Watch this five-part series previewing Yisroel Roll’s Believe in Yourself Workshop.
Watch this five-part series previewing Yisroel Roll’s Believe in Yourself Workshop.
Listen to the Rabbi Yisroel Roll’s Torah Umesorah presentation entitled Believe in Yourself Leadership Training Program: Teaching Self Confidence, Emotional Intelligence and Resilience to Middle and High School Students. You can also click here to download it.
Sunday, June 10, 2018; 8-10 PM Eastern Time
Webinar Fee: $18.00
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International experts on Jewish thought speak about contemporary issues, including Jewish feminism, faith, medical ethics, and spirituality.
Yehoshua ben Levi said: All creatures of the creation were brought into being with their full stature, their full capacities, and their full beauty, as it says (Bereishis 2:1), “And the heaven and the earth were finished, and all their hosts (tzevaam).” Read not tzevaam but tzivyonam (their desires).
Rashi comments on “לדעתן”: Hashem told them that they would be created and they agreed, and on “צביונם”: In the form that they chose for themselves.
Rabbeinu Bachya states that when every person is about to be created Hashem informs each of them of all the events that would happen to them, including the quality of their lives and the manner of their eventual death … including the quality of their livelihood, whether it would be plentiful or meager, whether they would be self-employed or employed by others. Every person wanted what they were shown and accepted their destiny.
Rashi states that Hashem asks each man if he wants to be created. This means, He asks them if they want to be created male or female, rich or poor, strong or weak, tall or short. And He also informs them of all the circumstances, incidents, and events that will occur to them in their lifetimes, and the quality of their life and their death — if by natural causes or an unusual death. And their livelihood, if with ease of with difficulty; if they want to be self-employed or to work for others. And in the precise way that one wants to be created, G-d creates him.
The Shaar bas Rabim further notes: Each man chooses his own form and circumstances and chooses exactly the way in which he is created; before he is born he sees, while still in Shamayim, that which is truly beneficial for him in order to be worthy, through the circumstances of his life in this world, to enter the World to Come, in accordance with his previous incarnations and based on what he needs to correct. In Shamayim, it is known what a man must achieve in this world.
The sefer Sheva Yipol Tzaddik (Rav Yitzchak Tufik) adds: Therefore, no man can complain that his fellow man was created differently from him, because he chose his own life circumstances.
When we are in the midst of a crisis or challenge, our emotional self can become overwhelmed with confusion and distress. We tend to respond to a crisis in one of three ways:
These are all normal, understandable reactions to crises. The truth is, however, that we can handle the crisis and either solve it, learn to deal with it, or learn to cope with our inability to solve it. As an analogy: Imagine a surgeon preparing to perform an experimental medical procedure for the first time. He completes his research, consults with colleagues, tests the medical equipment, and ensures that the computer’s software is operational. He feels ready and enters the operating theater. As the procedure is underway he may feel overwhelmed or lose focus, but he utilizes the calming techniques he learned during his surgical training and reminds himself that he does in fact have the training, knowledge, equipment, and ability to perform the procedure. Once he grounds himself emotionally, he is able to complete the procedure.
Let us apply this analogy to the above Gemara. When each of us was about to be created we were given the intellect, emotional abilities, stamina, and talents to handle the challenges we knew we were going to face. G-d showed us the matter that we needed to rectify and accomplish in our lives, and that we asked for, and G-d provided us with the self-worth, competence, tools, and strengths to achieve our particular mission. As we are in the thick of our challenging lives, however, we may become overwhelmed by a particular challenge and temporarily forget what we learned and feel that we cannot go on. This is the meaning of the statement in Chazal that we learned the entire Torah while in the womb and at birth an angel struck our lip and we forgot the Torah we learned. (Niddah 30b)
The Gemara in Rosh Hashanah, above, is teaching us an essential lesson, perhaps one of the most important life messages: you can succeed. You know the mission that you were sent here to accomplish, and you agreed to it before you were born. You were shown what you needed to achieve and you accepted the task. You were given the tools to complete the job. Now, you must exercise bitachon — in G-d and in yourself — and know with confidence that you can surely accomplish the task, simply because it’s been given to you. The very fact that you are facing this challenge means you can succeed in it.
The Ramban tells us that a person is not given a challenge that he cannot achieve. The Ramban comments (Shaar HaG’mul): “Hashem only tests a person whom He knows can handle the test.
