – budget-fiscal proposals

• Perpetuate school’s mission• Making school a philanthropic priority• Make early contributions based on

capability to annual and capital drives.

30

• Help solicit others and participate in donor cultivation activities.

• Serve as advocates of schools in wider community.

• To recommend the school to prospective families, teachers.

• To avoid conflict of interest.• To participate in trustee self-evaluation.

31

Key Points About Trusteeship

• Formal Orientation of New Trustees• Governance Committee is very important.• Vigorous cultivation of potential trustees.• Careful recruitment of new trustees based

upon strategy.

32

Donor Cultivation

“We’d like to bring you into the inner workings of our school.”

• Cultivation precedes the gift request.• Cultivation is process of turning a prospect from

an outsider to an insider.• An outsider may be aware of a need; an insider

is committed to meeting it.• An outsider may be informed about a campaign;

an insider feels responsible for its success.

33

• Cultivation enables donor to know more, care more, and give more.

• Prospects can be coded –A - Ready to giveB - Needs some cultivationC - Needs a great deal of cultivationD - Unlikely to give to this campaignE – Also, each person receives a financial rating

34

Major Donor Cultivation

Five Steps

1. Identify2. Inform3. Interest4. Involve5. Invest

35

Keys for Success in Day Schools or any Institution

• Schools must identify volunteers with care, recruit them with vigor, and treat them with respect.

• Volunteers can say “join me”• Face-to-face• Role of Head of school is to be the expert,

make case and ideally trustee says, “join me”

36

• Explain impact of gift• If you are not actively engaging potential

donors and donors, other causes they favor will take over more of their attention.

• A “no” today often becomes a “yes” down the road.

37

LanguageAt the right time, a solicitor can say:“We kindly ask for your consideration of a

commitment of $__________ for _______School.

Silence, silence, silenceListen to response carefully and respond Always say no, thank you.

38

Check List

Homework- Know the case for support.- Know your prospect.- Make your own pledge first.

Preparation- Telephone for appointment.- Rehearse conversation. Who will

present case, who will ask for gift, etc.

39

»Visit»- Introduction»- School Update»- Case for Support»- Fundraising Update»- Gift Request»- Close – return with more

information; follow-up visit; sendwritten version of gift request, etc.

40

»Follow-Up

»- Letter of thanks or written agreement.

»- Stewardship of gift.

41

Head of School

• Chief Communicator of School’s Mission, Goals• Leader of Internal (educate faculty and

administration) and External Development Teams (Board of Trustees).

• Cultivation of Major Gift Prospects.• Solicitor• Chief Cheerleader• Attention to 10% of constituents that will provide

90% of philanthropic revenue.

42

Ten Maxims That Matter• Leadership gifts are essential for success of

every fundraising campaign.• People give to people.• Best prospects are almost always previous

donors.• Most donors usually make their largest gifts to

institutions they serve as trustees.• Donors respond to exciting plans, projects, and

ideas more generously than to timetables or goals. Ask them to make a school’s dream come true.

43

• Fundraising formulas must be appropriate for your school.

• Set your sights high when you solicit a major gift.

• Customize proposal or letter in addition or in lieu of case brochure.

• Every major gift meeting is successful even if gift is not achieved.

• “Listen” and express “Thanks”

44

Ten Commandments of Community MarketingDavid Sable

Ten Commandments of Community MarketingMasechet MarketingEnglish Translation, with CommentariesJoel Edition


Slide 2July 20, 2008

Communicatestand for something



Know your audience



Be relevantcontent/context/time



Build relationships



Use allchannels



Be innovativedifferentiation



Listen



Program and Plan



Test



Join in

Engaging the Total Jewish Community: Areivut Maximalism

Rabbi Dr. Jacob J. Schacter

Senior Scholar, Yeshiva University Center for the Jewish Future

Breakout Session


Community Growth Initiative: Strategies to Re-Seed Old Communities and

Build New Communities Across North America

Rabbi Aaron Leibowitz Director, Community Initiatives

Center for the Jewish Future, Yeshiva University

BREAKOUT SESSION


CGI Conversation Outline

1. Goals for our discussion: • To share our findings about community growth trends and continue a conversation

that supports the development of best practices and procedures for community growth.

2. Evolution of the Community Growth Initiative (CGI)

a. Kollel landscape of North America b. Servicing communities c. Servicing young couples

3. CGI Phase I: Understanding the Next Generation of Leaders

a. Research goals and methodology 1) Conducted focus groups with 100 young families

b. Key findings: (Please refer to the CGI report for a complete analysis and summary of our

findings)

• Highest ranking variables for young couples in choosing a community 1) Hashkafa 2) Choice of day schools 3) Affordable housing 4) Job/Higher education 5) Young Couples

• Lowest ranking variables for young couples in choosing a community 1) Rabbi 2) Restaurants

• Over 50% of young couples defined themselves as pioneers, energizers, or revitalizers. • Incentive programs have the ability to seed communities and are also a powerful

marketing tool 4. CGI Phase II: Connecting Couples and Communities

a. Research goals and methodology 1) 50 young couples and 8 communities 2) Pre – Conference exercises

b. Key findings • Future of community growth

1) Young couples are eager to engage communities in community growth conversations and communities are eager to listen, learn and engage young couples.

• Concerns expressed by young couples

- 1 -

1) Uprooting their professional and social network 2) The challenge of one day school to meet the needs of their children 3) Diversity

• Marketing to young couples

1) Meaningful and informative web presence 2) Community contacts – a list and portfolio of a diverse group of community

ambassadors that young couples can contact and utilize as a resource 3) Organized community visits and Shabbatons

• Strengthening community partnerships with transient apartment communities

1) CGI ambassadors 2) Community rabbis 3) Partner communities/sister-brother communities

• Organizing community growth committees

1. Community growth committee members 2. Best practices 3. Areas of focus – Couple tracking, real estate agents, job placement and etc.

5. Community Growth in Practice: A perspective from the front lines a. Rabbi Barry Gelman b. Mr. David Cooper

- 2 -

Rank the following 1-12 (1 being the highest) Mikveh (within walking distance) ________ Eruv ________ Affordable housing (housing in your price range that will enable you to live within your means) ________ Kosher restaurants (more than 3) ________ Choice of day schools ________ Charismatic Rabbi ________ Young couples (more than 4) ________ Convenience (distance to work) ________ Hashkafa of Jewish community________ Values (lifestyle of general community) ________ Job/Higher Education ________ Proximity to family ________

- 8 -

Define Yourself

• Pioneer- Move to a community as one of the founding members of the community • Energizer-

Move to an active community that lacks a young couple population • Revitalizer-

Move to an existing community that has a glorious past but currently has small number of members that participate in weekly shul activities • Reinforcer-

Move to a flourishing community with lots of young couples and a strong infrastructure (shuls,schools,restaurants) • Follow my spouse

- 9 -

YYUU CCEENNTTEERR FFOORR TTHHEE JJEEWWIISSHH FFUUTTUURREE CCOOMMMMUUNNIITTYY GGRROOWWTTHH IINNIITTIIAATTIIVVEE CCOONNFFEERREENNCCEE

MMaarrcchh 3300,, 22000088 MMeemmpphhiiss,, TTeennnneesssseeee CCoommmmuunniittyy PPrrooffiillee

Community (City, State): Memphis, TN Primary CGI Contact: Rabbi Dr. Gil Perl

Other Conference Delegates

1. David Katz 2. David Cooper

Community Profile: Key Facts and Figures General Population: City of Memphis ~700,000 Memphis Metro Area – 1.2 million Jewish Population: approx. 9,000 Percentage of: Young Families (22 -40): 35% Middle age (40-65): 30% Seniors (65 +): 25% Number of Children: (Entire Jewish Population) Ages 0 -6: ~350 Ages 7- 12: ~300 Ages 13 – 18: ~350 Community Organizations Shuls: Baron Hirsch, Anshei Sphard-Beth El Emeth, Young Israel of Memphis, Chabad Lubavitch of

Memphis Schools: Margolin Hebrew Academy/Feinstone Yeshiva of the South (PreK-12) Memphis Jewish High School Youth Groups: NCSY, Camp Shemesh (summer day camp), Camp Darom (summer sleepover camp)

Other Key Institutions: Memphis Jewish Community Center, Memphis Jewish Federation, Memphis Jewish Home, Jewish Family Service

Economic Trends 1. Federation Annual Campaign: 3.4 million 2. Federation Endowment: 20-25 million 3. Average Income: $42,782 4. Industries: medicine, biotech, shipping, banking, paper manufacturing, government

- 10 -

5. Housing: Apartments: (Limited rental homes) $1,200-$1,500/month Homes: (Jewish Area) $130,000 (1,200 sq. ft.) - $450,000 (4,000-5,000 sq. ft.) 6. School Tuition: PreK3 & PreK4 - $5,900 Kindergarten - $9,900 Grades 1-5 - $11,200 Grades 6-8 - $12,200 Grades 9-12 - $14,200 7. Other: Other Mikvah: Baron Hirsch, Anshei Sphard Eruv: Yes – surrounds entire Orthodox neighborhood Restaurants: Memphis Jewish Home, deli counters at local grocery stores

- 11 -


MMaarrcchh 3300,, 22000088 MMeemmpphhiiss,, TTeennnneesssseeee CCoommmmuunniittyy VViissiioonn SSttaatteemmeenntt

Vision Statement

A. Please tell the story of what your community will look like in 5 years. Consider the following 3 factors: Tefillah, Learning, Community (Schools, Shuls, etc.). Please limit your response to one page.

B. Based on your community’s vision statement, share 3 initiatives that illustrate your vision in motion. Please limit your response to one page.

The Memphis Orthodox community is poised for exciting growth. With an institutional infrastructure akin in quantity and quality to that of much larger communities, young dynamic leadership at the helm of all of its institutions, rare communal unity and legendary communal warmth, combined with real estate values unsurpassed by any other American Orthodox community of its size, Memphis is quickly becoming recognized as a rising star in the landscape of American Centrist Orthodoxy. Its vision is simple and succinct. It seeks to combine the religious benefits of the big city, with the values, warmth, and quality of life of small town Southern living. Its vision is of a community in which one need not compromise the quality of schools or shuls in order to improve one’s standard of living and the quality of one’s family life. A community in which one need not sacrifice opportunities for learning and growth in order to increase the opportunities for community involvement and organizational leadership. And it maintains that today’s Memphis Orthodox community – diverse yet united, vibrant yet embracing, proud of its history yet focused on its future – is uniquely endowed with the building blocks necessary to transform such vision into reality. This past summer, its K-12 Day School, the Margolin Hebrew Academy, brought in Rabbi Dr. Gil Perl (formerly the Associate Head of School in MTA and a popular instructor in Yeshiva University) and his wife, Mrs. Melissa Perl (formerly the head of Religious Guidance, Israel Guidance, and an instructor of Tanach in the Frisch School), to head an administrative team bent on bringing excellence to all areas of school life. Its close collaboration with Yeshiva University’s Azrieli School of Education has brought unprecedented levels of expertise and professional growth over the past year alone, with much more planned for the future. An exciting cadre of young and dynamic teachers is being actively recruited to bring the energy and creativity within the school to new heights. Next year will also bring a new director of its remedial program, a new director of its enrichment program, an increased student support system, and an innovative social skills curriculum for grades three through ten. Within five years, the school will also feature Differentiated Instruction in all grade levels and in all disciplines - a process already well underway. Top notch Reading, Writing, and Social Studies curricula will complement the progressive Math and Science curricula already in place, and a detailed Judaic Studies scope and sequence, stretching from Early Childhood through 12th grade, will provide a unique blueprint for instilling children with a love of learning and the skills to do so for a lifetime. A strategic plan for transforming the current small-scale dormitory programs in both its Boys’ and Girls’ High Schools into the country’s only fully residential Centrist Orthodox Boarding School option for both boys and girls, promises to infuse the high schools with talented young men and women from across the country whose skills, talents, and passion for religious growth will further enhance the educational experience of all of the schools’ students. Moreover, this high caliber educational product will be housed in a brand new state-of-the-art facility located on its present seven-acre campus, for which an architect has already been contracted. Groundbreaking is set for June 2009, and project completion is anticipated for the beginning of

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the academic year 2010-2011. Under the direction of Rabbi Shai Finkelstein, the Baron Hirsch Congregation is similarly on the move. With an increasing number of young families attracted to the shul’s unique blend of aesthetic structural beauty and its warm, friendly atmosphere, coupled with an ever growing thirst for learning and programming opportunities amongst its congregants, Baron Hirsch is in the process of hiring a full-time, dynamic assistant rabbi to focus almost exclusively on meeting the needs of the shul’s young couples population, as well as a youth director to oversee the plethora of shul youth activities throughout the year. While already housed in a magnificent structure, the shul continues to plan physical plant improvements so as to ensure the highest quality of services to its membership. Both the Young Israel and Congregation Anshei Sphard have gained reputations over the last few years for their outstanding communal programming. Under the leadership of Rabbi Joel Finkelstein, Anshei Sphard in particular has succeeded in drawing an increasing number of people from all backgrounds and of all levels of observance to its family carnivals, special shabbatot, and adult education classes, with more than a thousand people from all over the South and from throughout the country descending on its parking lot to participate in the shul’s famous signature event, the country’s only Kosher Barbeque Contest. Most importantly, these initiatives and projects have begun to attract national attention. Before this year’s UJA General Assembly in Nashville, a delegation of forty young men and women from Yeshiva College and Stern College spent an inspiring shabbos with the Memphis community which opened their eyes to the beauty and distinctiveness of Memphis Jewish life. A recent visit to Memphis by NCSY’s National Director convinced him of the need to create a City Director position which will bring the first full-time NCSY professional to Memphis beginning next year. In recognition of the community’s dynamic rabbinic leadership, the Center for the Jewish Future’s yarchei kallah for young communal rabbis, directed by Rabbi Dr. JJ Schacter, will take place in Memphis this coming May. In recognition of its up and coming status on the educational scene, Azrieli’s new Institute for Educational Partnership and Applied Research, under the leadership of Professor Scott Goldberg, has partnered with the MHA in launching several of its new initiatives including its evaluative arm, its principal’s mentoring program, and its faculty recruitment program. The plans are being drawn, the wheels are turning, and the word is out. For young couples committed to wholesome family life, unwavering Torah and religious Zionist values, and the importance of communal camaraderie, there is no better place to be than Memphis, Tennessee.

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MMaarrcchh 3300,, 22000088 MMeemmpphhiiss,, TTeennnneesssseeee CCoommmmuunniittyy SSnnaappsshhoott

In 2006-2007, YU Center for the Jewish Future conducted focus groups with 100 young couples. During this research study, the young couples participated in a number of exercises. Please refer to the CGI report for more information that will be useful in answering the questions below.

A. Define Yourself ~ What type of community are you in the eyes of the young couples? Please refer to page 11 in the CGI Report to see how the couples defined communities and themselves. (Double Click on box to make a selection)

Pioneer – New frontier pioneer, a community in its infancy stage that has not yet established mature Jewish communal infrastructure.

Revitalizer – Community has a glorious past, but currently has a small number of members that participate in weekly shul activities

Energizer – Large, active, and vibrant community that seeks to grow its young couple population.

Reinforcer – Flourishing community with numerous young couples and a very strong Jewish communal infrastructure (shuls, schools, restaurants.)

Other – Define yourself!

B. Young couples in our CGI study ranked the following 12 variables, shown in order of importance, as key factors in choosing a community.

1. Hashkafa 2. Choice of Day School 3. Affordable Housing 4. Job/Higher Education 5. Young Couples 6. Eruv

7. General Values 8. Mikvah 9. Convenience 10. Proximity to Family 11. Rabbinic Leadership 12. Kosher Restaurants

What are your community’s top 5 key variables and why?

1. Affordable Housing: Memphis was recently ranked by Money Magazine and CNN.com as offering the best real estate values of any major metropolitan area in the country. Four bedroom starter homes close to three shuls (Young Israel, Baron Hirsch, R’ Nota Greenblatt’s “yeshiva minyan”) and the school, on 75 x 150 lots go for about $225,000. Beautiful homes equally close to the school and shuls are available from $375,000 - $475,000. Nice homes near Congregation Anshei Sphard (about a mile from Baron Hirsch and the Young Israel) often offer even greater values.

2. Hashkafa: Memphis is probably the only Orthodox community of its size to offer hashkafic choices

within a single, unified community. The community ranges from the not yet fully observant, to a strong contingency of YU type families, to families with a slightly more yeshiva bent. Baron Hirsch and Anshei Sphard typically get a diverse crowd from all ends of the hashkafic spectrum, while those looking for a smaller, more “heimish” shul, tend toward the Young Israel. The rabbis of all three

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shuls accord tremendous respect to one another and enjoy a genuine working relationship. Together with R’ Nota Greenblatt and the school’s Dean, the three shul rabbis form the Va’ad ha-Chinuch which informs the hashkafah of the Margolin Hebrew Academy to which everyone in the community sends their children. The families of all three shuls live side by side, and all are friendly with one another and get together with each other regularly. In addition to its shuls, the community boasts an active Beis Medrash housed in the Boys High School of the Margolin Hebrew Academy (and just a few blocks from both Baron Hirsch and the Young Israel). From Thursday night mishmar to Motzei Shabbos Father / Son learning, and from special community-wide yimei iyyun to the constant presence of its Kollel Torah Mi-Tzion, the Beis Medrash, along with the weekly women’s Beis Medrash program housed in the Beit Midrasha of the Girls High School, is a focal point for communal learning. Numerous other learning opportunities all over the community throughout the week, from lunch-and-learns in corporate offices to the full array of shiurim in each of the shuls, further highlight the community’s high premium on Torah study and self improvement.

3. Day School: While Memphis does not offer a choice of Day Schools, the Margolin Hebrew Academy

does offer an excellent Day School option which identifies squarely with the hashkafah of Yeshiva University. Its warm and family-like atmosphere is unlike anything a big-city school could offer, yet its education in both limude kodesh and General Studies is nearly identical. And, with the recent arrival of an exciting new leadership team, it is poised to become a trailblazer in the world of Orthodox education. Its lower school is co-ed until 6th grade, at which point boys and girls separate for limude kodesh. As a testament to the community’s values and to its commitment to communal unity, though, the school runs completely separate Boys’ and Girls’ High Schools (on different parts of our 7 acre campus). In fact, at present, they may be the only Centrist Orthodox, Zionist, high schools outside of New York and Los Angeles that are completely single sex. Graduates go on to the same yeshivot and universities as do graduates of the YU affiliated schools in New York but equipped with a very different set of values and a different attitude toward life.

4. Jobs: Career opportunities abound for bright, well-trained professionals in Memphis. The medical

field leads the pack, often offering salaries significantly higher than those offered in the New York area, which, when combined with the low cost of living, creates an unbeatable quality of life. Offshoots of the medical field, including the bio-tech industry and the medical device industry are rapidly growing as well. International headquarters of major companies including FedEx, Autozone, Hilton, ServiceMaster, and International Paper offer a wide variety of corporate positions for the business-minded professional While the salaries of lawyers, accountants, finance and industry executives tend to be lower than those in bigger cities, the shorter hours, lack of commute, and drastically lower real estate costs, more than make up for it.

5. Young Couples: While the total population of the Memphis Orthodox community has remained

relatively stable over the past few years, by all estimates, the community is younger than ever. Its unique combination of Orthodox infrastructure, quality of life, and communal warmth has begun attracting families looking for a healthy, positive environment in which to raise their kids but who are unwilling or unable to stomach the sticker price of big-community Orthodox life. These young families, who play an active role in the lay leadership of all the community institutions from shuls, to school, to the JCC and the Federation, are laying the foundation for an exciting new chapter in the long and proud history of the Memphis Jewish community.

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MMaarrcchh 3300,, 22000088 HHoouussttoonn,, TTeexxaass CCoommmmuunniittyy PPrrooffiillee

Community (City, State): Houston, TX Primary CGI Contact: Rabbi Barry Gelman

Other Conference Delegates

1. Rabbi Ari Segal 2. Marcy Wolf

Community Profile: Key Facts and Figures General Population: 3,500,000 (greater Houston area) Jewish Population: 47,000 Percentage of: Young Families (22 -40): 14.2% Middle age (40-65): 39.4% Seniors (65 +): 21.5% Number of Children: Ages 0 -6: 5.7% Ages 7- 12: 10.2% Ages 13 – 18: 8.8% Community Organizations Shuls: United Orthodox Synagogues (OU affiliated, Rabbi Barry Gelman YU and RIETS graduate), Young

Israel of Houston, Meyerland Minyan, Bet Rambam, Torah V’Chesed Schools: Robert M. Beren Academy (YU Affiliated), UOS Goldberg Montessori Preschool, Torah Day

School (Chabad), Sephardic Gan Youth Groups: Bnei Akiva

Other Key Institutions: Houston Kashruth Association, Jewish Community Center, Jewish Federation, Jewish Family Service, Seven Acres Senior Home, Modern Orthodox Coalition of Houston

Economic Trends 8. Federation Annual Campaign: $15,842,000 9. Federation Endowment: 10. Average Income: $80,000 11. Industries: Medical, legal, oil and gas, technology, engineering

- 16 -

12. Housing: Apartments: $800 – $1600/month Homes: Wide range of prices from $200,000 starter homes to new construction luxury homes for less than $1,000,000 13. School Tuition: Preschool: $5,000/year Lower school: $12,000/year High school: $14,200/year 14. Other: Healthy economy unaffected by economic downturn, stable housing prices, strong job growth Other Mikvah: A mikvah is located on the premises of United Orthodox Synagogues. Eruv: An eruv surrounds each of the Orthodox synagogues Restaurants: Café at the J – meat Madras Pavilion – dairy Saba’s Kosher Kitchen – dairy Suzie’s Grill – meat Sub on the Way – meat Super Pita and Grill – meat 3 major grocery stores carry prepared foods, on-site butchers, and kosher bakeries Several pareve bakeries

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MMaarrcchh 3300,, 22000088 HHoouussttoonn,, TTeexxaass CCoommmmuunniittyy VViissiioonn SSttaatteemmeenntt

C. Please tell the story of what your community will look like in 5 years. Consider the following 3

factors: Tefillah, Learning, Community (Schools, Shuls, etc.). Please limit your response to one page. D. Based on your community’s vision statement, share 3 initiatives that illustrate your vision in motion.

Please limit your response to one page. Tefilah Currently available Multiple weekday minyanim for shacharit, mincha and maariv at various shuls and schools. Shabbat minaynim with full service youth programming Starting next year Learner’s Davening Programming Within 3 years Hashkama minaynim UOS Branch in Sugarland with full synagogue service Learning Nightly beit midrash learning / Regular shiurim during the week Scholars-in-residence program Community Daf Yomi Lunch and Learns Niche learning groups (by profession, location and/or interest)

Schools In 5 years 400 students Pre-K through 12th grade Religious Zionist, YU affiliated school Small Boys and Girls High School affiliated with Torah U’Mesora Right-wing elementary school

Shuls Modern Orthodox/Religious Zionist UOS – major synagogue center Other Shabbat minyanim in other neighborhoods servicing YU type families To create a kehila of interlocking/mutually supporting/collaborating organizations that support the hashkafa of torah u’mada, religious Zionism and Modern Orthodoxy through integrated programming, leadership development and community service and engagement. Bnei Akiva is based out of UOS and serves as the official youth organization of Beren Academy. Creation of the Modern Orthodox Coalition of Houston – designed to bring together and empower the community of Modern Orthodox Jews in Houston. The first event will be a Torah U’Mada Shaabbaton in the next 2 months. Creation of a Modern Orthodox outreach branch of UOS designed to promote Modern Orthodoxy to underserved predominantly Jewish suburbs Beren Academy created the first ever Moshava Day Camp in partnership with Bnei Akiva of North America and Camp Moshava

- 18 -


MMaarrcchh 3300,, 22000088 HHoouussttoonn,, TTeexxaass CCoommmmuunniittyy SSnnaappsshhoott

In 2006-2007, YU Center for the Jewish Future conducted focus groups with 100 young couples. During this research study, the young couples participated in a number of exercises. Please refer to the CGI report for more information that will be useful in answering the questions below.

A. Define Yourself ~ What type of community are you in the eyes of the young couples? Please refer to page 11 in the CGI Report to see how the couples defined communities and themselves. (Double Click on box to make a selection)

Pioneer – New frontier pioneer, a community in its infancy stage that has not yet established mature Jewish communal infrastructure.

Revitalizer – Community has a glorious past, but currently has a small number of members that participate in weekly shul activities

Energizer – Large, active, and vibrant community that lacks a young couple population.

Reinforcer – Flourishing community with numerous young couples and a very strong Jewish communal infrastructure (shuls, schools, restaurants.)

Other – On the cusp - Mid-size active and vibrant community with a growing population of young couples and very strong Jewish communal infrastructure.

B. Young couples in our CGI study ranked the following 12 variables, shown in order of importance, as key factors in choosing a community.

13. Hashkafa 14. Choice of Day School 15. Affordable Housing 16. Job/Higher Education 17. Young Couples 18. Eruv

19. General Values 20. Mikvah 21. Convenience 22. Proximity to Family 23. Rabbinic Leadership 24. Kosher Restaurants

What are your community’s top 5 key variables and why? 1. Choice of Day School: Robert M. Beren Academy is a nationally recognized YU affiliated Pre - k through 12, offering the finest in education and co-curricular programming. 2. Affordable Housing: Houses available from $140,000 and up including custom built luxury homes for under 1 million. 3. Job/Higher Education: Job growth in major fields. Major research universities/Largest Medical Center in the US. 4. Convenience: Shopping, schools and synagogues within 5 minutes of each other. Major business areas within a 20 minute commute 5. General values: Southern conservative values and in a wholesome environment.

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Yeshiva University

the Center for the

Jewish Future

1

Goals

The Community Growth Initiative (CGI) is a project of Yeshiva University Center

for the Jewish Future. The goal is to assist in community growth around the

country by interacting with young families as they search for a place to plant

their roots.

There are many communities across the country, at various stages of

development, that are actively looking to attract young families. Young families

are ready to contribute to communities and communities are looking for active

participants. The Community Growth Initiative will serve as a meeting point for

young couples and communities.

The first phase of this initiative is to understand our young families. We

have conducted a series of focus groups that have helped us to understand

their dreams, goals and needs, and to strategize ways in which YU and

communities across the country can make their dreams a reality.

The next phase of this project is to share this important, and sometimes

surprising, understanding with the lay leaders and rabbinic leadership of

communities that recognize the unique opportunity this initiative creates.

“Until I knew about this,the only network that I knew of to tell me

about Jewish communities was Chabad.”

CENTER FOR THE JEWISH FUTURE MISSION:

To shape, enrich, and inspire the

contemporary Jewish community

by empowering the resources of

Yeshiva University to:

— Infuse the student body with a spirit of leadership and sense of Klal Yisrael

— Build, cultivate, and support communities, leaders and individuals

—Create a global movement that promotes the values of Yeshiva University

3

Who are our young families?

