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Donation of 86$ will provide a food parcel for a family of 4 persons for a whole week

The Educational Project
Stages of Program 7
לגעת באופק

Lasts seven years and includes three stages of high school, military / national service, exit to the Civil life

Stage A: High school

A process empowerment group that meets once a week throughout the school year, for three years (10-12 years)

Purpose: Graduation successfully, improving personal and learning abilities as preparation for life.

The first year deals with the development of the participant’s self by mapping strengths and weaknesses, developing self-awareness, fostering a sense of competence and creating positive self-image, through acquiring skills such as communication skills, emotion management, interpersonal relationships, Decisions.

The second year focuses on the group space, me and the group. This is in order to expand the range of social roles of each participant. The courses deal with subjects such as: teamwork, leadership styles, functioning under pressure, future and career. During this year, the participants undergo a course in which they experience guidance and standing in front of a group

The third year focuses on the development of social responsibility, education for mutual responsibility and education for active citizenship, with the goal of making citizens useful to themselves and to the state. This is the intention of enlisting in the IDF / National Service in significant positions, in which subjects such as helping others, contributing to society and preparation for enlistment in the IDF are transferred. As part of this year, the group is supposed to initiate, plan and operate a volunteer project.

Preparation for the army

  • The program’s outlines contribute to personal empowerment, and as a result improve motivation and ability to withstand complex experiences and challenging situations. The issue of the army is in the background of many activities and upon receipt of the first order in the 11th grade, the subject is gaining more volume
  • In the advanced stages of high school there is constant dialogue in the group about the army, but from an emotional personal place, while the supervisor maintains a neutral position.
  • Activities with dedicated outlines dealing directly with the service issue, spreading feelings and anxieties and practicing coping methods, discussing service-related dilemmas such as obedience to authority, individual freedom, and more
  • Visit to a military base and a tour in it’s facilities, meetings with soldiers and officers in various positions.
  • Building a Diadi relationship with the group moderator as a preparation for the individual accompaniment and emotional support during the service years.

 Stage B: The army

Purpose: To assist the participants in completing their military service successfully by support and emotional guidance

In Israeli society, military service constitutes a kind of “initiation ceremony” in order to turn the boy into an all Israeli. Therefore, military service has great significance in the development of the youth and their transformation from adolescents to adults. According to Prof. Amia Lieblich (a researcher in psychology and society in Israel), military service hinders the process of growing up, separating parents’ figures and establishing independence among young Israelis. While in the high school they were quite independent, with enlistment, they again became dependent on their parents in terms of emotional support and care. Therefore, the emotional accompaniment provided by the group leader at this stage is very important and significant, especially for program participants whose parents can not support them emotionally for various reason

Stage C: Exiting to Civil life

Objective: To assist participants in effectively integrating into the civilian life routine, while helping to select programs that will enable them to utilize their abilities and skills, in parallel with the process of separation from the moderator as a supportive figure

This stage is characterized by a certain ambiguity, on one hand, this is a stage of searching for direction and deliberations about the future, and on the other hand, this is a stage where they do not want to make “heavy” decisions. Erickson used the term “Moratorium” to describe a stage in which young people form their identity, while legitimizing social and parenting to experience various social and personal roles when they have few obligations. In Israel this period takes place at a relatively late stage, since enlistment into the army immediately after the completion of high school and the direct transition from a rigid framework to an even more rigid one, rejects the formation of identity. In other words, at the end of the service, one can expect an exploratory period in which young people will refrain from committing themselves to a long-term study track or work. During this period it is expected that some of them will want to be “left alown” and will be allowed to examine, investigate, and wonder.

Study “Examinasion of the Long Term Effects of Program 7”
מחקר אופלטקה

The aim of the study “Examinasion Of The Effects Of Program 7”  – the educational project “Touching The Horizon” from the Pitchon-Lev House, conducted by Prof. Yizhar Opelteka with Tel Aviv University in January 2015 was to trace the attitudes of the program graduates towards the components of the program, to assess the plan contribution to their lives, and to learn about their experiences during their high school years. The study found that “most of the goals of the plan were achieved  as formulated by its designers”, the parameters examined were:

  • Satisfaction of the participants – the participants and the graduates said that they are very satisfied with the program and the staff. They emphasize that they never felt the need to quit and recommend others to participate.
  • In-service lessons – participants in the program said in their interviews that the tutoring sessions were given to them in a variety of subjects and directly related to their success in adulthood, especially since they were given in small groups, which ashes paid more attention to each student.
  • The program leader – the facilitator is perceived as the most central figure in her influence on the participants because of emotional contact with them, his interest in their lives, and the assistance he provides them throughout the program – passive and active.
  • Integration into the army – graduates of the program said that they successfully integrated into the army and filled a variety of important positions.
Achievements and Successes

98.3%  Of the participants regularly attend the program meetings

  • 93% of the program participants in the Mabar classes are entitled to matriculation, compared to the national average for matriculation eligibility in the Mabar classes, which stands at 58.17%.
  • 46% of the program’s participants in the Challenge classes are entitled to matriculation, compared to the national average for matriculation eligibility in the Challenge classes, which is 30.98%.
  • 94.37% of the participants enlist in military / national service compared to a national average of 50%.
  • 87% of the program graduates are integrated into one of the following three places:
    • Higher education
    • Certificate studies
    • Regular and orderly work
The facilitators of “Touching the Horizon”

The facilitators of the “Touching the Horizon” educational project come to the task out of a belief and a desire to help youth at risk who need guidance and an attentive ear

Within the framework of “Program 7”, the supervisors guide the participants during the seven years in which the program operates and with the following characteristics:

  • Holders of a bachelor’s degree in education or social work, many of whom also hold a master’s degree.
  • At least two years of experience as group facilitators
  • Have appropriate personality traits, such as charisma, leadership, youth attachment and commitment to the program.
אוזן קשבת
Pitchon Lev Education Conference “Empowerment and Innovation to Prevent Poverty and Success in Life”

On 19.6.16, the first educational conference in the history of the Pitchon- Lev organization was held, in cooperation with the Interdisciplinary Center Herzliya and a center for the study and application of positive psychology.  At the conference, data and studies were presented by Tel Aviv University regarding the effectiveness and success of the educational project “Touching the Horizon” by Pitchon Lev in the treatment of youth at high risk of poverty  Gideon Sa’ar, the former education minister who was among the participants in the conference, said: “In order to reach a place of equal opportunity, we must fight for the future of every child”

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