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
Monday, July 21, 2008
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
“Add a customertestimonial or pullquote here. Add acustomer testimonialor pull quote here.”
•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
“Add a customertestimonial or pullquote here. Add acustomer testimonialor pull quote here.”
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.
What ideas/suggestions/plans can wegenerate to help
•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?
“Add a customertestimonial or pullquote here. Add acustomer testimonialor pull quote here.”
•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.
What ideas/suggestions/plans can wegenerate to help
•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
testimonial or pullquote here. Add acustomer testimonialor pull quote here.”
•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
testimonial or pullquote here. Add acustomer testimonialor pull quote here.”
•Higher order cognitionrequired – generateoptions – consideroutcomes•Plan do review•Look for opportunitiesto teach and practice this
From the Individualto the Community “Add a customer
testimonial or pullquote here. Add acustomer testimonialor pull quote here.”
•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
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
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.
10
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.
14 KASSER ETAL.
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
MATERIALISTIC VALUES: THEIR CAUSES AND CONSEQUENCES 17
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.
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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'
MATERIALISTIC VALUES: THEIR CAUSES AND CONSEQUENCES 19
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
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(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-
MATERIALISTIC VALUES: THEIR CAUSES AND CONSEQUENCES 21
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-
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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
MATERIALISTIC VALUES: THEIR CAUSES AND CONSEQUENCES 23
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.
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ION
It is
my
priv
ilege
an
d pl
easu
re t
o in
trod
uce
“T
he
At-
Ris
k A
dole
scen
t in
the
Or t
hod
ox J
ewis
h C
omm
un
ity:
Impl
icat
ion
s an
d In
terv
enti
ons
for
Edu
cato
rs,”
by D
r.D
avid
Pel
covi
tz.D
r.Pe
lcov
itz
hol
ds t
he
Gw
endo
lyn
an
d
Jose
ph S
trau
s C
hai
r in
Jew
ish
Edu
cati
on a
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
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UC
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| 36
|
TH
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AD
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T I
N T
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JE
WIS
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|IM
PLIC
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UC
ATO
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| 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
Monday, July 21, 2008
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
1015202530354045
U.S. PROT CATH JEW
EXCELLENT
FAIRLY
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DONENOTHING
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
Monday, July 21, 2008
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
Ten Commandments of Community MarketingDavid Sable
Slide 2July 20, 2008
Communicatestand for something
Ten Commandments of Community MarketingDavid Sable
Slide 4July 20, 2008
Be relevantcontent/context/time
Ten Commandments of Community MarketingDavid Sable
Slide 7July 20, 2008
Be innovativedifferentiation
Engaging the Total Jewish Community: Areivut Maximalism
Rabbi Dr. Jacob J. Schacter
Senior Scholar, Yeshiva University Center for the Jewish Future
Breakout Session
Monday, July 21, 2008
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
Monday, July 21, 2008
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 ________
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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
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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
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YYUU CCEENNTTEERR FFOORR TTHHEE JJEEWWIISSHH FFUUTTUURREE CCOOMMMMUUNNIITTYY GGRROOWWTTHH IINNIITTIIAATTIIVVEE CCOONNFFEERREENNCCEE
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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YYUU CCEENNTTEERR FFOORR TTHHEE JJEEWWIISSHH FFUUTTUURREE CCOOMMMMUUNNIITTYY GGRROOWWTTHH IINNIITTIIAATTIIVVEE CCOONNFFEERREENNCCEE
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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YYUU CCEENNTTEERR FFOORR TTHHEE JJEEWWIISSHH FFUUTTUURREE CCOOMMMMUUNNIITTYY GGRROOWWTTHH IINNIITTIIAATTIIVVEE CCOONNFFEERREENNCCEE
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
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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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YYUU CCEENNTTEERR FFOORR TTHHEE JJEEWWIISSHH FFUUTTUURREE CCOOMMMMUUNNIITTYY GGRROOWWTTHH IINNIITTIIAATTIIVVEE CCOONNFFEERREENNCCEE
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 -
YYUU CCEENNTTEERR FFOORR TTHHEE JJEEWWIISSHH FFUUTTUURREE CCOOMMMMUUNNIITTYY GGRROOWWTTHH IINNIITTIIAATTIIVVEE CCOONNFFEERREENNCCEE
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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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:
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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
Understanding the importance of…
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
Understanding the importance of…
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
Understanding the importance of…
“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
Monday, July 21, 2008
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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
ל כל הדא דרך ארץ גבך וקריתך כלבא קרא עליה שם דרך "דמתכתשין דין עם דין ולא יהבית שלמא ביניהון אד "ר ישמעאל בר רב נחמן עשרים וששה דורות קדמה דרך ארץ את התורה הה"חיה סגי שוי דאדשיים אור
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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
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י מסכת בבא בתרא דף ח עמוד א "רש3)
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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
יא שולחן ערוך יורה דעה סימן רנא סעיף5) משום דהיו שני בצורת ומה שהיה אוכל עם הארץ יחסר לתלמיד , רבי שהיה מצטער שנתן פתו לעם הארץ
. 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
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.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
Monday, July 21, 2008
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
Monday, July 21, 2008
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
Monday, July 21, 2008
The Religious Establishment in Israel: Crises, Challenges and Opportunities
Rabbi David Stav Co-founder, Tzohar
Lunch and Learn
Monday, July 21, 2008
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
::::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
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
What Individual Schools Can Do
What Individual Schools Can Do
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
What Individual Schools Can Do
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
What Individual Schools Can Do
What Individual Schools Can Do
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
Community-Wide Initiatives to Address Day School Affordability
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.
