Losing Our Minds: the Impact of Cults and Missionaries

Losing Our Minds: The Impact of Cults and Missionaries

Goals/Overview:

This education program is divided into 3 sections:

Preliminary/Opening session- clips from the 1981 film “the Wave” will be viewed. This film is based off the real life experiment of a High School in Palo Alto, CA where a history teacher wanted to explain the rise and power of Nazism to his students through an experiment on cults and brainwashing. USYers will interject between clips with powerful quotes from the movie. Three Questions will be posed at the end leading USYers into their 2 Shabbat sessions on the power and influence of cults and missionaries.

Session 1: Why, What and How of Cults and Missionaries

 USYers will have a chance to reflect and react to the film

 USYers will discuss three key questions:

How do we distinguish between a safe group or community and one that has brainwashing capabilities where we may slowly lose our abilities to think for ourselves?

How could this happen and to whom?

How far can it get?

Resource: http://www.jewsforjudaism.org/index.php? option=com_remository&Itemid=474&func=startdown&id=1, Personal stories (pages 43-54 of J for J handbook) or you can use the “Who”of Cults and Missionary targets” included in this packet.

Session 2 : The Jewish Response to Jewish Missionaries and Proselytizing

What can we do when it hits home?

 USYers will learn about Jews for Jesus and other missionary/proselytizing groups that target Jews but may not be so overtly obvious with their recruitment and proselytizing strategies

 USYers will role play a situation of a friend or family member who may be in “too deep” in order to recognize the signs and be able to help

Resources: JewsforJudaism.org – Practical responses to the cult and missionary problem

Hanegev 2011 Page 1 http://www.jewsforjudaism.org/index.php? option=com_remository&Itemid=474&func=startdown&id=1 pages 9-10 (Jewish cults and missionaries), 13-14 (for sicha leader only) and 43-54 (Jewish responses to Jewish cults and missionaries), family roles for activity (10 copies per session) Opening Session: The Wave

Background to explain before you view the first clip: The Wave is a 1981 film based on a true story of a High School history teacher in Palo Alto, California, in 1967. The teacher struggled to explain the Nazi influence and rise to power to his students and decided to experiment with an experiential project that changed their lives forever. Instructions: Volunteers should stand up and read scripted lines between clips. Instruct the group to pay careful attention to what is happening in each scene. Youtube Clips: Part I: http://www.youtube.com/watch?v=BVRXXbU-z7U

Clip 1: 5:25-13:00- intro to the experiment Clip 2: 14:30-18:12

Person 1 (standing firmly, fist on chest, then fist in 90 degree angle): Strength through Discipline! Person 2: Strength of Community!

Clip 2: 14:30-18:12- The Wave sweeps through the school, Lori is warned by her mom

Person 3 (Lori’s mom): We just don’t think this is the right thing to do Lori…the popular thing is not always the right thing….we’ve always taught Lori to think for herself.

OPTIONAL: Clip 3 21:05-22:10- they've caught the wave, effects of brainwashing Person 4: Back at School, the wave sweeps through the classroom Person 5: Mr Ross, for the first time I feel like I’m part of something great Person 6: Mr. Ross, this is like being born again Person 7: Mr. Ross, I’m proud of the wave

All volunteers together in a chant: Strength through discipline, strength through community (repeated over and over)

Part II http://www.youtube.com/watch?v=GXi71XBdh1o

Person 1 as narrator: The wave takes over the school. A motto is repeated, a symbol has been created, members are asked to recruit other members and monitor those who neglect the rules.

OPTIONAL Clip 4: Lori wants to expose the truth- 1:25-2:15 OR

Hanegev 2011 Page 2 Person 2: You can’t say these things against the Wave Person 3: Why not, they’re true. Amy, the wave has been an obsession, no one thinks for themselves anymore…the wave is hurting people, everyone’s going along with it like a flock of sheep

Persons 3 and 4: Strength through discipline, strength through community! (repeated 3x)

OPTIONAL: Clip 5: 15:00-16:00- the rally- note how everyone has been manipulated into joining the cult.

Or: Person 3: Mr. Ross organizes a rally only for members of the Wave. Security will be tight as the leader of the Wave is being invited to speak to the group.

