The GEFEN model is holistic and based on the three most researched approaches – cognitive, emotional and behavioral. After many years of academic research in the field of behavioral analysis, combined with a deep familiarity with the complexity of the field, it was clear to us that education in Israel needs effective and simple solutions that can be implemented as early as tomorrow morning – thus the Geffen model was born.
The Geffen model specializes in solving emotional behavior problems in children with a positive and empowering approach. The results come immediately.
The Geffen model is a holistic model that examines and treats three dimensions – cognitive, emotional and behavioral.
Our programs focus on creating real change in social skills, behavioral difficulties, cooperation, information processing, and interpersonal communication.
Our work is centered on supporting parents, educators, and professional caregivers in providing practice, strength, and tools to help children thrive.
Our model has proven that seeing the full picture and considering it together with a positive attitude that nurtures and empowers the child (or the adult), brings quick and high-quality results in the long term.
The Geffen model was born out of applied experience and professional knowledge that we have accumulated over many years in our work at the academy with expert and skilled staff members in behavior analysis and in the field with educational teams and various child care workers.
We build a personal program that will 100% suit the "patients" and the environment in which we work, We will start by creating a comprehensive assessment in order to reflect the starting point:
what the behavior looks like and with what intensity it occurs. We also examine the behavior in an environmental context – what caused the specific behavior? What affects it? As part of the environmental perspective, we are also focused on the reaction of the environment:
How did the environment react? Did the reaction of the environment have a positive or negative effect on the behavior? We check what the motivation factors are, what drives the behavior? Is it possible to influence the behavior with external motivational factors? And how is it possible to cause internal motivation?
what the behavior looks like and with what intensity it occurs. We also examine the behavior in an environmental context – what caused the specific behavior? What affects it? As part of the environmental perspective, we are also focused on the reaction of the environment:
How did the environment react? Did the reaction of the environment have a positive or negative effect on the behavior? We check what the motivation factors are, what drives the behavior? Is it possible to influence the behavior with external motivational factors? And how is it possible to cause internal motivation?
Many studies and amazing results from the field indicate a tremendous and rapid change in children who are treated with the behavioral approach.
The most common difficulties today are social and functional difficulties, there are more and more children with difficulty in social skills.
The most common difficulties today are social and functional difficulties, there are more and
more children with difficulty in social skills.
Executive functions are the higher cognitive processes that control and are involved in most of what we do in our daily lives, including socializing, thinking, feeling, and behaving.
They include the ability to initiate, plan, organize times, set goals, solve problems, carry out simple and complex actions, regulate emotions and thoughts, and monitor behavior.
Executive functions are like an inspector in an airport control tower responsible for navigating and directing the hundreds of planes that take off and land in a safe, organized and precise manner.
And so the child before any action he is going to perform, he has to understand what it is, plan it and organize it.
When there is difficulty in the cognitive processes we will see difficulty in sensory regulation, emotional regulation, difficulty in paying attention, difficulty in solving problems and more. After we recognize the difficulty, we will know its source and we will know how to treat it.
The most common difficulties today are social and functional difficulties, there are more and more children with difficulty in social skills. Executive functions are the higher cognitive processes that control and are involved in most of what we do in our daily lives, including socializing, thinking, feeling, and behaving.
They include the ability to initiate, plan, organize times, set goals, solve problems, carry out simple and complex actions, regulate emotions and thoughts, and monitor behavior.
Executive functions are like an inspector in an airport control tower responsible for navigating and directing the hundreds of planes that take off and land in a safe, organized and precise manner.
And so the child before any action he is going to perform, he has to understand what it is, plan it and organize it.
When there is difficulty in the cognitive processes we will see difficulty in sensory regulation, emotional regulation, difficulty in paying attention, difficulty in solving problems and more. After we recognize the difficulty, we will know its source and we will know how to treat it.
Administrative functions have a direct effect on the children's social abilities. This is why we will always evaluate and address everything related to social cognition, address difficulties and emphasize strengths. This is the way to treat holistically and create change for the better significantly and over time.
Many studies have dealt with the question of how the social, emotional and cognitive development of the child is affected by the quality of the relationship with the parents and close caregivers. The attachment theory is based on the assumption that the soul has an innate and universal need to contact at least one central caregiver, and this contact is essential for the proper social and emotional development of the child.
Our lives are made up of diverse situations that evoke different emotions in us. Emotion activates us, affects our reactions, our social relationships and sometimes causes us frustrations, difficulties and a sense of distress.
People who find it difficult to make contact, reflect and regulate emotions may experience great frustration from every small event and in turn react indifferently to events of great significance – the Torah environment may not understand the difficulty they experience and misinterpret their reactions. We may shout, warn, punish and even distance ourselves from them and isolate them.
It is very important to refer to the emotional state of the child, to his emotional understanding and the connections he creates in order to achieve real change.
Many studies have dealt with the question of how the social, emotional and cognitive development of the child is affected by the quality of the relationship with the parents and close caregivers. The attachment theory is based on the assumption that the soul has an innate and universal need to contact at least one central caregiver, and this contact is essential for the proper social and emotional development of the child.