Community-Wide Initiatives to Address Day School Affordability
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
Community-Wide Initiatives to Address Day School Affordability
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
Community-Wide Initiatives to Address Day School Affordability
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 Type: Discussion
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
Session Type: Discussion
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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RROOUUNNDDTTAABBLLEE RREEGGIIOONNAALL CCOONNVVEERRSSAATTIIOONNSS
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.
P R E S E N T E R S & F A C I L I T A T O R S
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.
P R E S E N T E R S & F A C I L I T A T O R S
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.
P R E S E N T E R S & F A C I L I T A T O R S
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.
P R E S E N T E R S & F A C I L I T A T O R S
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.
P R E S E N T E R S & F A C I L I T A T O R S
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.
P R E S E N T E R S & F A C I L I T A T O R S
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.
P R E S E N T E R S & F A C I L I T A T O R S
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.
P R E S E N T E R S & F A C I L I T A T O R S
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.
P R E S E N T E R S & F A C I L I T A T O R S
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
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.
Y E S H I V A U N I V E R S I T Y 1 3
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.
Y E S H I V A U N I V E R S I T Y 1 5
• 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.
1 6 Y E S H I V A U N I V E R S I T Y
• 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.
Y E S H I V A U N I V E R S I T Y 1 7
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
1 8 Y E S H I V A U N I V E R S I T Y
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.
Y E S H I V A U N I V E R S I T Y 1 9
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.
2 0 Y E S H I V A U N I V E R S I T Y
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
Y E S H I V A U N I V E R S I T Y 2 3
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
2 4 Y E S H I V A U N I V E R S I T Y
Y E S H I V A U N I V E R S I T Y 2 5
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.
2 6 Y E S H I V A U N I V E R S I T Y
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.
Y E S H I V A U N I V E R S I T Y 2 7
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.
2 8 Y E S H I V A U N I V E R S I T Y
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.
Y E S H I V A U N I V E R S I T Y 2 9
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.
Y E S H I V A U N I V E R S I T Y 3 1
Ferkauf Graduate School of Psychology
3 2 Y E S H I V A U N I V E R S I T Y
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.
Y E S H I V A U N I V E R S I T Y 3 3
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.
3 4 Y E S H I V A U N I V E R S I T Y
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.
Y E S H I V A U N I V E R S I T Y 3 5
• 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.
3 6 Y E S H I V A U N I V E R S I T Y
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.
Y E S H I V A U N I V E R S I T Y 3 7
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
3 8 Y E S H I V A U N I V E R S I T Y
Y E S H I V A U N I V E R S I T Y 3 9
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
4 0 Y E S H I V A U N I V E R S I T Y
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.
Y E S H I V A U N I V E R S I T Y 4 1
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.
4 2 Y E S H I V A U N I V E R S I T Y
• 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.
4 4 Y E S H I V A U N I V E R S I T Y
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.
Y E S H I V A U N I V E R S I T Y 4 5
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.
4 6 Y E S H I V A U N I V E R S I T Y
$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.
4 8 Y E S H I V A U N I V E R S I T Y
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%
Y E S H I V A U N I V E R S I T Y 4 9
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
5 0 Y E S H I V A U N I V E R S I T Y
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
Y E S H I V A U N I V E R S I T Y 5 1
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
5 2 Y E S H I V A U N I V E R S I T Y
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.
Y E S H I V A U N I V E R S I T Y 5 3
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
Y E S H I V A U N I V E R S I T Y 5 5
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
5 6 Y E S H I V A U N I V E R S I T Y
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