AMERICAN FRIENDS OF YESHIVAT HAREI YEHUDA INC
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Mission Statement
Background Students with disabilities are not able to fit study in in a regular school, in most cases is caused by hyper activeness, lack of self-confidence, children with ADHD, These special needs were caused by various reasons, such asocial and family problems, single parent families, orphans, etc., and many reason
About This Cause
Mentoring Program for "American Friends Of Yeshivat Harei Yehuda" Background Students with disabilities are not able to fit study in in a regular school, in most cases is caused by hyper activeness, lack of self-confidence, children with ADHD, These special needs were caused by various reasons, such asocial and family problems, single parent families, orphans, etc., and many reason School place "Yeshivat Harei Yehuda" in Moshav "Beit Meir", in small classes with 12-14 students in a warm, nurturing and loving staff supplements their deficient back round, creating a home and family atmosphere between staff and students which continues even after school hours continuing on after graduation the dedicated staff helps them through life and builds their personality. Relating to the students as children prevents the in deterioration into street children. The problem and the “Mentoring Program Increased geographic mobility, the lack of organized youth activities in poor neighborhoods, and the rise of single-parent families and families with two working parents have all reduced the number of adult role models. By the time a child is in his teens any available role model will fill the place of an absent role model. When the only role models available are other older teens who themselves have lost their way the result is an aimless child, influenced by the images observed on television, the internet or sensationalist media. The reality is that teens hunger for acceptance and will do whatever is necessary to gain acceptance from any source. If this desire can be channeled in the right path, the teen can grow to be a responsible adult. We are discussing affecting socially well adapted adults, not another educational program. Youth mentoring programs exist to provide these role models and help a child develop socially and emotionally. Mentors help teens learn to understand and communicate their feelings, to relate to their peers, and to develop relationships with other adults. Our experience as educators has taught us that youth mentoring works best when goals focus on developing trusting relationships with peers and adults. Programs with solely behavioral goals, such as achieving better grades or resisting drug use are useful; but only for the narrow focus of the particular program. Much more is needed than an educated teen who, due to a program, doesn’t smoke cigarettes, but nevertheless aimlessly hangs out on street corners waiting to be influenced by the next criminal who comes by. Strictly focusing on a particular behavior is akin to teaching someone how to drive a car but not how to steer it. Mentoring programs should try to help a child develop socially, because social skills benefit the child in so many areas of his life. Parental involvement in the mentoring program would also be beneficial. We are realistic that relying on much parental involvement is unrealistic. By the time a child is a teenager, the parent-child relationship has been established. A few minutes more, here and there, of quality time could have some impact but the heavy lifting involved in keeping a teen already at risk from becoming an adult in jail must come from elsewhere. It is most often the lack of parental involvement at a child’s young age that has caused the at-risk status of the teen. Programs should match mentors and youth on the basis of shared interests and background. There is no perfect method to matching a mentor with a teen but the mentor’s motivation matters as much as any other factor. We know that mentors who are exclusively “results-oriented” and have specific behavioral goals for children, such as quitting drinking, are less successful than mentors who are involved with mundane daily events. Silently reading newspapers together can create a bond more readily than haranguing a teen with lectures on the evil of drugs. Structured activities are also very important. Most of the teens in our target group already benefit from structured activities. They attend school; we take them on outings; they engage in ritual religious observances. The mentoring program will be there to fill in the gaps. It is not our goal to set a frenetic pace for the teens and distract them with non-stop activities. It is after the dust has settled that during the quiet time that a teen has an opportunity to reflect and build on the activities of the day. A quiet conversation can be more effective than shouted instructions. Our mentors are intended to be role models. It is not the purpose of our mentoring program to develop doctors or rabbis or plumbers. Our mentors are there to show a teen at the crossroads of making irrevocable lifetime decisions that there is an alternative. We intend to do this by example and gently. A study has shown that the first ordered entrée of an evening in a restaurant will be the most ordered entrée that evening. If you see it in real life, it has much more impact than reading about it or being told about it. Our mentors will be drawn from among the faculty of Yeshivat Harei Yehuda, and the local community. Our shelves will not be stocked with self-help books. We will not be employing the mentoring program as an educational tool nor to replace professional mental health services, should they be required. Our goal is to provide mentoring services for of 40 teens. The mentors will spend otherwise unstructured time with the teens during the evenings, on holidays and weekends. Get-togethers should take place at least three times each week for not less than an hour each. The meetings will be subject to approval of the teens’ parents and take place away from the teen’s home. Budget Subject to funding, we will pay a stipend of $ 300 per month for a mentor. All other participants in the program will contribute their time. Budget each year for tutors will be $ 144,000. Besides expenses for various activities approximately $ 5000 each month, year nearly $ 60,000 Total project cost about $ 200,000 a year