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Nirim Track

 

Through the course of three to four years (9th-12th grades) in the Village our participants complete five stages. Reaching each stage is subject to successfully completing the previous one and at the end of each stage they will have a powerful ceremony with the village community and their families.

 

Two therapeutic approaches form the theoretical concept of the Nirim model and the intensive program derived from it. The first is the Strengths Approach and the second is Authority as a Whole.

 

 

Strengths Approach

The Nirim program, its rational, missions and tools, derived from the Strengths Approach, which identifies the powers found within each person as the change initiators. Accordingly, the program aims at exposing ones’ strengths, enhancing them and embracing an intense sense of self-ability together with therapy process and emotional development. Strengths Approach works also towards behavioral and thinking patterns.

 

Over ten years of accumulated experience with this approach has shown that when intervention focuses on the healthy aspects of an individual’s character, and when he experiences growth and success, the results are more effective.

This is not to say that we do not deal with negative patterns. On the contrary – the daily presence and accessibility of our instructors and therapists allows a rapid response to negative events. However, we use tools to turn the spotlight on their achievements, strengths and inner resources, and return them as quickly as possible to the path of positive change.

The Strength Perspective approach is an educational-therapeutic tool that focuses attention on present and future endeavors rather than on traumas associated with experiences from the past.

 

 

Tivon Model “Authority as a Whole"

 

“Authority as a Whole” is a therapeutic method, developed in 1995 by Dr Arie Tivon, which re-defines and re-places the subject of authority, upon its numerous aspects in a different framework than is practice today. The method is easy to understand and perceive. It facilitates the forming of a common language, based on universal symbols and clear rules, and is adapted to various populations.

 

The four symbols are the Owl, the Elephant, The Heart and the Ox. Only behavior that incorporates the four clusters is considered "Authority as a Whole". The elements representing the different clusters are:

The owl: Expert, knowledgeable, reliable, professional, has vision. The owl cluster emphasizes the ability to teach, to set norms and values.

The elephant: Reliable, someone to count on, practitioner, gets things done, problem solver, assertive. The elephant cluster emphasizes the ability to assert order, discipline and a concise curriculum. It also gives importance to the ability to focus, be practical and assertive.

The heart: Trustworthy, encouraging, beneficiates, assists, reliable, caring. The heart cluster is the most humanistic. It emphasizes the empathy and closeness.

The ox: Competent, authorized, makes decisions, judges, decisive, able to sanction and punish, sets limits. The ox cluster emphasizes the ability to restrain, protect and form limits and boundaries for behavior.

 

The "Authority as a Whole" model combines the four clusters in a binding continuous connection. The Authority figure, according to the model, has to be multi-dimensional and very flexible. The effective authority figure operates in balance between the different extremes of the four-cluster spectrum, as required by the different situations present.

 

The Nirim Track

Through the course of three to four years (9th-12th grades) in the Village our participants complete five stages. Reaching each stage is subject to successfully completing the previous one and at the end of each stage they will have a powerful ceremony with the village community and their families.

 

Each stage is built around an internal rationale, educational content, learning and therapy tasks and outdoor missions. The track encompasses all village fields (school, boarding school, therapy and outdoor training) while each of these fields is matched with the content of each stage.

 

Our ultimate goal is to bring our youth back to the heart of Israeli society.

In the spirit of striving for excellence, we set high standards and objectives that are often perceived by the youth as impossible to reach; a full Matriculation diploma, a meaningful IDF service, social involvement and personal growth. 

 

Stage #1 – Getting Started

The focus at this initial stage is on absorbing the kids and reducing their anxiety. They socialize with the Village life and the daily schedule and meet aspects such as demands, discipline, values etc.

The kids experience life in the Village and encounter the difficulties and challenges as well as the sea of opportunities.  The kids learn to face the various fields – outdoor training, therapy, school and boarding school and begin to experience each fields’ triumphs as well as its challenges. At this stage, we emphasize their personal choice to be part of Nirim and implement their pride in being part of the Village.

 

Stage #2 – The Team

At this stage, we focus on team building while still working on personal processes with each kid. Right at the beginning of stage #2 the team choses a name and starts to develop “Esprit de corps”. Accordingly, the team becomes a powerful tool in the personal process of each of the kids. Now, the team responsibility is formed alongside its norms. The kids learn to use the village special tools to build and maintain the mentioned norms.

 

Stage #3 – Contribution and Reward

The essence of this stage is to change the kids’ line of thought from “what I get” to “what I give”. The kids work individually and as a group on projects in the Village and outside. The focus is not just on those in need but rather on contributing to the community as a whole. This promotes the value of giving and strengthens the feeling of being part of a community. The goal is to create the atmosphere of giving and to reinforce each individual through the sense of being a contributing person and helping others.

 

Stage #4 – Mentoring and Leadership

This stage begins when the kids reach their final year at the Village. It marks their new status as grown-ups being part of the “responsible team” in the Village. They now mentor the younger kids who have just begun the Nirim Track. The emphasis at this stage is on leadership and self-realization. The first step, at this stage, is a week training for management and leadership at the Navy Seal base in Haifa. The kids, in their final year, play an important role in maintaining the sense of safety in the Village and in accelerating the socializing processes of the new team.

At this stage, there is a significant increase in all IDF related activities: training, physical fitness, values and more.

 

Stage #5 – independence, beck to the heart of society

This stage offers a comprehensive process to help the kids cope with the coming separation from Nirim. Youth at high risk are bound to experience extreme emotional and social difficulties during separation. Thus, the staff works closely with the kids to assure a safe and smooth separation from the Village. The kids take full responsibility of their daily routine as preparation to the full responsibility they will take upon themselves outside the Village boundaries.

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