Medical/Dental . . . . . . . . . . . . . 24.3%

Education . . . . . . . . . . . . . . . . . 15.3%

Student (no field specified) . . . . 6.9%

Accountant . . . . . . . . . . . . . . . . 5.6%

Law. . . . . . . . . . . . . . . . . . . . . . . 4.9%

Social Work . . . . . . . . . . . . . . . . 4.2%

Occupational, Physical, Speech Therapy . . . . . . . . . . . . . 4.2%

Real Estate . . . . . . . . . . . . . . . . . 3.5%

Engineering . . . . . . . . . . . . . . . . . 3.5%

Computer Programming . . . . . . . 3.5%

Psychiatry/Psychology . . . . . . . . 2.8%

Fashion /Interior Design /Artist . . 2.8%

Advertising /Marketing /PR . . . . . 2.8%

Administrative Assistant . . . . . . 2.8%

Non-profit . . . . . . . . . . . . . . . . . 2.8%

Finance . . . . . . . . . . . . . . . . . . . . 2.1%

Rabbinical Student . . . . . . . . . . . 1.4%

Management . . . . . . . . . . . . . . . 1.4%

Entertainment. . . . . . . . . . . . . . . 1.4%

Stay at Home Parent . . . . . . . . . 1.4%

Scientific Research . . . . . . . . . . . 1.4%

Jewish History . . . . . . . . . . . . . . 0.7%

Editing /Publishing . . . . . . . . . . . . 0.7%

Executive summary

Hometown Focus Group %

Long Island, NY. . . . . . . . . . . 16.4%

Queens, NY. . . . . . . . . . . . . . 14.4%

Teaneck, NJ . . . . . . . . . . . . . . . 4.8%

Brooklyn, NY. . . . . . . . . . . . . . 4.1%

Chicago, IL . . . . . . . . . . . . . . . 3.4%

Highland Park/Edison, NJ . . . . 3.4%

Los Angeles, CA . . . . . . . . . . . 3.4%

Philadelphia, PA . . . . . . . . . . . 3.4%

Fairlawn, NJ . . . . . . . . . . . . . . 2.7%

Manhattan, NY . . . . . . . . . . . . 2.7%

Pittsburgh, PA . . . . . . . . . . . . 2.7%

Toronto, ON, Canada . . . . . . . 2.7%

Englewood, NJ . . . . . . . . . . . 2.1%

St. Louis, MO . . . . . . . . . . . . . 2.1%

Staten Island, NY . . . . . . . . . . 2.1%

Westchester/New Rochelle, NY . . . 2.1% 0.7%

We conducted focus groups in the New York tri-state area and at the University

of Pennsylvania with a total participation of 100 young families (Riverdale,

Washington Heights (2 groups), Teaneck, the University of Pennsylvania, Albert

Einstein College of Medicine (2 groups), Kew Gardens Hills, and Holliswood). A

significant portion of our focus groups were dedicated to ranking 12 factors in

terms of importance, with 12 being the highest and 1 the lowest. The results

are presented here, ranked by Mean (average). Median (midpoint) and Mode

(most common result) are also provided for each factor. Additionally, representative

quotes are provided to enhance understanding of the results.

In essence, we were allowed to participate in the “Shabbat table” conversations

these young families engage in when they reach this point in their lives. It’s the,

“We’re outgrowing our apartment, where should we go?” conversation. What did

we learn from our conversations with these families that represent the future

of our communities? What factors will entice young families willing to expand

their horizons and look into other communities? How do we share with young

couples the opportunity for them to have a better quality of life in communi-

ties around North America?

We found that if couples are going to search for “community” elsewhere, then

at every touch point with the community there needs to be a sense of welcoming,

opportunity and involvement.

The results were both illuminating and surprising. Our initial sampling of young

couples felt the most important factors were the Hashkafa of the community,

the choice of day schools, the availability of affordable housing, and jobs/higher

education. The least important factors were the presence of kosher restaurants,

a rabbinic leadership, and the proximity to family. Perhaps the most illuminating com-

ments of all were the responses

reserved for incentive programs.

Our young families offered some

constructive, positive feedback and

approaches to financial incentives.

HometownsAlthough our focus groups were conducted in the NY tri-state area and

Pennsylvania, our focus group families come from hometowns across the

US as well as Canada and Israel.

OccupationsWhat do our young couples do for a living? As you can see, our families represent

a highly desirable mix of professions and occupations. They are currently practicing,

or are in their advanced years of professional school/training for the following:

0

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4

6

8

10

12

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Youn

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The focus group participants ranged in age from early 20’s – early 30’s.

Our couples represent families from a spectrum of stages from newlyweds

to families with 2-3 children under age 5.

Hometown ( less than 2%)

Bronx/Riverdale, NY

Brookline, MA

Cleveland, OH

Detroit, MI

East Brunswick, NJ

Monsey, NY

Montreal, QC, Canada

Newton, MA

Silver Spring, MD

Twin Rivers, NJ

Albany, NY

Atlanta, GA

Baltimore, MD

Boston, MA

Clark, NJ

Edmonton, AB, Canada

Hometown ( less than 2%)

Elizabeth, NJ

Fort Lee, NJ

Lexington, MA

Los Alamitos, CA

Memphis, TN

Miami, FL

Netivot, Israel

Phoenix, AZ

Potomac, MD

San Francisco, CA

Tampa, FL

Tarzana, CA

Thornhill, ON, Canada

West Orange, NJ

4 5

Hashkafa (Jewish Values)To the young families we interviewed, Hashkafa was clearly the most important factor

in choosing a community. They are looking for a community that has a mission and is

comfortable and confident with their collective goals. These families are looking for

consistency and stability and want to be part of something special that challenges

them to grow spiritually as individuals and to grow as an individual part of a community.

The families expressed confidence that the right Hashkafa overcomes a lack in existing

institutions or infrastructure. If a community shares their Jewish values and priorities, it will be

able to create the necessary infrastructure to meet their needs and the needs of their children.

Understanding the importance of…

Choice of Day SchoolsEducation was the next most significant factor to our families. They felt that Judaism

is based on the ability to partner with excellent teachers and schools to transmit our

legacy and heritage in developing the future of our people. Couples are looking for

schools with experience and proven success in challenging their children academically,

spiritually and personally in an ever-changing society. They want to know who endorses

the school as a school of excellence. Where were the teachers educated and trained?

Does the faculty share their values and ideals? Finally, they acknowledged that the

challenge for a school that caters to a diverse base is its ability to create an environment

in which they and their children will feel comfortable.

“Even if a community is currentlylacking certain things, if the community

is united in Hashkafa, they will band together to make sure

important things are taken care of — like if there’s no school

currently, they’ll figure out a way to educate their children…

they’ll prioritize building a mikvah before opening a plethora

of restaurants.”

“People see the valuesof the community manifest in the school.”

0

2

4

6

8

10

12

0

2

4

6

8

10

12

Mean 8.02 / Median 9 / Mode 12 Mean 7.81 / Median 9 / Mode 10

6 7


Young CouplesThe ranking of the importance of other

young couples was interesting primarily for

the divergence between the statistical ranking

and the tonality of the comments. It points

out the difficulty in prioritizing values, and

the importance of good listening.

Statistically, this was nearly in the middle of

all factors. But anecdotally, they felt that it is

hard to live someplace where you don’t have

people at the same life stage as you. Couples

like the idea of a community with a diverse

age-range, but are unwilling to compromise

on a core-group of at least 4 young families.

EruvWomen were more passionate about the

importance of Eruv than their husbands.

We understand this as a desire to have

the Shabbat experience be one in which

the entire family can participate in. Husbands

felt that it was an important factor but

found other issues more important.

Many of the couples have always lived within

the comfort of an Eruv and do not realize the

comforts that it affords and the difficulties

that it avoids.

AffordableHousingPerhaps it is no surprise that affordable housing

ranked so highly. Living in established Orthodox

communities is increasingly becoming a financial

burden. Young families are looking for positive

signs of communal rebirth / repositioning or

growth in affordable areas.

Finally, we were repeatedly reminded that these

families are just starting out, still weighed down

by the burdens of tuition, setting up households,

and other early-stage family lifecycle expenses.

Job /HigherEducationOur young families are highly educated, talented,

and driven. They are looking for challenging and

unique opportunities and are hungry to develop

as professionals and advance their careers.

Young couples were excited that lay leadership

wants to help them grow as professionals,

broadening the range of communities they would

consider over the next few years. For example,

Einstein medical students were glad that

communities have begun advocating at the local

hospitals for more Shomer Shabbat friendly

medical residency programs.

“Affordability is most importantbecause if [we] can’t afford it, [we] can’t consider it.”

“Give us an ‘in’ before you post the job on Monster.com. Communities should assist talented young

people in accessing the best jobs and apprenticeships.”

“You need young couplesbecause of your kids. They need

other people to play with.”

0

2

4

6

8

10

12

0

2

4

6

8

10

12

Mean 7.76

Median 8

Mode 11

Mean 7.52

Median 8

Mode 12

0

2

4

6

8

10

12

0

2

4

6

8

10

12

Mean 7.48

Median 8

Mode 8

Mean 7.35

Median 7

Mode 11

“Lack of an Eruv inhibitsmy and my children’s ability to

benefit from the social experience

of a communal Shabbat.”

8 9

0

2

4

6

8

10

12

0

2

4

6

8

10

12

Mean 6.88

Median 7

Mode 3

Mean 6.81

Median 7

Mode 12

0

2

4

6

8

10

12

0

2

4

6

8

10

12

Mean 5.6

Median 5

Mode 5

Mean 5.55

Median 5

Mode 5


Values(General Values)

When it comes to the lifestyle of the general

surrounding community, our young families did

not feel that it was critically important to their

decision to move, although they did see them

as distinct from the values of the synagogue.

While some participants saw community values

as a reason to move away from where they

were, others felt that community values would

not dissuade them from moving to a new

community. Specific mention was made of

materialism or affluence.

MikvahContrary to our assumptions (and those of

community leaders) that having a mikvah

within walking distance was a prerequisite

for couples, our data shows that it is not.

The inability to walk to a mikvah (this is only

a practical issue for Friday nights or on the

holidays) was a familiar issue for our young

families. In most of the communities where

we conducted focus groups, women were

already unable to go to the mikvah on Friday

nights due to distance. A 20-minute drive to

the mikvah was deemed acceptable, whereas

longer was not.

Convenience(Distance to work)

For our young couples, traveling for the right

educational or professional opportunity has

become a norm. As a factor determining

relocation, distance to work ranks solidly in

the lowest third.

That said, there is useful wisdom to be gleaned

here. Because people are willing to commute

to work, a community can present employment

opportunities in a larger geographic area to

better market to people.

Proximity to FamilyOnly slightly less important than distance to

work is proximity to family. Our young couples

were willing to sacrifice on proximity to their

family and current friends in order to pursue

the most fitting community.

Many of our young families are considering

Aliyah. Additionally, visiting family is easier

than ever thanks to cheaper travel costs.

Our couples are anticipating the increasingly

high cost of living in the tri-state area.

“Values of the surrounding communityare not so important because it’s very possible to counteract that.”

“There’s no mikvah here [at U of P],so I drive 15 minutes and that’s fine.”

“I ’d gladly drive an hour to work if I live in the right community. I’m already commuting an hour

from Riverdale to downtown Manhattan.”

“…it will not dictate where I go.If the right opportunity came up, though,

it would be really nice to be near them.”

10 11

Mean 4.29

Median 4

Mode 2

Mean 3

Median 2

Mode 1


“I love my communitybecause of the other young couples

here. Not having a rabbi was not a

deterrent for us.”

“I rated restaurants lowbecause I don’t need to eat out all the

time, but if having restaurants symbolizes

functionality and their ability to get it

together, I’d rate it higher.”

Rabbinic LeadershipAt first glance, the low rank of a rabbinic

leadership seems surprising. But by listening

to our couples, a different story emerges. Young

couples are still connected to their rabbi from

Yeshiva and the community where they grew

up. Some of the apartment communities where

they reside lack rabbis (the synagogues are run

by young couples). Newlywed life frequently

continues the college and Yeshiva form of

lifestyle, so the presence of young couples

is more of a driver than the rabbi. Finally, as

young couples, they do not yet require major

pastoral intervention nor have they gone

through major life cycle events such as

Bar/Bat Mitzvahs.

Kosher RestaurantsIt is convenient for couples to live in a “50

kosher restaurant” community, especially in

the NY tri-state area. The availability of a wide

choice of eateries should be representative of

comfort, entertainment, and community. But is

it really important to young couples? Apparently

not. Kosher restaurants ranked as the undisputed

least important factor to our young families.

Perhaps this isn’t so surprising: to the young

families who represent our future, what they

put into their mouths is less important than

what they put into their lives.

Fitting in

How do our young families see themselves relative to the types of communities to which they’d

consider moving? We asked them to choose between the following five personality profiles:

“This (focus group) enabled me to think realistically

about our next step and the choices out there.”

Pioneer 5%

Energizer 29%

Follow my spouse 13%

Revitalizer 20%

Reinforcer 33%

PioneerMove to a community as one of the

founding members of the community.

RevitalizerMove to an existing community that has

a glorious past but currently has a small

number of members that participate in

weekly shul activities.

EnergizerMove to an active community that lacks

a young couple population.

ReinforcerMove to a flourishing community with lots

of young couples and a strong infrastructure

(shul s, schools, restaurants).

Follow My SpouseMove to any community if that’s the

right place for his or her spouse.

Pioneer Community

• 5-7 Shomer Shabbat families

• 18-hour drive to kosher restaurants

• Bi-weekly meat delivery

• Local mikvah in Chabad

• Community day school

• Very affordable housing

• Booming industry, with new opportunities in medicine, information technology, and military

• No kosher restaurants

• Vibrant Chabad

Revitalizer Community

• 30 member families, 10 attend Shabbat Minyan, no weekday Minyanim

• Affordable housing and reasonable property taxes

• 30 minutes to kosher restaurants and many schools

• Favorable apartment rentals

• Young couples will not have synagogue or mikvah building expenses

• In 1970, community had 400 families

• No youth programming

Energizer Community

• 250 families, only 10 under age 30

• Competitive housing with other popular communities, more attractive

• 3 minyanim on Shabbat morning — early, regular, and teen minyan

• 20 kids, age 3-13 in youth program

• No apartment rentals

• Kosher shops and schools accessible by a 15-minute car ride

• Young couples will not have synagogue or mikvah building expenses

• Rabbinic leadership and communal infrastructure (educational programs, chesed committees, Israel activism)

• 45-minute commute to major financial center

Reinforcer Community

• 400 families

• 400 kids ages 3-13 in youth program

• 4 minyanim on Shabbat morning

• 3 daily Shacharit minyanim, Mincha/maariv, and late maariv

• 50 kosher restaurants and 5 yeshiva day schools in 10-minute drive

• Very expensive housing

• Mikvah in walking distance

0

2

4

6

8

10

12

0

2

4

6

8

10

12

12 13

This initial sampling is the first of its kind, and it is very much a work in progress.

It is impossible not to be pleased with the seriousness, hope and constructive

intelligence with which our focus group families responded to the questions they

were asked. It is important to remember that the best way to ensure the future

health and prosperity of our communities is in fact to address the needs of the

young couples we wish to attract.

This initial sampling has set the stage for Phase II of this project, in which we

will engage more young couples in their Shabbat table conversations around the

country. The CJF will harness the resources of Yeshiva University, enabling the

Community Growth Initiative to take on a new dimension, as the research is

guided by the university’s academic researchers.

Conclusions

Contact

The next step in the CJF Community Growth Initiative is to offer our partner

community a seat at the Shabbat table conversation. We hope to work together

with our 2 client bases – our young families and our partner communities –

to develop a set of best practices that will be informed by communities’ past

accomplishments and by the practical successes that we will create together.

If your community is inspired to develop or improve upon an existing strategic

plan, please contact us in order to set up an initial meeting and consultation.

Together, we’ll assess the needs of the community and develop a path for

growth and success.

Please contact our Community Growth Initiative

at Yeshiva University Center for the Jewish Future.

Contact: Rabbi Ari Rockoff via email at [email protected] or 212-960-5400, ext. 6158

It is clear from our experience that incentive programs not only have the ability

to seed communities, but are also a powerful marketing tool. When communities

advertise financial incentives, it creates a tremendous buzz around the Shabbat

table conversation.

We did not ask our young families to rank incentive programs in the list of factors.

Instead, we asked them for feedback on existing programs. We were surprised by

their responses, but we feel this represents one of the most important findings of

the Community Growth Initiative.

Monetary incentive plans were received with great excitement and a degree of

hesitancy. Young families are intrigued about a community’s drive to offer incentives,

and had constructive ideas about how to craft a successful program. We’ll let them

tell you in their own words.

“Why do you need to spend so much moneyto bring me in? Once money is out there, it makes me suspicious.”

Incentive Programs

“If it’s not the kind of place I ’d want to live,no amount of money would make

me want to live there.”

“Maybe covering moving expenses or giving free tuition

for the first two years — it would be welcome and better targeted.”

“Use the money to create an idea…that your community is where people want to move.”

“…market to us — flyers, brochures, Web sites, ads…”

We thank Dr. Hillel Davis, Dr. Scott Goldberg, and Dr. Eric Levine for their guidance and support.

We thank David Shabtai, Jenny Sultan, Eitan Magendzo, and Debbie Bernstein for their assistance.

Some photos in this booklet are courtesy of the community growth project at Congregation Anshe Chesed in Linden, NJ. All others are ©2007 Yeshiva University.

©2007 Yeshiva University. All rights reserved.

the Center for the

Jewish FutureRichard M. Joel, President, Yeshiva University

Rabbi Kenneth Brander, Dean, Center for the Jewish Future

Rabbi Ari Rockoff, Director, Community Partnership

Rabbi Aaron Leibowitz, Interim Director, Community Initiatives

Rebecca Goldberg, Coordinator, Community Growth Initiative

Yeshiva University

R’ Yanai and the Simpleton: Character, Torah, and Community

Rabbi Elchanan Adler

Rosh Yeshiva, RIETS

Lunch and Learn


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ל משגח רבי מתקבלא גבן אמר לו אין הכניסו לביתו האכילו והשקהו בדקו "אחד שהיה משופע ביותר אל יברך ינאי "ל סב בריך א"תלמוד ולא מצאו אבמקרא ולא מצאו במשנה ולא מצאו באגדה ולא מצאו ב

ל "ל אמור אכול כלבא פיסתיא דינאי קם תפסיה א"ל אין א"ל אית בך אמר מה דאנא אמר לך א"בביתיה אל חד זמן הוינא עבר קמי בית ספרא ושמעית קלהון דמניקיא "ל ומה ירתותך גבי א"ירותתי גבך דאת מונע לי א

ו משה מורשה קהלת יעקב מורשה קהלת ינאי אין כתיב כאן אלא קהלת יעקב תורה צוה לנ) דברים לג(אמרין ל למה זכיתה למיכלא על פתורי אמר לו מיומי לא שמעית מילא בישא וחזרתי למרה ולא חמית תרין "א

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כ עץ החיים זו תורה"לשמור את דרך עץ החיים דרך זו דרך ארץ ואח) בראשית ג(

תלמוד בבלי מסכת בבא בתרא דף ח עמוד א2) , בעלי הגדה, בעלי הלכה, גמראבעלי , בעלי משנה, יכנסו בעלי מקרא: אמר, רבי פתח אוצרות בשני בצורת

אמר ? קרית, בני: אמר לו! פרנסני, רבי: אמר לו, דחק רבי יונתן בן עמרם ונכנס. אבל עמי הארץ אל יכנסויתיב רבי , בתר דנפק. פרנסיה, פרנסני ככלב וכעורב:] ל"א[? במה אפרנסך, אם כן. לאו: ל"א? שנית. לאו: לו

שמא יונתן בן עמרם תלמידך : שמעון בר רבי' אמר לפניו ר! עם הארץאוי לי שנתתי פתי ל: וקא מצטער ואמר . יכנסו הכל: אמר רבי, בדקו ואשכח? שאינו רוצה ליהנות מכבוד תורה מימיו, הוא

י מסכת בבא בתרא דף ח עמוד א "רש3)

מזונותיו לפי שהכלב ) משלי כט(שנאמר יודע צדיק דין דלים ) שבת קנה(ה עליהם " שחס הקב-ככלב וכעורב מועטין לפיכך שוהה אכילתו במעיו שלשת ימים וגבי עורב כתיב לבני עורב אשר יקראו

תוספות מסכת בבא בתרא דף ח עמוד א 4)

.בהמה בגימטריא כלב' הקונטרס והיינו דכתיב נותן לבהמה לחמה לבני עורב וגו' כמו שפי-ככלב וכעורב

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. הא לאו הכי חייב להחיותו, חכם

תלמוד בבלי מסכת פסחים דף קיח עמוד א 6) ות ומחלק מזונ, מפני שהקדוש ברוך הוא יושב ברומו של עולם: אמר רבי יוחנן? ולמה נקרא שמו הלל הגדול

כנגד עשרים וששה דורות שברא הקדוש -הני עשרים וששה הודו כנגד מי : אמר רבי יהושע בן לוי. לכל בריה . וזן אותם בחסדו, ולא נתן להם תורה, ברוך הוא בעולמו

י מסכת פסחים דף קיח עמוד א "רש7)

.והיינו דבר גדול, לכל בשר דכתיב הודו לאל השמים נותן לחם -' שהקדוש ברוך הוא יושב ברומו של עולם כו

א חידושי אגדות מסכת פסחים דף קיח עמוד א "מהרש8) ה "כ הקב"ה ואעפ"ב אסור לתת פתו לע"ק דב"פ' שלא היו ראוים למזונות כדאמרי' ולא נתן להם התורה וזן כו

י טרם שנשלם ו כ"שמספרו כ' גו' ש הודו לה" וז...ו דורות"ו כנגד כ"הוא כ' זן אותו בחסד ומספר שם של ד :א בחסדו וטובו הגדול"בזמן מתן תורה לא היה העולם קיים כ

משנה מסכת אבות פרק ג משנה יז 9)

רבי אלעזר בן עזריה אומר אם אין תורה אין דרך ארץ אם אין דרך ארץ אין תורה

על מסכת אבות פירוש רבינו יונה) 10

כי רוב המדות , תורה אינו שלם במדות של דרך ארץמי שאינו יודע, כלומר– אם אין תורה אין דרך ארץוכמה כיוצא , מאזני צדק אבני צדק, הענק תעניק לו, העבט תעביטנו: כמו. הטובות שבדרכי העולם בתורה הם

ל שצריך תחלה " ר– אם אין דרך ארץ אין תורה. אם כן בלא תורה לא יהיו דעותיו שלמות בדרך ארץ. בהםלא . שאינה שוכנת לעולם בגוף שאינו בעל מדות טובות, תשכון התורה עליולתקן את עצמו במדות ובזה

. שילמוד התורה ואחר יקח לו המדות כי זה אי אפשר

תלמוד בבלי מסכת עירובין דף ק עמוד ב 11) דרך ארץ . ועריות מיונה, וגזל מנמלה, צניעות מחתול אילמלא לא ניתנה תורה היינו למידין: אמר רבי יוחנן

רנגול מת

ס"הקדמת רבינו נסים גאון לש12) כי כל המצוות שהן תלויין בסברא ובאובנתא דליבא כבר הכל מתחייבים בהן מן היום אשר ברא אלקים אדם

.על הארץ עליו ועל זרעו לדורי דורים

)אילךקעג ו' א עמ"ח(אור הצפון להסבא מסלובודקה 13) קדמה לתורה והוא היסוד הראשון במהותו של האדם אשר אולם כשנתבונן נראה שהמדות והתכונות הם ה

כי כל המדות , ו דורות קדמה דרך ארץ לתורה"כ: ל"וזוהי כוונת דברי חז. ..בלעדו איננו ראוי כלל לתורהואילו מתן , והתכונות הטובות כלולות בדרך ארץ והן הוטבעו באדם מטבעו ואינו זקוק עליהן למתן תורה

ולצוותו להמשיך לעלות לדרך שמים למדרגות העולות על המעלות שהן בבחינת התורה בא להוסיף עליהן ...דרך הארץ

תורה שלמה היא המקיפה את כל , ולכשנתבונן נראה שגם תורה זו הנקראת דרך ארץ שקדמה לתורה מסיניעל יסוד תורה זו באו כל התביעות והעונשים החמורים על הדורות ההם על אשר לא דקדקו בה ...האדם

. ונכשלו בה ולא קימו כראוי את תורת הדרך ארץ שהיא יסוד האדם

)248, 246' ד עמ"ח(ל "זצאליהו דסלר ר "הגלמכתב מאליהו ) 14 ...שורש החיוב הזה טמון בחיובנו לאדם באשר הוא אדם

.כי מי שאינו מכיר את חיובי הכבוד כלפי הזולת חסרות לו התכונות הנדרשות להצלחה בתורה

)'אות ב(צדוק הכהן מלובלין י לרב"אור זרוע לצדיק"15) ולכך דור המבול נאבדו ...קדמה לתורה שזהו מכלל הבריאה וישוב העולםהוא כמו דרך ארץ שוספר בראשית

בגזל שדרך ארץ הוא ההגדרה בתאוות לבו לבלתי היות פרוץ בשרירות לבו,מן העולם שפרצו בדרך ארץודבר זה קודם . ודור המבול פרצו שנים אלה לכך נאבדו מן הישוב..ועריות שנפשו של אדם מחמדתן

...אלה הוא מצד היראה' שההגדרה בב' ית חכמה יראת הכענין ראש...לתורה

) 87-86' ד עמ"בית יוסף שאול ח(ל "יק זצ'סולובייציד הלוי "גריהל" האדם משול לספר תורה") 16דהיינו בחירת , ישנה בחירה הקודמת בהרבה לזו של מתן תורה. בחירת ישראל לא התחילה עם מתן תורה

". כתיבת האותיות"והשניה היתה בבחינת , "עיבוד הקלף"ונה היתה בגדר נדמה לי שהבחירה הראש....האבות

שמות פרק טו17) וילנו העם על משה ) כד( :ויבאו מרתה ולא יכלו לשתת מים ממרה כי מרים הם על כן קרא שמה מרה) כג(

ומשפט ושם ויורהו יקוק עץ וישלך אל המים וימתקו המים שם שם לו חק' הויצעק אל ) כה( :לאמר מה נשתהאלהיך והישר בעיניו תעשה והאזנת למצותיו ושמרת כל חקיו כל ' הויאמר אם שמוע תשמע לקול ) כו( :נסהו

: רפאך' ההמחלה אשר שמתי במצרים לא אשים עליך כי אני

ן שמות פרק טו פסוק כה "רמב18) ם להם במחייתם וצרכיהם כאשר החלו לבא במדבר הגדול והנורא וצמאון אשר אין מים ש, ועל דרך הפשט

משלי ל (כענין הטריפני לחם חקי , "חק"כי המנהג יקרא , מנהגים אשר ינהגו בהם עד בואם אל ארץ נושבתוכן כה עשה דוד וכה משפטו כל , בהיותו משוער כהוגן" משפט"ויקרא , )ירמיה לג כה(חקות שמים וארץ , )ח

ירמיה ל (וארמון על משפטו ישב , )בראשית מ יג (כמשפט הראשון אשר היית משקהו, )א כז יא"ש(הימים , ומשפטים. לא דרך תלונה', לקרוא בהם אל ה, לסבול הרעב והצמא, או שייסרם בחקי המדבר. על מדתו, )יח

, והצנע לכת באהליהם בענין הנשים והילדים, ולהתנהג בעצת הזקנים, לאהוב איש את רעהו, שיחיו בהםותוכחות מוסר שלא יהיו כמחנות השוללים אשר יעשו כל , למכור להם דברושינהגו שלום עם הבאים במחנה

:כי תצא מחנה על אויביך ונשמרת מכל דבר רע) דברים כג י(וכענין שצוה בתורה , תועבה ולא יתבוששואינם חקי , )יהושע כד כה(וכן ביהושע נאמר ויכרות יהושע ברית לעם ביום ההוא וישם לו חק ומשפט בשכם

, )ק פ ב"ב(כגון תנאים שהתנה יהושע שהזכירו חכמים , אבל הנהגות ויישוב המדינות, והמשפטיםהתורה . וכיוצא בהם

שלפני קראת שמעברכת אהבה רבה19)

אבינו האב הרחמן המרחם רחם . אבינו מלכנו בעבור אבותנו שבטחו בך ותלמדם חוקי חיים כן תחננו ותלמדנותלמוד תורתך לשמוע ללמוד וללמד לשמור ולעשות ולקיים את כל דברי עלינו ותן בלבנו להבין ולהשכיל

באהבה

ה אהבת עולם "ספר אבודרהם ברכות קריאת שמע ד20) זכרתי לך חסד נעוריך אהבת כלולותיך לכתך אחרי במדבר ) ב, ב' ירמי(ש "ובעבור אבותינו שבטחו בך ע

. בארץ לא זרועה

)נב' עמ, אדלרלהרב אלחנן (ספר מצות השבת 21) יש מקום לפרש שמה שאנו אומרים , שיחודה של מרה היה בחינת דרך ארץ קדמה לתורה, על פי האמור

כוונתנו ' אבינו מלכנו בעבור אבותנו שבטחו בך ותלמדם חוקי חיים כן תחננו ותלמדנו'בברכת אהבה רבה ו שאבותינו שבטחו בך הלא הם ר יקר פירש"שהרי האבודרהם ורבינו יהודה ב, לבקש על ענייני דרך ארץמעתה ניתן לומר שותלמדם חוקי חיים רומז . ה ויצאו אחריו בארץ לא זרועה"יוצאי מצרים שהאמינו בקב

בין לפי פשוטו של מקרא ובין לפי תוכן המצוות שניתנו (לחוק ומשפט שנאמר במרה הכולל ענייני דרך ארץ היינו שיטע גם בלבבנו מדות טובות ודרך , תחננו ותלמדנויתברך כן ' וכלפי זה מבקשים אנו מאת ה, )במרהותן בלבנו להבין , ואחר שסדרנו בקשתנו על דרך ארץ שקדמה לתורה מבקשים על תורה עצמה. ארץ

. והאר עינינו בתורתך...ולהשכיל

)קיד' עמ, ב"ח(ל "מ פיינשטיין זצ"ספר דרש משה להגר22) למוד וללמד אף לסתם בני אדם שאין שייכין ללמוד לאחרים ואין מה שתיקנו להתפלל בברכת אהבה רבה ל

שבהכרח אף שאינו רוצה ללמוד , י מעשה עצמו"נראה שהוא ללמוד לאחרים ע, חושבין כלל לעשות כןולכן תיקנו להתפלל שילמדו , ו מעשיו רעים"בין כשמעשיו טובים או ח, לאחרים הוא מלמד לאחרים בזה

. ולא כשאינם טוביםאחרים ממנו דברים טובים

The Ethics of Philanthropy: Accepting Tainted Donations

Rabbi Kenneth Brander

Dean, Yeshiva University Center for the Jewish Future

Lunch and Learn


Rethinking the History of Non-Observance as an American Orthodox Jewish Lifestyle

Dr. Jeffrey Gurock

Professor of Jewish History, and Academic Assistant to the Chancellor, Yeshiva University

Lunch and Learn


Championsgate III—July 21, 2008

Dr. J. S. Gurock--“Rethinking the History of Non-Observance as an American

Orthodox Jewish Life Style”

Gurock, “Twentieth-Century American Orthodoxy’s Era of Non-Observance, 1900-1960.” TUMJ ( 2000) “During the first half of the twentieth century… most… Orthodox synagogue-goers, drawn from among the masses of Eastern European Jews and their children… were not especially punctilious in their adherence to the demands and requirements of Jewish law as prescribed in the Shulhan Arukh [Code of Jewish Law].Their problem was not so much with Orthodoxy’s dogmas but rather with their inability to integrate the traditions with their new ambitions and lifestyle.” Charles Liebman” Orthodoxy in American Jewish Life” AJYB (1965) “uncommitted,” “nominally affiliated” “residual” “non-observant” “affiliated with Orthodox synagogues but [had] no commitment to the halakhah or even to the rituals which the residual Orthodox practice”…“marginal”… “almost indifferent about synagogue affiliation but, having been raised in an Orthodox environment, find nostalgic satisfaction in attendance at familiar Rosh Ha-Shanah and Yom Kippur services.” Rachel Samuels to her parents in Hamburg, ca, 1792 in re: Petersburg, Virginia, “place lacking in Yehudishkeit…ten or twelve Jews not worthy of being called Jews…do not know what the Sabbath and holidays are. On the Sabbath all the Jewish shops are open as they do during the whole week….On Rosh ha-Shanah and on Yom Kippur the people worshipped” without a Torah scroll and “not one of them [except her husband] and an “old man of sixty from Holland wore “a tallit …the “shohet goes to market and buys terefah meat and then brings it home.” I.J. Benjamin, Travelogue Three Years in America (1859-1862) {Jews] tossing “religious duties and observances overboard as burdensome ballast…no matter how indifferent and cold our fellow Jews are towards their religion nevertheless they are never so estranged from all religious feeling that it is a matter of total indifference to them where they bury their dead.” “New Year’s and the Day of Atonement have still some meaning for them….might bake the unleavened bread of the flour usually offered for sale in the market, no attention being paid to the regulation for grinding flour.” Abe Kohn “Diary”, 1852 “thousands of young strong men [who] forget their Creator… [who] pray neither on working day nor on the Sabbath… hav[ing] given up their religion for the pack that is not their backs…One must profane the Sabbath, observing Sunday instead…God “knowest my thoughts… knowest my grief when on the Sabbath eve, I must retire to my lodging and on Saturday morning carry my pack on my back, profaning the holy day, God’s gift to His people.”

