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Tess - Role Model Schools Pt. 3

PROGRAM FOR THE ESTABLISHMENT
OF ROLE MODEL SCHOOLS OR LIFE ENHANCEMENT CENTERS
THROUGHOUT THE DETROIT DISTRICT, DETROIT, MICHIGAN
BY
TOWARDS ESTABLISHING A SAFER SOCIETY, INC.
DAVID C. HAKIM, J.D., CHAIRPERSON
JACK E. WILKINS, M.A., VICE-CHAIRPERSON
January 6, 1990

TABLE OF CONTENTS
INTRODUCTION TO TOWARDS ESTABLISHING A SAFER SOCIETY, INC.
AND THE NEED FOR ROLE MODEL SCHOOLS 3
THE ROLE OF TOWARDS ESTABLISHING A SAFER SOCIETY, INC. IN ESTABLISHING ROLE MODEL SCHOOLS IN THE DETROIT DISTRICT. 5
PHASE 1: REQUEST TO OBTAIN AND TRAIN COUNSELORS TO ASSIST THE SCHOOL ADMINISTRATION WITH DISRUPTIVE STUDENTS 6
PHASE 2: FIRST YEAR ADMINISTRATION OF THE PROGRAM FOR THE INITIAL VENTURE BY TESS OF ESTABLISHING A DISTRICT WIDE ROLE
MODEL SCHOOL AT PERSHING HIGH SCHOOL 8
PHASE 3: SECOND YEAR ADMINISTRATION OF THE PROGRAM FOR THE INITIAL VENTURE BY TESS OF ESTABLISHING A DISTRICT WIDE ROLE MODEL SCHOOL AT PERSHING HIGH SCHOOL 13
PHASE 4: EXTENSION OF ROLE MODEL SCHOOLS THROUGHOUT THE
DETROIT DISTRICT 16
APPENDIX 17
STATEMENTS FOR DISCUSSION 17
TIPS FOR ROLE MODEL STUDENTS AND COUNSELORS 18
COPIES OF RESOLUTION IN SUPPORT OF ROLE MODEL SCHOOLS,
“COMMITMENT,” “DESIDERATA,” “MAY YOU ALWAYS,” MINI— RESOURCE DIRECTORY FOR SERVICES TO THE TROUBLED
INDIVIDUAL IN THE DETROIT METROPOLITAN AREA AND THE
PURPOSE, ACTIVITIES, AND PHILOSOPHY OF TESS 20

INTRODUCTION TOWARDS ESTABLISHING A SAFER SOCIETY, INC.
AND THE NEED FOR ROLE MODEL SCHOOLS
TOWARDS ESTABLISHING A SAFER SOCIETY, INC., hereafter referred to as TESS, is a non-political, non-sectarian and nonprofit charitable corporation incorporated on February 10, 1989. Its purpose is to promote and establish programs of crime prevention, in part through the provision of volunteer counselors who would assist the delinquent and potential delinquent by attempting to eliminate the compulsion that drives many individuals to commit acts of delinquency.
TESS estimates that the promotion and implementation of activities it has set forth in the appendix, including that of the provision of role model schools, could save 90% of the possible cost of building institutions to house and support the delinquent and compensate victims of crime. This savings would arise substantially through the use of nominee trained volunteers trained to raise the self-esteem of individuals by forming within them the internal representations that will foster success and assist them to make positive decisions regarding their life choices with the outlook that they can obtain any positive life choices they wish if they do not concern themselves with failure and are willing to devote the time and energy it takes to accomplish their goals.
The need of role model schools or Life Enhancement Centers is shown by the following (note that the term Life Enhancement Center is copyrighted by TESS Vice—Chairperson, Jack E. Wilkins):


Studies have shown that if an infant is not touched lovingly when he/she is young, he/she may die, and if he/she survives, brain damage may result, which has been shown to cause delinquent behavior. It is also known that children and adults hurt each other and react with hostility towards others because they have been deprived of love and touching. However, it has also been shown that providing love to the child or adult can alleviate or totally eliminate the brain damage and resulting delinquent behavior. Judith Hooper and Dick Teresi, The Three Pound Universe (Dell, NY, NY, 87) 176-80.
Furthermore, Scientific American published a research article entitled, “Studies in Self—Esteem” (February, 1968, p 96). The scientists evaluated children from youth to adulthood, and determined that in order to give a child high self esteem, wherein the child will set and accomplish his goals, one must give the child love, never a denial of it, strict discipline, no bodily punishment, and also tasks to do, tasks the child can accomplish, and praise when the tasks are accomplished.
However, many children are not fortunate enough to have parents who can train them to have a high self esteem.