The Torah states (Bereishis 1:11) “ And G-d said: “Let the earth put forth grass, herb yielding seed, and fruit tree bearing fruit after its kind whose seed is within it upon the earth,” and it was so. Rashi comments on the words “פרי עץ — fruit tree” that the flavor of the bark should have been like the flavor of the fruit. But the earth did not do so. Rather, the verse states: “And the earth brought forth trees yielding fruit,” but the tree itself was not fruit. Does a tree have free will that it can decide whether to fulfill Hashem’s will? A tree represents process of production and fruit represents goal, or purpose. The tree, with its systems of photosynthesis, xylem, and phloem is the production machinery that eventually produces the result: the fruit. Hashem commanded that the process and the product “taste the same.” Hashem intended that the taste, the essence, should be experienced just as much during the process of production as in the result. In other words, Hashem intended that we understand the process of becoming who we are supposed to become is as meaningful as the result or eventual outcome — being a fully developed person. However, the tree did not grasp this.
In this world we see the process of becoming who we are supposed to become as a painful process. It tastes to us as bitter as the bark of the tree. We see the process of ordeals and crises as separate and distinct from the eventual result. Therefore, in this world, we see the process as bitter and the result as sweet. We fail to see the connection between process and result. We fail to see that in order to taste the sweet fruit we have to go through the process of producing the fruit and becoming the person we are supposed to become. In this world, we experience the pain of challenge and ordeals as bitterness and darkness. We are unable to appreciate that these pains are actually birth pains — of the self we are destined to become. We fail to realize that the pain and the result are one and the same.
Gan Eden — the goal of our lives — is comprised of trees to teach us that destiny is achieved through a combination of production and result: bark and fruit. When we get to Gan Eden — the World of Truth — we will then see the truth, that each of us had to go through crises and ordeals in order to become the person we have become. In Gan Eden we will realize that the bitter process of growth is as tasty as the fruit. We will say, “Now I realize why I had to go through that ordeal. That was what shaped me into the person I have become.”
According to the Gemara cited above (Rosh Hashanah 11a) each person knew this when he was in the World of Souls and agreed to undertake the mission of becoming himself. Our task is to realize and integrate this while in this world — and to seek the taste of fruit in the bitterness of the process.
The greatest gift that Hashem has given us is to be able to grow closer to Him, as David HaMelech says (Tehillim 73:28) “But as for me, the nearness of G-d is my good.” We have the opportunity to come closer to Hashem by acting like Him. This is how we must approach each challenge, as difficult as it may seem when we are going through it. It is up to us to live with the awareness that the challenge being sent to us is meant to bring out a character trait within us that will help us better emulate Hashem and achieve our destiny.
I have been married for 30 years. Every Shabbos and Yom Tov my wife makes the best kugel in the free world—potato, lokshen, sweet and Yerushalmi –she surprises us. Since there are approximately 50 Shabbosos and 12 days of Yom Tov per year, she makes 62 kugels every year. Multiply that by 30 years of marriage and my wife has delighted me and our family with 1860 kugels.
And what is my response? Every single Shabbos and Yom Tov I have thanked her warmly for each kugel—and I have paid attention to detail; Yerushalmi, Sweet, Potato, Raisin… And yet, after all these expressions of love on my part, she still says, “You are just not “there” for me.” I just don’t get it.
I try to be an expressive and appreciative husband and I have kindly thanked her for all the kugels– and all the meals— and all the carpools, and even her teaching salary that brings income into the family—and still—I am not “there” for her? What more could she possibly want and what more can I possibly do? I am ready to give up.
The key to unlocking this problem, which I have encountered hundreds of times in my counseling office, is learning the art of emotional support. My definition of being a good husband is working hard, being polite and thankful for all that my wife does, provide for the family as best I can, learn Torah, lead the Shabbos table, and thank her for every kugel. My wife’s definition of a good husband is all those things, but with one addition–being emotionally supportive of her and the children. I never learned the art of emotional support in chosson classes and I must have been absent when “they” gave out emotional support.
So you know how I learned it? My wife taught me. She explained to me what she needs from me—feedback of not only what she does—but input and my noticing who she is. There is a huge difference between what a person does, and what a person is.
In order to discover who you “are” let us use the following Wheel of Strengths and fill in two strengths you have in each category. Here are some questions to help you input the answers:
Intellect: Are you a good conversationalist, street smart, havecommon sense, strive to learn more each day. Are you a problem solver?