1

Rabbi Moshe Shimon Sivitz, Kovno-Baltimore, Cleveland, Toledo and Pittsburgh “Sermon” ca. 1910 Jews “fled from God while still on the boat, who first stopped praying and then committed their talis and tefillin to the deep.” [Unlike Abraham]who “left his home and birth place, but who, instead of distancing himself from God’s call, accepted the yolk of the Commandments even more completely.” while at sea [they succumbed] as, they saw “their wives and children…straying from the ways of their fathers.” Rabbi Isaac Margolis Druzgenik, Lithuania-New York,”Letter” ca 1900 Jews “desecrated themselves with the bread and soup of the Gentiles…“embarrassed by their actions particularly when they got to know the rabbi on board, they did not eat treif [in his presence].

Ephraim Lisitzky, Poet, RIETS “alum” ca. 1906 Jewish workers “trampled with their weekday boots the train of [the Sabbath queen’s]

bridal gown” Victor Geller, YU alum and DCS official, ca. 1950 Orthodoxy Awakens [In a New England mill town] “A line of men’s jackets hung neatly on a long row of

hooks… in shul when there was no one then in the building.. These are Shabbos jackets. They belong to the storekeepers who comprise most of our Shabbos minyan. On Shabbos, we daven at seven o’clock. We are finished by nine.”

2

Revisiting the Rav on Evil: An Analysis and its Contemporary Application

Dr. David Shatz

Professor of Philosophy, Yeshiva University

Lunch and Learn


The Religious Establishment in Israel: Crises, Challenges and Opportunities

Rabbi David Stav Co-founder, Tzohar

Lunch and Learn


The religious establishment in IsraelThe religious establishment in IsraelThe religious establishment in IsraelThe religious establishment in Israel crises, challenges and opportunitiescrises, challenges and opportunitiescrises, challenges and opportunitiescrises, challenges and opportunities

::::''''חחחח � � � � ''''זזזז' ' ' ' שמואל אשמואל אשמואל אשמואל א ....1111

ט מ�אל את טו . �ל ימי ח�יו, י�ראל�ו�נה, �להו טז�, אל�וסבב �ית, מ�י נה

��לאת ��י�ראל�את, ופט; וה$ל$ל וה#צ ה . הא)ה, ה#קומות

בתו הרמתה �י יז )�יתו��ת *פט , *ו }פ { .'הל, * מז�ח� ו�ב+; י�ראל�את

15 And Samuel judged Israel all the days of his life.

16 And he went from year to year in circuit to Beth-el, and Gilgal,

and Mizpah; and he judged Israel in all those places.

17 And his return was to Ramah, for there was his house; and

there he judged Israel; and he built there an altar unto the LORD.

{P}

�ניו � ו��* את; �אר זק+ מ�אל, ויהי א . לי�ראל, פטי*

ו* מנה� , �נו ה�כור יואל�ויהי * ב�באר בע, פטי*��אב�ה .

; ו�6� 5חרי ה�צע, הלכ� בניו �דרכו�ו3א ג ט, ו��6� חד�ו�קח� } פ { .מ

� ו�בא� אל; �ל זקני י�ראל, ו�תק�צ� ד . הרמתה, מ�אל

, �בני9, ה8ה א7ה זקנ7, ו�אמר� אליו ה)נ� מל� ��ימה, ע7ה; 3א הלכ� �דרכי9

. ה$וי*��כל�� לפטנ�, �אר :מר�, �עיני מ�אל, ו�רע ה�בר ו

, ו�ת )ל מ�אל; )נ� מל� לפטנ��7נה } פ { .'ה� אל

1 And it came to pass, when Samuel was old, that he made his sons

judges over Israel.

2 Now the name of his first-born was Joel; and the name of his

second, Abijah; they were judges in Beer-sheba.

3 And his sons walked not in his ways, but turned aside after lucre,

and took bribes, and perverted justice. {P}

4 Then all the elders of Israel gathered themselves together, and came

to Samuel unto Ramah.

5 And they said unto him: 'Behold, thou art old, and thy sons walk not

in thy ways; now make us a king to judge us like all the nations.'

6 But the thing displeased Samuel, when they said: 'Give us a king to

judge us.' And Samuel prayed unto the LORD. {P}

....וווו""""שבת ד� נשבת ד� נשבת ד� נשבת ד� נ, , , , גמראגמראגמראגמרא ....2222

שמואל חטאו אינו אלא בניכל האומר כי זקן שמואל ובניו לא (טועה שנאמר ויהי

ויהי כאשר זקן שמואל ולא הלכו ) [הלכובדרכיו בדרכיו הוא דלא הלכו מיחטא ] בניו

נמי לא חטאו אלא מה אני מקיים ויטו אחרי הבצע שלא עשו כמעשה אביהם שהיה

שראלשמואל הצדיק מחזר בכל מקומות י אותם בעריהם שנאמר והלך מדי שנה ודן

בשנה וסבב בית אל והגלגל והמצפה ושפט את ישראל והם לא עשו כן אלא ישבו בעריהם כדי להרבות שכר לחזניהן ולסופריהן כתנאי ויטו אחרי הבצע רבי מאיר אומר חלקם שאלו בפיהם רבי יהודה אומר מלאי הטילו על בעלי בתים רבי

של מעשר נטלו יתירה העקיבא אומר קופ :בזרוע רבי יוסי אומר מתנות נטלו בזרוע

R. Samuel b. Nahmani said in R. Jonathan's

name: Whoever maintains that Samuel's sons

sinned is merely erring. For it is said, And it

came to pass when Samuel was old... that his

sons walked not in his ways:1 thus, they [merely]

walked not in his ways, yet they did not sin

either. Then how do I fulfil, 'they turned aside for

lucre'?2 That means that they did not act like

their father. For Samuel the righteous used to

travel to all the places of Israel and judge them in

their towns, as it is said, And he went from year

to year in circuit to Beth-el, and Gilgal, and

Mizpah; and he judged Israel.3 But they did not

act thus, but sat in their own towns, in order to

increase the fees of their beadles4 and scribes.5

This is a controversy of Tannaim: 'They turned

aside for lucre': R. Meir said, [That means,] They

openly demanded their portions.6 R. Judah said:

They forced7 goods on private people. R. Akiba

said: They took an extra basket of tithes by force.

R. Jose said: They took the gifts by force.8

ה ש�"עי� אי, הרב קוק. 3

::::ישעיהו פרק אישעיהו פרק אישעיהו פרק אישעיהו פרק א

::::ישעיהו פרק אישעיהו פרק אישעיהו פרק אישעיהו פרק א. . . . 4444

האזינ� ; קציני סד*, 'ה� מע� דבר י . ע* עמרה, 7ורת א3הינ�

, 'הזבחיכ* יאמר � )י רב�הל# יא; �בע7י עלות אילי* וחלב מריאי*

3א , וד* רי* �כב�י* וע�7די* . חפצ7י

ב= �מי�� לראות ני, �י תבא� יב . רמס חצרי, זאת מ�דכ*

��וא� הביא מנחת, 3א תוסיפ� יג�ת ; לי, קטרת 7ועבה היאחד ו

. א�כל :ו+ ועצרה� 3א, קרא מקרא, חדיכ* �מועדיכ* �נ:ה נפי יד

. נ�א, נלאיתי; הי� עלי לטרח5עלי* עיני , �בפר�כ* � יכ* טו

:אינ8י מע, �� תפ)התר�$* �י�� מ�* . �מי* מלא�, ידיכ*

, הסיר� רע מעלליכ*�� ה<��, רחצ� טז . הרע, חדל� :מ8גד עיני

ט יזא@ר� , למד� היטב �ר� מAפט� יתו*; חמו } ס { .ריב� 5למנה,

10 Hear the word of the LORD, ye rulers of Sodom; give ear unto the law of our

God, ye people of Gomorrah.

11 To what purpose is the multitude of your sacrifices unto Me? saith the

LORD; I am full of the burnt-offerings of rams, and the fat of fed beasts; and I

delight not in the blood of bullocks, or of lambs, or of he-goats.

12 When ye come to appear before Me, who hath required this at your hand, to

trample My courts?

13 Bring no more vain oblations; it is an offering of abomination unto Me; new

moon and sabbath, the holding of convocations--I cannot endure iniquity along

with the solemn assembly.

14 Your new moons and your appointed seasons My soul hateth; they are a

burden unto Me; I am weary to bear them.

15 And when ye spread forth your hands, I will hide Mine eyes from you; yea,

when ye make many prayers, I will not hear; your hands are full of blood.

16 Wash you, make you clean, put away the evil of your doings from before

Mine eyes, cease to do evil;

17 Learn to do well; seek justice, relieve the oppressed, judge the fatherless,

plead for the widow. {S}

::::ישעיהו פרק נחישעיהו פרק נחישעיהו פרק נחישעיהו פרק נח ....5555

�@ופר הר* , 7ח�� קרא בגרו+ 5ל אע*; קול9 �לבית יעקב , וה$ד לע#י

. ח6את*, ודעת �רכי, יו* יו* ידר�+, ואותי ב

ט , צדקה ע�ה� �גוי אר; יח צ�+�מ טי, א3היו 3א עזב, צדק� י:ל�ני מ

. קרבת א3הי* יח צ�+ע8ינ� נפנ� ו3א , ל#ה Bמנ� ו3א ראית ג

�וכל, חפ�A יו* צמכ* 7מצא�ה+ �; תדע . עBביכ* 7נ$��

�לה�ות �אגרC , ה+ לריב �מBה 7צ�מ� דלהמיע �#רו* , תצ�מ� כ�ו*� 3א; רע

. קולכ*יו* ע8ות �� יהיה צו* אבחרה�, הכזה ה

ו�ק , לכC 5�גמ+ ראוה; נפו, :ד*ויו* רצו+ , צו*� הלזה 7קרא�� ואפר יBיע

. 'הל�ות �� צו* אבחרה�, הלוא זה ו 7ח חרצ(

ו)ח רצ�צי* ; ה7ר אג(�ות מוטה, רע . מוטה 7נ7ק�� וכל, חפי*

וענ�י* , ס לרעב לחמ9הלוא פר זתראה ער* � �י :מר�די* 7ביא בית

. �מ��ר9 3א תתע)*, וכDיתוכת9 מהרה , :ז י�קע �@חר אור9 ח ואר(

'ה�בוד , והל� לפני9 צדק9; תצמח . י5ספ9

�ע ויאמר , יענה'הקרא ו:ז 7 ט7לח , 7סיר מ7וכ9 מוטה� א* :ה8ני

. :ו+�אצ�ע וד�ר; ונפ נענה 7��יע, ותפק לרעב נפ9 י

� אור9 . ואפלתB� 9הרי*, וזרח �חוה��יע �צחצחות , 7מיד,'הונח9 יא

9, �ג+ רוה, והיית; ועצמתי9 יחליA, נפ . יכ<ב� מימיו� אר 3א, �כמוצא מי*

� מוסדי דור, �בנ� מ9# חרבות עול* יבמבב , וקרא ל9 $דר רA; ודור 7קומ*

. תיבות לבתנ

1 Cry aloud, spare not, lift up thy voice like a horn, and declare unto My

people their transgression, and to the house of Jacob their sins.

2 Yet they seek Me daily, and delight to know My ways; as a nation that did

righteousness, and forsook not the ordinance of their God, they ask of Me

righteous ordinances, they delight to draw near unto God.

3 'Wherefore have we fasted, and Thou seest not? Wherefore have we

afflicted our soul, and Thou takest no knowledge?'--Behold, in the day of your

fast ye pursue your business, and exact all your labours.

4 Behold, ye fast for strife and contention, and to smite with the fist of

wickedness; ye fast not this day so as to make your voice to be heard on high.

5 Is such the fast that I have chosen? the day for a man to afflict his soul? Is it

to bow down his head as a bulrush, and to spread sackcloth and ashes under

him? Wilt thou call this a fast, and an acceptable day to the LORD?

6 Is not this the fast that I have chosen? to loose the fetters of wickedness, to

undo the bands of the yoke, and to let the oppressed go free, and that ye break

every yoke?

7 Is it not to deal thy bread to the hungry, and that thou bring the poor that are

cast out to thy house? when thou seest the naked, that thou cover him, and that

thou hide not thyself from thine own flesh?

8 Then shall thy light break forth as the morning, and thy healing shall spring

forth speedily; and thy righteousness shall go before thee, the glory of the

LORD shall be thy rearward.

9 Then shalt thou call, and the LORD will answer; thou shalt cry, and He will

say: 'Here I am.' If thou take away from the midst of thee the yoke, the putting

forth of the finger, and speaking wickedness;

10 And if thou draw out thy soul to the hungry, and satisfy the afflicted soul;

then shall thy light rise in darkness, and thy gloom be as the noon-day;

11 And the LORD will guide thee continually, and satisfy thy soul in drought,

and make strong thy bones; and thou shalt be like a watered garden, and like a

spring of water, whose waters fail not.

12 And they that shall be of thee shall build the old waste places, thou shalt

raise up the foundations of many generations; and thou shalt be called the

repairer of the breach, the restorer of paths to dwell in.

Tzohar Organization was established by a group of Religious-Zionist Modern-

Orthodox Rabbis who sought to participate in the fashioning of the Jewish character of the State of Israel through dialog and a search for shared elements of identity

above the widening fault lines of Israeli society

il.org.tzohar@office :mail-E il.org.tzohar.www

WHO ARE YOUR PARTNERS? (List some of the current and prospective partners you have in pursuing your organization’s mission)

My current and potential partners are: What might we work on together? Current Partners Potential Partners

Collaborative Leadership-Self Reflection

Collaboration and Partnership Self Assessment

Strongly Agree (1)

Agree (2)

Disagree (3)

Strongly Disagree (4)

Disclosure I let others know if I need assistance when needed.

I talk openly about my feelings on issues I take time to share my values , assumptions and identity issues with others

I work to clarify and communicate my organizations goals in writing

I encourage others to follow my lead and disclose their needs.

Support I help out when others are busy I give recognition to others for their contributions

I make sure that I introduce my team mates and colleagues to people who can help them succeed

I freely pass along information that might be useful to others

Collaboration I work hard to understand people of diverse backgrounds and interests

I take time to interact with my team mates on a regular basis

I take time to interact with my community partners on a regular basis

Feedback I listen attentively and let others know I hear them

I let others know if our partnership is working well

I let others know if our partnership could be strengthened

Robert Leventhal- The Alban Institute [email protected] 1-937-454-7891

Notes from Collaborative Vision Exercise What Helps? What Hinders ? Trust Listen Clarify Honesty Curious Open minded Create safe work space- boundaries Humility Advice Planning Focus is on guiding principles- see big picture Be passionate about Jewish living

Judgmental- tell the other side what is wrong with their approach. Fear of Change- might lose power or have to learn new skills Focus on what might be lost vs what gained A focus on my needs first ahead of the overall community’s need Divisiveness-Selfishness Arrogance- superior- “ stuck up” Cynicism- new things won’t work

Exercise: What Helps? How could we bring this helpful practice home to serve

our collaborative vision? Trust, Listen Clarify how decisions will be made. Be transparent about you assumptions and processes. Curious- Open minded

Exercise: Bring a flip chart to the next collaborative meeting. Appoint a scribe. Go around the table and ask participants what their goals are for the meeting. What would success look like? What would it feel like? Exercise: Take a problem you are working on and strive to be transparent. Review the following with your partners. Help everyone understand the key elements of the decision: What is rationale? Data to collect, the stakeholders who must come to agreement, policy considerations, the timeline etc. Who would need to know about the process? What would the communications look like? Exercise: Take a collaborative partner and ask them to tell their story:: How has your Jewish leadership grown through your involvement with your organization? What is the next chapter

1

( Other) Create safe work space- boundaries Honesty Humility Advice Planning Focus is on guiding principles- see big picture Be passionate about Jewish living

you would like to write in your leadership? Each person will take 5-8 minutes to tell their story. Each person will then ask 2 minutes of questions to the story teller but the storyteller will not answer- just listen. After the exercise both share experience.

Elements of Our Collaborative Vision

Exercise: This is a first “rough draft” of the vision elements that were voted most important. We will refine this list when all the data is typed up. As you look at your action plan consider how you will address some of these key collaboration challenges and opportunities. We Find the Words and Images to Communicate our Mission- Brand-Identity – The YU Story- Our Local MO Story-20 Communications Clarify and promote MO Vision-5 Work with YU vision ideas to build shared vision for community-5 Find issues to promote collaborative community-5 Increase PR-5 We Foster Collaboration Between School/ Shul We Promote Collaborative Role Models-29 School/ Shul Partnerships: Who are our Partners? School and shul should work together Look at needs holistically-6 Encourage less segmented- divisive communities-8 Collaborate with other non- Orthodox schools-2 Cooperate with competing schools-5 YU convenes collaborative discussions More intentional collaborative projects- create a calendar-6 Increase sensitivity (Note: see self assessment on collaborative practices) We Find Creative Ways to Engage the YU School of Education -10 Accreditation and Support-10 YU helps strengthen the ranks of school teachers

2

YU provides resources for accreditation-5 Yu gets to know us better-3 YU able to recommend overall plans for cost management We Plan Collaborative Projects-29 Working to Understand and Support Children-23 Focus on needs of children across all ages and needs-5 Pay attention to children of special needs- single, divorced, at risk etc.-5 Schools reach out to teens The vision would be expanded to all kids – al ages- including those with economic needs or with special learning needs-12 Caring Community-6 Programs to address needs of poor, sick, elederly-5 Find one communal issue that helps unite us We Develop Professional Leadership -35 Rabbinic Leadership and Identity-16 More respect for Rabbinic authority- 8 Promote rabbinic school-3 Champion the idea of rabbi as CEO- Encourage the development of the CEO leadership model-5 Developing Educational / HOS Leadership-4 Teambuilding- School board development Supervision Training Working with parents Financial Development Support Teachers -15 More respect for the role of the educator-2 Encourage students to become teachers-2 More of “best and brightest” go into education-6 Make role of Jewish educator more attractive-4 YU provide incentives for students to become teachers We Develop Lay Leader Partners-58 Expanding Volunteerism-Lay Leadership-23 Increase the number of volunteer leaders- get contributions of talent, work, gifts-15 Share best practices for board, volunteers, communications etc. -8 Leadership Training-5 Get pro bono trainers

3

Teach non profit skills Encourage children and youth to value lay leadership Leaders share technology and best practices Leadership is celebrated Growing Role for Woman-15 Woman can be taught to become Torah readers 6- Woman can participate in leadership development- come to lead shuls-8 Helping woman network Helping Business People Network-6 Build networks-5 Create affinity groups Helping Parents be Better Partners-9 Reach out to parents Family Education-2 Coordinate programs with synagogues Teach them Torah-5 We Work Together to Improve Cost Management-12 Cost and Facility Management-6 YU helps institutions reduce costs through skills in joint purchasing- business school-4 Yu helps facility planning YU helps communities look at overlapping institutions and encourages collaboration, facility sharing etc. Helps support resource rationalization Decision Making-6 Leaders learn how to handle difficult decisions-4 Change in staff-Changes in tuition dues-Religious policy Maintain healthy conversations- 2 We Build Leadership for Financial Resource Development-43 Endowment-23 All schools would have an endowment. Would seek development training from YU -13 New approaches would be used to motivate senior citizens to plan gifts.-5 There would be a better awareness of development resources-5 Federations-20 Federation would join this discussion and help fund day schools-11 Federations would invest in schools-9

4

Working CollaborativelyMonday July 21 2008

Multiple Leadership Approaches

Reflect

ConnectDecide

Do

“The Wheel of Learning”

Rick Ross, Bryan Smith, Charlotte Roberts, “ The Fifth Discipline Handbook, p 60

Assess-Now

Collaborative Vision

Mahar

Set Goals

Home-

Call Mtg

Disclosure and FeedbackPartners open up the Window ( Johari)

Unknown-Unconscious-Tacit

Facade-Public Face

Blind SpotCommunity Arena

Known to others

Not known to others

Known to self

Not known to self

Do Self Assessment and Partnership Exercise (Now)

Exercise- 6 minutesMake a list of some of your current and potential partnersList a few partnership opportunities Answer the questions about your practice of collaboration and partnershipGet ready to brainstorm about a collaborative community ( next exercise)

Vision of Your Collaborative Community ( Monday 5-6 PM)

Visioning: The Purpose -40 minutesHelp a large diverse group of stakeholders explore, in a creative high energy way, key elements of a desired collaborative community.

The ExerciseBreak into groups of 20. Everyone comes to a large wall of flip chart paper- 8’ x 20’.Particpants have all been assigned to 1 of 4 rooms.

The QuestionWe ask, ”If we could transform a typical modern orthodox community and make it a visionary collaborative community what might we see in 5 years? Who would be working together? What might they be learning? What might they be doing? What might they be feeling? Who might they be reaching out to?”

The Brainstormed VisionTwo (2) scribes are appointed to write the brainstorm responses. There is no debate and no talking amongst participants during the exercise.

Finding the Energy ( Voting)Once the groups feels they have had their chance to speak, we invite them to cast 4 votes for the statements that have the most energy for them. It couldbe a strength to build on or a weakness to address etc.

Group Reflections

Open Discusssion-20 minutesWhat helps? What hinders?What are some of our strengths- what our opportunities?Close-Perspectives on exercise

What Individual Schools Can Do

1. Overall Fiscal Management

• Train board in financial statement literary and ensure that finance committee and board receive proper reports with narrative explanation so they can ask questions

• Perform multi-year budgeting, and translate any strategic plan or multi-year initiative into a financial plan

• Maintain strong fiscal controls• Determine 36-month cash flow projections• Track year-to-date performance as compared to projected

budget• Outsource tuition collection to increase collections (FACTS,

Smart Tuition, Keybank) and to free up organizational energy for other priorities

• Focus on, and promote grandparents as tuition payers to decrease burden on young parents and on the financial aid budget

2. Professionally-run Scholarship Application Procedures• Promulgate widely the program you now have• Ensure confidentiality when reviewing applications• Clarify eligibility requirements• Use objective service like NAIS Student Scholarship Service,

FACTS, etc.• Use scholarship budget as a key focus for annual giving• Clarify that the financial aid budget comes from fundraising and

endowment income, not from the tuition dollars of full paying families

• Institute quick track financial aid geared to families with adjusted gross income of under 300K who would not qualify or who are uncomfortable applying

• Follow learnings from PEJE’s benchmarking/Yardstick study which supports wide diversification in levels of scholarship awards (tailored and customized)

• Recommend financial advisers to families



3. Maximization of Tuition Revenue• Charge the full cost per pupil for those who can afford to pay it• Expand marketing efforts to drive more traffic into school for

individually escorted visits• Professionalize the admission function and build personal

relationships with all early childhood partner programs and their directors

• Institute rigorous attrition control strategies (3x/year personal calls; uplink through enhanced and targeted special activities)

• De-emphasize exit interviews – they are generally too late• Engage school community in discussion about celebrating

Pesach away every other year – use realized savings to ease tuition burden

4. Maximization of Fundraising Efforts• Recognize that there are more potential donors at

higher levels (e.g. huge success of MATCH Program)

• Continue to grow annual campaign with focus on tuition assistance (Set bold target goals)

• Recognize that 90% of funds come from 10% of donors; must push ceiling on major annual gifts

• Train more solicitors in a systematic way• Focus more attention on alumni, alumni parents,

and all grandparents• Embark on an endowment fund campaign to

secure designated funds to help the squeezed middle class


5. Development of Alternative Sources of Income• Recognize that your school would do well to

reduce its dependency on tuition• Purchase NAIS new publication “Reducing Tuition

Reliance Through Alternative Sources of Income”– Highly recommended (see table of contents for at least 10 ideas) – www.nais.org

• Learn from other schools



6. Enhance the Quality of your Educational Program (people are willing to sacrifice and stretch for

something whose high quality they value)• Review curriculum on a regular basis• Schedule annual performance reviews for all including Board and

Head• Foster professional collegiality among teachers• Stay current and innovative in such lightening rod areas, as science,

math, and technology• Expand all types of co-curricular activities at the middle and high

school levels, with special attention to sports at the high school level• Enroll in PEJE’s new Parent Survey, designed to provide rich data on

how your school is perceived

What Individual SchoolsCan Do

7. Initiation of community- side conversations among schools, and with local federation leadership.

• Start this thinking (or continue it) in your small regional breakout groups this morning

Community-Wide Initiatives to Address Day School Affordability

I. Already Underway

A. Cleveland• Partnership of lead donors, federations, and

the parents

• Seven-year experiment – cut tuition in half –enrollment has increased but not solely attributable to the drop in tuition

• Success predicated on strong three-way partnership


B. Metrowest New Jersey • $50 million community-wide effort to benefit their

three day schools • Accessibility and academic excellence are the

two main target areas• Four funds all held at the community foundation,

one for each school and one communal. • Combined endowment and spend down• Promoting current pledges as well as planned

giving.