Therefore, many become emotional cripples, feeling aimless, hopeless and bewildered by society, being unable to cope with their everyday problems. As a result, some of them, as adolescents and adults, turn to drugs and alcohol in an abortive attempt to feel better. Many project their problems onto others because they cannot face their own problems. Some of them, in a hostile reaction to a society which they feel has abused them, compulsively perform delinquent acts, becoming more of a problem to themselves and society.
Another major problem is that many of our youth have not learned self—respect, and because of it find it difficult to respect the rights of others.
In addition, a recent study revealed that many students cannot function well in the classroom because they are sick, hungry, troubled and/or depressed. This study further shows that 50% of adolescents are vulnerable to moderate to high risk behavior, and lack access to health care and counseling (“Turning
Points: Preparing American Youth for the 21st Century,” Carnegie Council on Adolescent Development, Task Force on Education of Young Adolescents, June, 1989, reported in “Junior Highs in U.S. Get Failing Grade,” Detroit News, Monday, June 19, 1989, lA). And the Bureau of Substance Abuse, Detroit Health Department, has shown that in 1985 54% of teenagers were involved in drug and/or alcohol use and 3,792 youth between the ages of 10 and 16 had contact with the Detroit Police Department for violent and nonviolent behavior.
Furthermore, it has been predicted that “when the 28th new prison [in Michigan] opens in 1992, the overcrowding crisis will be 10 times worse than when the expansion began (“The Buidge Behind Bars,” Detroit News, Sunday, June 25, 1989, 1A). And without effective programs of crime prevention, the predictions made by the U.S. Department of Justice based upon the government’s National Crime Survey from 1975 through 1984---that 83% of 12 year old children will be the victims or intended victims of violent crime at least once in their lifetimes, that one out of every 133 Americans will become a murder victim, that one out of every 12 women will be the victim of a rape or attempted rape, and that nearly everyone will be the victim of a personal theft at least once and 87 percent will be personal theft victims three or more times---may come true (“Study Finds Crime Awaits Many of Us,” Detroit Free Press, Monday, March 9, 1987, 1A).

THE ROLE OF TOWARDS ESTABLISHING A SAFER SOCIETY, INC.
IN ESTABLISHING ROLE MODEL SCHOOLS IN THE DETROIT DISTRICT
TESS desires to be retained in an advisory capacity to implement role model schools throughout the Detroit District. Of course, TESS will operate in any other capacity as desired by the school administration, except that TESS desires the discipline of students to always continue to be the prerogative of the school administration. TESS has applied for financial assistance to compensate us for our services. However, if possible, this organization desires the school administration to retain our services as a consultant or expert at least until the financial assistance has been granted (David C. Hakim, the current chairperson of TESS, has been an attorney for 22 years, a volunteer probation counselor for 11 years, has reorganized the volunteer probation department for the City of Harper Woods Municipal Court, and has been a coordinator of the volunteer probation department for the 32A District Court. Jack E. Wilkins, Vice Chairperson of TESS, has a M.A. in school administration and is a lecturer on contemporary education issues).
The following concept of role model schools is the combined effort of Dr. Hakim and Mr. Wilkins and is jointly copyrighted by them. Permission for use and reproduction of our program in whole or in part is granted, so long as our expertise in preparing it is acknowledged.
Of course, as with any undertaking, this concept is evolving and therefore additions and changes will be made.
We believe that role model schools are necessary to obtain more role model students who are literate, including in the sciences, who know how to think critically, lead a healthy life, behave ethically, and learn to assume the responsibilities of citizenship in our society. It should be noted that role model students are not limited to the “A” and “B” students.
TESS’ primary purpose in assisting to provide role model schools is to assist in providing an environment in which learning can take place; where students feel important, equal to others, cared for, and at “home”; where they can share their problems with others and obtain assistance from them; where their confidential disclosures will remain confidential; and where they can learn to accomplish their dreams and goals. The student should then find that learning is fulfilling and can be fun.
Of course, some of the following may already be implemented. If so, TESS supports their continuity and any needed expansion.