All VOLUNTEERS (using the hand motion for the Wave of fist to chest, fist at 90 degree angle):

STRENGTH IN DISCIPLINE, STRENGTH IN COMMUNITY! (Repeated 3x)

Person 3: Can’t you see what he’s doing? Can’t any of you think for yourselves anymore?

Person 5: Why doesn’t anyone else see it? It’s like they’re all in a trance or something. They won’t listen anymore.

Show Clip 6: (Mandatory): 17:25-19:00- "The Leader" is introduced to the members of the Wave. Students learn a life-long, valuable lesson on mind manipulation and the influence of others on their own beliefs and behaviors.

Ask these questions at the end of viewing before they move into their first sicha:

 How could something like this happen?  To whom? You could never be so easily persuaded by someone, right?  How far could it go?

Explain that this powerful experiment is still used today in classrooms to teach students the impact of mind manipulation and the influence of cult-like personalities. Cults and Missionaries are a significant threat to the Jewish people. This can happen to anyone. Why and How? You will explore and uncover this in your sichot! ------

Session 1: Why, What and How of Cults and Missionaries  USYers will have a chance to reflect and react to the film through an experimental activity similar to the Wave.

 Who- USYers will understand that mind manipulation and the influence of cults and missionaries can happen to anyone, anywhere, although there are certain character types that may be more easily influenced than others.

Hanegev 2011 Page 3  What - USYers will discuss two key questions that will help them better understand the nature of cults and proselytizing and when one has crossed over the line from group affiliation to cult entrapment. They will also understand that once one has “crossed over the line,” it is often difficult to escape once under the manipulation and influence of a cult-like group or missionary.

Key Questions:

 What are the different types of manipulation? (cult, missionary, proselytizing)

 How do we distinguish between a safe group or community and one that has brainwashing capabilities where we may slowly lose our abilities to think for ourselves?

 How far is too far?

Materials/Resource: http://www.jewsforjudaism.org/index.php? option=com_remository&Itemid=474&func=startdown&id=1,

Note on handouts/resources: You may use the personal stories included in the resource above or the Personal Accounts- the “Who” of cults and missionaries attached

If you are doing Option B for Step 5, you will need yarn or ribbon

Step 1: Experiment Right off the bat, divide the group into two separate groups by eye color: blue and green in one group, hazel and brown in the other. Explain (sternly and seriously) that the blue-eyed group is superior to the brown-eyed group and should be treated as such. The blue-eyed group can be disrespectful and rude to the brown-eyed group and the brown eyed group must do as the blue-eyed command. Ask the blue-eyed group to begin giving the brown eyed group instructions (such as “tie my shoe” or “put all the chairs in a row” or “10 jumping jacks.” Brown eyed group MUST respond. If they don’t, they should be asked to leave. Allow this to continue for about 5 minutes. Step 2: Discussion Questions:  What does an activity like this teach us?  Compare it to the film “The Wave.” What happened in that California school that we can apply to this exercise?  Did anything bother, scare you or make you question? What questions do you have after viewing that movie or trying an activity like this?  What lines/scenes left the most impact on you? Why?

Hanegev 2011 Page 4  What is so frightening/eye opening about this film or even an activity like this? How is it that a group of friends, given the influence of a persuasive individual, a motto and a symbol, can so easily turn against one another and lose control of their own thoughts and actions?  How can we distinguish between a group where members find a place of belonging rooted in a particular set of principles and beliefs such as USY and a dangerous community where one may lose his/her ability and responsibility to make his/her own choices ? Step 3: Explanation Explain that just like The Wave, a teacher tried this same eye color experiment in her fourth grade classroom to illustrate the effects of discrimination and thinking for yourself. Eventually, over a week long period, students started believing in the blue-eyed/brown-eyed distinction and treated each other as such, with the blue eyes acting superior to the brown-eyed children. They followed all the rules of discrimination and all children bought into the distinction and superiority of blue-eyes.

Ask: How do experiments like the Wave and this one happen?

Ask: How do those with the ability to distinguish between right and wrong so easily lose that ability?