C. Chicago• Federation initiated $50 million endowment to

provide additional financial support for their day schools

• Federation fronted the return on investment even before donors fully pay in

• Schools have flexibility to use funds as they see fit


D. Baltimore• Partnership between Weinberg Foundation and

the Federation• Multi-year commitment to expand dollars

available for tuition assistance

E. Denver, San Diego, Springfield• Community-wide endowment campaigns that are

focused on multiple institutions, including but not limited to day schools


II. On Active Drawing Board• Premature to speak publicly about any of these projects

now under discussion in 3-4 communities across the continent

• Appears to be a window of opportunity to initiate conversations; great potential for cross-community learning

• PEJE plans to facilitate these cross-community conversations and the capturing of knowledge, and best practices to help other communities

Day School Tuition Action Items

Communal Responsibility

• Re-educating families about priorities, budgeting, wants v. needs• Surcharge to shul dues• Surcharge on restaurant bills, Pesach hotels

Government Funding

• Vouchers• Tax credits (for corporate/individual contributions)• Tax credits or deductions (for parental tuition expenses)• Increased reimbursement and addt’l services funded • JEDPAC

Alternative Models Involving Public Schools?

MACHAR: WHEN THE REAL WORK BEGINS! 1. Define an issue confronting your community, synagogue or school that is inhibiting its growth potential? 2. What is a critical challenge of Torah U'madda/”Modern Orthodoxy” perspective in your community that the Center for Jewish Future (CJF) can convene the energies of Yeshiva University to help resolve and process?

YYESHIVA UUNIVERSITY

CCENTER FOR THE JJEWISH FFUTURE

CHAMPIONSGATE III

NATIONAL LEADERSHIP CONFERENCE

Self, Institution and Community

,unka

S H L E I M U T

ChampionsGate IIIN AT I O N A L L E A D E R S H I P C O N F E R E N C E

Yeshiva University

s”xc

July 20-22, 2008j”xa, ,zun, y”h-z”h

If you have any questions or concerns, please visit the YYUU CCoonncciieerrggee DDeesskk, located outside National D which will be open for the duration of the conference or callAliza Berenholz at 664466-448833-22005500..

Yeshiva University

Center of the Jewish Future

our mission is to

shape, enrich, and inspire the contemporary Jewish community

by convening the resources

of Yeshiva University and:

Infusing the student body with a spirit of leadership and sense of Klal Yisrael.

Building, cultivating, and supporting communities, and their lay and rabbinicleaders.

Creating a global movement that promotes the values of Yeshiva University.

July 20, 2008Dear Participant,

On behalf of President Richard M. Joel, our host Ira Mitzner, theLegacy Heritage Rabbinic Enrichment Initiative and the YeshivaUniversity family, we welcome you to our National Conference atChampionsGate.

Our time together is limited and we value this precious commodity. Our intention is to provoke substantive dialogue,reach consensus on the issues we can actually do something aboutand create working plans. We hope this will enable lay leaders,rabbis and Yeshiva University professionals to be inspired toenrich Jewish life and accomplish great things for the well beingand the future of our people.

We know that we will benefit from your wisdom and look forwardto the next two days together.

Tushshc,

Kenneth Brander

WEELLCCOOMMEE TTOO TTHHEE CCHHAAMMPPIIOONNSSGAATTEE III, NAATTIIOONNAALL LEEAADDEERRSSHHIIPP CCOONNFFEERREENNCCEE

ChampionsGate IIIN AT I O N A L L E A D E R S H I P C O N F E R E N C E

Yeshiva University

SUNDAY, JJULY 220

9 am ShacharitNational D3

After 3pm Arrival and Check-InChampionsGate Concierge Desk – Main Lobby

Yeshiva University Concierge DeskOutside National DPlease note, for your convenience, the YU Concierge Desk will be open for the duration of the conference

7:15 pm - 9:00 pm Mincha: 7:15 pmNational D3

SShhiiuurr PPrreesseennttaattiioonn:: Rabbi Dr. Jacob J. Schacter““MMooddeellss ooff RReeddeemmppttiioonn aanndd CCoonntteemmppoorraarryy JJeewwiisshh LLiiffee””National D3

Maariv: 8:45 pmFast Ends: 9:04 pmNational D3

9:00 pm - 10:00 pm Dinner International I

GGrreeeettiinnggss:: Mr. Ira Mitzner

10:00 pm ““MMeeeett aanndd GGrreeeett CChhaammppiioonnssGGaattee SSttyyllee””National D1

Dessert “ChampionsGAME Room”Sign up for “Affinity Groups: Sharing Your Best Practices”Optional recreational activities at ChampionsGate

MONDAY, JJULY 221

6:00 am DDaaff YYoommii (Gittin 10) with Rabbi Yona Reiss National D3

6:00 am ““JJoogg wwiitthh tthhee PPrrooff”” with Dr. Jeffrey Gurock Meet at Concierge Desk – Main Lobby

6:15 am SShhiiuurr:: ““YYeerruusshhaallaayyiimm hhaa-BBeennuuyyaahh:: UUnniittyy aanndd CCoommmmuunniittyy”” with Rabbi Elchanan AdlerNational D3

7:00 am ShacharitNational D3

7:45 am - 8:30 am BreakfastInternational I

8:45 am - 9:00 am PPrreessiiddeenntt’’ss WWeellccoommee:: President Richard M. JoelInternational II

99::0000 aamm –– 1100::1155 aamm PPLLEENNAARRYY ##11::OOUURR CCOOMMMMUUNNIITTYY:: KKEEYY EELLEEMMEENNTTSS AANNDD CCOORREE VVAALLUUEESS

AA ccoonnvveerrssaattiioonn ffooccuussiinngg oonn hhooww wwee,, iinn tthhee TToorraahh UU’’MMaaddddaa ccoommmmuunniittyy,, sshhoouulldd ddeeffiinnee oouurrsseellvveess.. WWhhaatt iiss mmeeaanntt bbyy aa TToorraahh UU’’MMaaddddaa ppeerrssppeeccttiivvee,, aanndd wwhhaatt aarree iittss pphhiilloossoopphhiiccaall uunnddeerrppiinnnniinnggss?? WWhhaatt aarree oouurr pprriioorriittiieess aass aa TToorraahh oobbsseerrvvaanntt ccoommmmuunniittyy wwhhiicchh eemmbbrraacceess mmooddeerrnniittyy?? HHooww ccaann wwee bbeesstt iimmppaacctt tthhee JJeewwiisshh ccoommmmuunniittyy??

Chair: Dr. Karen BaconPresenters: Dr. David Shatz, Rabbi Kenneth Brander

AAss wwee ffooccuuss oonn ddeeffiinniinngg oouurrsseellvveess,, wwee wwiillll aannaallyyzzee hhooww wwee ccaann

bbee mmoosstt eeffffeeccttiivvee aass ccoommmmuunnaall lleeaaddeerrss.. BBrreeaakkoouutt sseessssiioonnss wwiillll

ffooccuuss oonn tthhrreeee aarreeaass:: oouurrsseellvveess aanndd oouurr ffaammiilliieess;; oouurrsseellvveess aanndd

oouurr llooccaall iinnssttiittuuttiioonnss;; oouurrsseellvveess aanndd tthhee llaarrggeerr JJeewwiisshh

ccoommmmuunniittyy wwiitthhiinn wwhhiicchh wwee wwoorrkk..

BBRREEAAKKOOUUTT SSEESSSSIIOONNSS::

National C & D

EEaacchh ppaarrttiicciippaanntt wwiillll hhaavvee tthhee ooppppoorrttuunniittyy ttoo ppaarrttiicciippaattee iinn ttwwoo

ooff tthhee ffoolllloowwiinngg bbrreeaakkoouutt sseessssiioonnss..

II.. SSEELLFF AANNDD FFAAMMIILLYY::

##11 RRaaiissiinngg CCoommmmiitttteedd CChhiillddrreenn iinn TTooddaayy’’ss CCuullttuurree National C1

Facilitator: Dr. Rona Novick

Session Type: Discussion

##22 PPrree-mmaarriittaall SSeexxuuaalliittyy:: FFrroomm AAddoolleesscceennccee ttoo tthhee CChhuuppppaahhNational C2

Facilitators: Dr. David PelcovitzDr. Jennie Rosenfeld


Session I: 10:30 am - 11:15 am

Session II: 11:30 am - 12:15 pm

IIII.. IINNSSTTIITTUUTTIIOONNSS AANNDD IITTSS LLEEAADDEERRSSHHIIPP::

##33 DDeemmyyssttiiffyyiinngg FFuunnddrraaiissiinngg - WWhhaatt WWoorrkkss aanndd WWhhaatt DDooeessnn’’tt?? National C3

Presenter: Mr. Daniel T. Forman

Respondents: Mr. Lance Hirt - Member, Board of Trustees of Yeshiva University;Treasurer, RIETS - Lawrence, NY

Mr. Paul Reinstein - Chairman of the Board, Hebrew Academyof Nassau County - West Hempstead, NY

Mr. Avi Steinlauf – Founding Member of the YU Los Angeles Community Council - Los Angeles, CA

Session Type: Workshop

##44 MMaarrkkeettiinngg YYoouurr IInnssttiittuuttiioonn aanndd CCoommmmuunniittyyNational C4Presenter: Mr. David SableSession Type: Workshop

IIIIII.. CCOOMMMMUUNNIITTYY::

##55 EEnnggaaggiinngg tthhee TToottaall JJeewwiisshh CCoommmmuunniittyy:: AArreeiivvuutt MMaaxxiimmaalliissmm National C5Presenter: Rabbi Dr. Jacob J. SchacterSession Type: Text Study and Discussion

##66 CCoommmmuunniittyy GGrroowwtthh IInniittiiaattiivvee:: SSttrraatteeggiieess ttoo RRee-SSeeeedd OOlldd CCoommmmuunniittiieess aanndd BBuuiilldd NNeeww CCoommmmuunniittiieess AAccrroossss NNoorrtthh AAmmeerriiccaa National D2Presenter: Rabbi Aaron LeibowitzRespondents: Rabbi Barry Gelman -

Rabbi, United Orthodox Synagogues of Houston – Houston, TX

Mr. David Cooper – President, Margolin Hebrew Academy/Feinstone Yeshiva of the South - Memphis, TN


12:15 pm - 12:45 pm LLuunncchh International I

““LLuunncchh aanndd LLeeaarrnn”” - Choose from one belowInternational I

““RR’’ YYaannaaii aanndd tthhee SSiimmpplleettoonn:: CChhaarraacctteerr,, TToorraahh aanndd CCoommmmuunniittyy””with Rabbi Elchanan Adler

““TThhee EEtthhiiccss ooff PPhhiillaanntthhrrooppyy:: CCaann AA SSyynnaaggoogguueeoorr DDaayy SScchhooooll AAcccceepptt TTaaiinntteedd DDoonnaattiioonnss??””

with Rabbi Kenneth Brander

““RReetthhiinnkkiinngg tthhee HHiissttoorryy ooff NNoonn-OObbsseerrvvaannccee aass aann AAmmeerriiccaann OOrrtthhooddooxx LLiiffee-SSttyyllee”” with Dr. Jeffrey Gurock

““TThhee CCoonnvveerrssiioonn CCrriissiiss:: AA VViieeww ffrroomm tthhee IInnssiiddee”” with Rabbi Yona Reiss

““RReevviissiittiinngg tthhee RRaavv oonn EEvviill::AAnn AAnnaallyyssiiss aanndd iittss CCoonntteemmppoorraarryy AApppplliiccaattiioonn””with Dr. David Shatz

““ TThhee RReelliiggiioouuss EEssttaabblliisshhmmeenntt iinn IIssrraaeell:: CCrriisseess,, CChhaalllleennggeess aanndd OOppppoorrttuunniittiieess””with Rabbi David Stav

1:15 pm - 2:15 pm BBrreeaakk

2:15 pm - 3:15 pm PPLLEENNAARRYY ##22:: CCHHAAMMPPIIOONNSSGGAATTEE 22002200:: WWHHOO WWIILLLL BBEE OOUURR FFUUTTUURREE LLEEAADDEERRSS??International II

Facilitator: President Richard M. Joel

Presenters:Rabbi Yona ReissDr. David SchnallRabbi Ronald Schwarzberg

3:30 pm - 4:45 pm PPLLEENNAARRYY ##33:: TTHHEE RROOLLEE OOFF OOUURR PPAARRTTNNEERRSS:: MMOODDEELLIINNGG HHEEAALLTTHHYY LLEEAADDEERRSSHHIIPP CCOOLLLLAABBOORRAATTIIOONNInternational II

AA ddiissccuussssiioonn oonn pprriinncciipplleess ooff ccoommmmuunnaall ccoollllaabboorraattiioonn ffeeaattuurriinngg aa ccoonnvveerrssaattiioonn bbeettwweeeenn aa ffeeddeerraattiioonn eexxeeccuuttiivvee,, aa ppuullppiitt rraabbbbii,, aa hheeaadd ooff sscchhooooll,, aanndd aa llaayy lleeaaddeerr..

Chair: Mr. Barry Shrage

Presenters:Rabbi Haskel LooksteinRabbi Pinchas HechtMrs. Shira Yoshor

55::

0000 ppmm –– 66::0000 ppmm

5:00 pm - 6:00 pm WWOORRKKSSHHOOPP::DDEEVVEELLOOPPIINNGG CCOOLLLLAABBOORRAATTIIVVEE PPAARRTTNNEERRSSHHIIPPSSInternational II

BBuuiillddiinngg oonn tthhee ppaanneell ddiissccuussssiioonn,, ppaarrttiicciippaannttss wwiillll bbee ddiivviiddeedd iinnttoo ffaacciilliittaatteedd ggrroouuppss ttoo ddiissccuussss hhooww ttoo ssttrreennggtthheenn tthheeiirr oowwnn ccoommmmuunniittiieess’’ ccoollllaabboorraattiivvee ppaarrttnneerrsshhiippss..

Chair: Mr. Bob Leventhal

Facilitators:Dr. Karen BaconDr. Hillel DavisRabbi Joshua JosephDr. Rona NovickDr. David Pelcovitz Dr. David Schnall Rabbi Ronald Schwarzberg

6:00 pm MinchaNational D3

6:30 pm - 7:45 pm Dinner International IGGrreeeettiinnggss:: Mr. Morry Weiss

7:45 pm - 9:00 pm PPrreesseennttaattiioonn:: Mr. Ira Mitzner

CEELLEEBBRRAATTIINNGG OUURR COOMMMMUUNNIITTYY PAARRTTNNEERRSS

7:45 pm - 9:00 pm DDeesssseerrtt RReecceeppttiioonn

GGRRAANNDD OOPPEENNIINNGG OOFF CCOOMMMMYUNNIITTYY SSHHUUKK

Rotunda

9:00 pm Maariv:National D3

“ChampionsGAME Room” National D1

Affinity Groups: Sharing Your Best Practices Optional recreational activities at ChampionsGate

TTUUEESSDDAAYY JJUULLYY 2222

66::0000 aamm

TUESDAY, JJULY 2226:00 am DDaaff YYoommii (Gittin 11) with Rabbi Elchanan Adler

National D3

6:00 am ““JJoogg wwiitthh tthhee PPrrooff”” with Dr. Jeffrey Gurock Meet at Concierge Desk – Main Lobby

6:30 am SShhiiuurr:: ““BBiirrcchhaatt hhaa-TToorraahh:: AA MMoosstt MMiissuunnddeerrssttoooodd BBlleessssiinngg””with Rabbi Dovid Gottlieb National D3

7:00 am ShacharitNational D3

8:00 am88::0000 aamm Breakfast International I

CommYUnity Shuk ReopensRotunda

9:00-11:00 am88::0000 aa PPLLEENNAARRYY ##44::TTHHEE TTUUIITTIIOONN CCOONNVVEERRSSAATTIIOONN:: UUNNDDEERRSSTTAANNDDIINNGG TTHHEE KKEEYY IISSSSUUEESS OOFF TTHHIISS CCRRIISSIISSInternational II

Chair: Dr. Scott Goldberg

Presenters:Rabbi Joshua ElkinMr. Yossi Prager

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Conveners:

Rabbi Heshy Billet – Rabbi, Young Israel of Woodmere – Woodmere, NY

Dr. Jay Cinnamon - President, Young Israel of Toco Hills - Atlanta, GA

Dr. Dov Kahane - Board of Directors, Congregation Keter Torah - Teaneck,

Mrs. Amy Katz - Associate Director, PEJE – Boston, MA

Mr. Robert Levy - President, Robert M. Beren Academy – Houston, TX

Rabbi Leonard Matanky - Rabbi, KINS – Chicago, IL

Dr. Ron Nagel - Founding Member YU Los Angeles Community Council - Los Angeles, CA

Mrs. Roz Schultz - Member, CJF Advisory Council - Toronto, ON

11:00 am ““MMAACCHHAARR .. .. .. WWhheenn TThhee RReeaall WWoorrkk BBeeggiinnss!!””International II

Conveners:Rabbi Ari Rockoff Mr. Nahum Twersky - Member, CJF Advisory Council ; President,

Congregation Keter Torah - Teaneck, NJ

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12:00 pm HHootteell CChheecckkoouuttFront DeskPlease note, if you wish to check out of the hotel before noon, you may leave your luggage at the YU Concierge desk.

12:30 pm LLuunncchh International ICClloossiinngg RReemmaarrkkss:: President Richard M. Joel

1:30 pm MMiinncchhaaNational D3

NJ

RRABBI EELCHANAN AADLER is a Rosh Yeshiva at the Yeshiva University affiliated Rabbi IsaacElchanan Theological Seminary (RIETS), where he is an occupant of the Eva, Morris andJack Rubin Chair in Rabbinics. His affiliation with YU began in 1988 as a fellow in theGruss Kollel Elyon (RIETS). While there, he edited Beit Yosef Shaul, Volumes 3 and 4, andreceived the prestigious Imrei Shefer writing award. He later served as ShoelU'Meishiv/Sgan Mashgiach (mentor/counselor to students) prior to his 1998 appointmentas a Rosh Yeshiva. Rabbi Adler has lectured in communities across the country and has

published numerous Torah articles in both Hebrew and English on diverse topics of Jewish thought. Rabbi Adlerholds a B.A. Summa Cum Laude in Psychology from CUNY and an M.S. in Secondary Jewish Education fromYeshiva University's Azrieli Graduate School, where he received the Axelrod Scholarship Award for AcademicExcellence.

DDR.. KKAREN BBACON, a recognized leader in academic affairs, is a respected scientist, teacher,and educational administrator who has served since 1977 as the Monique C. Katz Dean ofStern College for Women (SCW)--Yeshiva University's undergraduate division of liberalarts and sciences for women. With her appointment, Dr. Bacon, became the first womanand Stern alumna to be named as the school's administrative head. Under Dr. Bacon's stew-ardship, the five decade-old school has grown from an original class of 33 in 1954 to a stu-dent body of more than 1,100.

A native of Brooklyn, New York, Dr. Bacon earned her Bachelor's degree from Stern College Summa Cum Laudeand was valedictorian of the 1964 class. In 1968, she earned a doctorate in microbiology from the University ofCalifornia at Los Angeles. Dr. Bacon received a Shaul Lieberman Prize for Jewish Education in 1993, the NationalEducation Award from the Union of Orthodox Jewish Congregations of America in 1994, and, in 2003, the firstYeshiva University Presidential Medallion from the newly installed 4th president of Yeshiva University, RichardM. Joel.

RRABBI KKENNETH BBRANDER became the inaugural dean of the Center for the Jewish Futurein September 2005. Under Rabbi Brander’s leadership, President Joel’s vision for a centerthat convenes the vast resources of Yeshiva University has been actualized. The CJFenables students to be involved in service learning initiatives, empowers North Americacommunities and their leadership, and promotes the values of Yeshiva University in theglobal Jewish community. Rabbi Brander is also Rabbi Emeritus of the Boca RatonSynagogue, and founder of the Weinbaum Yeshiva High School of Broward and Palm

Beach Counties. During his 14 years of service to that community, he oversaw its explosive growth from 60 fami-lies to some 600 families. Under his leadership, the 5 acre Hahn Judaic Campus was built, and he also helped estab-lish two satellite communities. He is a 1984 alumnus of Yeshiva College and received his ordination from the RabbiIsaac Elchanan Theological Seminary in 1986. There he had the distinction of serving as the personal aide to theesteemed Rabbi Joseph B. Soloveitchik. In 1999, he received special ordination from Machon Puah, a center of med-ical ethics in Israel, and from the Chief Rabbi, Mordechai Eliyahu, in the field of medical ethics-infertility, gyne-cology, and Halakhah. He is completing a Ph.D. in general philosophy at Florida Atlantic University (FAU). RabbiBrander has authored many articles in various scholarly journals and also co-edited The Yeshiva UniversityHaggadah.

P R E S E N T E R S & F A C I L I T A T O R S

DDR.. HHILLEL DDAVIS is Vice President for University Life at Yeshiva University. Before joiningYU five years ago, he was the Senior Human Resources Officer at Citibank, Executive VicePresident at Republic National Bank, and Senior Vice President at IDT. Dr. Davis overseesbroad areas dealing with the quality of campus life, including enrollment management, theregistrar, student affairs, student finance, and student aid. He graduated from YeshivaCollege in 1973, and received a master's degree from Bernard Revel Graduate School ofJewish Studies and rabbinic ordination from the Rabbi Isaac Elchanan Theological

Seminary (RIETS) in 1975. In addition he earned a master's degree and Ph.D. in Organizational Psychology fromNew York University.

RRABBI JJOSHUA EELKIN,, Ed.D, is the Executive Director of the Partnership for Excellence inJewish Education (PEJE), a grant-making and advocacy organization for Jewish dayschools. Prior to PEJE, he was the Head of the Solomon Schechter Day School of GreaterBoston for 20 years. Rabbi Elkin was ordained at the Jewish Theological Seminary and wenton to complete a doctorate at Columbia Teachers College in the field of curriculum andteaching. He has also served as Adjunct Lecturer in Jewish Education at the BrandeisHornstein Program for Jewish Communal Service.

Currently, Rabbi Elkin is on the Board of Gann Academy: the New Jewish High School of Greater Boston. He hasserved on the Board of Camp Ramah in New England and most recently on its Director Search Committee. He isa past President of the Solomon Schechter Day School Principals Council and has authored numerous articles onJewish education and day schools.

DDANIEL TT.. FFORMAN is the Vice President for Institutional Advancement at YeshivaUniversity, directing all fundraising and development activities at Yeshiva University andits 16 schools and affiliates. Dan planned and directed YU's successful $400 million cam-paign, which ran from 2001 to 2004. Currently underway at Yeshiva University is thedevelopment of an historic $1 billion plus capital campaign, for which $300 million hasbeen quietly raised during the last two years. Prior to assuming his responsibilities at YUin February, 1995, Dan was executive director of capital and annual campaigns at the

United Jewish Appeal-Federation of Jewish Philanthropies of New York. There, he was placed in charge of thedesign, creation, and management of UJA-Federation's $1.2 billion capital campaign in support of its 90 memberagencies. He subsequently assumed the additional responsibility of overseeing solicitation of some $80 million ayear in annual gifts to UJA-Federation.

A 1974 Summa Cum Laude graduate of the State University of New York at Buffalo, where he was elected to PhiBeta Kappa, Dan earned a master's degree in 1976 from the Boston University Graduate School of Social Work anda certificate in not-for-profit management in 1981 from the Columbia University Graduate School of Business. Aresident of White Plains, N.Y., Mr. Forman has taught at YU's Wurzweiler School of Social Work, ColumbiaUniversity Graduate School of Business, the New School for Social Research, Boston University, FordhamUniversity, Brandeis University, Leslie College Graduate School of Education, and Weiner Center of UJA-Federation and has lectured at many conferences.


RRABBI DDOVID GGOTTLIEB is the Rabbi of Congregation Shomrei Emunah in Baltimore,Maryland. In addition to the regular Torah classes he teaches at Shomrei Emunah, RabbiGottlieb has delivered guest lectures at synagogues and educational institutions around thecountry, many of which can be heard online at www.yutorah.org. He is also a regular con-tributor of essays on the weekly Torah portion to the Baltimore Jewish Times.

Rabbi Gottlieb is involved in a number of communal organizations, is a past member of theExecutive Board of the Rabbinical Council of America (RCA) and is currently a member ofits recently reconstituted Vaad Halacha. He received his ordination from the Rabbi Isaac Elchanan TheologicalSeminary (RIETS), where he was also a member of their prestigious Bella and Harry Wexner Kollel Elyon. In 2003,Rabbi Gottlieb authored Ateres Yaakov, a book of essays about a wide range of halakhic topics.

DDR.. SSCOTT JJ.. GGOLDBERG is the Director of the Institute for University-School Partnership atYeshiva University's Azrieli Graduate School of Jewish Education and Administration,where he also is Director of the Fanya Gottesfeld Heller Division of Doctoral Studies. AsDirector of the Institute for University-School Partnership, Dr. Goldberg leads Azrieli's fac-ulty in partnering with schools to improve the educational experience for, and outcomesof, students through support for educators and school lay leadership. Dr. Goldberg's teach-ing, research and professional development work involves various educational and psy-

chological topics, including: differentiated instruction, multilingual literacy development and assessment, the con-nection between learning disabilities and behavior problems, religious development, the effects of media on learn-ing and behavior, and special education. A former teacher and educational leader in secular and religious settings,Dr. Goldberg holds a Ph.D. in Applied Psychology from New York University, an M.S.Ed. in Special Educationfrom Bank Street College of Education, and a B.A. in Jewish Studies from the University of Chicago.

DDR.. JJEFFREY GGUROCK is the Libby M. Klaperman Professor of Jewish History and AcademicAssistant to the Chancellor of Yeshiva University. Professor Gurock is the author or editorof eleven books, including A Modern Heretic and a Traditional Community: Mordechai M.Kaplan, Orthodoxy and American Judaism (co-authored with Rabbi Jacob J. Schacter),which was awarded the biannual Saul Viener Prize from the American Jewish HistoricalSociety for the best book written in that field. Professor Gurock has served since 1982 asAssociate Editor of American Jewish History, the leading academic journal in that field.

He is also a former Chair of the Academic Council of the American Jewish Historical Society. He is presentlyworking on two new book projects, a history of American Judaism between the two World Wars, and Clash andClamor; Judaism's Encounter with American Sports. Dr. Gurock has also run 14 marathons.


PPRESIDENT RRICHARD MM.. JJOEL was inaugurated in 2003 as Yeshiva University's fourth presi-dent in its history. His presidency is the latest chapter in the illustrious tradition of YeshivaUniversity presidents, beginning with Bernard Revel (1915-1940), Dr. Samuel Belkin (1940-1975), and Dr. Norman Lamm (1976-2003). Since assuming the presidency, President Joelhas provoked an era of growth at Yeshiva University. He has catalyzed a renewed focuson academic excellence, enriched student life and broadened service to the Jewish andwider communities. President Joel has appointed new deans for Yeshiva College, Sy Syms

School of Business, Rabbi Isaac Elchanan Theological Seminary, the Albert Einstein College of Medicine and cre-ated the Center for the Jewish Future, Institute for Public Health Sciences, Center for Israel Studies, Center forEthics, Rabbi Arthur Schneier Center for International Affairs and the Center for Jewish Law and ContemporaryCivilization. In addition he has added faculty positions throughout the university, and spurred wide-rangingimprovements to campus life. President Joel is renowned nationally and internationally as a talented leader andgifted speaker, and has traveled the globe giving talks on topics of Jewish leadership and identity.

Prior to his appointment, he served as the President and International Director of Hillel: The Foundation for JewishCampus Life. During his fifteen-year tenure, he was the driving force behind the metamorphosis of the Hillelorganization. He decreased marginalization on campuses, raised student involvement, and motivated and invig-orated his staff members to not only carry out their job responsibilities but to excel at them. Richard M. Joelreceived his B.A. and J.D. from New York University where he was a Root-Tilden law scholar, and has receivedhonorary degrees from Boston Hebrew College and Gratz College. He was an assistant district attorney in NewYork, and Deputy Chief of Appeals in Bronx, NY. His career continued as Associate Dean and Professor of Lawat YU's Benjamin's Cardozo School of Law, where he taught Professorial Responsibility.

