Negotiating Positive Identity in a Group Care

In this readable book, Zvi Levy, Hadassim's Director, provides a careful account of how, over time, he and others have shaped a community to foster health, identity, and competence in distressed young people. Canadian WIZO (Women's International Zionist Organization) Hadassim is a thriving youth village in Israel that is home for 500 young people and a day educational program for an additional 1,000. Negotiating Positive Identity in a Residential Group Care Community illustrates the organizational expression of a developmental idea, in this case Erik Erikson's identity development theory, to show how an environment can be created to cope with disrupted development processes among children and adolescents.

Preface
Acknowledgements
Introduction	p. 1
What Is the Aim of this Book?	p. 1
Residential Education in Israel: Continuity and Change	p. 2
Canadian WIZO-Hadassim: Description of the Village	p. 4
Why Erikson?	p. 5
Uprootedness and Adjustment	p. 9
What Is a Well-Adjusted Adult?	p. 9
What Disrupts the Ability to Work and to Love in Our Times?	p. 10
Battle Fatigue as an Extreme Case of Uprootedness	p. 11
Who Are the Youth in Residence at Hadassim?	p. 12
The Failure to Prepare Children for Adult Roles	p. 14
Anxiety and Pessimism	p. 15
The Child's Attempts to Reconstruct His Former World	p. 17
Stocktaking vis-a-vis Horizons	p. 21
What Can a Simple Smile Do?	p. 22
Modern Society Lacks the Characteristics of a Community	p. 24
Who Is a Hero in our Times?	p. 25
Bridge Between Theory and Practice	p. 27
Linear Progress versus Integration in Communal Space	p. 27
What Is the Village's Educational Goal?	p. 28
A Few Basic Concepts	p. 31
The Practice in Everyday Life	p. 41
Open-Door Policy vs. "No-Door" Policy	p. 41
How Do We Live Without Doors? We Negotiate	p. 42
Not Only Rooms Have No Doors	p. 43
How to Open a Big Event	p. 44
How to Acquaint the Children with Communal Norms	p. 46
The Need for an Environment Demonstrating Strength	p. 47
Why Did They Plant the Oak Trees Next to the Pines?	p. 49
Good Enough for the Best, Good Enough to Last Forever	p. 50
Exercise vs. Experience of Problem Solving	p. 51
How to Prepare Adolescents for Adult Roles	p. 53
Should an Immigrant Child Be Forced to Speak Hebrew?	p. 55
Should a Child Be Forced to Visit Home?	p. 56
How to Approach a Child in Distress	p. 57
How to Intervene in a Fight	p. 58
The Freedom to Change One's Mind	p. 59
Therapy versus Interliving	p. 60
How to Show Recognition	p. 62
Deviant Behavior and Punishment	p. 65
The Five Taboos	p. 68
Compromised Staff-Child Relationships	p. 69
Communication	p. 70
The Practice Reflected in Four Spheres of Life	p. 73
Space	p. 73
Time	p. 85
Technology	p. 89
Money	p. 93
Human Relations	p. 93
Conclusions	p. 113
A Word of Caution	p. 118
Yes, It Can Be Done	p. 119
References	p. 123
Table of Contents provided by Blackwell. All Rights Reserved.

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Negotiating Positive Identity in a Group Care Community: Reclaiming Uprooted Youth

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