Explain: Even 4th graders know to treat others as equal, yet they were so easily manipulated to mistreat their friends as they were told to by their teacher! How does it happen that even when we know better, we can be so easily manipulated to do/think otherwise?

Step 4: What, Who and How of Cults and Missionaries Part 1: Who Demonstration- use this drama exercise to demonstrate what it feels like to be manipulated or controlled by someone else. The point is that the individual is still themselves, in their body, but someone else has control over them.

Have everyone find a partner. One person is the body and the other person acts as the hands. The body should put his/her hands behind his/her back and allow the “hands” person to slip his/her hands through the other person’s elbows so that it looks like the hands of the “hands” person belongs to the other person. Challenge them to do specific tasks like pick up a piece of paper, tie a shoe or put hair in a ponytail.

Explain the point you’re trying to make as explained above.

Continue: The examples given through The Wave and these activities show you that anyone can be swayed , controlled or manipulated by someone else, oftentimes without being aware of it. The situations the students found themselves in may have been in a place they were used to that seemed harmless. One of the scariest realities of both experiments is how easily one can be persuaded by the leaders and followers of different groups. Both are examples of peers and friends or a trusted individual influencing or manipulating those close to them. This can happen to anyone.

Hanegev 2011 Page 5 Even from this last activity, you see that anyone can be easily controlled by another. You lose your ability to make decisions, to act as you wish while easily manipulated by another.

Anyway can become a victim of a cult leader or missionary. However, there are certain character types that are more easily influenced by others.

Real Life Personal Accounts: Use either the personal stories from the Jews for Judaism handbook pages 47-54 or the “Who” of Cults and Missionary targets attached to illustrate situations and character types of who can be easily manipulated and potential cult and missionary targets. If using the former, ask for volunteers to stand up and act out these personal accounts. You can leave out the info referring to Jews for Judaism. If using the latter, ask for 4 volunteers to play Robert, Joey and Lisa and Ben on the attached “Who of Cults and Missionaries.” Robert was a shy loner type featured in the Wave who was the most influenced by the experiment, most affected. Ask for volunteer to read each example paragraph aloud and discuss how these types of people could have been swayed into a group such as the Wave. What characteristics are most vulnerable? You may think it could never happen to you, but you never know what situation you’ll find yourself in! Often missionaries and cult leaders look for:  Lost souls, seeking a place of belonging- which is why missionaries target college campuses  Those who don’t have a strong familial or social circle (such as Robert, the “loner” in the Wave”)  Those with little knowledge or background on the religion or idea that can be easily swayed that the cult-like beliefs are legitimate (example: Jews for Jesus who claim that there is textual evidence that Jesus was the Messiah)  Those who feel rejected for some reason by the religious group they were born into but still seek religious guidance (example: if someone inter-married and was rejected by his/her synagogue)  Those suffering through a tragedy or life crisis and are looking for support or answers to their shaky faith.  Can you think of others that could be easily swayed, manipulated or controlled?

Part II: The WHAT of mind manipulation: If anyone can be so easily manipulated, can we not be positively influenced? How can you tell when someone/something is dangerous or safe to join? What/defining the terms: Ask the group to answer the following statements/ define the following terms:  A community group such as USY is….

Hanegev 2011 Page 6 *very important to explain*: Community group such as USY- this is very important to explain: the difference between a group like USY where members share certain values, rituals, character traits, practices and a more dangerous or threatening group is that in a community group such as USY, all individuals are equal and respected and the right of freedom of expression, personality, individuality and disagreement is given. Many cults are masked as a youth group or religious group. Members may think “oh I’m joining something that is like USY,” and they must be able to distinguish between safe and risky.

 CULT – A cult is a group that… [cult is defined as an instance of great veneration of a person, ideal, or thing, especially as manifested by a body of admirers]. Example: Influential and manipulative religious fundamentalists who can convince an entire group of people that their often immoral beliefs will redeem lost souls. Judaism and Christianity have produced cult-like fundamentalist groups. It is not just a Christian issue!

