Cultic Studies Journal, Vol. 6, No. 1, 1989, Page 42
systems in stressful situations. Therefore, primary action is important in the following
areas.
a. Early identification of such students, to the extent that this is possible.
b. Training and reinforcement of the cognitive and emotional mechanisms among
these students in particular, and among the entire student population in general.
c. Training/participation of parents in the matter. Counseling and training activity
as required.
There is no effective, formed, and structured system in Israel of operative programs dealing
with preventive education of this sort, whether for the ordinary public or for the injured
individual. There are some tested experimental programs and pointers as to methods of
treatment at different levels, but these too do not necessarily deal with the defined field of
“new groups,” but rather with areas having similar characteristics (such as: drugs, social
pressure, advertising, and so on).
The lack of such programs is particularly conspicuous in what may be called the realm of
primary prevention, which, based on the above, should be the focal point of action in the
educational system and a guide to proper decision making.
The ministry responsible for the subject of education is the Ministry of Education and
Culture.
Propositions for courses of action
a. The Ministry of Education and Culture must prepare itself for educational
activities relating to the matter at hand.
b. It is recommended that this be done within the framework of existing educational
programs and activities, without creating separate frameworks and programs for
this issue.
c. It is important that educators at different levels, educational counselors and
psychologists, teachers, workers in the field of social and informal education, be
the ones active in the implementation of these combined programs.
d. Schools should also strive, to the fullest extent possible and in conjunction with
the Government Information Center and the Ministry of Labor and Welfare, to
pass on information and publicize explanatory material among parents. For this
purpose the clearest, most up-to-date, comprehensive, and reliable material
possible (concerning the activities of the new groups) should be brought to their
attention. However, it is clear that employing educators in the implementation of
the educational programs is dependent upon prior special training and on
continuous instruction and support.
e. In order to make progress, the following are required:
-The preparation of information and educational material, in conjunction with
the Ministry of Labor and Welfare.
-Development of operative programs.
-Experimentation and follow-up.
-The training and continuous instruction of the educators at the various levels
mentioned above.
-The continuous operation of supportive tools for instruction and consultation
for the educators.
systems in stressful situations. Therefore, primary action is important in the following
areas.
a. Early identification of such students, to the extent that this is possible.
b. Training and reinforcement of the cognitive and emotional mechanisms among
these students in particular, and among the entire student population in general.
c. Training/participation of parents in the matter. Counseling and training activity
as required.
There is no effective, formed, and structured system in Israel of operative programs dealing
with preventive education of this sort, whether for the ordinary public or for the injured
individual. There are some tested experimental programs and pointers as to methods of
treatment at different levels, but these too do not necessarily deal with the defined field of
“new groups,” but rather with areas having similar characteristics (such as: drugs, social
pressure, advertising, and so on).
The lack of such programs is particularly conspicuous in what may be called the realm of
primary prevention, which, based on the above, should be the focal point of action in the
educational system and a guide to proper decision making.
The ministry responsible for the subject of education is the Ministry of Education and
Culture.
Propositions for courses of action
a. The Ministry of Education and Culture must prepare itself for educational
activities relating to the matter at hand.
b. It is recommended that this be done within the framework of existing educational
programs and activities, without creating separate frameworks and programs for
this issue.
c. It is important that educators at different levels, educational counselors and
psychologists, teachers, workers in the field of social and informal education, be
the ones active in the implementation of these combined programs.
d. Schools should also strive, to the fullest extent possible and in conjunction with
the Government Information Center and the Ministry of Labor and Welfare, to
pass on information and publicize explanatory material among parents. For this
purpose the clearest, most up-to-date, comprehensive, and reliable material
possible (concerning the activities of the new groups) should be brought to their
attention. However, it is clear that employing educators in the implementation of
the educational programs is dependent upon prior special training and on
continuous instruction and support.
e. In order to make progress, the following are required:
-The preparation of information and educational material, in conjunction with
the Ministry of Labor and Welfare.
-Development of operative programs.
-Experimentation and follow-up.
-The training and continuous instruction of the educators at the various levels
mentioned above.
-The continuous operation of supportive tools for instruction and consultation
for the educators.