RRABBI JJOSH JJOSEPH is the Chief of Staff and Deputy to Yeshiva University President RichardM. Joel. In addition to managing the office of the President and working with administra-tion, academic and lay leadership, he runs the Presidential Fellowship in University andCommunity Leadership. Rabbi Joseph was previously Director of Special Projects for YU'sCenter for the Jewish Future and, before that, served as the Executive Director of theOrthodox Caucus.

Originally from Montreal, Rabbi Joseph worked on Wall Street and as a pulpit rabbi. Hecompleted his undergraduate degree with honors at the University of Pennsylvania and received his rabbinic ordi-nation from the Rabbi Isaac Elchanan Theological Seminary, while simultaneously completing a master's in Jewishphilosophy at YU's Bernard Revel Graduate School. He recently began coursework at the Azrieli Graduate Schoolof Jewish Education and Administration toward his doctorate.

RRABBI AAARON LLEIBOWITZ is a graduate of the Sy Syms School of Business and received hisordination from the Rabbi Isaac Elchanan Theological Seminary. He is a fellow in theMuehlstein Institute for Jewish Professional Leadership, a program which is sponsored bythe UJA Federation of New York. Rabbi Leibowitz currently serves as the director of theDepartment of Community Initiatives of Yeshiva University Center for the Jewish Future.He lives in Hollis, New York with his wife, Yael, and their son, Azriel.


BBOB LLEVENTHAL is a Management Consultant at the Alban Institute. Before joining theAlban Institute, Bob Leventhal served as a sales and marketing executive and a manage-ment consultant. He taught marketing at the University of Dayton. For more than fifteenyears, Bob was a Jewish communal lay leader in Dayton, Ohio. He was a Federation cam-paign leader, served in leadership roles at the Jewish Community Center and theFederation Community Planning Committee, and was president of the Hillel AcademyJewish Day School board. He served three times as leadership chair of his synagogue. He

currently has served on the regional council of the Union for Reform Judaism (URJ) and was the Midwest chair ofthe national UJA Young Leadership Cabinet.

RRABBI HHASKEL LLOOKSTEIN has a B.A. from Columbia College, an M.A. in Rabbinics, a Ph.D.in Modern Jewish History from Bernard Revel Graduate School, and ordination from theRabbi Isaac Elchanan Theological Seminary (RIETS). A past President of YeshivaUniversity Rabbinic Alumni, and Professor of Humanities at RIETS, Rabbi Lookstein hasbeen deeply involved in issues of concern to the Jewish community. He was Chairman ofthe Greater New York Coalition for Soviet Jews, President of the New York Board ofRabbis, President of the Synagogue Council of America, Chairman of the Rabbinic Cabinetof UJA, and member of the Board of the Joint Distribution Committee. Rabbi Lookstein's works have appeared inTradition, Sh'ma, Congress Monthly, Moment, HaDarom, and newspapers in the US and Israel.

Rabbi Haskel Lookstein has been Rabbi of Congregation Kehilath Jeshurun since 1958, celebrating his 50thanniversary as its spiritual leader. He has also been the Principal of the Ramaz School since 1966. He is a JosephH. Lookstein Professor of Homiletics at Yeshiva University, Vice President of the Beth Din of America, and a mem-ber of the Board of Directors of the UJA Federation of New York. Rabbi Lookstein is also a commissioner of theNew York City Human Rights Commission.

MMR.. IIRA MMITZNER is President of Rida Development Corporation, a national and interna-tional commercial real estate investment and development firm based in Houston, Texas,with operating divisions in Florida and Central Europe. He is a founder of The UnitedStates Holocaust Museum, a benefactor of Yad Vashem, Yeshiva University, and a majorsupporter of Israel Bonds, UJA Federation, Foundation for Polish Jewish Communities,Osceola Education Association, Boys and Girls Clubs, as well as a variety of other Jewishand Humanitarian philanthropies. Nationally, Ira is a past North American Chairman of

State of Israel Bonds New Leadership Division, a past member of the UJA Young Leadership Cabinet, and sits onthe board of directors of Yeshiva University, the executive board of the American Society for Yad Vashem, and theboard of directors of State of Israel Bonds. He is also the Chair of Yeshiva University Center for the Jewish FutureAdvisory Council.

Ira is also active in the Houston Community. He sits on the United Orthodox Synagogue board, and is a VicePresident of The Robert M. Beren Academy. Previously, he was president of United Orthodox Synagogues, co-chaired, along with his wife, Mindy, The Houston New Leadership Division of Israel Bonds, and the HoustonKashrut Association, and was a board member of the Houston Holocaust Museum.


DDR.. RRONA NNOVICK is an Associate Professor at the Azrieli Graduate School of JewishEducation and Administration, Yeshiva University, and an associate clinical professor ofchild psychology at YU's Albert Einstein College of Medicine. She has worked as the coor-dinator of child psychology at Zucker-Hillside Hospital of the North Shore-Long IslandJewish Health System, and served as the clinical director of the Alliance for School MentalHealth, a prevention, treatment and outreach program offering mental health training andconsultation to schools and community programs. Her areas of expertise and the subjects

she teaches include behavior management, trauma and children, bullying, parenting issues, special needs, guid-ance, and educational psychology. She is the author of "Helping Your Child Make Friends" in the Kids Don't ComeWith Instruction Manuals series and authored a monograph on "Addressing Bullying and Harassment in JewishSchools" in the Azrieli Papers series. Dr. Novick received her BA from SUNY Binghamton and her MS and PhDin clinical psychology from Rutgers University.

DDR.. DDAVID PPELCOVITZ holds the Gwendolyn and Joseph Straus Chair in Jewish Education atYeshiva University's Azrieli Graduate School of Jewish Education and Administration, andat Stern College for Women. He also teaches courses in pastoral psychology at the univer-sity's affiliated Rabbi Isaac Elchanan Theological Seminary and serves as special assistantto the president of Yeshiva University. Before assuming his position on the faculty ofYeshiva University, Dr. Pelcovitz was a clinical professor of psychology and psychiatry atNew York University School of Medicine and director of psychology at North ShoreUniversity Hospital-NYU School of Medicine. Dr. Pelcovitz has published and lecturedextensively on a variety of topics, including child and adolescent development and psycho-social issues in theJewish community. Most recently, together with his father, he co-authored a book on parenting titled: BalancedParenting: Love and Limits in Raising Children.

YYOSSI PPRAGER has been the North American Executive Director of The AVI CHAIFoundation since 1994. AVI CHAI is a private foundation with the dual goal of encourag-ing Jews to become more deeply involved with Jewish learning and observance, and pro-moting mutual understanding and sensitivity among Jews of different religious back-grounds. Under Yossi's leadership, AVI CHAI has developed a wide variety of programsto benefit the Jewish day school and camping fields, with a focus on deepening Jewish lit-eracy, fostering religious purposefulness and inspiring commitment to Jewish peoplehood

and the State of Israel.

A graduate of Yeshiva College and Yale Law School, Yossi practiced law at Debevoise & Plimpton in Manhattanbefore joining AVI CHAI. He is on the executive board of his children's day school, serves on the SteeringCommittee for the Orthodox Forum (he chaired the 2008 Forum), and sits as a dayan for the Beth Din of America.He consults for the Boston Federation on its Day School Excellence Initiative. Yossi lectures and writes frequentlyon Judaism, Jewish education and Jewish philanthropy.


RRABBI JJONATHAN ((YYONA)) RREISS graduated from Yeshiva University in 1987 with a B.A. inphilosophy. He received Yoreh Yoreh semicha in 1991 and Yadin Yadin semicha in 2002from the Rabbi Isaac Elchanan Theological Seminary (RIETS).

He graduated from Yale Law School in 1992, and served as senior editor of the Yale LawJournal. Rabbi Reiss is the Max and Marion Grill Dean of RIETS.

From 1992 to 1998, Rabbi Reiss worked as an associate at the international law firm ofCleary Gottlieb Steen & Hamilton in New York City. He maintained an association with the firm until 1999. He isa member of the American Bar Association, a certified mediator for the City of New York court system and a mem-ber of the Family and Divorce Mediation Council for New York. Rabbi Reiss has served as the Director of the BethDin of America since 1998 and has worked to resolve cases of agunot, chained women who cannot obtain a Jewishdivorce, and to popularize the use of the RCA pre-nuptial agreement as a protection against future agunah prob-lems. Rabbi Reiss also serves on the editorial board of Tradition magazine. A frequent writer on a variety of top-ics relating to both Jewish and secular law, he has published widely in Jewish publications, as well as the NewYork Law Journal.

RRABBI AARI RROCKOFF serves as Director of Community Partnership at the Center for theJewish Future. In this capacity, he serves as Yeshiva University’s ambassador to communities evaluating their needs and bringing Yeshiva University’s resources toempower their future growth.

He received his BS from Yeshiva University’s Sy Syms School of Business in 1997, receivedordination from the Rabbi Isaac Elchanan Theological Seminary in 2000. He is also a grad-uate of the Azrieli Graduate School of Jewish Education and Administration and in 2007received his MBA from the Zicklin School of Business at Baruch College.

Rabbi Rockoff lives in West Hempstead, New York with his wife, Deborah, and four children, Shoshana, Eli,Sheera and Talya.

DDR.. JJENNIE RROSENFELD is the co-founder and director of Tzelem, a special project of YeshivaUniversity's Center for the Jewish Future, whose mission is to bring more educationalresources in the realms of intimacy and sexuality to the Orthodox community. She holdsa Ph.D. in English from the City University of New York Graduate Center, where she wasa Wexner Graduate Fellow, and wrote her dissertation on "Talmudic Re-readings: Towarda Modern Orthodox Sexual Ethic." After graduating from Stern College for Women, Dr.Rosenfeld completed the Yeshiva University Graduate Program in Advanced Talmudic

Studies for Women along with an M.S. at the Azrieli Graduate School of Education and Administration, and wenton to teach Talmud at the Yeshiva University High School for Girls. She has taught Talmud, Jewish law, andHasidism to women in New York City, Boston, and Berkeley, and was named one of the "36 under 36" by theJewish Week in 2008.


DDAVID SSABLE is Chairman and CEO of the international marketing company Wunderman,where he plays a strategic role in providing counsel to key client-partners. He is alsoresponsible for the day-to-day management of his company in Europe, Middle East andAfrica. Wunderman, is part of the WPP Group and is one of the largest, most experiencedcustomer-focused marketing communications companies in the world with 76 offices in 36countries. David first joined Wunderman in August 2000 and served as President and CEOof the company's flagship New York office, leading a 500 strong team. In March 2003, he

was promoted to Vice Chairmen and President, Worldwide Operations and became responsible for globalaccounts, including Citibank and Kraft.

David serves on the City of New York's Cultural Advisory Committee and is a member of the steering committeefor the US Postal Service's Mail Industry Task Force. In addition, he is a marketing advisor to a number of chari-table organizations and universities and is on the board of two New York schools.

RRABBI DDR.. JJACOB JJ.. SSCHACTER is University Professor of Jewish History and Jewish Thoughtand Senior Scholar at the Center for the Jewish Future at Yeshiva University. From 2000-2005 he served as Dean of the Rabbi Joseph B. Soloveitchik Institute in Boston. From 1981-2000, he served as the Rabbi of The Jewish Center in New York City, moving the congrega-tion from 180 to over 600 members over the course of his tenure, and also served as Rabbiof the Maimonides Minyan in Brookline, MA from 2000-2005. Dr. Schacter holds a Ph.D. inNear Eastern Languages from Harvard University and received rabbinic ordination fromMesivta Torah Vodaath. He is the author of several books including, The Lord is Righteous in All His Ways:Reflections on the Tish'ah be-Av Kinot by Rabbi Joseph B. Soloveitchik (2006) and close to fifty articles and reviewsin Hebrew and English. He is the Founding Editor of The Torah u-Madda Journal, a prestigious academic publi-cation which has gained international acclaim and editor of several publications. Dr. Schacter is presently complet-ing a new Hebrew edition of the autobiography of Rabbi Jacob Emden, an eighteenth century Jewish figure, to bepublished by Mosad Bialik in Jerusalem.

DDR.. DDAVID JJ.. SSCHNALL is Dean of Yeshiva University's Azrieli Graduate School of JewishEducation and Administration. Ordained at the Rabbi Isaac Elchanan TheologicalSeminary and a graduate of Yeshiva College, Dr. Schnall received his master's degree fromthe Bernard Revel Graduate School of Jewish Studies and earned a masters degree andPh.D, both in political science, at Fordham University. After serving as professor in thedepartment of public administration at Long Island University for 12 years, Dr. Schnallwas appointed to the Herbert Schiff Chair in Management and Administration at Yeshiva

University's Wurzweiler School of Social Work in 1991.

In 1999, Dr. Schnall was awarded a J. William Fulbright Foreign Scholarship. He served as a visiting professor andsenior scholar at the Baerwald School of Social Work of the Hebrew University in Jerusalem during the 1999-2001academic years. As part of this appointment, he also served as a U.S. State Department consultant for non-Governmental Organizations for the Government of Cyprus. Dr. Schnall has published eight books and more than100 articles, essays, and reviews dealing with Jewish affairs, public policy, and management issues. He has beena consultant to the New York State Governor's Office of Employee Relations, Nassau and Suffolk Counties, UJA-Federation, local townships, and numerous hospitals and social service agencies.


RRABBI RRONALD SSCHWARZBERG, a graduate of Yeshiva University's Yeshiva College andFerkauf School of Psychology, received his ordination from the Rabbi Isaac ElchananTheological Seminary (RIETS). The former longtime spiritual leader of CongregationAhavas Achim in Highland Park, New Jersey, Rabbi Schwarzberg is now the Director ofthe Morris and Gertrude Bienenfeld Department of Jewish Career Development andPlacement, a division of Yeshiva University's Center for the Jewish Future. He managesand mentors a full staff and works closely with Rabbi Elly Krimsky who also serves as a

Director of Placement. Rabbi Schwarzberg also serves as chairman of the National Rabbinic Cabinet of the UnitedJewish Communities and former co-chair of the Community Relations Council of the Jewish Federation of GreaterMiddlesex County.

DDAVID SSHATZ is Professor of Philosophy at Stern College for Women, Yeshiva Universityand editor of The Torah u-Madda Journal. After graduating as valedictorian of his class atYeshiva College, Professor Shatz was ordained at the Rabbi Isaac Elchanan TheologicalSeminary and earned his Ph.D. with distinction in general philosophy from ColumbiaUniversity. He has edited or authored twelve books and has published over sixty articlesand reviews, dealing with both general and Jewish philosophy. His work in general philos-ophy focuses on the theory of knowledge, free will, ethics, and the philosophy of religion,while his work in Jewish philosophy focuses on Jewish ethics, Maimonides, Torah and science, and twentieth cen-tury rabbinic figures. He also is editor of the MeOtzar HoRav series, which is devoted to publishing manuscriptsby Rabbi Joseph B. Soloveitchik zt"l, and co-editor of three of the series' volumes.

Professor Shatz has been chosen five times as outstanding professor by the senior class of Stern College for Womenand was named a winner in the John Templeton Foundation Course Competition in Science and Religion. He willbe featured in eight episodes of a PBS television series devoted to issues in religion, philosophy and science. He isa member of the Orthodox Forum Steering Committee, a board member of the Orthodox Caucus, a member of theEditorial Board of Tradition, and a Fellow of the Academy for Jewish Philosophy. He lectures widely at universi-ties, synagogues, and public forums.

BBARRY SSHRAGE, President since 1987 of the Combined Jewish Philanthropies of Boston, hashelped create a vision of the future which has inspired both the Jews of Boston and thou-sands of others across the American Jewish landscape. Born and raised in New York, Mr.Shrage earned his B.A. at City College and his master's degree in social work at BostonUniversity. He began his Jewish communal service career in 1970 at the YM-YWHA ofMid-Westchester in Scarsdale, NY. Six years later, he became the associate for programdevelopment and research services at the Jewish Welfare Board in New York City. From

1978-1987, Mr. Shrage was the assistant director of the Jewish Community Federation of Greater Cleveland.

Through his leadership, CJP of Boston has implemented a community program stressing Jewish learning, socialjustice and communal caring. The agency has stressed community development at the grassroots level of congre-gations and community centers. Its most significant projects include: Israel programming for teenagers, a broadyouth initiative, a Me'ah Program for universal adult Jewish literacy, a Family Educator Program, and significant-ly increased day school funding. CJP has also stressed expanded services to the handicapped, outreach to theintermarried, and tikkun olam work in the inner city.


MMORRY WWEISS is the Chairman of the Board of Trustees, Yeshiva University. He joinedAmerican Greetings in 1961 as a sales representative. In the subsequent years, he held avariety of positions, including Group Vice President of Sales, Marketing and Creative. InJune 1978, Weiss was appointed President and Chief Operating Officer of the corporation,became Chief Executive Officer in 1987, and then Chairman of the Board while retaininghis title of Chief Executive Officer in 1992. By 1996, the company had doubled its size inless than a decade and reached $2 billion in total revenues.

In June 2003, Weiss retired as CEO of American Greetings but retained his position as Chairman of the Board. Inaddition to his continued work with American Greetings, Weiss is Chairman of the Board for the YeshivaUniversity and is a member of the Board of Directors of National City Corporation and the Cleveland Clinic. Heis a member of the advisory board of Primus Venture Partners and is on the Listed Company Advisory Committeeto the New York Stock Exchange Board. Weiss is active in many community organizations as well, includingUnited Way Services, United Jewish Appeal and the Cleveland Orchestra. Born in Czechoslovakia and raised inDetroit, Michigan, Weiss attended Wayne State University and earned a Bachelor's Degree at Case WesternReserve University.

SSHIRA YYOSHOR grew up in Charleston, South Carolina. She graduated from YeshivaUniversity's Stern College for Women Summa Cum Laude and then graduated from theUniversity of Chicago and is a member their Law Review. She is a partner at Baker Botts,L.L.P., one of Houston's premier law firms. During her fifteen years of practice, she hasrepresented clients in commercial trial and appellate matters as well as arbitrations. She hasdone work regularly for major telecommunications, real estate, energy, and media compa-nies in various courts throughout Texas and the United States.

Shira is currently President of United Orthodox Synagogues and is Vice-Chair of the board for Stern College forWomen, where she also serves on the Strategic Planning Committee. She is a member of the board of the JewishFederation of Greater Houston, is active on the regional board for American Associates of Ben Gurion Universityand is a member of the corporate guild of Dress for Success. Shira has been actively involved as a parent and pastboard member of Robert M. Beren Academy and was the immediate past president of UOS's Goldberg MontessoriSchool. Previously, Shira was a board member of Justice for Children, a national organization dedicated to childadvocacy and the prevention of child abuse.


THIS PROGRAM HAS BEEN MADE POSSIBLE

THANKS TO THE MITZNER FAMILY.

WINDOWSPRESIDENT’S REPORT 2006–2007

YESHIVA UNIVERSITY

The papers and printers used in the production of the Yeshiva University President’s Report 2006–07 are all certified to Forest Stewardship

Council (FSC) standards, which promote environmentally appropriate, socially beneficial, and economically viable management of the world’s

forests. The report was printed using environmentally friendly inks and on paper containing 30 percent postconsumer waste material.

PRESIDENT’S REPORT 2006–2007

YESHIVA UNIVERSITY

WINDOWS mean vision and access, fresh air

and new perspectives, clarity and perception, the

chance to take in everything we can see and make

sense of it all. Through windows, we develop—most

literally—our worldview. As Yeshiva University’s

reach extends farther into our communities and around

the globe, that worldview is constantly growing.

The hallmarks of 2006–2007 were, for YU, exemplary

growth, exciting partnerships, and substantial advance-

ment on our journey to new levels of excellence—

and something a little less lofty: new windows.

In extensively renovating the Benjamin N. CardozoSchool of Law in 2006–07, we replaced several old, dingyclassroom windows with sparkling new ones. The newglass panes are a metaphor for everything we do at YeshivaUniversity. We help our students to look outwardly intothe complexity and wonder of the world, and inwardly,deepening their core of timeless values. These values fuelthe looking and sharpen the sight. Through the lens ofTorah, we see the arts and sciences, commerce and culture,the known and the unknowable.

Windows also mean outward illumination, for a light thatis unseen cannot illumine. What we do as a great university—the intellectual product, if you will, of our academicprocess—influences the constituency beyond our walls. In2006–07 we again demonstrated that Yeshiva University isa community treasure, providing the enabling, ennoblingillumination that we create through our education.

The quality of our light is YU’s most essential component.By all indicators—recruitment, enrollment, internationalrecognition, alumni involvement, philanthropic support—Yeshiva University enjoyed tremendous success in2006–07. Yet such success is possible only because of thestrength of our community. Our light reflects the effectivepartnership of students, faculty, and professionals joiningwith each other—and with our friends and supporters—toaccomplish great things. Some of their own views can befound throughout this report.

Join me at my window.Let me show you the remark-able tools we have providedfor our students.

Join me at my window. Let me show you the remarkabletools we have provided for our students:

• Superb new faculty and leadership at every school

• Extraordinary academic programs and centers

• Strong students from around the globe

• Life-changing programs to take the University out intothe world, addressing issues for the Jewish future

• Magnificent new facilities to support living and learning

Using such tools, Yeshiva University students are craftingour future, shaping our tomorrow. They are learning tomatch form to substance, finding and expressing thenuances of the world they will soon lead, articulating eachfacet of this creation—and doing all of it in the context of Jewish values.

FACULTY AND LEADERSHIP: NEW VISION

Over the years, the vision of academic leaders and teachershas guided the various schools and affiliates of YeshivaUniversity, enabling thousands of our students to see innew and necessary ways.

Since 2003–04, we have expanded our undergraduate faculty by 38 percent—adding nearly 60 scholar/teachersto our renowned faculty. Thirty-five top scholars joined us in 2006–07, a year bookended with the appointmentsof two new undergraduate deans: Dr. David Srolovitz,dean of Yeshiva College, and Dr. Michael Ginzberg,appointed dean of Sy Syms School of Business early insummer 2007. As we focus on expanding our under-graduate programs, the roles these two men will play—complemented by the leadership provided by Dr. KarenBacon, the Dr. Monique C. Katz Dean at Stern Collegefor Women—stand out in high relief.

Throughout the University, dozens of new faculty appoint-ments have energized the community and strengthenedthe curriculum in the past year. The establishment of new

professorial chairs—including 10 at Albert EinsteinCollege of Medicine—enables us to enhance particularareas both in our New York schools and far beyond theirboundaries.

The appointment of a new dean, Rabbi Yonah Reiss, forthe Rabbi Isaac Elchanan Theological Seminary—effective in 2008—will enable us to take RIETS to a newlevel. I am profoundly grateful that Rabbi ZevulunCharlop will remain dean emeritus and special adviser tothe president on Yeshiva affairs, with cabinet rank, helpingto ensure a smooth transition. You can read more aboutRabbi Reiss, a brilliant legal scholar, in our RIETS report.

We also welcomed Marc Milstein as our new vice presi-dent for information technology and chief informationofficer. While not a faculty appointment, the role of CIOis essential to the academic vitality of the University, andMr. Milstein has already launched an ambitious strategyfor ensuring that we meet our goals.

ACADEMIC PROGRAMS AND CENTERS: NEW VANTAGE POINTS

We continue to foster a collaborative culture throughinterdisciplinary centers and institutes. Such structurescreate a gathering place for people, points of view, and anew, fluid structure of learning—the free flow of thoughtfrom outside and in.

• We inaugurated the Center for Ethics at YeshivaUniversity, an innovative locus of research and discussion,University-wide, on pressing ethical issues.

• The new Institute for Public Health Sciences, a jointenterprise of Albert Einstein College of Medicine andFerkauf Graduate School of Psychology, provides researchand training for faculty and students interested in publichealth and preventive medicine.

• In fall 2007, we opened the Center for Jewish Law and Contemporary Civilization, an outgrowth of a highlysuccessful program at Benjamin N. Cardozo School of Law.

• Our newest effort is the Center for Israel Studies, aninterdisciplinary program that aims to develop scholarswho will assume academic and communal leadership in allareas related to Israel.

STUDENTS: FRESH AIR

Yeshiva University challenges all our students, from thehigh school boys and girls right up to doctoral candidatesand interns: take what you learn, turn it over and examineit from every angle, make it your own—and then bringyour wisdom to life. We are building way beyond our borders: our objective of enlarging our student body hasresulted in more students, better prepared than ever, frommore places around the world.

Overall enrollment at the University is strong and growingeven stronger. Not only are we enjoying high enrollmentfigures—including record highs at Stern College forWomen—but we also are seeing more academically giftedstudents choosing YU. For example, this year’s YeshivaCollege entering class is the strongest on record, with thehighest SAT scores in its history.

In order to recruit the finest students and make it possiblefor them to remain at YU through graduation, we need tooffer them compelling curricula, honors programs,opportunities for significant individual work—and alsofinancial support. We are well under way with the firstcomponents, but must continue to secure substantiallymore new scholarship funds, both need- and merit-based.We demand significant commitment from all of our students; they deserve the same level of commitment from all of us.

YU IN THE COMMUNITY: NEW LIGHT

While every university has its own distinctive character,Yeshiva University truly is different. When we talk aboutvalues and virtues, it’s not hyperbole: our values andvirtues are at the core of our identity. They are our signa-ture, written in bold.

It is absolutely essential that our students have an intellectual education that is second to none. But it isequally critical that they take their education beyond ourcampuses, reaching into new communities—both globallyand right next door. The University makes this possible in many ways:

• Through the Yeshiva University Center for the JewishFuture, dozens of programs launched 900 YU students ina myriad of directions, working with all ages and sharingin practical ways what they’ve learned about leadership,involvement, caring, and values.

• More and more faculty and roshei yeshiva are makingtheir mark in the global academy, publishing, lecturing,and delivering scholarly papers throughout the world.

• Our presence is deeply felt in Israel, where this springwe will have our second colloquium, a weeklong series ofevents that will include honors for outstanding educatorsand programs with alumni.

With our students and faculty as ambassadors, we aretelling communities about Yeshiva University and affirm-ing its daily work.

Our young men and women are going to guide the wayinto a future of which we can only dream. How they matter to the world must be informed by a brilliant academic structure and especially by the Jewish story.

Our young men and womenare going to guide the wayinto a future of which we canonly dream. How they matterto the world must be informedby a brilliant academic structure and especially by the Jewish story.

NEW FACILITIES: NEW WINDOWS

Our students and faculty deserve the best vessels for inspiration and learning in support of the scholarly andthe spiritual. In 2006–07, we witnessed the transformationof old spaces into vibrant new ones, and the excitement of breaking ground on buildings and centers that willenhance education in key ways. Here are just a few:

• In September 2006, we began construction on the Jacob and Dreizel Glueck Center for Jewish Studies onthe Wilf Campus—a Beit Midrash, where our studentswill continue the rich tradition of Torah study.

• The Michael F. Price Center for Genetic andTranslational Medicine/Harold and Muriel BlockResearch Pavilion is nearing completion. This magnificentnew building on Albert Einstein College of Medicine willenable us to bring together the best molecular scientistsand most advanced technology.

• The new, state-of-the-art Yeshiva College science laboratories, including the Bernard Gamson PhysicsLaboratory as well as labs for psychology and biology,provide our many science undergraduates with first-ratefacilities for their work.

• A decadelong renovation of Benjamin N. CardozoSchool of Law was completed last summer, including itscenterpiece, the Kathryn O. and Alan C. GreenbergCenter for Student Life.

• On the Israel Henry Beren Campus, improvements,new construction, and new building acquisitions are creat-ing beautiful, expanded facilities, including the spacious,glass-enclosed Lea and Leon Eisenberg Beit Midrash.

When I see the light emanating at night from the newBeren Campus portico, or experience the brilliant sunpouring into Cardozo, I know that young minds are beingfilled and expanded by the scholarship, creativity, anddreams that will ennoble them.

YESHIVA AND THE FUTURE: NEW PLANS FOR ACTION

The Yeshiva University Board of Trustees has been playing an increasingly active role in both our ongoinggovernance and our plans for the future. In fall 2008, wewill have produced a University-wide strategic plan,defining our direction and the action steps for accomplish-ing the goals that will enhance our vitality and excellence.The programming and bricks-and-mortar projects that willcomprise a new comprehensive campaign promise excitingnew sights and aspirations for the Yeshiva community.

When I see the light emanating at night from thenew Beren Campus portico, orexperience the brilliant sunpouring into Cardozo, I knowthat young minds are beingfilled and expanded by thescholarship, creativity, anddreams that will ennoble them.