 MISSIONARY- a missionary is someone who…[a missionary is someone who is a member of a church of religious group who may aim to convert or persuade others to join a particular program or set of principles or beliefs. Example: Jews for Jesus, who aim to convert Jews to believers in Jesus as the Messiah  MANIPULATION- manipulation happens when… [when someone manages or influences another skillfully, often without them realizing that they are under another’s trance.  Proselytization: To induce someone to convert to one's own religious faith (Christian Missionaries, Jews for Jesus) To induce someone to join one's own political party or to espouse one's doctrine (Nazism, the Wave) To convert (a person) from one belief, doctrine, cause, or faith to another

Explain briefly the example of Jews for Jesus (more on that in Session 2)

Jews for Jesus are a group of proselytizers who try to convert Jews to believers in both Torah and Jesus Christ as the Messiah. They use text sources to illustrate their points and target Jews who similar to the people we “met” today, are either shaky in their Jewish faith or looking for a place to belong and be accepted. Jews for Judaism is a group that was started to counter the missionary or proselytization of Jews for Jesus. Their handbook is found online.

Step 5: Activity

a) The Fine Line (Applying the Who and The What)

Using our 4 characters, decide whether the situation they find themselves in applies to any of the terms discussed. Did any of them cross the line into cult or missionary territory? Activity: Mark a line of some kind with chairs or 2 sweatshirts marking a straight line. Paraphrase the character

Hanegev 2011 Page 7 stories presented previous to remind the group and ask them whether this person has “crossed into dangerous territory.”

Cross over the marked line to the other side of the room if you feel they are in danger and stay put if not.

Discuss/Sample questions:

 How far is too far? At what point does one cross the point of no return?

 At one point does one cross the line from a community to a cult?

 Is there any way to know when you’ve gotten too deep?

 When do you go from “being proud to be part of something (like USY) and putting on the blue shirt, holding the symbol up high and blindly following the orders of a cultish personality?

Explain or add to the discussion: Referring back to the Wave, how do you know once you’ve crossed the line? At first, Lori tells her parents its fantastic what Mr. Ross is doing. She then realizes how far it’s gone and how out of control it’s become, yet no one else recognizes the danger. Her boyfriend doesn’t come to his senses until he grabs her violently and pushes her down. Sometimes, we don’t recognize we’ve crossed the line until it’s too late. The students of the Wave had no clue how far they had taken the little “experiment” until they heard the voice of one of the most manipulative cult leaders of the 20th century.

Ask anyone who didn’t cross the line why they felt the person was still in safe territory or not at risk and what they feel it would take in order for someone to finally be at risk. How far does one have to go for you to consider it dangerous?

Once you’ve crossed the line, once you’ve allowed yourself to be so easily manipulated by another, it may be too late to turn back. In more updated versions of the Wave, students end up holding each other at gunpoint, beating each other senselessly and other extreme reactions. It could go as far as the Nazi party took it- the genocide of over 11 million innocent people, with the support of the majority of a nation.

Option B) If you have less time

Trapped! How Far Can A Cult Take You?

This activity illustrates that the deeper you become enmeshed into a cult or under the control of a missionary, the more difficult it is to get out of it/escape its impact/influence.

Ask for two volunteers. Ask one person to stand with his/her palms together, hands in front. Using the yarn or ribbon, ask for the other person, acting as the “cult leader” or “missionary” to wrap the ribbon or yarn once or twice. Ask the other person to pull hands apart (should be easy). Have the

Hanegev 2011 Page 8 “cult leader” wrap a few more times a little but tighter and other person should pull hands apart. It should be a little bit more difficult but possible. “Cult leader” and volunteer should continue this process illustrating that the deeper one becomes involved (the more they are trapped by the ribbon), the more difficult it is to get out of it (pull hands apart). You can ask USYers to explain the connection or explain it to them. Allow time for reflection and comments. Allow them to share examples of when else we see this (addiction, smoking, drinking).

Wrap up/Summarize

Mind manipulation and cult recruitment can happen to anyone, anywhere. Most victims do not realize they are being manipulated until they are too deeply enmeshed to escape it. Recognizing the types of cult-like manipulation as well as examples of how, who and when it can happen can help you stay safe. Always be in control of your decisions. You know the difference between right and wrong. When you lose the ability to think for yourself, behave in irrational ways and usurp your individual right to choose right, you tread dangerous waters.