PHASE 1: RE2UEST TO OBTAIN AND TRAIN COUNSELORS TO
ASSIST THE SCHOOL ADMINISTRATION WITH DISRUPTIVE STUDENTS (PHASE 1 AND 2 WILL BE ATTEMPTED TO BE ESTABLISHED SIMULTANEOUSLY)
(Note that PHASE 2: FIRST YEAR ADMINISTRATION OF THE PROGRAM FOR THE INITIAL VENTURE BY TESS OF ESTABLISHING A DISTRICT WIDE ROLE MODEL SCHOOL AT PERSHING HIGH School is designed to be implemented immediately despite any delay in implementing this phase)
The initial phase of obtaining role model schools or Life Enhancement Centers throughout the Detroit District could be to provide volunteer counselors throughout the school system. This, in conjunction with the rest of our program of establishing role model schools, is designed to enhance the students’ self-esteem and coping skills.
A great need of having more counselors in the school system exists, because many of the current counselors have an overwhelming caseload.
With the yet to be obtained commitment of the American Red Cross and/or other organizations, such as the Retired Senior Volunteer Program, Volunteer Action Center and local area school organizations, TESS desires space at certain high schools to train counselors to assist the school administration with disruptive students. The counselors could be certified and placed by either the training organization, TESS, and/or the current school administration. TESS or the training organization would initially attempt to obtain volunteers. However, if an inadequate number of counselors is obtained, an attempt will be made to provide the counselors income, depending upon the availability of funding from the training organization, TESS, the school administration, government grants, foundation aid, aid from the business community and the public at large. Preference for compensation for counselors will be to those that applied, were accepted and trained first.
It is preferable that at least one counselor be assigned to each classroom. It is discretionary with the school administration whether the counselor is to assist the teacher to assure him as to the education of the student in the course he is teaching. If this occurs, however, the counselor should be compensated by the school system independently of any compensation he receives from TESS, since the counselor will have to be familiar with the content of the course. Yet it should always be understood that the counselor’s first priority is for the counseling of disruptive students.
An appeal through the media by the training organization, the school administration and/or TESS could be made to obtain sufficient counselors.
Upon media presentation or otherwise, we would request

postcards be sent by prospective counselors/administrators, setting forth whether they have, need or can provide transportation, their names, addresses and telephone numbers, their nearest high school, and the best time of day for them to attend a training class. We would emphasize that any adult can possibly qualify as a counselor, including senior citizens because of their lifetime of experience, and that carpooling or bussing of senior citizens will be provided if necessary.
Based upon the experience of the American Red Cross, Dearborn Crisis Center and other organizations such as the 32A District Court, extended training is not necessary to develop counselors who would be capable to handle most of the situations they would encounter. If they cannot handle a situation, they would make referrals to other agencies, such as Alcoholics Anonymous, Narcotics Anonymous, Recovery, Inc., or to any of the other agencies listed in the United Community Services directory (some of these agencies are listed in the Appendix exhibit,

MINI— RESOURCE DIRECTORY FOR SERVICES TO THE TROUBLED INDIVIDUAL IN THE DETROIT METROPOLITAN AREA).

PHASE 2: FIRST YEAR ADMINISTRATION OF THE PROGRAM FOR THE
INITIAL VENTURE BY TESS OF ESTABLISHING A DISTRICT WIDE
ROLE MODEL SCHOOL AT PERSHING HIGH SCHOOL


(The following could possibly be provided simultaneously by the school administration to all schools, if bussing of students to obtain role model schools throughout the district is not deemed necessary [Bussing or suspension of the disruptive student can possibly be postponed if the continuously disruptive student will seek medical and/or psychiatric treatment. TESS does not see any reason why suggesting and seeing that disruptive student obtains such treatment can not be used as an alternative to suspension]. Because of limited resources and personnel, TESS initially desires to work with Pershing High School in Area E)


TESS desires space for an office and at least time sharing of a computer at Pershing High School;
As deemed necessary, TESS will work with the area superintendents, the principals of the schools, the board of education, other school administrators, the students and the local area school organizations;
Obtain commitments for the establishment of a role model school or Life Enhancement Center from the students, teachers, school administrators and parents. For the students, the commitment means dedication to learning for oneself and other students. Part of the commitment by the student would be towards the expression of positive behavior (i.e., a commitment by the student to personal initiative and a positive life style). For the teacher, parent, citizen at large and government official, it means recognition that all children have a right to attend a school safe from abusive persons and situations, especially drug traffickers, bullies, and name-callers. It further means that the teacher has the right and duty to keep order in the classroom through the following:


By reporting disruptive drug and alcohol users and addicts, drug traffickers and others;
By conducting reasonable searches of students and their property without the need of obtaining a search warrant (based upon reasonable grounds for suspecting that the search will turn up evidence that the student has violated or is violating either the law or the rule of the school) as supported by New Jer v T.L.O. (1985), 469 US 325, 83 L Ed 2d 720, 105 S Ct 733;
By having access to those who could assist in keeping order in the classroom, such as counselors and, if deemed necessary by the teacher, security guards, to maintain an environment in which learning can take place.

TESS believes the preceding is necessary, so children are not abused, especially not subject to the abuse of exposure to harmful drugs which can kill them, which exposure is obviously one of worst forms of child abuse. Furthermore, TESS believes the preceding is necessary to prevent the burnout of teachers, which burnout has resulted in the desire of 700,000 teachers nationwide to abandon their work environment because of their lack of authority and/or responsibility to resolve conflicts.


