Body Image

Evaluation and Treatment of Unconsummated Marriage among Orthodox Jewish Couples

Journal of Sex and Marital Therapy
2005
31

This article is based on a study of Orthodox and Ultra-Orthodox (Haredi) couples who experienced a delay for more than several weeks in consummating a marriage.  It examines traditional Jewish sources on marital sexuality, defines the problem of unconsummated marriages, discusses issues pertinent to evaluation, and suggests appropriate treatment strategies.

To Teach Tsni’ut with Tsni’ut: On Educating for Tsni`ut in National-Religious Schools

Meorot
September
2009
7

This article presents a critique of standard responses to issues of tsni’ut through online 'ask the rabbi' websites, guidebooks and similar phenomena Instead, author offers guidelines for High school sex and family education curricula (developed by the author, along withRabbi Barukh Kehat, Rabbi Dr. Ariel Pickar, Dr. Hannah Kehat) for girls and boys, equally.  These guidelines are based on learned feminist religious perspective, and re-envisioning tsni'ut as a positive ethical and spiritual value.

Body and Soul: A Guide for Addressing Eating Disorders in a Jewish Education Setting

2005

Body and Soul addresses the problem of eating disorders in the Jewish community, reviews effective policies for therapy and treatment, and suggests ways for Jewish schools--especially "Overseas Programs" in Israel--to deal with the challenge within an educational setting and as part of a larger educational campaign for healthy living and self-image..

Review of Life Values and Intimacy Education: Health Education for the Jewish School by Yocheved Debow; Anna Woloski-Wruble, contributing editor

Meorot
September
2009
7

A concise review of the curriculum “Life Values and Intimacy Education: Health Education for the Jewish School,”  developed by Yocheved Debow and Anna Woloski-Wruble.  The scope of the course extends far beyond mere “sex education” to include “life values,” only a portion of which relate to sexuality.  The curriculum has been field-tested at various schools in grade levels four through seven and adjusted, based on the varied reactions of boys and girls.  The reviewer deems this to be a finely tuned and tested, comprehensive curriculum on issues of life values, sexuality, and self-image.

Young Jewish Women Leaders Bring in the New Year with the JOFA Campus Fellowship's Leadership Seminar

Thu, 04/03/2014 - 4:05pm -- rootuser

by JOFA Staff JOFA 2012 Fellows and Speakers

The next generation of Orthodox feminist leaders kicked off the New Year on Sunday with an intense leadership development seminar.  The JOFA Campus Fellowship is an innovative JOFA program that cultivates leadership among outstanding young Orthodox women. The JOFA Campus Fellows gathered for a day of seminars, lectures and workshops about promoting a feminist consciousness in the Orthodox community, as well as riveting talks from some of the women whose life work has been dedicated to advancing Jewish women. 

How Art Met Feminism in “New Moon: A Festival of the Arts”

Thu, 04/03/2014 - 4:05pm -- rootuser

By Chana Tolchin, Barnard College JOFA Fellow

Chana Tolchin, Barnard FellowOn a college campus, involvement in the arts is hard for anyone. Commitment to a play, a cappella group, or dance troupe is an “all-or nothing” deal; the hours are long and being active in any of these activities requires weekend and late night sacrifices. It’s a lot for any college student to handle, but for religious women on campus, art opportunities pose the issues of modesty on stage (including the restriction of Kol Isha) and scheduling conflicts with Shabbat, as all plays in college have Saturday performances.

In high school, my life revolved around artistic activities. I performed in school musicals and the school choir, and in my junior and senior year I helped plan and run an arts-fundraiser event that was open to the community at large. In college, I sought similar opportunities  - even auditioned and got in to the Jewish women’s a cappella group – but I struggled with the requirements of my courses and ultimately felt that the time commitment was just too much. I wanted a more doable artistic outlet but didn’t know where on campus to find it. I put all my efforts into other pursuits that were important to me, concluding that performance would not be possible during my college career.

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