Social: Are you a loyal friend, outgoing, helpful, a good listener, kind, reliable, a confidante, able to keep a secret, involved in visiting the sick, involved with social-action projects?
Spiritual: Do you see Hashem’s hand in nature? Are you inspired by music, sunsets, long walks in the country? Are you ethical; honest? Do you pray? Do you feel close to G-d? What aspect of Judaism inspires you? Shabbos, learning, chesed, tefillah?
Accomplishments: Are you helpful? Do you work out, do chores, help neighbors, make dinner, and organize the house? How have you grown as a person in the past two years? What attribute are y ou working on?
Family: Are you a contributing member of your family, emotionally supportive of spouse and children, playful, committed to spending time with family, loyal, dedicated?
Personality/Middos: According to the Tomer Devorah, when you contemplate Hashem’s Thirteeen Midos of Rachamim, you are obligated to identify the parallel middah that Hashem has instilled in you. In other words, Hashem’s middos, when expressed in our lives are:
When you contemplate, recognize and activate the one or two attributes which are your strongest attributes—that is the real you—the part of you which is an expression of Godliness. When you use those attributes you become truly “alive”-and that is why you feel shleimus when you live these midos. This is who you are—because with these midos you are emulating Hashem—and are fulfilling the mitzvah of V’halachta B’drachav—to walk in His Ways.
If you use this Wheel of Strengths—one for your yourself and one for your spouse–and comment and give each other feedback every day of something constructive your spouse did that day—you will be noticing much more than simply what he or she does—you will be recognizing who they “are.” This is how you can “be there” for your spouse– by validating her midos and values—not just her kugels and carpools.
This Shabbos my wife will be making Kugel Number 1861. But when I point out to my wife which midos she used this week—from her Wheel of Strengths–I will graduate to “being there” for her. I will say, “I appreciate the effort and love you put into making that kugel to enhance our Shabbos.” This is called emotional support. And the kugel will be amazing too.
I received this letter, written by Jackie Moskowitz Shafron, after facilitating a workshop in Dallas, Texas. What a powerful testimonial!
Thank you Andi for helping us arrange the Conference Room for Rabbi Roll! It was a true success…not only did teachers, Rabbis, and therapists show up, but we had professionals from Mesorah, TDSD, Levine, Akiba and JFS which made it even MORE amazing. It was truly a unifying experience as we all brainstormed ideas of how we can best serve all of our Jewish students, regardless of what school they attend! Rabbi Roll suggested a follow up, perhaps once a month, with a staffing group whereby we all discuss/brainstorm creative strategies to help our students succeed. We talked about having have mental health professionals attend these groups and use Rabbi Roll’s framework of “Wheel of Strengths,” which we were all exposed to vis a vis his Sunday presentation, to generate creative ideas and solutions for difficult cases. (Obviously, no names or identifying information is needed; this is confidential and the way in which we speak about students will be general and anonymous).
The goal is to come up with various strategies and ways to help children connect with their own internal gifts/strengths, which may likely NOT be academic in nature. Obviously, only a small percentage of children are in the top 10 to 20% of academic excellence. These students are typically nurtured by an academic environment since they excel in such. They are able to develop positive internal constructs of themselves and internal models of competency and self esteem based on academic performance and school functioning. However, many children do not fall into that category. The question is how can we be certain that we, as educators, parents, Rabbis, etc. maximize every single student’s unique potential for success and internal constructs of competence, especially if it does not fall within the traditional academic realm. The workshop encouraged and challenged us to create in-school programming, in-class activities, and specific, consistent cognitive strategies that support students’ positive self-reflection, especially those within the non-academic purviews, and to begin such in the early grades.
It was so wonderful to have everyone sharing and supporting one another. We really thank you for enabling this to happen at Akiba. It was truly a Kiddush Hashem!! And Rabbi Roll was an amazing workshop facilitator, as he brought to the forefront an important topic that teachers and educators, as well as mental health professionals, struggle with daily. How do we ensure that each beautiful child can experience their own internal gifts/strengths/character traits, given to them by Hashem, and use these internal constructs as protection or ‘armor,’ if you will, against negative events. (We know that the numbers of children being diagnosed with anxiety/depression or some combination of the two has been rising at alarming rates!).
