By Michael Ben-Avie, Yossi Ives, Kate Loewenthal
This quantity interweaves techniques and strategies from psychology and different social sciences with Jewish principles and practices that allows you to tackle modern social concerns. This quantity brings jointly pioneering study from students in such fields as psychology, schooling, and non secular experiences. The authors combine insights from Jewish texts and practices with the tools and ideas of the social sciences to create interventions that advertise the healthiness of kids, adults, households, groups, and society. Divided into 3 sections – schooling, mental health and wellbeing, Society and past– this publication exhibits how this integrationist procedure can deepen our figuring out and generate new insights round urgent social demanding situations to affect confident switch within the lives of individuals and communities.
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Thus, fulfillment of a hachlata may rest upon the relationships that students have with adults and older students. One way in which the adults help students attain their desired outcomes is through helping them write or articulate all the small steps that they need to take over time in order to complete a long-term goal. , study skills, time management) that they will use and the instrumental actions that they will take over the course of the week to achieve this far-away goal. A student may commit, for example, to seeking extra help from the teacher on Wednesday, solving practice problems for 35 min on three specific evenings, setting up a study group with classmates and meeting with the group at least once during the week, and so forth.
2003). Jewish texts teach that being well-educated does not guarantee that people will use their education well. A vital component of education is to provide students with sufficient opportunities to recognize that it is not just their knowledge base that is important but also what they do with their knowledge (Sternberg 2001). ” As an intermediate institution, schools have the potential to positively impact students’ developmental trajectories so that they develop a wholeness and a whoness. A study of 1010 students in six Jewish day schools (Ben-Avie and Comer 2005) focused on connectedness to school and home.
If maturation were the best explanation, then all the students would have experienced the same positive changes in self-regulation, regardless of the school setting. Students’ Self-Regulation and Adults Who Care About Them Students develop the motivation to achieve in school and in life through their interactions with adults as they navigate through school, home, work, and recreational activities. Students will, however, decline to exercise personal self-control and restraint unless they have formed healthy relationships with teachers, other related professionals, staff, and peers.