In fall 2006, we received an enormous vote of confidencefrom our former Chairman of the Board Ronald P.Stanton. Mr. Stanton’s gift of $100 million—the largestgift in North American Jewish life for education—propelled us into 2007 with new dynamism and will helplight the way as we formulate our plans for the future ofour invigorated institution. His gift sparked the generosityof thousands of our constituents, igniting the most successful fundraising year in our history, and must continue to do so, enabling alumni and friends to findnew engagement as philanthropic partners, giving moremajor gifts than ever before.

Such generosity is important, because it shows that ourleadership believes deeply in our mission, stepping forwardto partner with us. As we continue to fulfill our mission,we are confident that we will realize a compelling visionthat touches the Jewish community, American society,and global civilization. Yet gifts alone cannot be central to a great university: the commitment of everyone is what matters.

RICHARD M. JOEL

President

MESSAGE FROM THE CHAIRMAN

Dear Friends,

It is a pleasure, once again, to write to you about YeshivaUniversity, a place whose mission, whose leadership,and whose students comprise an extraordinary institution.The year 2006–07 was a successful one, powered byhealthy growth, top-notch academic accomplishments,and vigorous support from every constituency.

There are many ways to describe success, and I see examples of it throughout YU: the expansion of our facilities, strong enrollments, superb teachers and students,our outreach into the world, our record-breaking year in fundraising. These achievements are further describedin this report.

But if I can pinpoint the place where our ongoing successmust lie, it would be with our leadership. At a time whenour boards and administration are deeply engaged withstrategic planning, it becomes clear that nothing can beachieved without true leadership and committed people.

Yeshiva University is blessed with both visionary leader-ship and energized volunteers. A dynamic and focusedpresident, Richard Joel is a man of ideas who understandsthe heart and soul of YU. He is a transformative leader,attracting dedicated new partners in our enterprise: notjust the finest faculty and students, but also new boardmembers, loyal friends, alumni, and parents—people whocare about the future of YU, the Jewish community, andthe world at large. We all feel President Joel’s energy andare inspired by him to move forward. At this unparalleledtime in our history, everyone wants to be part of achievingthe goals we share for Yeshiva University.

I am privileged to share in the energy and excitement aswe continue to lay the groundwork and build momentumfor this great place and the communities it touches. I joinPresident Joel in thanking you for your faith in us, and for your commitment to helping to make our dreams a brilliant reality. And I urge to you stay involved as thisgreat story that is Yeshiva University continues to unfold.

MORRY J. WEISS

ChairmanYeshiva University Board of Trustees

REPORT FROM THE

UNDERGRADUATE COLLEGES

Academic Life:Sustaining Excellence

This has been a period of tremendous growth and momentum throughout the

University, and particularly at the undergraduate colleges.

Our undergraduate recruitment efforts during 2006–07 resulted in a record number of

applications, allowed us greater selectivity, and brought us 700 superb new under-

graduate students in September 2007. Along with returning students and new students

starting in the S. Daniel Abraham Israel Program, they help comprise an under-

graduate student body of well over 3,000, the largest in YU’s history.

Y E S H I V A U N I V E R S I T Y 1 1

Average SAT scores have increased and the honors pro-grams are bigger than ever before. International studentscame from 15 countries, including Panama, South Africa,Morocco, and Switzerland. At Yeshiva College, SternCollege for Women, and Sy Syms School of Business, wehave some of the strongest classes yet recruited at theundergraduate level.

And we are enhancing the education they will receive. Major efforts are in place to reevaluate curricula,

strengthen programs, and appoint new faculty. In the pastfour years, we have hired 117 undergraduate faculty—ofwhich 51 are new positions—reflecting YU’s commitmentto offering the finest available resources to our students.The past year was a time of enormous promise and substantive work to bring these goals to fruition; while thework is ongoing this year and will stretch well into thenext, its effects can already be seen throughout our under-graduate colleges.

Men’s Undergraduate ProgramsThis year’s Yeshiva College entering class is the strongeston record with the highest SAT scores in its history.At Sy Syms, a brand-new dean is bringing new focus to a growing curriculum. And we have augmented our TorahStudies programs to provide new depth and challenges forevery student, no matter his level.

YESHIVA COLLEGE

In 2006–07, the College added more than a dozen committed teacher-scholars to the faculty in biology,mathematics, psychology, sociology, modern languages,Bible, Jewish history, philosophy, and English. They arerapidly establishing research programs involving our students, already bringing in research and foundationfunding to augment their programs. Among them:

• Adam Newton, Chairman, Department of English.(See sidebar, page 17.)

• Samanta Goswami, Assistant Professor of Biology,at Albert Einstein College of Medicine. Dr. Goswami isthe first professor to have a joint appointment at both institutions.

• Steven Fine, Professor of Jewish History, at YC and atBernard Revel Graduate School of Jewish Studies.

•We also appointed Dr. James Otteson, a noted scholar ofphilosophy and economics, to direct the Jay and JeanieSchottenstein Honors Program. (See sidebar.)

• Two celebrated part-time faculty of long standing haveaccepted full-time appointments at YC and Bernard Revel Graduate School of Jewish Studies: Dr. DavidBerger, Professor of Medieval Jewish History, and Dr. Barry Eichler, Professor of Biblical and Ancient NearEast Studies.

Enhancements to the Yeshiva College academic program are supported by new, state-of-the-art facilities,incuding the Bernard Gamson Physics Laboratories, threepsychology laboratories, several new biology laboratories,a digital communications laboratory, and the YeshivaCollege Faculty Center.

In a major effort involving administration, faculty, and students, we completed the first full year of a three-yearcomprehensive review of the YC curriculum in 2006–07.Our initial year of study raised several issues:

•We need to focus the first-year experience for studentsmaking the transition from Israeli yeshivot to learning in aliberal arts and sciences environment at the College.

The View From…James R. Otteson,Professor of Economics and Philosophy;

Director, Jay and Jeanie Schottenstein Honors

Program at Yeshiva College

As an academic, I want to be

part of a thriving intellectual

community, and I felt that the

moment I stepped on campus.

There is a seriousness of

purpose here that is very rare,

even among the finest institu-

tions. I sense (from the students) a deep intellectual

engagement and an optimism about the future.

They see themselves making a difference.

Professor Otteson, former chair of the Department of

Philosophy at the University of Alabama, specializes

in the history of modern philosophy, political philoso-

phy, and the history of ethics. He was named first-

place winner of the 2007 Templeton Enterprise

Awards for his seminal book Actual Ethics (Cambridge

University Press, 2006). The awards are among the

largest in the publishing industry, with the top prize

of $50,000 exceeding that of both the Pulitzer Prizes

and the National Book Awards.

The View From…Michael Ginzberg,Dean, Sy Syms School

of Business

I was looking for an opportunity

to build up a school—and at

Sy Syms, I found it. We have an opportunity to build

a great business school in a University that really

matters—to the world and to the Jewish people.

There is terrific support from alumni and the board,

and our students are just amazing. Aside from being

bright and fully engaged in a wide breadth of

activities, they are involved in leadership roles and

committed to helping others. They are a pleasure to

watch and to work with.

Dr. Ginzberg, a nationally prominent expert and

prolific author on management information systems

and the international aspects of business, came to

YU in fall 2007. Prior to his appointment at Syms, he

helped build both the University of Delaware’s Alfred

Lerner College of Business and Economics, and

Case Western Reserve University’s Weatherhead

School of Management into world-class institutions.

•We are piloting a set of First-Year Seminars meant toprovide first-year students with intellectual excitement,faculty mentors, and a sense of community.

• In spring 2008, we will test a series of “capstone”experiences to foster a sense of accomplishment in students’ final term.

SY SYMS SCHOOL OF BUSINESS

In 2006–07—the 20th anniversary of Sy Syms School ofBusiness—Interim Dean Joel Hochman led us smoothlythrough the transition to a new dean, moving the schoolforward into our next decade. The year culminated with the appointment of Dean MichaelGinzberg, who announced that the School will continueits strategic planning process and a thorough review of theundergraduate curriculum in 2007–08. He also hopes todevelop a challenging honors program for Syms.

Seven new members joined the SSSB faculty during2006–07, recruited from universities ranging from Texasto Toronto:

• Tamar Avnet, Assistant Professor of Marketing•Murgie Krishnan, Associate Professor of Accounting• Xiaojun He, Assistant Professor of Finance• Kiseok Nam, Associate Professor of Finance• Steven Nissenfeld, Professor of Management Science, analumnus of YU’s Ferkauf Graduate School of Psychology• Lisa Horvath-Rosh, Visiting Assistant Professor ofManagement• Daniel Laufer, Associate Professor of Marketing

Among new faculty recruited to the Sy Syms School ofBusiness for the 2007–08 year: Brian Maruffi, ClinicalProfessor of Management and Marketing; AlizaRotenstein, Instructor of Accounting; and Leon Schwartz,Visiting Associate Professor of Operations Management.

The continued success of the highly acclaimed Dorisand Dr. Ira Kukin Entrepreneurial Lecture Series ensuredthat all our students—men and women—could heardirectly from nearly a dozen CEOs and other top execu-tives from the business and financial world. The year’sspeakers included Millard S. Drexler, Chairman, J. CrewGroup, Inc.; Alan “Ace” Greenberg, Chairman, ExecutiveCommittee, Bear Stearns; and Howard Lorber, President& COO, Vector Group.


TORAH STUDIES

The Mazer Yeshiva Program (MYP), the Irving I. StoneBeit Midrash Program (SBMP), the James Striar Schoolof General Jewish Studies/Mechinah Program ( JSSMechina), and the Isaac Breuer College of HebraicStudies (IBC), have realized a number of significantaccomplishments.

• The year 2006–07 was the inaugural year of the MYPhonors program, our honors-level, intensive study ofTalmud and Commentaries, emphasizing independentwork. The program is already attracting top young scholars to YU.

• In addition to this challenging track, we have strength-ened our Torah studies curriculum across the board andprovided other extracurricular supports for our students.Among other things, we have:—Redesigned SBMP—Revamped the JSS Mechina Program—Hired a cadre of Sganay Mashgichim, including onefocusing on Shabbat enhancement, and voluntary nightshiurim, mental health halacha/hashkafa programs,programs geared to bridge gaps among students in variousJewish Studies programs—Established new programs, including the Saturday nightlearning program and Yeshiva Bein HaSemesterim, whichallows students to stay on campus between semesters tocontinue their Torah studies—Shoalim u’meishivim (advisors) from the Rabbi IsaacElchanan Theological Seminary (RIETS) provide guidance and support in the Beit Midrash for studentsgrappling with complex questions and readings; they areour finest scholars and meet weekly with the dean. Thisyear we added a new Sephardic shoel u’meishiv, bringingto 10 the number who work with students in depth.—Campus Shabbat is flourishing. With care and warmth,RIETS rabbis are providing programming that has helpedgrow attendance to more than 400 students each week.We also formalized a special program that allows our rabbis to host anywhere from three or four students to anentire class for Shabbat or the holidays in a rabbi’s homeand community.

In September 2006, we began construction on the Jacoband Dreizel Glueck Center for Jewish Studies on the WilfCampus, to be connected to the adjacent Mendel Gottes-man Library. The Glueck Center will house a new BeitMidrash and will provide a venue for faculty and studentsto study and meet informally to share ideas. In addition tothe Beit Midrash, the Center will contain modern lecturehalls, faculty offices and classrooms, and facilities for seminars and conferences.

The View From…Effie Richmon ’09Teaneck, New Jersey

Mazer Yeshiva Program, YU

The students in the honors

program are self-selected.

It’s a very rigorous program

—we’re pushed to the max

and it adds a significant

number of hours to the basic

day—but its advantages

outweigh the extra load. I’m gaining a lot of Torah

knowledge, studying intensively and with serious-

ness. At YU one can grow and excel in both Torah

and secular studies, in the combination that is

most appropriate for each individual.

Effie Richmon—a YU junior majoring in economics

—is a member of the Yeshiva Honors Program.

He previously spent two years in Israel studying at

Yeshivat Kerem B'Yavneh.

1 4 Y E S H I V A U N I V E R S I T Y

Women’s UndergraduateProgramsAt Stern College for Women, under the leadership of Dr. Karen Bacon, the Dr. Monique C. Katz Dean,2006–07 marked a midpoint in the full review of our BAcurriculum. Our Jewish Studies programs have beenbroadened by the addition of a new honors program, andstrengthened by the long-awaited completion of a new,larger Beit Midrash on the Beren Campus.

STERN COLLEGE FOR WOMEN

In fall 2005, a Faculty Curriculum Review Committee wasappointed by Dean Bacon to reconsider the distribution ofrequired courses for the bachelor’s degree. This past year,in response to part of the Committee’s recommendations,we created a working model—to be fleshed out in2007–08—that focuses on learning objectives and out-comes. We also followed up on the Committee’s recom-mendation to seek a director of Writing Across theDisciplines who will spearhead an effort to improve ourstudents’ writing skills; a full search is under way.

• Stern’s outstanding curriculum in the sciences was further bolstered by growth in several disciplines:—The appointment of two new research scientists in biology—Expanded offerings in physics to support Stern’s newlydeveloped physics major, and the appointment of two new physicists—New faculty in organic chemistry and biochemistry, anda new biochemistry major

• The ongoing success of fellowships for women in science remains a highlight of the science initiatives. In2007, seven Stern women had research fellowships atAlbert Einstein College of Medicine through the RothScholars Program and the University Summer ResearchScholars Program. Beginning in fall 2007, the AnneScheiber Fellowship supports nine new Stern graduatesaccepted to Albert Einstein College of Medicine.


• Elsewhere in the curriculum:—Communications: New coursework in digital video production, part of our offerings in art, makes use of thestate-of-the-art communications lab on the Wilf Campus—Honors study: Over the summer, 15 Stern under-graduates were part of the S. Daniel Abraham Honors artcourse in Florence, a major academic success—Education department: We have embarked on anambitious plan to introduce technology into our teachertraining program

• To support the Stern curriculum, multimedia systemshave been installed in some dozen classrooms at the BerenCampus—so that virtually every undergraduate classroomnow has audiovisual capabilities.

•Marketing continues to be the most popular majoramong female undergraduates enrolled in Sy Syms Schoolof Business. Two new marketing faculty appointmentswere made at Syms in 2006–07; of the 48 women whoreceived their Syms BS degree this year, more than one-third were marketing majors.

The View From…Meredith Weiss, ’04Miami, Florida

Anne Scheiber Scholar

Third-year student at Albert

Einstein College of Medicine

Attending Stern was a wonderful experience. The

faculty was attentive, and the environment was

nurturing. In the science department, I received a lot

of individual attention. Also, I appreciate the ground-

ing I received in halakhah and other Judaic studies

and learning how they connect to medical issues. I

will carry this with me, personally and professionally,

throughout my life. The Scheiber Award was amazing

and a blessing, and I hope to fully recognize the gift

Ms. Scheiber gave to me.

Meredith Weiss graduated from Stern College for

Women in 2004 with a major in biochemistry and is

currently a third-year student at Albert Einstein

College of Medicine.


• Two Syms students, Esther Birnbaum and OliverRosenberg, initiated and helped organize a highly success-ful gala student/alumni dinner to celebrate the School’s20th anniversary in April 2007. This occasion marked thebeginning of a networking/mentoring program.

WOMEN’S JEWISH STUDIES

The addition of the beautiful new Lea and LeonEisenberg Beit Midrash at Stern College, completed overthe summer, gives all our female students a large,comfortable space to probe, discuss, and reflect on oursacred texts. A formal dedication is scheduled for spring2008. In other developments:

•We added a new Honors Beit Midrash Program inTanakh, alongside Stern’s existing honors Beit MidrashProgram in Talmud.

• Smadar Rosensweig, a Bible scholar, has joined the Sternfaculty. Rebbetzin Rosensweig also taught in a special seriesof summer Midreshet Yom Rishon programs in NewJersey, sponsored by YU’s Center for the Jewish Future.

• Our faculty presented their research at prestigiousforums all over the world, including Harvard University,the Hebrew University of Jerusalem, and Bar-IlanUniversity.

The View From…Adam Newton,Chair, Department of English,

Yeshiva College and

Stern College for Women

As someone whose own critical

practice is all about seeing texts and traditions in

terms of relationality, I take that double allegiance

very seriously. Having a foot firmly planted in both

worlds—classic Jewish Sources on the one hand and

literary studies on the other—I feel I’ve come to YU

to help students open up to the difference that

imaginative truth can make in their lives.

Professor Newton comes to YU from the University

of Texas at Austin, where he held a named chair in

English. In addition to numerous essays, the Harvard

doctoral graduate has published four books with

major university presses over the past 10 years,

including Narrative Ethics, which was awarded the

Harvard University Press Thomas J. Wilson Prize.


As part of YU’s continuing efforts to improve the quality of student life on campus and

beyond, we directed considerable resources toward enhancing both programs and

facilities, and particularly toward helping students feel that they are fully acknowledged

as individuals. Enabling student-to-student connection and building communication

were central to our student life planning in 2006–07.

Undergraduate Student Life:New Support Across the Board

To that end, we:

• created the new Career Development Center andopened its doors to all undergraduates in fall 2007. Itsmission: to provide students with state-of-the-art tools forexamining and shaping their professional goals.

• established the Office of Disability Services on both the Beren and Wilf campuses, ensuring that all studentshave an opportunity to actualize their full academic and personal potential.

• launched a new Student Affairs Web site featuring comprehensive information for students and families.

ACTIVE PARTICIPANTS: THE CAREER DEVELOPMENT CENTER

The Career Development Center provides undergraduatestudents with a comprehensive program of empowermentand education. Its mission is to allow students to becomeactive participants in their academic and career develop-ment, exploring their academic, personal, and career goals.

The CDC offers career development programs andresources on par with other major universities around thecountry. New additions and continuing efforts to addressthe needs of students include:

• partnering with new technology, including an onlinecareer service management and on-campus recruitmentsystem called YU Career Link


The View From…Mark Goldman,Executive Director,

Career Development Center

I have found the Yeshiva University students to be

extremely bright and invested in achieving their

academic learning and career objectives. Many

students on both campuses have demonstrated

a strong motivation to explore career options, gain

practical career-related experience, and learn the

necessary tools to transition to the world of work

or to enter graduate school.

Mr. Goldman came to YU after 13 years at NYU’s

Wasserman Center for Career Development, which

served nearly 38,000 students. He was also an

adjunct faculty member at NYU, teaching courses

in GMAT test prep and adult career planning. He

earned his master’s degree in counseling from the

University of Maryland.

• offering mock interview software called“InterviewStream”• connecting to Vault.com, a top provider of career andindustry information as a resource for students• increasing staffing levels to provide additional resourcesto students who need career advice and information• moving into new and larger offices on both the Berenand Wilf campuses to ensure more personal attention forstudents as well as employers• offering counseling, workshops, special events, andresources, to assist with career planning, job searching, andgraduate school application

BEAUTIFYING BEREN: NEW AND IMPROVED FACILITIES

Extensive renovations not only beautified the BerenCampus, but also allowed for improved shared communityspaces and an enhanced Shabbat experience:

• A new eruv (Sabbath boundary marker) in midtownManhattan allows students and visitors to carry books,keys, and food, and to expand social interaction.

• A new dormitory has been added to the Beren Campus,

reinforcing the Stern/Syms presence as a major education-al institution in midtown Manhattan.

• The front entrance way and first floor of 245 LexingtonAvenue have been completely revamped to provide a cov-ered portico and elegant lobby where students can gather.

PEER MENTORING: DIFFERENT NAMES—SAME GOAL

For both men and women, Student Affairs put into actionnew peer mentoring programs on each campus.

• On the Beren Campus, the Beginning Life in theUniversity Environment (or B.L.U.E.) program heldnumerous events for new students, including a “KnitNight” that lasted more than three hours and producedknitted rectangles, to be fashioned later into blankets forthe homeless.

• At the Wilf Campus, students have the option to jointhe H2H (Here to Help) program—offered in conjunc-tion with the Office of University Housing—matchingnew students to upperclassmen, based on their majors.


COMMUNITY INVOLVEMENT: MAJOR IMPACT

Students by the hundreds took part in a vast range of programs—many sponsored by YU’s Center for the JewishFuture (CJF)—all year long. A sampling from winterbreak reveals an especially powerful period of involvement:

• Our students participated in a humanitarian mission toRabinal, Guatemala, organized by the 2007 AJWSAlternative Breaks Program and coordinated by the CJF,working on a variety of construction and maintenanceprojects and exploring Jewish texts related to social justice.

• The CJF ran “Jewish Life Coast to Coast” in SouthFlorida, New Orleans, Charleston, and Baltimore. Studentsstayed in community homes, ran educational programs,and met with rabbis, community leaders, and youth.

• The Student Organization of Yeshiva and Stern’s TorahActivities Council held six events for students in Israel,including shiurim (classes) with Rabbi Joshua Fass ofNefesh B’Nefesh and with Rabbi Kenneth Brander at thesite opposite Kodesh Kodashim in the Kotel tunnel.The group also organized a blood donation program andparticipated in other chesed (social action) activities withOne Family Fund.

• The Jewish youth group Bnei Akiva organized a groupof students to participate on a Habitat for Humanityhome-building mission in Eastman, Georgia.

AddressingCHALLENGES

AT THE UNDERGRADUATE SCHOOLS

• We await the outcome of our ongoing

evaluation of the undergraduate

curriculum.

• Financial aid is essential for recruiting

the best students: we provide a financial

aid program that benefits more than half

our students’ families, but even more will

be needed as costs rise with inflation.

• We need to continue to offer competitive

compensation and benefits to attract

top faculty.

• We must have more lounge space

and more 24-hour study space on both

campuses.

• We need more space on the Beren

Campus, where housing, classrooms, and

offices are still a challenge.


REPORT FROM THE

GRADUATE AND PROFESSIONALSCHOOLS

A NEW DEAN, A NEW VISION

Allen M. Spiegel, MD, the internationally renowned bio-medical specialist who came to us from the NationalInstitutes of Health, completed his first year as theMarilyn and Stanley M. Katz Dean. Among his first actswas the development of a Strategic Research Plan—theproduct of an intensive, inclusive, and collaborative processwith more than 100 members of the Einstein faculty—that will guide Einstein’s research over the next five years.

The plan provides a blueprint for the faculty—bothcurrent and those to be recruited—and the work we willcarry out in the magnificent Michael F. Price Center forGenetic and Translational Medicine/Harold and MurielBlock Research Pavilion, the 201,000-square-foot researchbuilding scheduled to open in the winter of 2007–08.

OTHER HIGHLIGHTS OF THE YEAR

• Alumnus Edward R. Burns ’76, MD, a member of thefaculty since 1980, has become Einstein’s first executivedean, responsible for oversight of the College’s academicaffairs, laboratory research support, and a broad range ofday-to-day operational activities.

• Fifty-one new faculty joined Einstein, representing virtually all major areas of biomedical research.

• Four new endowed chairs were established: theIngeborg and Ira Leon Rennert Chair in Aging Research,held by Nir Barzilai, MD; the Ingeborg and Ira LeonRennert Chair in Stem Cell Biology and Regenerative

During 2006–07, the Albert Einstein College of Medicine embarked on its sixth

decade: this watershed year brought us a new dean, new construction, expanding

academic programs, recognition for important research, and an abundance of gifted

students and faculty whose accomplishments continue to place Einstein at the

forefront of medical education.

Albert Einstein College of Medicine


Medicine, held by Eric E. Bouhassira, PhD; the Chellaand Moise Safra Chair in Obstetrics & Gynecology andWomen’s Health, held by Irwin R. Merkatz, MD; and theHorace W. Goldsmith Chair, held by Pamela Stanley,PhD, Professor of Cell Biology.

• Our faculty continue to receive significant recognition,including Dr. Vern L. Schramm (elected to the NationalAcademy of Sciences), Dr. E. Richard Stanley (receivedthe 2006 E. Donall Thomas Prize from the AmericanSociety of Hematology), and Dr. E. Stephen Amis, Jr.(received the Gold Medal from the American College of Radiology).

COLLABORATION AND INNOVATION

The Einstein curriculum continues to show strengthacross the board. The Liaison Committee on MedicalEducation awarded Einstein a full eight-year accreditationfollowing its December 2006 site visit. Particularly strongaspects include the integration across biomedical sciencedisciplines, applications of biomedical science knowledgeto clinical medicine, and the case-based, small-groupapproach to teaching.

• In a major joint venture, Einstein and YU’s FerkaufGraduate School of Psychology established a new entity,the Institute for Public Health Sciences. (For more information about the Institute, see page 42.)

• A new interdisciplinary course for medical students,“Patients, Doctors, and Communities,” was initiated last year.

• Plans for a new Department of Computational andSystems Biology, an innovative discipline, were effected in 2006–07. The department will build upon and greatlyexpand the scientific program in this field that alreadyexists at the medical college’s Seaver Institute forBioinformatics.

RESEARCH: EXTRAORDINARY RESULTS

Einstein continues to play a leading role in groundbreak-ing research. Last year’s highlights included:

• Healthy aging. In a landmark study of Ashkenazi Jewswho are 95 or older, our researchers found a variant in a particular gene that affects the size of the “good” and“bad” cholesterol particles in the body. Now they have



shown that this same gene variant also helps very old people to think clearly and retain their memories formost of their lives.

• Tuberculosis. A better TB vaccine is badly needed, andour researchers have developed an improved prototypevaccine—the first to show real promise in animal testing.Initial human trials of the new vaccine could begin in twoto three years.

• Advances in genetics. Researchers have found the mechanism by which the B vitamin folate is absorbed bythe intestinal tract, paving the way for genetic testing thatcould save the lives of infants who lack the ability toabsorb folate.

• HIV/AIDS. Using a radically new strategy featuringradioactive “guided missiles,” Einstein scientists have successfully targeted and destroyed human immune cellsinfected with HIV, the virus that causes AIDS.

AddressingCHALLENGES AT EINSTEIN

We want to continue to build momentum

on all fronts:

• Curriculum enhancement

• Faculty recruitment

• Furthering the beautification of the

campus and its surrounding areas

• Facilities upgrades

• Increased philanthropy

Azrieli Graduate School of JewishEducation and Administration

From the first year of classes in our new space in Belfer Hall, to the addition of talented

scholars, this has been a year of growth and promise for the Azrieli Graduate School

of Jewish Education and Administration. Our ongoing commitment to creating a

challenging and inventive curriculum prepares our students for Jewish educational

leadership. Under the leadership of Dean Dr. David J. Schnall, we continue to forge our

identity as an elite Jewish educational program on the eve of its 25th anniversary.

In memoriam In January 2007, Azrieli lost a revered and distinguished leader: Rabbi Menachem

M. Brayer, PhD. He taught hundreds of undergraduate and graduate students and was the author of many

books. YU awarded him an honorary doctorate in recognition of his outstanding leadership and academic

achievements for half a century, and for rescuing hundreds of Jews in Romania during the Holocaust.

A practicing psychologist and psychotherapist, he will be remembered by all.


STUDENTS AND LEADERS

• Azrieli graduated its largest class of students. In ourfirst-ever independent commencement exercises,56 students walked the stage.• Our students continue to distinguish themselves. RabbiSteven Eisenberg and Shari Rosenberg Reiss both held full-time Azrieli fellowships in 2006–07.• Six dissertations were completed over the past 12months. In the spring, dissertation students presented theirresearch to faculty, peers, and professional colleagues at a series of doctoral colloquia.

KEY APPOINTMENTS

This past year, Azrieli added several talented scholars to our roster.

• Dr. Jeffrey A. Glanz holds the position of the newlycreated Stanley and Raine Silverstein Chair in Profes-sional Ethics and Values in Jewish Education (see sidebar).• Dr. Rona Novick joined Azrieli as associate professor of Jewish education.• Dr. Michael Rosenak became our first visiting scholar in Jewish education.

EXPANDING THE CURRICULUM

Azrieli continues to expand its curriculum. New develop-ments last year included:

• Two new tracks in our doctoral program: 1) Guidanceand Student Support and 2) Curriculum and Instruction.• Coursework in special education is now required of master’s students, and a new course in early childhoodeducation began in fall 2007.• Annual summer seminars were held in New York,Baltimore, and Jerusalem. Dr. David Pelcovitz and Dr.Rona Novick spoke about at-risk behavior to audiencesthat included school administrators, social workers, rabbis,and community leaders.• Plans were put in place to inaugurate the new Institutefor Educational Partnership and Applied Research, agroundbreaking national model for supporting Jewisheducation, in 2007–08.