This aspect of resilience is a psychological construct that has gained center stage over the last decade and is, along with IQ and academic achievement, a most powerful predictor of future success. We must arm our children with their ‘Wheel of Strengths,” given to them by the Almighty Creator, nurtured and expanded by parents, family, school, teachers, Rebbeim and educators, and ultimately internalized by students to create a grounded sense of their own unique selves that can sustain life’s battleground. We all want our children to be adequately prepared for the world, and to be resilient enough to get back up when the world knocks them down. Sheva Yipol Tzadik V’kam (A tzadik falls seven times and gets up) — we need to focus on helping our children know how to get back up!
Ivan is arranging for Rabbi Roll to return some time after Pesach. I will keep you posted!
Jackie Moskowitz Shafron
When I served as the rabbi of the New West End Synagogue in London, one of our members was Alan Sierota. Alan had lost his mother, and every Shabbos he would travel from Chiswick to his late mother’s shul, the New West End Synagogue. He would always arrive on time, and at 9:05 a.m., after he said the Mourner’s Kaddish, he would leave the main shul and attend the shul’s explanatory service with Rabbi Rashi Simon, the director of the Kesher organization in London. From the lively discussion and explanations, he learned a lot about Judaism and prayer.
Alan’s father and mother had divorced when he was a teenager and his father had passed away shortly thereafter, when Alan was still in his teens. After he organized a gravestone in memory of his mother, Alan decided to trace his father’s burial place. This required searching the records of five London cemeteries. When he finally found it, he was dismayed to discover that there was no tombstone to mark his father’s resting place. So Alan decided to organize and pay for a monument. He invited me to serve as the officiating rabbi at the unveiling. I attended the service at the Brixton Cemetery in South London. There were three people in attendance: Alan, his aunt, and his first cousin. I spoke about Alan’s perseverance in locating his father’s burial place and of the kavod and chesed shel emes that Alan had performed by putting up a monument to his father’s memory, twenty-five years after his passing. And I gave him a blessing that Hashem should repay his kindness by finding him a wife within the year. Alan was forty-five years old. The date was the twenty-fifth of Elul.
Three weeks later, when Alan walked into “Live and Learn,” the New West End Synagogue’s adult education program, he met Sarah Cohen, a forty-year-old woman from Denmark. They started dating and got engaged soon after. The wedding was in late November. They had their first baby — a boy — in August. The date of the bris was the twenty-fifth of Elul. Alan and Sarah are now shomer Shabbos and are pillars of the community in Chiswick.
Alan is a mevakesh Hashem, a seeker of Hashem. He wanted to learn more. And he wanted to do something to perpetuate his father’s memory. He did not give up. He had a goal in mind and he brought his mission to fruition because he was determined to perform the mitzvah of kavod hameis, proper burial and honoring one’s parents.
In this parashah, we are told of the five daughters of Tzelaphechad. Tzelaphechad had died without leaving any sons. In the absence of any male heirs, his daughters wanted to inherit his land. In an earlier parashah, they approached and said to Moshe: “Lama yigara sheim avinu — Why should our father’s name be omitted?” (Bemidbar 27:4).
As a result of their being mevakshim, seekers of a portion of land in Israel, Moshe inquired of Hashem and He responded by teaching Moshe Rabbeinu a new law — that women can inherit their father if there are no male heirs. They sought a portion in the holiness of the land, they approached Moshe — and a new law resulted. They elicited a new law from the mouth of Hashem — because they were seekers. The same language is used by the people in the desert who had been spiritually impure when the Jewish people celebrated Pesach. The Torah says that they approached Moshe Rabbeinu and they said: “Lama nigara — Why should we be diminished [by not offering Hashem’s offering]?” (Bemidbar 9:7).
As a result of approaching Moshe with their desire to participate in the Pesach offering, Moshe inquired of Hashem, who responded by teaching Moshe a new law: Those who were spiritually impure on Pesach could still offer a Pesach offering thirty days later, on Pesach Sheini.
In both cases — the daughters of Tzelaphechad and those seeking participation in the Pesach offering — their yearning for closeness to Hashem, and an inner aspiration to participate in the kedushah of the nation, prompted them to approach Moshe and request inclusion. Their desire to join the rest of the nation in experiencing a closer connection to Hashem drove them forward. It was this inner drive — this yearning, bikush — which elicited a positive response from Hashem.