Even in schools that have been spared the most severe disciplinary problems, the preservation of order and a proper educational environment requires close supervision of school children, as well as the enforcement of rules against conduct that would be perfectly permissible if undertaken by an adult. Events calling for discipline are frequent occurrences and sometimes require immediate, effective action. U.S. Supreme Court, Ibid.


Father steps which should be done at least yearly to implement a role model school are the following:
At a presentation by TESS in the auditorium, TESS chairperson would distribute the RESOLUTION IN SUPPORT OF ROLE MODEL SCHOOLS as set forth in the Appendix; give a brief speech on the founding of TESS as set forth at INTRODUCTION TO TOWARDS ESTABLISHING A SAFER SOCIETY, INC., p 3; the Vice-Chairperson, if available, and if not, another officer of TESS, would speak on the concept of a role model school; several students would display the picture of Martin Luther King, Jr., and ask questions of the group such as the following:


Do you really wish to bind yourselves with forms of slavery by being addicted to drugs, by being an alcoholic, by having children before you are capable of adequately caring for them, and by not completing your education?
Do you strive nonviolently and legally to achieve your rights and to accomplish your dreams and goals?
Have readings by role model students on “COMMITMENT” and “DESIDERATA” (See the Appendix). Copies of “COMMITMENT” and “DESIDERATA” can be given to the students to study and discuss in sharing groups;
Have a group sing the song, “MAY YOU ALWAYS” (See the Appendix);
Have the school administration express its commitment to establishing a role model school;
Have the teachers introduce themselves to the students, state the courses they teach, and express their commitment to maintaining a role model school;

Encourage the expression of care and concern by all, with a nonjudgmental attitude expressed at all times, even when it is necessary for the school administration to discipline students. Since the best expression of care and concern will be to hug the student, hugging with the consent of the student will be encouraged;
Other facets towards the implementation of role model schools are the following:
Bring in social scientists to conduct studies of the students before the role model school is established and yearly thereafter;
Have a vote by the local school community organization whether to require the wearing of uniforms by the day students (this could automatically increase the morale of the students. Clothiers such as BLAIR, 220 Hickory Street, Warren Pennsylvania 16366 could provide reasonably priced and durable clothes);
Encourage role model adults to attend the school and share with the students in the classroom or auditorium;
Bus students to and from role model school (i.e., students who currently attend other schools and who are committed to the concept of and capable of maintaining a role model school could be bused to the role model school and students who are not committed to the concept of or capable of maintaining a role model school should be bused to other schools). Bussing students away from the school is obviously a last resort and is solely within the jurisdiction of the school administration. Parents or guardians of the disruptive student should be involved, and invited to come to school to witness the disruption. Medical and psychiatric attention of the disruptive student should be considered. With the consent of the disruptive student, he may be calmed down by being touched lightly by the counselor and/or other students. However, the ideal of a role model school would be difficult, if not impossible to obtain, if there are continuous disruptions in the classroom;
Provide teachers with the authority and responsibility to instantly resolve any conflicts that may arise, especially with disruptive students;
Pair up role model student with student that needs assistance;
Assist all non—role model students through the role model student(s), role model adults, counselors, and presentations by TESS, to form the internal representations that will foster success and make positive decisions regarding their life choices, with the outlook that they can obtain any positive life choices they wish if they do not concern themselves with failure and are willing to devote the time and energy it takes to accomplish their goals;