The “Who”of Cults and Missionary targets

Robert (in a shy, quiet, mild mannered way) Hi. I’m Robert. People don’t really like me. You may say I’m a loner, or a “loser,” but I don’t have many friends. I’ve never really fit in anywhere and I struggle to belong. I wish there was a group I could call mine like the science club or the jocks or some stereotype like that, but I’m sorta just lost in the hallways at school.

Lisa Hi, I’m Lisa. I grew up in a Conservative Jewish home and had a Bat Mitzvah and all that. I moved to a new town and I don’t know anyone. I met this guy George at a swim meet. He was soooo cool and kinda cute too. He was excited to know that I’m Jewish and invited me to a BBQ where he hangs out with other Jews, part of a group affiliated with “Temple Ohr.” My dad said it’s not a synagogue but it sounds like one and I get to meet other Jewish teens! And I thought I was the only Jew around here!

Joey Hey everyone. I’m Joey. I just finished my Freshman Year of college. It was a rough start. I was terrified to be on my own at college and didn’t really know what group to belong to. I never really fit in with the Jewish kids I knew growing up and Hillel wasn’t for me. However, there was another Jewish group on campus and even though my mom said she never heard of them, they were so nice and welcomed me into their group. They even showed me where it says in the Bible that Jews actually believe that Jesus was the Messiah. I had learned all along that Jews don’t believe in a human manifestation of God and they showed me proof that we actually do believe in Jesus! I never really felt part of something Jewish until now.

Hanegev 2011 Page 9 Ben Shalom. I’m Binyomin. I was in Israel for a year, studying in Jerusalem. My parents sent me there because I was getting into a lot of trouble at school and they thought it would help me find my way. My school offered student tiyulim or trips every so often. One of them was a Shabbaton in Tzfat. I decided to try it and met some amazing people, including Yisrael who was the coolest kippah wearing Jew I ever met. He showed me that you could be cool AND fully embrace Judaism. And not the fake way like in American Jewish denominations but real, authentic, God-fearing, Halachik Judaism, straight from the Torah. He taught me that Hashem is my decision maker and that everything is not really up to me. He showed me the rules of the Torah and explained to me that even though others will convince me otherwise, that being Jewish means following the path. I’ve never met anyone like him before. He runs a whole center in Tzfat of people who follow his teaching. His words are holy themselves. Other people tell me he’s wrong and that I should be thinking for myself but he has taught me how to think…unlike anyone else I’ve ever known.

Session 2 : The Jewish Response to Jewish Missionaries and Proselytizing WHAT CAN WE DO WHEN IT HITS HOME? Goals:

 USYers will learn about Jews for Jesus and other missionary/proselytizing groups that target Jews but may not be so overtly obvious with their recruitment and proselytizing strategies/ways.  USYers will role play a situation of a friend or family member who may be in “too deep” in order to recognize the signs and be able to help Materials:

Jews for Judaism – “Practical responses to the cult and missionary problem “ pages 9-10, 13-14 (for sicha leader only) 43-46 http://www.jewsforjudaism.org/index.php? option=com_remository&Itemid=474&func=startdown&id=1,

*NOTE- to give you background on Jews for Jesus and the obsession to convert Jews and the extent of the problem, familiarize yourself with content on pages 13-14. You will not be reading this as a group with your USyers, but you can share the info with them to give them the idea of why this is a problem and the extend of proselytization of Jews and the obsession to convert Jews. This is extremely important!

Step 1: Recap Previous Session

Just to keep things active, start with a quick game of “Follow the Leader” or blindfolded obstacle course.

1. Follow the leader- everyone sits in a circle. One person leaves the room. A leader is chosen. He/she will act out hand gestures such as knee tapping or clapping and everyone must follow without looking at him/her. Movements should be continuous until person guesses who the leader is. Your point to make following the activity is to recall what was discussed in the

Hanegev 2011 Page 10 previous session, that people follow a leader blindly, their movements (and thoughts) are controlled by someone else and they become mechanical and lost.