How do we, as parents, cultivate this sense of becoming mevakshei Hashem in our children? It spills over from our own sincerity and genuineness in avodas Hashem. When we daven with kavanah, when we connect to Hashem through our sincere bera chos, when we sing zemiros at the Shabbos table with joy — then our children will learn to genuinely seek a meaningful relationship with Hashem.
The Alter quotes the Midrash, which describes how Adam was named:
And Hashem asked man, “And you, by what name is it fitting that you shall be called?”
And the man answered, “Adam, because I was taken from the adamah, the earth.” (Bereishis Rabbah 17:4)
All other beings were given a spiritual name by man, a name that described their essence. Why did man give himself a physical name rather than a spiritual one? The Alter explains that with this name Adam, the first man, described his true essence. On one hand, Adam is the crown of creation, bearing a soul and an intellect; and on the other hand, he was created from the adamah, the earth, and he is therefore reminded that he needs to improve himself each day. If he does not grow, he will automatically be reduced to the lowest level, as it says, “Even the mosquito was created before you.” And thus he called himself “Adam,” to remind himself that if he fails to fulfill his purpose he will be reduced to the earth from which he was created, as it says, “Earth you are and to the earth you shall return” (Bereishis 3:19).
If we look at the letters of the word adamah, earth, we see that simply by rearranging the Hebrew vowels we form the word adameh, meaning “similar to.” He can be “adamah” or “adameh.” Man can give in to his earthly nature and be guided by physical desires, or he can elevate himself and become domeh, similar to G-d. This takes effort. In the ground, one must plant seeds. In the growth of the seeds one sees the similarity between man and G-d. It is through growth — which takes places in the ground that man can resemble G-d. Man needs to work on his character and refine his inner self. By becoming more sensitive, patient, caring, compassionate, and truthful, we elevate our characters and grow closer to resembling G-d. When we engage in this avodah with sincerity our children will witness our genuine striving and will also seek to become mevakshei Hashem.
During the 1990s, when I served as the rabbi of the New West End Synagogue in London, England, I organized a student housing project nearby so that we would have young people to breathe new life into our shul. We had six men and six women on different floors of a nearby apartment building, and we invited these university students to join our family for Shabbos meals. One Shabbos, Yitzik Ben Izri from Belgium, a member of the student house, invited Peggy Sparanga, from Marseille, France, to join the other students at our Shabbos table. She was nineteen years old, and she had never before experienced a Shabbos. Yitzik had met her at a Hillel House program on Simchas Torah the week before. Peggy was working as a nanny in a Jewish home, and the family suggested she attend the Hillel House event on Simchas Torah to meet other Jewish students.
Peggy enjoyed the “Shalom Aleichem,” Kiddush, blessing the children, the zemiros and the divrei Torah so much that she came back the next Shabbos, and the next. She attended our Shabbos meals for seven weeks in a row, and then asked me whether I had any friends with whom she could spend Shabbos in the Golders Green area. I set her up with my friends Rabbi Danny Kirsch and Rabbi Jonathan Dove, and she became a bas bayis in these families. By May, she was keeping Shabbos and kashrus. In June, I suggested that it was time for her to attend a seminary in Israel.
I raised the money for her tuition, and she applied to Neve Yerushalayim. On the application form, she wrote that her mother was Jewish and her father was Catholic. I asked her to describe her background and she told me the following story:
Peggy’s grandfather was a survivor of the Holocaust and he felt that it was best to assimilate rather than remain an identifiable Jew. So, he brought up his children without a trace of Jewish tradition and his daughter ended up marrying a Catholic — Mr. Sparanga, the father of Peggy and her sister, Lisa. Peggy grew up without any Judaism. However, her grandfather did sprinkle his conversations with some Yiddish expressions, and Peggy picked them up. In conversations with her non-Jewish cousins, Peggy would say things like: “Pourquoi tu portes les shmattas?” (Why are you wearing shmattas?) or “Pourquoi tu habites comme un shikar?” (Why are you acting like a drunk?).
Her non-Jewish cousins asked her what language she was speaking. “French, of course!” was her reply.They said: “That’s not French!” She asked her mother, who told her that those unusual words were a dialect of French called “ProvenÇal,” which people speak in the South of France. Her cousins replied that they knew and spoke ProvenÇal and the words she was using were not ProvenÇal. Peggy went back to her mother, who referred her to her grandfather. He explained to Peggy that these were Yiddish words. “Why are we speaking Yiddish?” asked Peggy. “Because we are Jewish,” he answered.