Our lives are made up of diverse situations that evoke different emotions in us. Emotion activates us, affects our reactions, our social relationships and sometimes causes us frustrations, difficulties and a sense of distress.
People who find it difficult to make contact, reflect and regulate emotions may experience great frustration from every small event and in turn react indifferently to events of great significance – the Torah environment may not understand the difficulty they experience and misinterpret their reactions. We may shout, warn, punish and even distance ourselves from them and isolate them.
It is very important to refer to the emotional state of the child, to his emotional understanding and the connections he creates in order to achieve real change.
what the behavior looks like and with what intensity it occurs. We also examine the behavior in an environmental context – what caused the specific behavior? What affects it? As part of the environmental perspective, we are also focused on the reaction of the environment:
How did the environment react? Did the reaction of the environment have a positive or negative effect on the behavior? We check what the motivation factors are, what drives the behavior? Is it possible to influence the behavior with external motivational factors? And how is it possible to cause internal motivation?
what the behavior looks like and with what intensity it occurs. We also examine the behavior in an environmental context – what caused the specific behavior? What affects it? As part of the environmental perspective, we are also focused on the reaction of the environment:
How did the environment react? Did the reaction of the environment have a positive or negative effect on the behavior? We check what the motivation factors are, what drives the behavior? Is it possible to influence the behavior with external motivational factors? And how is it possible to cause internal motivation?
Many studies and amazing results from the field indicate a tremendous and rapid change in children who are treated with the behavioral approach.
The most common difficulties today are social and functional difficulties, there are more and more children with difficulty in social skills.
The most common difficulties today are social and functional difficulties, there are more and
more children with difficulty in social skills.
Executive functions are the higher cognitive processes that control and are involved in most of what we do in our daily lives, including socializing, thinking, feeling, and behaving.
They include the ability to initiate, plan, organize times, set goals, solve problems, carry out simple and complex actions, regulate emotions and thoughts, and monitor behavior.
Executive functions are like an inspector in an airport control tower responsible for navigating and directing the hundreds of planes that take off and land in a safe, organized and precise manner.
And so the child before any action he is going to perform, he has to understand what it is, plan it and organize it.
When there is difficulty in the cognitive processes we will see difficulty in sensory regulation, emotional regulation, difficulty in paying attention, difficulty in solving problems and more. After we recognize the difficulty, we will know its source and we will know how to treat it.
The most common difficulties today are social and functional difficulties, there are more and more children with difficulty in social skills. Executive functions are the higher cognitive processes that control and are involved in most of what we do in our daily lives, including socializing, thinking, feeling, and behaving.
They include the ability to initiate, plan, organize times, set goals, solve problems, carry out simple and complex actions, regulate emotions and thoughts, and monitor behavior.
Executive functions are like an inspector in an airport control tower responsible for navigating and directing the hundreds of planes that take off and land in a safe, organized and precise manner.
And so the child before any action he is going to perform, he has to understand what it is, plan it and organize it.
When there is difficulty in the cognitive processes we will see difficulty in sensory regulation, emotional regulation, difficulty in paying attention, difficulty in solving problems and more. After we recognize the difficulty, we will know its source and we will know how to treat it.
Administrative functions have a direct effect on the children's social abilities. This is why we will always evaluate and address everything related to social cognition, address difficulties and emphasize strengths. This is the way to treat holistically and create change for the better significantly and over time.
Many studies have dealt with the question of how the social, emotional and cognitive development of the child is affected by the quality of the relationship with the parents and close caregivers. The attachment theory is based on the assumption that the soul has an innate and universal need to contact at least one central caregiver, and this contact is essential for the proper social and emotional development of the child.
Our lives are made up of diverse situations that evoke different emotions in us. Emotion activates us, affects our reactions, our social relationships and sometimes causes us frustrations, difficulties and a sense of distress.
People who find it difficult to make contact, reflect and regulate emotions may experience great frustration from every small event and in turn react indifferently to events of great significance – the Torah environment may not understand the difficulty they experience and misinterpret their reactions. We may shout, warn, punish and even distance ourselves from them and isolate them.
It is very important to refer to the emotional state of the child, to his emotional understanding and the connections he creates in order to achieve real change.
Many studies have dealt with the question of how the social, emotional and cognitive development of the child is affected by the quality of the relationship with the parents and close caregivers. The attachment theory is based on the assumption that the soul has an innate and universal need to contact at least one central caregiver, and this contact is essential for the proper social and emotional development of the child.
Our lives are made up of diverse situations that evoke different emotions in us. Emotion activates us, affects our reactions, our social relationships and sometimes causes us frustrations, difficulties and a sense of distress.
People who find it difficult to make contact, reflect and regulate emotions may experience great frustration from every small event and in turn react indifferently to events of great significance – the Torah environment may not understand the difficulty they experience and misinterpret their reactions. We may shout, warn, punish and even distance ourselves from them and isolate them.
It is very important to refer to the emotional state of the child, to his emotional understanding and the connections he creates in order to achieve real change.