Assist all non-role model students to become role model students through the role model student(s), role model adults, counselors, and presentations by TESS;
Provide mentors, tutoring, give family support, assist in job placement, skill training, and locate needed housing on a needed basis with the assistance of role model student(s), role model adults, counselors, and TESS;
Emphasize to the role model student who is assisting other students to be role model students that he must maintain passing grades;
Rehabilitate the addict and others, especially the complete family unit where needed, by providing assistance in the areas of mental health, drug and alcohol addiction, child abuse and other problem areas as deemed necessary through assistance of the role model student(s), role model adults, counselors, and TESS. The team approach (i.e., having more than one individual visit the home) should be utilized if possible when dealing with a complete family unit;
Encourage parents to make sure their children give first priority to preparing for classes, seek help when needed, and not interfere with the education of other students;
At homeroom (or the first class of the day, if the school does not have homeroom) have the class join hands and sing positive, caring and enthusiastic songs. After the singing, have the class divided in groups of 12 and have a brief sharing by each member of the group. If the group member needs further assistance, he is to contact either his role model student or a counselor (if no homeroom exists at the role model school, it is suggested that the first class meet earlier for the preceding);
Pipe in soothing classical music at low volume to all areas of the school. The teacher will have the discretion to turn it off;
Have all information learned in a sharing by the role model students, social scientists, group members and the counselors kept confidential, unless a person makes a disclosure that he is going to endanger life or property and leaves abruptly without giving the role model students, social scientist, group members or counselors the opportunity to assist the person to change his mind;
Disclosure of confidential information learned from a student is to be released only to TESS, unless the information regards an immediate threat to the life and property of anyone;
TESS is to compile information on students for any necessary reporting to agencies granting aid, but the names of the students are not to be disclosed to the agencies. Statistical data is to be released to the school administration and the media, including anyone desiring such data;
Until the commitment and maintenance of a role model school is obtained or longer as deemed necessary, provide weapons detectors at entrances to the schools, and use dogs to detect drugs;
Obtain the support of the business community to assure it of trained and competent employees;
Obtain the support of non-profit organizations, such as the
Detroit Compact, Metropolitan Detroit Youth Foundation, and the
Youth Assistance Program;
Feed children and adults through the school system, local area school organizations, TESS and/or other charitable organizations depending upon the availability of funds;
Provide practitioners of the healing arts to assist in providing needed care and medication;
All role model students, groups and counselors are to share with true concern and never deny it; to find things positive about the non-role model student, group member or counselee to praise; never to label; and to encourage the group member or counselee to take positive steps towards success in accomplishing his dreams and goals;
Have group discussion wherever possible on the simplicity of society, with comments about its justice or lack thereof; that despite some forms of injustice one can still live happily; and that social change is easiest when one joins together with others and does it peacefully;
If necessary, provide housing for the student in the local community, especially if the child is subject to severe abuse at home and the abuse cannot be stopped by counseling the abuser;
If security or drug abuse at the school appears impossible to control, even with the use of security guards, request assistance of the military;
At the end of the school year give at least letters of commendation, including awards if possible, to the role model students and counselors who participate to bring about the role model school.

PHASE 3: SECOND YEAR ADMINISTRATION OF THE PROGRAM FOR THE
INITIAL VENTURE BY TESS OF ESTABLISHING A DISTRICT WIDE
ROLE MODEL SCHOOL
AT PERSHING HIGH SCHOOL
(It is desirable that as soon as consent can be granted, that the school administration implement or allow to be implemented. as much of the following as possible. Of course, all facets of the role model school concept developed earlier are to be continued)
Open the school as much as possible, eventually to the maximum of 24 hours a day, to assist the community at large because of the working schedules of participants;
Night school could be provided. Saturday school could also be provided. Night and Saturday school would offer the same curriculum as day school, other courses and groups as stated within, and such other courses as deemed desirable by the school administration;
Invite day school students to attend night and/or Saturday school. If the student is involved in extracurricular activities, he is to be notified that he must maintain passing grades;
the local school organization can provide pot luck meals for students. If necessary, the students provided meals can be limited to those who are also day school students and to those in need;
After the role model school is established for at least one year at Pershing High School, educate children and adults from pre— elementary school through college. The college could initially be a two year college, and could be set up by use of college texts so that the student could accomplish two years of college by the time he is 18. The college is to be accredited before it is opened or shortly thereafter. The education of children and adults from pre—elementary school through college may need the involvement of other local schools;
Open the school as much as possible, eventually to the maximum of 24 hours a day, to educate all participants, especially through group discussion, on important community and worldwide issues, such as social responsibility as possibly limited by compulsive behavior, AIDS prevention, conservation, alternatives to illegal drug use, alternatives to the use of force, local and world economy, including the feasibility of a world wide common market, the cause of delinquent behavior, job opportunity and security, and self-limiting concepts;
Open the school as much as possible, eventually to the maximum of 24 hours a day, to educate all participants in the behavioral sciences;

Open the school as much as possible, eventually to the maximum of 24 hours a day, to provide opportunity for training in the fine arts, such as vocal and instrumental music; dance, including ballet; arid art, including working with water colors and oil paint;
Open the school as much as possible, eventually to the maximum of 24 hours a day, to provide skill training;
Open the school as much as possible, eventually to the maximum of 24 hours a day, to provide recreational facilities;
Open the school as much as possible, eventually to the maximum of 24 hours a day, to provide library facilities;
Open the school as much as possible, eventually to the maximum of 24 hours a day, to provide continuing education courses;
Open the school as much as possible, eventually to the maximum of 24 hours a day, to provide study halls;
Open the school as much as possible, eventually to the maximum of 24 hours a day, to provide family living courses;
Open the school as much as possible, eventually to the maximum of 24 hours a day, to provide a course in world religions;
Open the school as much as possible, eventually to the maximum of 24 hours a day, to provide classes to assist all participants in coping with stress;
Make co-operative arrangements with the business community to give the student work experience;
Give training in woodworking and other skills which may become extinct with the death of the skilled tradesperson;
Open the school as much as possible, eventually to the maximum of 24 hours a day, to provide meetings of therapeutic groups, such as Alcoholics Anonymous, Narcotics Anonymous and Recovery, Inc.
Open the school as much as possible, eventually to the maximum of
24 hours a day, for meetings of the Boy Scouts and Girl Scouts of
America and other similar organizations (This may be more
receptive at elementary and middle schools);
Car pool counselors, parents and/or students to and from day, night and/or Saturday school;
Grant permission to students to be flexible in the amount of courses to take during the school year;
Provide study groups for day, night, and/or Saturday school students to meet at least once a week for one hour but for no more than three hours;