2. Blindfolded Obstacle Course- Set up a very simple obstacle course using chairs, books, a hat, anything you have in the room. Have one person be the “commander” and another be the blindfolded follower. Use a sweatshirt or bandana as a blindfold. Commander should lead the follower through the “obstacle course.” The follower will likely stumble, trip or find himself misguided. Your point to make is that we learned in the last session that people who follow a leader blindly and lose their own ability to decide for themselves and act for themselves can get hurt. When you follow a leader blindly, you will stray from a safe path, it leads you nowhere but dangerous territory, where you lose your own mind.

Following activity and connecting it to the previous session, ask USYers to recall anything they learned from the last session about the “who,” “what” and how of cults and missionary recruitment.

Ideas:

 It could happen to anyone really, but certain personality types are more susceptible.  Mind control can happen without our awareness. We may start off thinking its harmless and then get more deeply entrenched in the ideas until it could be too late  The difference between a community of shared values and ideas such USY and a cult or dangerous group we should avoid, is that a community group is a space that is safe for us will allow room for individuality, disagreement, freedom of speech and flexibility.  Once one has control over another, it becomes more difficult

Step 2: Connect to new concept Explain that you’ve defined the different types of mind control or manipulation through group affiliation such as cult, missionary or proselytizing and who it can affect. You’ve looked at how far it can get in terms of trying to get out of it once you’re in it.

Ask: What happens though, when the dangerous group is one of your own, a Jewish group? If this can happen to anyone, it can certainly happen to Jews, masked as a Jewishly affiliated organization.

Ask: Your parents want you and your siblings to stay Jewishly involved once you leave their home. Right? What happens though when that Jewish involvement, becomes dangerous? Imagine this (Present scenario):

Your brother Paul comes home from his first semester in college. He comes down for breakfast one moring wearing a purple t-shirt with a magen david and cross merged into one image. At first, you think its an “inter-faith” club where the two faiths dialogue. Throughout his week at home though, you notice him saying odd things like “it’s not like you lighting the channukah candles will bring the Messiah or anything. The Messiah has already been here” and refuses to light the Channukiah with your family. You become more and more aware of odd statements like this and tell your mom about it. After the session you had with USY, your eyes are way more open to mind manipulation and the dangers of cult-like groups!

Hanegev 2011 Page 11 What do you do? What is your responsibility as a sibling? What role should your parents take?

Step 3: Distribute Material You will focus on Jews for Jesus in this session, but let the USYers know there are other groups that tend to easily manipulate and influence Jewish young people to make quick, rash decisions of Jeiwsh observance or practice. Do you know anyone who has “flipped” or “frumed” out seemingly overnight? We will not be mentioning specific organizations, but it is important to let them know that there are legitimate Jewish organizations that have missionary (recruiting members to convert to their level of observance or belief) characteristics or cult like leaders. Anyone who has worked for a campus Hillel can tell you similar stories of students who have made drastic Jewish identity choices without really thinking about it, under the influence of a “role model” or missionary-type.

Explain to the group that you will learn about one such “Jewish” group who aim to convert Jews into believers of Jesus Christ - Jews for Jesus.

Hand out material on Jews for Jesus from Jews for Judaism Handbook, pages 9-10. There are 7 paragraphs to read. To minimize reading and time, divide the group into 7 smaller groups and assign 1 paragraph to each group. Ask each group to paraphrase their paragraph in one sentence so the group gets the entire article without having to read it all.

Step 4: Real Life Activity- Helping your Brother *This program has been adapted from a program found in the USY program bank. Materials: Jews for Judaism handbook, pages 43-46: “Practical Solutions to the cults and missionary problem,” family roles (1 copy of each for groups)

Instructions for activity: The scenario you read prior to the material on Jews for Jesus, described a possible situation where your brother gets recruited into this group that targets Jews, often young Jews. We are going to split into certain family roles and use pages 43-46 “Practical Solutions…” from Jews for Judaism to decide: A) whose responsibility is it to step in B) What can we say or do? C) How do we know if this concern is legitimate? D) What is the proper approach? E) What to do if the family member does not accept the “intervention.” Does the have to disconnect or even “disown” the family member? On the other hand, do they have to allow or accept the new beliefs of the son?