CELEBRATION ON THE HORIZON

Azrieli celebrates our 25th anniversary in 2008,offering a chance to reflect on how far we have come andhow much further we can go.

AddressingCHALLENGES AT AZRIELI

To ensure that we continue providing leaders

in Jewish education, we need to attract a

larger student body that will have critical

impact in the field. This can be accomplished

by enhancing:

• Curriculum development

• Placement

• In-service training/professional development

The View From…Dr. Jeffrey A. Glanz,Stanley and Raine Silverstein

Chair in Professional Ethics and

Values in Jewish Education

I have worked almost all my professional life in the

secular education world. In some institutions, ethics

and values are subterranean. Here, they’re part of the

very mission of the University—which makes it more

challenging. My Azrieli students bring a diversity of

perspectives, a richness of experience, not a mono-

lithic, impersonal approach. Teaching at YU is the

fulfillment of a life’s goal, of a dream: to make

a roshem (impression), if I can, in the world of Jewish

education.

Dr. Glanz comes to YU from Wagner College, where

he was dean of graduate programs and chair of the

Department of Education. Author, co-author, and co-

editor of 20 books, he also served as a teacher and

assistant principal in the New York City public

schools and coordinated the educational leadership

program that led to New York State certification as a

principal and assistant principal.


Benjamin N. Cardozo School of Law

Our 30th year was an extraordinary one for students at Benjamin N. Cardozo School

of Law. Under the leadership of Dean David Rudenstine, with dynamic support from

Kathryn Greenberg, Chair of the Cardozo Board of Directors, we completed a decade

of major renovations on our campus; created new international initiatives; welcomed

the growing involvement of alumni; and had unprecedented success in our career

opportunities program.

BUILDING COMMUNITY—LITERALLY

The entire community celebrated our 30th anniversary at a ribbon-cutting ceremony for the Kathryn O. and AlanC. Greenberg Center for Student Life, given in honor ofDean Rudenstine. This newly transformed space is thecapstone of a 10-year renovation process.

• The elegant Greenberg Center consists of a capacious,comfortable lounge; a new café overlooking Fifth Avenue;and new windows that provide much more light. TheCenter is full of students and their laptops, engaged witheach other, eating lunch, and simply relaxing.

• New internal stairways—critical to the dean’s vision for community—provide gracious access to the second,third, fourth, and fifth floors of the Brookdale Centerbuidling, which contain most student activities.

BUILDING INTERNATIONAL INITIATIVES

In 2006–07, seeds were planted for several importantinternational program initiatives.

• Students and faculty visited China for an introductionto the practice of corporate law by American firms inChina. Later, another group traveled to Tokyo for anintroduction to law in Japan, including visits to the parlia-ment, the supreme court, and law firms. These trips aremodels for additional minicourses planned for the comingyear that will take students to Rwanda, India, and back to China.

• Dean Rudenstine signed an agreement to provide “An Introduction to American Law,” a course in Beijingfor Chinese patent examiners. Part of this agreement callsfor 12 Chinese examiners to spend the fall 2007 semesterstudying at Cardozo.


Public Service Auction sets record With contributions including a hot air balloon ride and a boxing glove

signed by Muhammad Ali, the 15th annual Goods & Services Auction raised $269,000—surpassing last year’s record high

of $200,000. The proceeds funded stipends for Cardozo students working pro bono in the public sector over the summer.

A total of 127 stipends of $4,000 each were awarded, representing an increase of $500 for each stipend. The auction has

grown tremendously over the past five years, benefiting from the active participation of students and the full support of the

Cardozo Board of Directors and alumni.


Distinguished adjuncts and visitors

• We added four distinguished judicial figures to our

adjunct faculty: U.S. District Court Judges Joseph

Greenaway (New Jersey), Colleen McMahon (New

York), and Stephen Robinson (New York), and Judge

Robert Smith of the New York Court of Appeals.

• Seven judges from the U.S. Court of Appeals,

Second Circuit, participated with the Cardozo faculty

in a discussion—extensively covered in the national

media—on the usefulness of law review articles.

• Other visitors included Supreme Court Justice

Stephen Breyer (two visits, including guest teaching

of a seminar) and Pulitzer Prize winner Max Frankel,

who co-taught a seminar, with Dean Rudenstine, on

the law, ethics, and politics of press freedoms.

BUILDING IMPRESSIVE OUTCOMES

We now have more employers from the private and publicsector scheduled to interview Cardozo students than at any time in our history: Two hundred sixty-six firms,government agencies, and corporations participated in our fall recruitment program, of which 114 firms interviewedon campus, conducting nearly 2,000 interviews. Studentsreported 552 callbacks and 222 offers.

• Our spring recruitment program grew to 269 employers,up from 30 in 2005.

• Major firms are now extending many offers to second-year Cardozo students whose GPA rankings place themthroughout the class, rather than interviewing only thosein the top 10 percent of the class.

OTHER HIGHLIGHTS

• The Office of Career Services launched a summer fellowship, funding students to work abroad in private sector/corporate settings in Azerbaijan, Beijing, Korea,Shanghai, Israel, and the Philippines.

• Cardozo’s pass rate for first-time takers of the July ’06bar exam was 90 percent—the highest in our history,and more than 10 percentage points above the statewideaverage.

BUILDING ALUMNI INVOLVEMENT

As we celebrate our 30th anniversary, we are pleased tonote that alumni engagement has increased dramatically.Our alumni participated in such schoolwide events as thePublic Service Auction (see sidebar), embraced leadershiproles, and contributed a record amount of funds. Morethan 100 alumni served as moot court judges; more than200 volunteered as mentors to our students; and morethan 500 participated in CardozoWomen events.In addition, more than 200 alumni attended regionalevents from San Francisco to Berlin.

AddressingCHALLENGES AT CARDOZO

In June 2006, the Cardozo Board of

Directors adopted a 10-Year Strategic Plan

for the Law School. Among our

challenges:

• Build programs that will attract more of

the nation’s top scholars to our faculty.

• Provide more student financial

assistance.

• Obtain additional space for our

continued growth.

BUILDING ADMISSION QUALITY

For the second consecutive year, Cardozo attracted closeto 5,000 applicants for just 350 spots. The new class in fall2006 was truly national in character; the top three-quartersof the entering class had a higher LSAT score than thetop quarter had five years ago; and students of coloraccounted for about 20 percent of the entering class.

Bernard Revel Graduate School of Jewish Studies

In 2006–07, Bernard Revel Graduate School of Jewish Studies, under the direction ofDean Arthur Hyman, made significant progress toward the challenges and goals set inlast year’s report. Our faculty has grown through key appointments; Revel professorshave presented their research here and abroad, and have published books and articlesin professional journals. Our efforts at building awareness continue to result in strongenrollments; our graduates have a 100 percent job placement record. The result: recordPhD program growth and the promise of PhD program expansion for years to come.

A STELLAR FACULTY

In the past year, we added new faculty and enjoyed thenew full-time status of Professors David Berger and Barry Eichler, both members of our faculty for manyyears. Other important faculty developments:

• We welcomed Professor Daniel Rynhold, formerly ofKing’s College, London, this fall. His appointment is also a major step toward our goal of awarding the PhD degreein Modern Jewish Philosophy in the future.

• We are expanding Sephardic Studies through the ChiefRabbi Dr. Isaac Abraham and Jelena (Rachel) AlcalayChair in Sephardic Jewish Studies, to be inaugurated inthe fall of 2008.

• Our faculty lectured and presented their work at universities and conferences in Jerusalem, Cambridge,Amsterdam, and throughout Europe.

ADMISSION STRENGTH

Revel sustained the previous year’s enrollment growth.Noteworthy developments include:

• PhD program growing. The number of PhD studentsmore than doubled over the previous year.

• More students from other institutions. Approximatelyone-half of Revel students earned their bachelor’s degreefrom YU undergraduate colleges. The rest came to usfrom other top-tier colleges and universities includingColumbia, Harvard, and universities in Canada and Israel.

AddressingCHALLENGES AT REVEL

We will continue to expand our MA and

PhD programs in the coming years by:

• Hiring a third member for our Talmud

faculty.

• Offering additional faculty and doctoral

seminars in all our PhD fields.

• Obtaining funding for new faculty chairs.

• Publicizing Revel more widely.


Ferkauf Graduate School of Psychology


As Ferkauf Graduate School of Psychology celebrates its 50th anniversary—and aspublic awareness and acceptance of mental health issues continues to grow—weremain committed to training psychologists who make a difference in the lives of individuals and society as a whole. Under the leadership of Dean Lawrence J. Siegel,we continue to enjoy a prominent position among our peers, providing top-level academic and field preparation for a group of strong students. Our graduates fill leadership positions in a wide range of institutions, and the School is actively pursuingthe goal of increased space and scholarships to enhance our academic programs.

INNOVATION/COLLABORATION

• In fall 2007, Ferkauf inaugurated the Institute for PublicHealth Sciences, a joint venture with Albert EinsteinCollege of Medicine. For more information, see page 40.

• The Clinical Psychology Program remains one of thefew doctoral programs in the country to offer specialtytraining in both cognitive-behavior therapy and psycho-dynamic therapy. It recently announced a new Center forTrauma Studies and Treatment.

• Ferkauf added an admissions officer to help recruit students from multicultural backgrounds who can,as professionals, meet the needs of New York’s diversepopulations.

• The School-Clinical Child Psychology PsyD Programis working to integrate a multicultural perspective in practice and research to bridge the domains of school,family, and the medical and mental health worlds.

• The Clinical Health Psychology Program has conductedcutting-edge research to explore how globalization influences our day-to-day lives as well as our health.

FOCUS ON FACULTY

• Dr. Greta Doctoroff joined the School-Clinical ChildPsychology PsyD Program as an assistant professor,enabling us to add a course on parenting interventions.

• The School expects to add three faculty members thisyear, enhancing the Clinical Psychology PsyD, ClinicalHealth Psychology PhD, and Mental Health Counselingprograms.

• Dr. Moshe Anisfeld, who retired after 40 years as professor of psychology, was honored as a founding facultymember at the School’s anniversary gala, together withDrs. Irma Hilton and Lillian Zach, other members of thefounding faculty.

APPLAUDING OUR ALUMNI

• In March 2007, the School-Clinical Child PsychologyProgram held a reunion during the National Associationof School Psychologists Conference in New York City.Alumni attendees spanned the entire 40-year history ofthe program.

• Dr. Kelly Posner ’98 was honored as distinguishedalumna at our 50th anniversary gala. As a research scientist, Dr. Posner has produced groundbreaking work in the area of teen suicide and the use of antidepressantsfor children.

• Seymour Hoffman ’99 co-authored InnovativeInterventions in Psychotherapy. He was also included in the2006–07 edition of Marquis’s Who’s Who in Medicine and Healthcare.

CELEBRATING 50 YEARS

The 50th anniversary gala in October honored Eugeneand Estelle Ferkauf and their family, noted philanthropistswho continue to support the School, together with found-ing faculty and distinguished graduates. As part of theanniversary celebration, a conference in June explored thepsychological aspects of war, torture, and interrogation;a second conclave in September focused on diversity anddisparity in health care.


AddressingCHALLENGES AT FERKAUF

We continue to focus our attention on:

• Increased sources of funding for

scholarships.

• Additional spaces for classrooms,

research laboratories, and faculty offices.

• Achieving greater student and faculty

diversity.

Rabbi Isaac Elchanan TheologicalSeminary (RIETS)

A NEW DEAN ON THE HORIZON

An outstanding scholar, Yonah Reiss, has accepted the position of Max and Marion Grill Dean of RIETS;his tenure will begin in July 2008. Our beloved RabbiZevulun Charlop will remain dean of RIETS throughoutthe 2007–08 academic year, and will then become dean emeritus and special advisor to the president on Yeshiva affairs, with cabinet rank. Rabbi Charlop, whoserved under three YU presidents, will continue to provide wisdom and counsel to the University through his newposition.

OTHER NOTEWORTHY DEVELOPMENTS

• High enrollments. While we did not quite equal ourrecord enrollment of 2005–06, our numbers remained verystrong throughout both the semikhah (rabbinic track) program and the kollelim (institutes of advanced studies).

• New honors program. Yeshiva University created a newYeshiva Honors Program through its undergraduateMazer Yeshiva Program and RIETS. Rabbi MayerTwersky, Merkin Chair and rosh yeshiva at RIETS, willdirect the program, which will identify approximately 10to 15 exceptional incoming students who demonstratepotential to become Judaic scholars. (For more on this program, see page 14.)

The year 2006–07 proved to be another excellent year for RIETS, with a major

announcement about our leadership for the future, continued strong enrollment, and a

key new program. We capped the year with a gala dinner of tribute that honored three

distinguished rabbis whose work has done so much to enrich Torah learning and living

for the Modern Orthodox community.


The View From…

Rabbi Yonah Reiss,

Dean Elect, RIETS

When I visited YU recently, there was

an atmosphere of music in the air.

Wherever I walked, meeting faculty members and seeing

different departments, I had a sense that everyone was talk-

ing and singing in harmony—full of positive energy about

Yeshiva University. I’m looking forward to playing a mean-

ingful role in such a wonderful, grand production.

Rabbi Reiss is a noted Torah scholar, attorney, and jurist

who has served since 1998 as director of the Beth Din of

America. He is a summa cum laude graduate of Yeshiva

College and went on to receive his law degree from Yale

Law School, where he was senior editor of the Law Journal.

He received his rabbinic ordination from RIETS, earning the

distinction of Yadin Yadin, an advanced juridical ordination.


• New faculty chair. In September 2006, Rabbi Harold J. Reichman became the latest member of theRIETS faculty to occupy an endowed chair: the Bronka Weintraub Professor of Talmud. We now have 24 endowed chairs at RIETS.

INTO OUR COMMUNITIES…

As the community service arm of RIETS, the YeshivaUniversity Center for the Jewish Future (CJF) furtheredour successful history of community support during2006–07. A total of 56 rabbis were placed throughoutNorth America. Approximately 250 rabbis benefited fromthe comprehensive programs established through theLegacy Heritage Fund Rabbinic Enrichment Initiative,including special seminars.

We offered an array of kollelim and other learning programs in 2006–07, including:

• The Abraham Arbesfeld Kollel Yom Rishon and MillieArbesfeld Midreshet Yom Rishon, our successful Sundaymorning learning programs for adults, were dedicated in a special March event. These kollelim are held on ourWilf Campus.

• The summer of 2007 saw an unprecedented program ofTorah study for women through our New Jersey BeitMidrash program in July (jointly sponsored by theGraduate Program in Advanced Talumudic Studies);more than 150 women took part.

• Summer kollelim were held in Queens, Toronto,Chicago, Teaneck, Los Angeles, Passaic, and Atlanta.In the coming year, more kollels—for men and women—are planned.

…AND LEARNING ONLINE

We have established a “virtual yeshiva,” the Marcos andAdina Katz YU Torah Web site, www.yutorah.org.Through this site, we are able to bring the lectures of ourdistinguished roshei yeshiva to anyone, anywhere, 24 hoursa day. Visitors to the site can hear thousands of shiurim,both current and from our past. In 2006–07, our site averaged nearly one million hits per month.

Philip and Sarah Belz School of Jewish Music

One of the nation’s foremost centers for the professionaltraining of cantors, the Philip and Sarah Belz School ofJewish Music made impressive strides during the 2006–07academic year.

Belz has initiated several outreach seminars in themetropolitan area focusing on maintaining the integrityand quality of the music of the synagogue.

In 2006–07, Belz began an initiative to build a record-ing studio at the School’s facilities to offer recording andproduction of Jewish liturgy and prayer lectures by notedscholars in the YU community.

AddressingCHALLENGES AT RIETS

A new dean will mean new ways of looking

at our seminary. Under the leadership of

Rabbi Yonah Reiss, we expect:

• To take a full assessment of the

institution

• To consider how to maximize it in terms

of preparing young leadership for the

professional demands of rabbinical service

Wurzweiler School of Social Work

In 2007, Wurzweiler School of Social Work—recognized as being among the top

graduate schools in the field—turned 50. The year was highlighted by a major national

professional conference and regional events throughout the country. Under the leader-

ship of Dr. Sheldon R. Gelman, the Dorothy and David I. Schachne Dean of Wurzweiler,

we again enjoyed solid enrollment figures, welcomed distinguished new faculty, and

observed with pride the professional accomplishments of our alumni in all parts of the

country, Canada, and Israel.


A GIFTED FACULTY RANKS HIGH IN PRODUCTIVITY

Wurzweiler faculty have earned national and internationalreputations through their research, writing, and visibilityin the professional social work community. In 2006–07developments included:

• Two major national studies on faculty productivityranked Wurzweiler as 8th (up from 29th) and 24th (up from 41st), respectively.

• We recruited Reverend Frederick J. Streets, the Carland Dorothy Bennet Professor of Pastoral Counseling.Reverend Streets was most recently chaplain of YaleUniversity and senior pastor of the University Church inYale, the first African American and Baptist to hold this position.

• To strengthen our support for faculty research initiativesand mentoring for faculty in grant development, we hiredKaren Bonach, PhD, an Einstein faculty member.

BUILDING A KEY PROGRAM IN JEWISH COMMUNAL SERVICE

The Certificate Program in Jewish Communal Service,part of the MSW degree, prepares social work professionalsfor specialized practice and administration in Jewish settings. In 2006–07, we strengthened this program by:

• Dramatically increasing enrollment of students in theCertificate Program.

• Underwriting attendance of 17 Wurzweiler students atthe General Assembly of UJC last fall.

• Supporting six students who participated in NY-UJAFederation’s midwinter study mission in Israel.

WURZWEILER’S 50TH

Fifty years ago, Yeshiva University’s School of Educationand Community Administration was split in two, formingboth Wurzweiler School of Social Work and FerkaufGraduate School of Psychology. Celebrating our anniver-sary was the perfect occasion to present Wurzweiler to thelarger public through a series of special events, including:

• “Celebrating a Tradition of Caring: Social WorkPractice Yesterday, Today, and Tomorrow,” a two-and-a-half day conference that drew 500 attendees from all over the world.

• “Twenty-Five Years of the HIV/AIDS Epidemic,” aninterdisciplinary symposium in November 2006, whichaddressed issues of social work, medicine, counseling, andspirituality.

• Regional alumni events in New Jersey, Boston,Baltimore, Los Angeles, South Dakota, Toronto, Montreal,San Francisco, Israel, and Florida.

• A gala dinner honoring Congressman Charles Rangel(New York) and board members Herbert Barbanel,Joel Daner ’62, and Elaine Schott, together with her husband, Rudy. The dinner raised more than $300,000 forscholarships and other Wurzweiler support.

AddressingCHALLENGES AT WURZWEILER

Our overall goals for the future remain

constant: to continue to enhance the

quality of our students, faculty, and

programs. We can make this happen by:

• Raising the resources to allow us to

offer more fellowships for incoming and

continuing students.

• Further enhancing Wurzweiler’s

visibility by increasing grant support and

contracts to support research and

evaluation.


Under the leadership of Dean Pearl Berger, YeshivaUniversity Libraries added thousands of titles to our elec-tronic collections in 2006–07 and updated the platformsto access those collections; preserved numerous audiovisualresources; and improved our facilities. Our new initiativesincluded the following:

PRESERVING UNIVERSITY HERITAGE

• We have begun an Oral History Project to capture previously undocumented elements of Yeshiva University’shistory. A professional interviewer conducted sessions withmembers of the University community who have made a critical impact upon Yeshiva’s development.

• Four hundred fifty audiocassettes, recording the activi-ties of the Student Struggle for Soviet Jewry (SSSJ), werepreserved and transferred to digital format. These record-ings are a part of the SSSJ archival collection presented toYU by Jacob Birnbaum, who was awarded an honorarydegree at the 2007 Commencement for his achievementson behalf of Soviet Jewry.

DIGITAL COLLECTIONS AND RESOURCES

• Last year, we made important additions to our electronicholdings, including Early English Books Online, a collectionof over 100,000 publications, and The Making of ModernLaw at the Chutick Library of the Benjamin N. CardozoSchool of Law. We also made the popular Bar IlanResponsa database accessible campuswide and from off-campus locations.

• Descriptions of more than 23,000 electronic journalswere added to the YULIS online catalog. All our librariesnow offer off-campus access to e-resources and title-by-title access to electronic journals.

• We received grants from New York State to supportpreservation and digitization of audiocassettes in theStudent Struggle for Soviet Jewry Collection (see above),and from METRO, the Metropolitan New York LibraryCouncil, to enter descriptions of 400 rabbinic manuscriptsinto the YULIS online catalog.

TOP-NOTCH FACILITIES

In 2006–07, we took major steps toward facilitating accessand providing for the comfort of our users. Renovations ofthe D. Samuel Gottesman Library at Albert EinsteinCollege of Medicine progressed steadily. We designed andconstructed a 24-hour study room, the Harry H. BerenStudent Study Center, and also created five glass-enclosedgroup study rooms for students with wireless capabilityand projection equipment. Proposals for renovating theMendel Gottesman Library Building at Wilf Campus areunder review.

Yeshiva University Libraries



Graduate Program for Women inAdvanced Talmudic Studies (GPATS)

Founded in 2000 with support from the Avi ChaiFoundation, GPATS continues to advance its mission ofdeveloping an elite group of female scholars of Talmudand halakhah ( Jewish Law) to serve as leaders and rolemodels for the Orthodox Jewish community.

• The program’s extensive offerings include a two-yearsenior fellowship for two GPATS graduates. In additionto their rigorous study, the senior fellows played a leadingrole in expanding our educational programs in variouscommunities. Upon completion of the program, our students—of whom most also pursue advanced degrees inJewish Studies and Jewish Education—are awarded a certificate in Advanced Talmudic Studies from YU.

• In conjunction with the Center for the Jewish Future,GPATS provides unique training in areas such as publicspeaking and lecturing, and worked together in 2006–07to formalize a national Speakers Bureau.

• Our graduates now hold key jobs at Stern College forWomen, Yeshivah of Flatbush, SAR Academy, West-chester Hebrew High School, and Ma’ayanot YeshivaHigh School for Girls, among other institutions. SeveralOrthodox synagogues, including the Jewish Center andShearith Israel in Manhattan, have hired GPATS gradu-ates and senior fellows to fill adult education positions.

• More than a dozen synagogues hosted program fellowsas scholars-in-residence as a way of exposing the broaderJewish community to these remarkable young scholars and leaders.

The View From…Aliza FormanTeaneck, N.J.

GPATS

Jewish text study is a very

important part of my life.

I joined GPATS because of my love of learning—

an outgrowth of my Jewish studies at Stern—

and YU has given me the time and resources to

engage in rigorous study. I’m privileged to

participate with 14 other highly motivated and

interested women, sharing knowledge in a

wonderful environment. I welcome the chance

to continue learning and will incorporate my

Jewish knowledge into my medical career.

Aliza Forman graduated from Stern College for

Women in 2007 with a major in English.

Currently a student in the Graduate Program

for Women in Advanced Talmudic Studies

(GPATS), in the coming year she will begin

studies at Albert Einstein College of Medicine.

Building on our remarkable successes last year, YeshivaUniversity continued to focus on strengthening our relationship with Israel during 2006–07. Yeshiva Universityin Israel houses the S. Daniel Abraham Israel ProgramStudent Center, the Caroline and Joseph S. Gruss Instituteof the Rabbi Isaac Elchanan Theological Seminary,student dormitories, sports facilities, and the YeshivaUniversity Alumni in Israel offices. We registered a recordnumber of students affiliated with YU—more than 700—in yeshivot and seminaries in Israel for the fall of 2007.

A WELCOMING HAVEN FOR UNDERGRADUATES

• Shana Bet Women’s Shiur. For the first time, we offereda class for shana bet (second-year) students to study topicsin Jewish philosophy. Their work in this pilot programcounted among the credits they earned from their respec-tive seminaries toward Stern College for Women.

• Yeshiva Masmidim Honors Shabbaton. After a weekof interviewing prospective candidates for the YeshivaMasmidim Honors program, we hosted a shabbaton onthe YU Israel Campus for all of the applicants.

• Annual Distinguished Scholars event. Every January,applicants for the S. Daniel Abraham Honors programand academic scholarships are interviewed in Israel. Lastyear the event featured the renowned author Dr. AbrahamS. Abraham.

• The Zusman Family Counterpoint Israel Program.Ten undergraduate students spent summer 2006 workingin a community service project in the Negev. (For moreabout this program, see page 44.)

• The Career Fair. This May event was a career mentor-ing and job/internship networking program for more than 200 students seeking to make aliyah. YU alumnifrom many different fields and occupations came together,volunteering their time.

GRADUATE AND ADVANCED STUDYOPPORTUNITIES

• Six students from Wurzweiler School of Social Work,enrolled in the Certificate in Jewish Communal Serviceprogram, participated in a trip to Israel.

• The new Ruth Buchbinder Mitzner Chair in JewishLaw at the Jerusalem campus was inaugurated in thespring. This chair is held by Rabbi Assaf Bednarsh, aninspirational educator who is a maggid shiur (lecturer inTalmud) at the RIETS Israel Kollel.

• Dr. Shalom Berger, of the Lookstein Center for JewishEducation, taught a new course, “Teaching Israel andZionism,” for students enrolled in Azrieli GraduateSchool of Jewish Education and Administration.

ALUMNI CONNECTION

• This year, YU alumni living in Israel were a part of several class reunions held on the New York campuses,thanks to teleconferencing equipment in the Gruss Center.

• In conjunction with the World Conference of JewishCommunal Service, more than 140 Wurzweiler alumniand friends attended a 50th anniversary celebration atYeshiva’s Gruss Center in Jerusalem, gaining an in-depthunderstanding of the challenges facing Israelis in thehuman services arena.

Yeshiva University in Israel


Yeshiva University High Schools

This was a year of remarkable accomplishments at bothYeshiva University High School for Boys/Marsha SternTalmudical Academy, led by Head of School Rabbi MarkGottlieb, and Samuel H. Wang Yeshiva University HighSchool for Girls, led by Head of School Rochelle Brand.The highlights ranged from national academic honors fordozens of students, to top-notch new facilities—and theyear was capped with our annual dinner of tribute, attend-ed by hundreds of alumni, students, and parents; together,more than $2 million was raised for the schools.

YESHIVA UNIVERSITY HIGH SCHOOL FOR BOYS/MARSHA STERN TALMUDICAL ACADEMY

In 2006–07 we graduated 67 students, while adding several new staff and faculty members.

• We produced 19 Distinguished AP Scholars and twoNational AP Scholars.• The largest cohort of graduating students—close to40—from any North American boys yeshiva high schoolwere accepted into the most venerable Israeli institutionsof higher learning: Gush, KBY, and Sha’alavim.• An unprecedented number of boys were admittedthrough the honors track at YU with merit-based scholarships.• The School has added a new science lab, with state-of-the-art technology.• Latin, now an elective, generated great enthusiasm.

THE SAMUEL H. WANG YESHIVA UNIVERSITY HIGH SCHOOL FOR GIRLS

The School welcomed a new director of recruitment andnew chair of the Tanach Department. Additional electiveswere added in Judaics, and the Hebrew language curriculum will culminate in an ulpan class for 11th and12th grades. Other highlights:

• We produced 17 College Board AP Scholars, of whomthree were Scholars with Honors and one a Scholar withDistinction.• Our literary journal, Avenue of Expression, received the first place award from the American Scholastic PressAssociation.• A lab has been renovated to cutting-edge standards.• Deena Rabinovich—a member of our Judaic Studiesfaculty—received the prestigious Grinspoon-SteinhardAward.

“Names, Not Numbers”©

Students at both YU high schools worked together to

produce “Names, Not Numbers©,” an interactive,

multimedia intergenerational oral history project,

designed to pass on the memories, stories, and

lessons of the Holocaust.

The project combined research, video-interviewing

techniques, documentary film tools, writing, and

editing. Students gained firsthand knowledge of

World War II and the Holocaust by being paired with

survivors and American veterans and filming their

interviews. They received both videography

instruction and guidance on conducting interviews

from professionals. The YUHSB and the YUHSG videos

were shown on each campus, including a screening

at YUHSG on Holocaust Memorial Day to more than

400 guests.