Provide study groups wherein credit is to be given by examination. Such groups are to meet at least three hours a week at the discretion of the school administration;
Provide sharing groups for day, night and/or Saturday school as needed, to discuss the cause of delinquent behavior and self— limiting concepts;
Coordinate day school with night and/or Saturday school as much as possible (for example, the testing of day school students with study groups meeting at night and/or Saturday school could take place after the study group meets);
After a presentation by health experts and discussion by the local school organization, provide voting by the local area school organization for permission by the school to provide AIDS prevention classes, discussion groups and a prevention and treatment clinic;
Provide aptitude testing (i.e., psychological preference testing) to determine whether the student is people oriented or thing oriented (i.e., whether the student wants to be employed at a profession dealing with people personally or with things, such as computers) and testing to assist the student to choose a profession for which he is suited;
Invite parents and individuals who do not attend school to participate in sharing groups at night and/or Saturday school;
Car pool and/or bus students, parents and individuals to and from day, night and/or Saturday school;
Provide training of business and government leaders as to creating the proper working environment, such as providing training on methods to reduce stress, how to treat employees, how to set up discussion and problem solving groups and not downgrading an employee if he seeks assistance with any of his personal or work related problems;

PHASE 4: EXTENSION OF ROLE MODEL SCHOOLS
THROUGHOUT THE DETROIT DISTRICT

After establishing the feasibility of role model schools, the school administration and/or TESS will obtain a coordinator in each school to further implement the concept of role model schools, following the pattern as established by TESS.

APPENDIX
STATEMENTS FOR DISCUSSION

1988: 20,699 homicides in the United States, 575 in Canada;
One may attempt to justify and support the status quo. Many see benefits in the actions or compulsive behavior of another, even though it is ultimately destructive of the doer and receiver;
Life may appear to be a game. If it does so, it is a serious game. Yet one should be able to laugh at one’s own problems.
Everyone has one or more major problem situations in his lifetime.
Monkeys taught to press a lever to receive a cocaine injection repeatedly pressed the lever until they died, stopping neither to eat or to sleep (Dr. Lewis Harris of the Medical College of Virginia, reported in “Research Spurs Hope for Treatment of Crack Addicts,” Detroit News, Friday, August 25, 1989, hA);
The Pavlov affect affects the self esteem of everyone;
Money cannot buy happiness. Happiness can be obtained by seeing the simplest or the most complex task as an opportunity instead of a responsibility; by being optimistic; by sharing with others; and by being content with one’s basic needs being satisfied;
Even if one makes minimum wage, one can survive if one shares living expenses with one or more working individuals, is satisfied with meeting his basic needs and his wants are not extravagant (However, many have enough income to support a family, which income is equal to or exceeds many professional people who have a college degree or two, if they have only positions requiring them to be semi-skilled);
Many of those with better than average incomes living a high life style are doing it pretentiously and expensively—---with anxiety, burrowing excessively, suffering stress, and not taking enough time to share with their loved ones;
If one compares his life situation with others, one may become dissatisfied, vain and/or bitter;
Every individual, no matter how he appears to you, has the potential of a genius.
Excellence in school is no criteria to base future success in life (example: The life of Einstein).

TIPS FOR ROLE MODEL STUDENTS AND COUNSELORS
Do not brag to an individual that you can solve his problems. Ask him if he wants your assistance.
Show interest in the person sharing. Listen, especially for the major issues. Let him bring them out, and focus on them.
Tolerate differences. Do not attempt to remake an individual into your own image. “Live and let live.” You can only assist him in achieving his own dreams and goals. However, you may give him practical advice, such as stating that one can do only one thing at a time.
Individuals are not their actions or compulsive behavior, and will attempt to justify their actions. Be extremely cautious at that time that you do not criticize or judge. You should not even state that you would feel bad or react in a certain way if you were subject to the same behavior. However, you can ask the individual whether he believes his actions were or are beneficial to him.
See everyone as your equal and unique.
Respect an individual’s feelings.
Be sincere. Never make fun of an individual’s problems. If one unintentionally laughs at another’s problem situation, immediately apologize and state that one sometimes unintentionally laughs at a person’s situation because it offsets the inner turmoil or hurt feelings one feels upon hearing another’s problem situation.
Get the individual to believe in himself. Discuss his life style and comment favorably on his achievements.
Never criticize. A person stating that something is “only common sense” is actually being critical. In advising on a problem situation, ask the student if he can understand why he is having the problem.
Do not judge or discredit an individual. Assist an individual in understanding himself: His dreams, hopes, aspirations, compulsions and other difficulties.
A person, no matter how serious his problems may appear, has the potential to solve them. And even if at the moment he does not appear to achieve anything, he may do so later.
One can only assist an individual. One cannot save him. Only the individual can save himself.
Do not discuss sex, religion or politics.