Split the group into the 10 family roles outlined on the following page or choose fewer roles to assign and split them into fewer groups. Assign each group their family role and hand out pages 43-46 of “Practical Solutions…” from Jews for Judaism.

Ask groups to consider the situation and use the material provided to make a decision of what to do from that family member’s position. Pose some of the key questions above or the ones from the Jews for Judaism material.

Hanegev 2011 Page 12 Step 5: Family Role Reponses Have each group present their response from that family members perspective. After everyone has presented, open it up for discussion/debate based on their responses as well as the questions posed above.

Use the Jews for Judaism material to help lead your discussion and help the USYers make final decisions on the questions posed. USYers should understand that family members need to be involved with these situations. Sometimes, it is not “just a phase” but a threatening situation that as we have explored, can be dangerous. Family members must be aware once a family member has ceased control over his/her thoughts and actions….before it is too late. We have all learned evidence of what can happen when cult- like situations are ignored (Nazism, fatalities, lost causes).

Step 6: Wrap Up/Summarize Summarize and wrap up. You may reiterate what you have discussed or paraphrase with Jewish missionary groups, seeking to “convert” Jews either to extreme religious or fundamentalist way or to Christianity through a Jewish lens, are sometimes far more dangerous to Jews than other groups because it is more difficult to recognize as mind altering, controlling or cult-like.

Signs include theories or perspectives that are evidently not Jews (i.e. Jesus as Messiah) or behavior or decisions that are haste and drastic, almost overnight and extreme. Family members can each take responsibility to intervene and help a member who may be under the influence of a missionary or cult, but cannot ignore it or attribute it to a phase. We know that once ingrained into a cult or group like Jews for Judaism, we may never get the person back.

IMPORTANT NOTE TO PARAPHRASE FOR JUNIORS AND SENIORS: End with a particular note to juniors and seniors on the dangers of these groups (especially Jews for Jesus because they are visible and prevalent) on college campuses. Explain that you should absolutely find a Jewish place of belonging on campus, just make sure its recognized as a legitimate campus group, hopefully one you’ve heard of (such as Hillel) and you’re completely clear of its mission. College is a time when everyone is seeking an identity apart from their family members and you’re way more vulnerable and susceptible to recruitment from a cult or missionary than you may be today. It is okay to be influenced by role models but be alert, be aware and always question goals, aims and intentions of the groups you choose to join and always consider your decisions carefully.

------Family Roles for Intervention below------

Hanegev 2011 Page 13 Father: You are frightened and heartbroken about what will happen to your child. You do not want him to remain with the group. You are prepared to physically kidnap the child in order to get him back. Your concern is not only for him, but also for the effect it will have on the rest of the family.

Mother: You are frightened and heartbroken about what will happen to your child. You do not want him to remain with the group. Your concern is not only for him, but also for the effect it will have on the rest of the family.

Older brother: You have been to college already, where you studied Near Eastern Religions. Because of this knowledge of other religions and cultures, you feel that there is nothing wrong \ with what Paul is doing.

Older married sister: You have kids of your own already, and you begin thinking of how upset you would be if it were your own kids in the group. You feel very protective of Paul and wish he were not in the group.

Younger brother: You are the only one in the family who is receiving emails from Paul. You have always been really close. From his letters, you can tell that Paul is really happy for the first time in his life, and see no reason to disrupt that happiness.

Younger sister: You have always looked up to Paul. You hope he'll come home, and are afraid that he'll die.

Grandmother: You are very emotional. You cannot understand how Paul can do this, especially because of your experiences with anti-Semitism. You are also concerned with the effect this will have on the rest of the family.

Hanegev 2011 Page 14 Twin brother: You are violently opposed to Paul's being in the group. You feel your own identity being threatened.

Uncle: You feel that what Paul is doing is better than being a Hassid or a drug addict or into punk rock. At least what little he is doing with his life is structured.

Aunt (father's sister): You are a typical product of the 1960's generation and a graduate of Berkeley. You feel that what Paul is doing is OK, as long as he is happy, with good people and with good friends. Paul is an adult and what he does is his own business.

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