“What is Jewish?” she asked. He said that he didn’t know too much about it anymore, but he did remember that there was a Jewish prayer called the Shema. Peggy’s grandfather taught her the Shema and told her that she should say it at night when she went to bed. So, from the age of eleven until age nineteen, the sum total of Peggy’s Jewish knowledge was that she said the first verse of the Shema when she went to bed.
The only connection that Peggy had to Judaism was saying Shema at night. That is how she knew she was Jewish, and that is why she chose to work for a Jewish family in London as a nanny -just because her grandfather used a few Yiddish words.
After spending one year at Neve Yerushalayim, she came back to my shul and told me of the chesed she was doing with a French family in the Machane Yehudah area. They had eight children and were so poor that they had a broken, dirt floor. I made an appeal in my shul and raised some money for the family. I gave the money to Peggy and, when she went back to seminary for a second year, she brought the money to the family and they got the floor fixed. After a second year of seminary, Peggy returned to Marseille to care for her ailing father. She became a bas bayis at the homes of the kollel families in Marseille.
While in Marseille, Peggy was offered a shidduch with a French boy who was observant but who did not learn daily. Peggy said that she would only go out with him if he learned each day, which he began to do. In December 1999, I received an invitation to Peggy’s wedding in Marseille. On January 19, 2000, I flew to Marseille for Peggy’s wedding. The mesader kiddushin, Rabbi Yeshurun, said that Peggy had endeared herself to the kollel families and that she was “notre Peggy — our Peggy.” He explained that she truly represented the meaning of ezer kenegdo, a helpmate. Ezer, said Rabbi Yeshurun, comes from the word oz, meaning strength. Peggy’s strength was that she was a seeker of Torah, a mevakesh Hashem.
At the reception, Peggy’s chassan, Solly Malka, delivered a devar Torah and then said: “Je m’excuse monsieur le Rabin, mais c’est mon Peggy, maintenant — Excuse me, Rabbi, but now she is my Peggy!”
Peggy, who is now known as Faige Chana, is happily married and is living in Marseille with Solly and their children. In this week’s parashah, we find the requirements of one who is to be involved in building the Mishkan.
Every wise hearted person among you shall come and make everything that Hashem has commanded. (Shemos 35:10)
What is a “wise-hearted person”? Isn’t wisdom a matter of intellect and the heart the domain of emotion? How can someone have a wise emotion?
There is a specific situation in which intellect and emotion fuse with another. This is in the case of mevakesh Hashem, one who yearns for closeness with Hashem. A person who has a desire to learn is one who seeks opportunities to be close to Hashem. He uses his intellect to pursue a close emotional and spiritual relationship with Hashem. The Torah says that when Moshe Rabbeinu saw the burning bush —Moshe said: “I will turn aside now, and see this great sight, why the bush is not burnt.” (Shemos 3:3)
The Alter says that simply because Moshe turned his face to see the miraculous bush, immediately Hashem revealed Himelf to Moshe. From here we see, says the Alter, how very close we are to Hashem. There are no barriers between Him, and us and we do not need intermediaries. If we focus on the goal — getting close to Hashem through personal growth — Hashem will guide us; He will be there for us. All we need to do is get in the “zone” and focus on our goal, be it a family or a personal goal. When we are so united with the goal so as to become one with it, that is a G-dly moment, and Hashem is revealed in our lives.
Let us say that one has a child with a learning disability, who has difficulty absorbing information, who has ADHD, anxiety, or depression. The child wants to learn, but he cannot learn as well as others. How can he maintain self-esteem despite low grades? The answer must be that there is much more to a child than his academic performance. There are middos, social skills, and spirituality, a yearning to be a servant of Hashem. These can be seen in the self esteem wheel on page
Children can excel in artistic and extracurricular endeavors, and I have found that one of the keys to developing self-esteem in a child who has a learning challenge is to find a creative ability — music, art, dance, drama, woodwork, electronics, or other skill — in which the child can excel and express his creative self. The child, parents, teachers, and advisers should brainstorm together to discover the yet-untapped creative field of excellence that each child has within. If we haven’t found it, then we haven’t looked hard enough. Every child has a yearning to learn, and we must find that sense of the child’s bikush Hashem early on in order to channel it into an area where the child can feeI unique and accomplished.