Only the school administration is to discipline students, unless the school administration desires the assistance of others in an advisory capacity.
(The following attachments are copies of RESOLUTION IN SUPPORT OF
ROLE MODEL SCHOOLS, “COMMITMENT,” “DESIDERATA,” “MAY YOU ALWAYS,”
MINI-RESOURCE DIRECTORY FOR SERVICES TO THE TROUBLED INDIVIDUAL
IN THE DETROIT METROPOLITAN AREA
and the purpose, activities and
philosophy of TESS)

RESOLUTION IN SUPPORT OF ROLE MODEL SCHOOLS
HEREAS many students lack adequate role models and experience daily frustration and deprivation;
WHEREAS many students cannot function well in the classroom because they lack adequate self esteem and are sick, hungry angry, bitter, anxious and depressed and lack access to health care and counseling;
WHEREAS many students find difficulty in forming the internal representations that, will foster success and make positive decisions regarding their life choices, with the outlook that they can obtain any positive, life choice they wish if they do not concern themselves with failure ,and are, wining to devote the time and energy it takes to accomplish their goals;
WHEREAS many students re vulnerable to moderate to high risk behavior, are involved in drug and/or alcohol use and drug trafficking and have contact with the police for violent and nonviolent behavior;
WHEREAS rehabilitation of the addict and the complete family unit where needed, could take place by the use of counseling;
WHEREAS all ‘students have a right to attend a school safe from disruptive, and/or abusive persons, especially drug traffickers, bullies, name-callers, drug and alcohol users;
WHEREAS all teachers have, the right and duty to maintain, an environment in which learning can take place by reporting disruptive and/or abusive persons to a counselor or security guard and to conduct reasonable searches of students and their property where there exists reasonable grounds for suspecting that the search will turn up evidence that the student has violated or is violating either the law or the rule of the school;
THEREFORE, BE IT RESOLVED THAT I/We support the concept of role model schools wherein students, both youth and adult, are dedicated to learning for oneself and other students; wherein students are trained to become, skilled and, competent for use b the business community; wherein, co-operative arrangements could be made with the business community to give the participant work experience; wherein skills which may become extinct with the death of the skilled tradesperson could be passed on; wherein social awareness could be taught through education, on important community issues and the behavioral sciences; wherein training in the fine arts could be provided; wherein recreational, library facilities, and continuing education courses could be provided; wherein a commitment to positive behavior (i.e., establishing within the participant personal initiative, and a positive life style) would be obtained; wherein family living courses, one to one counseling, and group therapy could The provided to enhance a participant s self—esteem and coping skills; wherein caring for others, courtesy, politeness, patience and concern by all would be encouraged• wherein students and other volunteers could provide counseling, either on a one to one basis or on the team approach, wherein the team members, like the, one on ,one counselor can become role models, mentors, provide ,tutoring, give family support, assist in job placement, skill, training, and locate needed housing; wherein students can obtain support and the knowledge to fulfill their goals and dreams; wherein other needs of the student and the community at large could be provided; and wherein teachers, school ,administrators,, parents, citizens at large and government official are dedicated to maintaining an environment in which learning can take place because the school is free from academic vandalism against persons and property and thereby more students can become literate, including in the sciences, learn to think critically, lead healthy lives, behave ethically, and assume the responsibilities of citizenship in our society.