University Academic Centersand Institutes

The Center for Ethics at Yeshiva UniversityIn 2006–07, we inaugurated Yeshiva University’s newCenter for Ethics, an innovative locus of research and discussion on pressing ethical issues. Led by Dr. AdrienneAsch, the Edward and Robin Milstein Professor ofBioethics at Wurzweiler School of Social Work and a faculty member at Albert Einstein College of Medicine,the Center initiated several programs, including:

• The Leonard and Tobee Kaplan Scholar-in-ResidenceProgram. Professor Michael Walzer served as the inaugu-ral Leonard and Tobee Kaplan Scholar-in-Residence.A preeminent political philosopher and scholar, ProfessorWalzer spent three days with students and faculty on theWilf and Beren campuses and at Benjamin N. CardozoSchool of Law and presented two public lectures.

• Disability and Bioethics Conference. Our first conference, a two-day research workshop on Disabilityand Bioethics in January 2007, was co-sponsored with the

Division of Bioethics at Montefiore Medical Center andmade possible in part by a grant from the New YorkCommunity Trust. This workshop brought together 30leading scholars, policy makers, and advocates from theU.S., U.K., Netherlands, and Sweden.

• Curriculum Development. A special University-widecourse, “Ethics Across the Professions,” will be piloted atCardozo Law School in spring 2008, then will be taughtat all YU professional schools. The Center is also assistingin Yeshiva College’s comprehensive review of the curricu-lum; Dr. Asch has collaborated with faculty to developcourses at both YC and Stern College for Women.

Institute for Public HealthSciencesThe Institute for Public Health Sciences, a joint project ofFerkauf Graduate School of Psychology and AlbertEinstein College of Medicine, is charged with producingleaders in the field of public health.

• The Institute is co-directored by Dr. Sonia Suchday,associate professor at Ferkauf and director of the PhD program in health psychology, and Dr. Paul Marantz,associate dean for clinical research education and professor of clinical epidemiology and population healthat Einstein.

• After a year of planning institutional structures and linkages, and establishing relationships with other publichealth institutions, the Institute was launched in Septem-ber 2007. Dr. Jonathan Tobin was named director of public health education and training, and plans are underway to create a Master of Public Health degree program.


• Because the social /behavioral aspect of health is key to thestudy of chronic illness, a primary focus of the Institute is onbehavior. A second major emphasis is global health. At theinaugural, President Joel signed a memo of understandingwith the Public Health Foundation of India. Using thatmodel, the Institute is working to create a partnership withthe University of Haifa.

Rabbi Arthur Schneier Center for International AffairsThe Rabbi Arthur Schneier Center for International Affairsseeks to promote international understanding and cooperationby providing an educational forum for the exchange of ideasrelated to diverse critical issues in our increasingly inter-dependent world. Now in our third year under the direction of Dr. Ruth A. Bevan, David W. PetegorskyProfessor of Political Science at Yeshiva College, the Centermarked 2006–07 with a number of important firsts:

• We published our first book, Diplomat Heroes of theHolocaust, by Mordecai Paldiel, who heads the RighteousGentiles section of Yad Vashem in Israel.

• We awarded summer research grants to graduate studentsfrom Ferkauf Graduate School of Psychology and BernardRevel Graduate School of Jewish Studies. We also offeredthree faculty summer research grants.

• In September 2006, we moved into formal offices on theWilf Campus.

• We continued to sponsor distinguished lectures by leadersand experts in the broad field of international affairs,including Dr. Donny George, former director of the IraqMuseum, Baghdad, and Ambassador Daniel Kurtzer, now ofPrinceton University. We co-sponsored, with the AlbertEinstein College of Medicine and the Center for Ethics atYeshiva University, a March 2007 symposium, “The Cultureof Science: Research and Ethics.”

Reaching Out to Our Communities

Center for the Jewish FutureIn its second full year of operation, the Center for theJewish Future reaches out to the Jewish communitythrough the many components of YU: it serves as thecommunity service arm of the Rabbi Isaac ElchananTheological Seminary (RIETS), placing rabbis and educators throughout North America and providing avariety of support services for them and for their families;it builds leadership opportunities for students enrolled inYU’s undergraduate colleges and graduate programs;and it provides support for Jewish education—at the highschool and adult levels—beyond the walls of theUniversity.

MORE ROBUST STUDENT OPPORTUNITIES

The CJF aims to address the needs of the greater commu-nity, and those of our student body, through programs thatcreate a spirit of leadership and sense of responsibility tothe Jewish people and tikun olam. A sampling of thedozens of CJF programs:

• Torah Tours. In 2006–07, some 400 students took partin the Aaron and Blanche Schreiber Torah Tours program,leading Simchat Torah and Shavuot celebrations in morethan 80 communities across North America. Studentsincluded repeat participants and siblings of past participants. Several students returned to their host communities for Shabbat.

• Jewish Life Coast to Coast. This life-changing experience brought 20 YU students to eight communitiesin the Southeast over Winter Break 2007. (See sidebar.)

• Zusman Counterpoint Israel. In summer 2006,10 students spent three weeks in Yerucham, a poor area inthe south with more than 60 percent unemployment,where they ran a summer camp for disadvantaged youth.In operating and staffing the camp, our undergraduatesbecame role models for the youth; and our students experienced living in Israel with extraordinary depth.


The View From…Laura ShumanSCW ’08Philadelphia, PA

President, Torah Activities

Council

I started out as a journalism major but now

I want to be “on the other side of the desk” and

go into nonprofit Jewish communal work. CJF’s

Coast to Coast program was an eye-opener.

I learned that people all over America are

working to build small Jewish communities.

And from Counterpoint Israel I brought back

new ideas on programming, visions, and goals,

which I use as president of TAC.

Laura Shuman, a senior at Stern College for

Women, is currently studying English literature

and is president of the Torah Activities Council.

JEWISH CAREER PLACEMENT AND SUPPORT

In 2006–07, our programs to place and support rabbis andeducators have truly blossomed and now extend across theU.S. and into Canada. Especially noteworthy:

• Record numbers. Overall, we placed a record numberof pulpit rabbis (34 placements, up from 24 in the prioryear), educators, Jewish communal positions, scholars-in-residence, and rabbinic interns (31 placements, up from 13 in the prior year).

• Conflict and contract resolution for congregations.In 2006–07, we strengthened support for congregation conflict resolution: visiting congregations and workingwith rabbis and membership separately and together.We also helped with the complexities of contract negotia-tion: in 2005–06, we negotiated 9 rabbinical contractswith congregations; in 2006–07, that number jumped tomore than 30.

• Mentoring. Through the Legacy Heritage FundRabbinic Enrichment Initiative, we instituted a variety of

new programs last year, including a Yarchei Kallah retreatfor 44 rabbis’ wives; mentoring programs for promisingyoung rabbis; regional rabbinic seminars; and a moreexpansive Yarchei Kallah program serving more than 150 rabbis.

THE GLOBAL LEARNING INITIATIVE (GLI)

The GLI is an interactive, videoconferencing, distance-learning program through which Yeshiva University connects students and educators at Jewish day schools toleading YU Torah personalities and professors, in particular RIETS roshei yeshiva and Azrieli faculty,through virtual classrooms. In 2006–07, the growing GLInetwork included schools in American and Canadiancities from Seattle, Los Angeles, and Detroit to Memphis,Miami, and Montreal—an increase of 58 percent over2005–06. In 2006–07, GLI served 1,500 educators (up from just 133 educators the previous year) and 2,400students (up from 242)—increases of more than 1,000 percent.


Yeshiva University MuseumThrough exhibitions, educational initiatives, and publicprograms, the Yeshiva University Museum opens a window onto rich and diverse elements of Jewish art,history, and heritage. In 2006–07, the Museum furtherestablished itself as a world-class cultural institution withhighly acclaimed international exhibitions, including:

• And I Still See Their Faces: The Vanished World ofPolish Jews, organized by the Shalom Foundation inWarsaw, featured 200 images of prewar Jewish life inPoland and received extensive media coverage, including aglowing review in The New York Times.

• Poets’ Portraits: Lines for My Image featured paintingsand drawings by Israeli artist Zvi Lachman. Lachman’sportraits capture the constantly changing expressions ofhis subjects, most of whom are poets.

• From Darkness to Light: The Paintings of LauraMurlender, a “Disappeared” who Survived! featured worksdocumenting the artist’s personal journey to rebuild heridentity after being abducted at the age of 19 by theArgentinean government and fleeing to Tel Aviv.

COMMITMENT TO COLLABORATION: NEW INITIATIVES

As part of our commitment to integrate the Museum andUniversity, our curators and staff are teaming with YUprofessors to produce new and innovative exhibitions andprograms.

• From Darkness to Life, a Conversation on Art,Freedom and Creation was a program co-sponsored bythe Rabbi Arthur Schneier Center for InternationalAffairs, chaired by Professor Ruth Bevan, and with a discussion moderated by YU Physics Professor GabrielCwilich.

• Dr. Steven Fine, professor of Jewish history, will spear-head an exceptional archaeological exhibition planned forthe 2009–10 season, On the Cusp of Empires: Jews,Romans, and Persians in the Ancient World.

• Joanne Jacobson, associate dean of Yeshiva College, hasinitiated a future exhibition project that will explore theexperience of American Jews and the Suburbs.

Other planned and recent programs include a diverse arrayof offerings, from an international conference, TheDreyfus Affair—A Century Later: Legacy and Lessons,organized with Cardozo School of Law, to our inauguralPuppet Festival, a program that drew an unprecedentednumber of adults and children to enjoy international performances and workshops.


$650,000

$600,000

$550,000

$500,000

$450,000

$400,000

$350,000

$300,000

$250,000

$200,000

$150,000

$100,000

$50,000

$0

2003 2004 2005 2006 2007

NET PROPERTY, PLANT & EQUIPMENT ( IN THOUSANDS)

The signif icant recent increase in net property, plant, and equipment reflectsthe expansion of facilities and renovation in the last two years—a great proportion of which was due to the Michael F. Price Center for Genetic andTranslational Medicine/Harold and Muriel Block Research Pavilion at Albert Einstein College of Medicine.

$3,000,000

$2,500,000

$2,000,000

$1,500,000

$1,000,000

$500,000

$0

2003 2004 2005 2006 2007

NET ASSETS AND TOTAL ASSETS ( IN THOUSANDS)

n NET ASSETS

n TOTAL ASSETS

Our total assets are growing due to positive operating results, our signif icant return on investments, and philanthropy. The ratio of net assets to total assets remained stable.

FISCAL 2006 RESULTSThe University’s financial performance during 2007allowed us to make additional investments in faculty, newprograms, and capital expenditures.

The financial charts on these two pages show whereour financial resources came from in 2007 and how weinvested these resources in programs and facilities.We placed a priority on utilizing our funds to supportfinancial aid, instruction, research, and training. Operatingrevenues continue to be supported by increases infundraising, enrollment, and tuition. The University has an Aa2 bond rating.


Academic Support 7%

TOTAL EXPENSES BY SOURCE

Eighty-nine percent of the University’s expenses are allocated to research,instruction, training, and our students’ academic experience and campus life.

Instruction, Clinical &Departmental Research

29%

Sponsored Research& Training

34%

Student Aid 11%

Development 3%

Auxiliary Enterprises 4%

Institutional Support 8%

Student Services 4%

Investment Return 33%

Grants and Contracts 28%

Tuition and Fees 21%

TOTAL REVENUES BY SOURCE

Tuition and fees represented only 21 percent of our revenues, the balance coming from gifts, return on investments, grants, and other revenue sources.

Gifts and Bequests 13%

Other Revenue 5%


UNIVERSITYADMINISTRATION

Richard M. Joel, JDPresident

Norman Lamm, PhDChancellor

Hillel Davis, PhDVice President for University Life

Herbert C. Dobrinsky, EdDVice President for University Affairs

Daniel T. Forman, MSVice President for Institutional Advancement

Karl Kunz, MBAActing Vice President for Finance and CFO

Morton Lowengrub, PhDProvost and Senior VicePresident for AcademicAffairs

Marc Milstein, MBAVice President for Information Technology and CIO

Georgia B. Pollak, MBAVice President for Communications and Public Affairs

Jeffrey Rosengarten, BAVice President forAdministrative Services

David Rudenstine, JDVice President for Legal Education

Allen M. Spiegel, MDVice President for Medical Affairs

Martin H. Bockstein, LLBGeneral Counsel

Rabbi Kenneth Brander, MADean, Center for the Jewish Future

Robert S. Hirt, MHLSenior Advisor to thePresident

Josh Joseph, MAChief of Staff

ACADEMIC DEANS ANDDIRECTORS

Karen Bacon, PhDThe Dr. Monique C. KatzDean, Stern College for Women

Bernard Beer, BADirector, Philip and SarahBelz School of Jewish Music

Pearl Berger, MLSDean, University Libraries

Zevulun Charlop, MAMax and Marion Grill Dean,Rabbi Isaac ElchananTheological Seminary,Yeshiva Program/MazerSchool of Talmudic Studies

Todd Evans, PhDAssistant Dean for GraduateStudies; Director, SueGolding Graduate Division ofMedical Sciences, AlbertEinstein College of Medicine

Sheldon R. Gelman, PhDDorothy and David I.Schachne Dean, WurzweilerSchool of Social Work

Michael J. Ginzberg, PhDDean, Sy Syms School of Business

Arthur Hyman, PhDDean, Bernard RevelGraduate School of JewishStudies

David Rudenstine, JDDean, Benjamin N. Cardozo School of Law

David J. Schnall, PhDDean, Azrieli GraduateSchool of Jewish Educationand Administration

Michael D. Shmidman, PhDDean, Undergraduate JewishStudies

Lawrence J. Siegel, PhDDean, Ferkauf GraduateSchool of Psychology

Allen M. Spiegel, MDThe Marilyn and Stanley M.Katz Dean, Albert EinsteinCollege of Medicine

David J. Srolovitz, PhDDean, Yeshiva College

YESHIVA UNIVERSITY

BOARD OF TRUSTEES

Morry WeissChairman

David S. GottesmanRobert M. BerenRonald P. StantonChairmen Emeriti

Ira KukinVice Chairman

Sy SymsVice Chairman

Ludwig BravmannVice Chairman

Joseph WilfVice Chairman

Bernard L. MadoffTreasurer

David J. AzrieliJayne G. BekerJack A. BelzJulius BermanMarvin S. BienenfeldMarjorie Diener BlendenSender Z. CohenIsrael EnglanderDavid EshaghianJeffrey J. FeilFelix L. GlaubachAlan E. GoldbergRuth L. GottesmanKathryn O. GreenbergFanya Gottesfeld HellerLance L. HirtE. Billi IvryMichael JesselsonRichard M. JoelMarcos D. KatzMordecai D. KatzHenry KresselNorman LammMatthew J. MarylesJ. Ezra MerkinIra MitznerJoshua L. MussJack M. NagelVivian Glueck RosenbergDavid I. SchachneJay SchottensteinIrwin ShapiroMoshael J. StrausJosh S. WestonZygmont Wilf

Honorary TrusteesS. Daniel AbrahamHal H. BeretzJ. Morton Davis Eugene FerkaufAaron FeuersteinGerald FurstJacob E. GoldmanEmanuel GrussJoseph Segal Elie WieselDavid YagodaJay H. Zises

ALBERT EINSTEINCOLLEGE OF MEDICINE

BOARD OF OVERSEERS

Ruth L. GottesmanChairperson

Burton P. ResnickRobert A. BelferIra M. MillsteinChairpersons Emeriti

Michael F. PriceChairpersonExecutive Committee

Elliot K. WolkVice Chairperson

Paul J. KonigsbergTreasurer

Zygmunt WilfSecretary

Philip RosenLife Overseer

Jerry S. HandlerHonorary Overseer

Philip AltheimLinda AltmanIrving P. BaumrindDiane BelferRenée E. BelferRobert A. BernhardRoger BlumencranzPaul R. ChaninJohn D. CohenKevin DavisGerald DorrosJoan K. EigenRoger EinigerBetty FeinbergBambi FelberbaumJay N. GoldbergMatthew GoldsteinRoslyn GoldsteinArthur HershaftMorton P. HymanMichael JesselsonRichard M. JoelNathan KahnErnest KalmanMarilyn KatzStanley M. KatzCharles A. KrasneIra Kukin

Emily Fisher LandauHirschell E. LevineEvelyn LipperRonald J. LissakSylvia OlnickArnold S. PennerJoel I. PicketJohn J. PomerantzToby G. RitterRita RosenJudy R. RosenbergHoward J. RubensteinLarry B. ScheinfeldLawrence ScherrJack M. SomerMichael A. StockerDavid A. TannerDaniel R. TishmanLouis R. TomsonSamuel G. WeinbergMorry WeissDavid Wisotsky


BENJAMIN N. CARDOZOSCHOOL OF LAW

BOARD OF DIRECTORS

Kathryn O. GreenbergChair

Rachel L. WarrenBonnie SteingartVice Chairs

Terence A. Todman, Jr.Treasurer

Barry A. ShenkmanSecretary

Hon. Earle I. MackChairman Emeritus

Shoshana T. BooksonPaul D. BrusiloffRosemary C. ByrneLeon H. CharneyHon. Sandra J. FeuersteinMorris GoldfarbShimmie HornRichard M. JoelStephen JudloweNate KacewSteven W. KatzJonathan KukinHon. Frank R. LautenbergThomas H. LeeJeffrey H. LoriaLeslie E. PaysonRichard L. PerkalJennifer Grubman

RothenbergStephen J. SchulteJames E. SchwalbeSheldon H. SolowBoaz WeinsteinMorry WeissStephen A. Weiss

Honorary DirectorsJoseph ApplemanLouis HenkinRonnie HeymanSamuel J. HeymanE. Billi IvryIra KukinEdgar J. Nathan IIILawrence RubenRomie Shapiro

WURZWEILER SCHOOL OF SOCIAL WORK

BOARD OF GOVERNORS

Robert SchwalbeChair

Joan Sadinoff KatzVice Chair

Arthur JosephTreasurer

Herbert BarbanelSecretary

Joan O’DonnellAssistant Secretary

David I. SchachneChair Emeritus

Janet AdlerDavid A. AlpertRobert P. AronsonJoseph BartlettFroma BenerofeDavid B. ChapnickJoel DanerPhilip P. GoodkinRichard M. JoelSaul KaganLawrence KobrinMeri KraidmanIra KukinEileen RhulenPeter RhulenElaine J. SchottLilly TempelsmanMarc B. TerrillMorry WeissRoselyn Weitzner

Honorary GovernorIra Yavarkovsky

BERNARD REVELGRADUATE SCHOOL OFJEWISH STUDIES

BOARD OF DIRECTORS

Mordecai D. KatzChairman

Henriette BeilisLudwig BravmannI. Lewis GordonE. Billi IvryRichard M. JoelMartin N. KaufmanRabbi Haskel LooksteinIrwin ShapiroMorry Weiss

FERKAUF GRADUATESCHOOL OF PSYCHOLOGY

BOARD OF GOVERNORS

Beth B. MyersChair

Peter AbronsBobby Ferkauf KurzweilVice Chairs

Jayne G. BekerKatherine SachsChairs Emeriti

Lori DavisRobert M. GordonLisa Hershberg-StriarIrma R. HiltonRichard M. JoelIra KukinHannah LowRobin Hirtz MeltzerTherese RosenblattKathie Kramer RudySamuel SkuraIsaac SredniMorry Weiss

AZRIELI GRADUATE SCHOOLOF JEWISH EDUCATIONAND ADMINISTRATION

BOARD OF DIRECTORS

Moshael J. StrausChairman

Henry I. RothmanVice Chairman

Steven AdelsbergSecretary

Sender Z. CohenTreasurer

David J. AzrieliJulius BermanSusan DiamondDerek EnlanderJack ForgashEric S. GoldsteinGeorge HanusBenjamin HellerFanya Gottesfeld HellerE. Billi IvryRichard M. JoelMordecai D. KatzDavid E. MillerMark NusbaumLinda StruhlMitchell VilenskyMorry WeissZev Weiss


YESHIVA COLLEGE

BOARD OF DIRECTORS

Joshua L. MussChairman

Emanuel J. AdlerRobert I. KantowitzJ. Philip RosenVice Chairmen

Leon WildesTreasurer

Stanley I. RaskasSecretary

Marvin S. BienenfeldFounding Chairman

Jay SchottensteinHonorary Chairman

Albert J. AdesJoshua AnnenbergIvan BerkowitzZev S. BermanMorris BienenfeldRichard BornStephen BrownSaul E. BurianBenjamin S. ChouakeLawrence DienerDavid EshaghianAaron FederHerbert FrischFelix L. GlaubachNahum L. GordonDavid L. GottesmanAndrew J. GrovemanAbraham GurmanFanya Gottesfeld HellerRichard M. Joel

Howard JonasBenjamin KaminetzkyHenry KoschitzkyIra KukinShalom E. LammDaniel P. LevittArthur M. LuxenbergJoel MaelHelen MacklerSteven MajorMatthew J. MarylesBrian MedjuckA. Richard ParkoffPhilip PilevskyJay L. PomrenzeMarvin ReissFrank RingAlan B. RosenthalSheldon RudoffLeonard Z. ShapiroSamuel H. SolomonJoseph StechlerNorman SternthalGary WeissMorry WeissAlan ZekelmanJonathan ZizmorDavid A. Zwillenberg

STERN COLLEGE FORWOMEN

BOARD OF DIRECTORS

Marjorie Diener BlendenChairman

E. Billi IvryExecutive Vice Chairman

Dorothy BermanMonique C. KatzCali Daar OrenbuchShira YoshorVice Chairmen

Maria FinkleSecretary

Thelma G. WarshawTreasurer

Doris TravisCo-Treasurer

Lea EisenbergDavid YagodaHonorary Chairmen

Sandra QuinnHonorary Founding Chairman

Suzanne BergerHadassah BienenfeldBina BlumenfruchtRickie Freeman-PrattAlfred J. FriedmanAlan J. GindiFred HalpernFanya Gottesfeld HellerSherri Steinberg HerringJoan JakubovitzRichard M. JoelDoris KukinIra KukinCharles KushnerSeryl B. KushnerEsther LaskyMarilyn LauerMurray LaulichtJudith LeiberRhoda LevineSusan Ungar MeroMichael RingMarcia Robbins-WilfVivian Glueck RosenbergSusan K. SchulmanMorry WeissElizabeth Wilf

SY SYMS SCHOOL OF BUSINESS

BOARD OF DIRECTORS

Bernard L. MadoffChairman

Joseph KerznerVice Chairman

William L. SilberSecretary

Alan M. SilbersteinTreasurer

Hal H. BeretzHonorary Founding Chairman

Josh S. WestonChairman Emeritus

Jack A. BelzLudwig BravmannPhilip H. CohenIsaac CorreWarren EisenbergPhilip FriedmanBenjamin GreszesMel HarrisRichard M. JoelIlan KaufthalHenry KresselIra KukinMichael C. PalitzManfred M. RechtschaffenWilliam SchwartzJeffrey J. SteinerMarcy SymsSy SymsSteve UretskyMorry WeissJoseph WilfEdward I. Zughaft

Honorary DirectorsPhilip DavidJ. Morton DavisAlvin H. EinbenderNathan StarrRosa Strygler

RABBI ISAAC ELCHANANTHEOLOGICAL SEMINARY

BOARD OF TRUSTEES

Julius BermanChairman

Herbert SmilowitzHyman ArbesfeldVice Chairmen

Moshael J. StrausSecretary

Solomon TrauTreasurer

Ben I. AdlerHoward S. BalterShael BellowsHenri BengualidMoshe BessinMarvin S. BienenfeldAlvin J. BlumenfeldLudwig BravmannAlex FolkmanElliot GibberFelix L. GlaubachAlan E. GoldbergBenjamin HellerLance L. HirtMichael JesselsonRichard M. JoelMordecai D. KatzZvi KatzNorman LammMorton L. LandowneMoses MarxJ. Ezra MerkinLeon MeyersMichael L. OffenIrwin PeyserDaniel E. PosnerKurt RothschildSolomon F. RybakHenry SchacharAlvin I. SchiffJoel M. SchreiberCarmi SchwartzDaniel A. SchwartzWilliam SchwartzWilliam J. SchwartzIrwin ShapiroMoshe TalanskyMorry Weiss

Honorary TrusteesJacob W. HellerMarvin E. JacobBruce D. Shoulson


YESHIVA UNIVERSITY HIGH SCHOOLS

BOARD OF TRUSTEES

Miriam GoldbergChairman

Hillel DavisFelix L. GlaubachAlan E. GoldbergMichael JesselsonRichard M. JoelE. Samuel KlibanoffRama KosloweEliot LauerDavid B. Schwartz

YESHIVA UNIVERSITYMUSEUM

BOARD OF DIRECTORS

Erica JesselsonChair

Theodore N. MirvisMichael JesselsonVice Chairs

Ludwig BravmannJames GarfinkelDebbie GibberFanya Gottesfeld HellerLucy LangSusan LernerGladys MarylesJonathan M. PruzanGlennis SchonholzBruce SlovinMary SmartSamuel H. Solomon

Board listings are as of November 13, 2007.


In its 121st year, Yeshiva University is the country’s oldest and

most comprehensive institution combining Jewish scholarship with

academic excellence and achievement in the liberal arts, sciences,

medicine, law, business, social work, Jewish studies and

education, and psychology.

YU reflects a centuries-old commitment to the advancement of

human knowledge and ethics.

PRESIDENT

Richard M. Joel, JD

CHANCELLOR

Norman Lamm, PhD

FOUNDED

1886

STUDENTS

Total . . . . . . . . . . . . . . . . . 7,368

Undergraduate . . . . . . . . . 3,003

Graduate and professionalschools . . . . . . . . . . . . . . . 3,496

At YU’s affiliated Rabbi Isaac ElchananTheological Seminary . . . . . 335

At YU’s affiliated high schools . . . . . . . . . . . . 520

(as of fall 2007)

UNIVERSITY ENDOWMENT

(includes Yeshiva University and Affiliates)$1.443 billion(market value as of June 30, 2007)

RESIDENCY PROGRAMS

Resident physicians at Albert Einstein College ofMedicine in training programs . . . . . . . . . . . . . 2,298

ALUMNI

44,243

SERVICE

Projects serving New York City,the Jewish community, and thenation in such areas as medicine, Jewish education,social work, law, mental health,and youth services.

ANNUAL UNIVERSITY

OPERATING BUDGET

Approx. $560 million(fiscal year 2006–07)

University Overview:Key Facts


COLLEGES AND SCHOOLS

A full spectrum of undergraduate and advanced degrees

Yeshiva College BA

Stern College for Women BA

Sy Syms School of Business BS

Albert Einstein College of Medicine MD, PhD

Benjamin N. Cardozo School of Law JD, LLM

Bernard Revel Graduate School of Jewish Studies MA, MS, PhD

Wurzweiler School of Social Work MSW, CJCS, PhD

Ferkauf Graduate School of Psychology MA, MS, PhD, PsyD

Azrieli Graduate School of Jewish Education and AdministrationMS, EdD

AFFILIATES

Rabbi Isaac Elchanan Theological Seminary

Yeshiva University High Schools Yeshiva University High School for Boys–The Marsha Stern Talmudical AcademySamuel H. Wang Yeshiva University High School for Girls

Yeshiva University Museum

UNIVERSITY-WIDE CENTERS/INSTITUTES

Center for the Jewish Future

Rabbi Arthur Schneier Center for International Affairs

Center for Ethics at Yeshiva University

Institute for Public Health Sciences

CAMPUSES

Wilf Campus500 West 185th StreetNew York, NY 10033212-960-5400

Yeshiva CollegeSy Syms School of BusinessAzrieli Graduate School of Jewish Education and AdministrationBernard Revel Graduate School of Jewish StudiesWurzweiler School of Social WorkRabbi Isaac Elchanan Theological SeminaryPhilip and Sarah Belz School of Jewish MusicYeshiva University High School for Boys—The Marsha Stern

Talmudical Academy

Israel Henry Beren Campus245 Lexington AvenueNew York, NY 10016212-340-7700

Stern College for WomenSy Syms School of BusinessAzrieli Graduate School of Jewish Education and Administration

Jack and Pearl Resnick Campus1300 Morris Park AvenueBronx, NY 10461718-430-2000

Albert Einstein College of MedicineFerkauf Graduate School of Psychology

Brookdale Center55 Fifth AvenueNew York, NY 10003212-790-0200

Benjamin N. Cardozo School of Law

Yeshiva University Museum15 West 16th StreetNew York, NY 10011212-294-8330

Yeshiva University in Israel40 Duvdevani StreetJerusalem, Israel972-2-531-3020


YESHIVA UNIVERSITYwww.yu.edu

Models of Redemption and Contemporary Jewish Life

Documents

Transcript of Models of Redemption and Contemporary Jewish Life