COMMITMENT. Until one is committed there is
hesitancy, the chance to drawback,
always ineffectiveness.
Concerning all acts of initiative (and
creation), there is one elementary truth, the ignorance of which kills countless
ideas and splendid plans:
that the moment one definitely commits oneself, then Providence moves too..
All sorts of things occur to help one that would never otherwise have occurred.
A whole stream of events issues from the decision, raising in one‘s favor all
manner of unforeseen incidents and meetings and material assistance, which no man could have dreamt would have come his way. I have learned a deep respect for one
of Goethe’s couplets:
“Whatever you can do, or dream you can, begin it. Boldness has genius, power,
and magic in it.”
by W. H. Murray

DESIDERATA
PLACIDLY AMID THE NOISE & HASTE, &
REMEMBER WHAT PEACE THERE MAY BE IN SILENCE. AS FAR AS POSSIBLE WITHOUT
surrender be on good terms with all persons. Speak your truth quietly & dearly; and listen to others, even the dull & ignorant; they too have their story. Avoid loud & aggressive persons. They arc vexations to the spirit. If you compare yourself with others, you may become vain & bitter; for always there will be greater & lesser persons than yourself enjoy your achievements as well as your plans. 4 Keep interested in your own career, however humble; it is a real possession in the changing fortunes of time. Exercise caution in your business affairs; for the world is full of trickery. But let this not blind you to what virtue there is; many persons strive for high ideals; and everywhere life is full of heroism. Be yourself. Especially, do not feign affection.. Neither be cynical about love; for in the face of all aridity & disenchantment it is perennial as the grass. & Take kindly the counsel of the years, gracefully surrendering the things of youth. Nurture strength of spirit to shield you in sudden misfortune. But do not distress yourself with imaginings. Many fears are born of fatigue & loneliness. Beyond a wholesome discipline, be gentle with yourself.  You arc a child of the universe, no less than the trees & the stars; you have a right to be here. And whether or not it is clear to you, no doubt the universe is unfolding as it should, Therefore be at peace with God, whatever you conceive Him to be, and whatever your labors & aspirations1 in the noisy confusion of life keep peace with your soul, ‘ With all its shame, drudgery & broken dreams1 it is still a causible world. Be careful. Strive to be happy.
FOUND IN OLD SAINT PAUL’S CHURCH, ALTIMOP, E DATED 1691

TOWARDS ESTABLISHING A SAFER SOCIETY, INC.
L’ U R POSE
TOWARDS ESTABLISHING A SAFER SOCIETY, INC., hereafter referred to as TESS, is a nonprofit charitable corporation exempt from taxes under Sec. 501(c)(3) of The Internal Revenue, Code. The purpose of this organization is to be, of service and assistance to people of all ages without regard to religion, race, color, national origin, sex, height weight, marital status, or handicap, (i.e., everyone is to, be treated as equal, although referrals will be made to profit making organizations for those that can afford certain services of TESS, such as counseling), and attempt to alleviate the increasing crime problem.
ACTIVITIES
TESS’ activities, to be accomplished by it and its institutions (anc3 by aiding other institutions by providing where necessary desired, and available financial support, promotion, training aria provision of personnel and/or leadership) are to:
1. Promote or provide universal nursery school for children age
3 and 4;
2. Promote or provide universal family living and self esteem classes for children age three and over, upwards through high school, which classes will be structured for the needs of the child;
3. Promote or provide more crisis, mental health, and substance abuse centers;
4. Promote self understanding of the general public through it's use of the media as to the cause of crime, creating the awareness of the general public that, punishment and retribution alone assist limitedly in the teaching of social responsibility, and seldom rehabilitate offenders and prevent recidivism;
5. Promote self ,understanding of the general public through trie use, of the media of institutions that are currently available to assist those who are nervous, anxious, angry, depressed or despairing which symptoms can cause individuals to become offenders or victims of crime or chemically dependent;
6. Promote or provide assistance to the indigent with training, employment, food, clothing and shelter;
7. Promote or provide more therapeutic halfway houses for misdemeanants as well as for felons who are not dangerous to themselves and others;
8. Promote the provision of military style detention centers patterned after basic training units for at ,least, our youthful offenders needing incarceration, wherein strict discipline with reasonable punishment can be given for minor infraction of the rules, wherein reward is given, for good behavior, wherein psychotherapy and group therapy can be given where needed, and wherein a viable skill can be taught the inmate;
9. Promote the provision where needed of bunk beds in our jails and prisons, so that more of those who are dangerous to themselves and others can be properly incarcerated;
10. Promote or provide self-esteem classes, group and other therapy, and other sound rehabilitation techniques for all offenders;
11. Promote the placement of an offender serving probation for a non—violent crime in the custody of his or her parent’s or other trained and responsible individual, to whom the offender will have to obey under the penalty of having such situation terminated, and if so, being compelled to go to a military style detention center, halfway house, jail or prison as required by the court;
12. Promote conjugal visits for, offenders incarcerated longer than several months so that homosexuality in our penal institutions can be alleviated;
13. Promote the universal use of deferred sentences in nonviolent crimes, especially for: first offenders, wherein the offender who is on probation or its equivalency will not have a criminal record if he does not commit any further crime during the period of one year;
14. Promote counseling by the use of trained peer groups to students who dropped out or are considering dropping out of high school;
15. Promote the use of a youth’s trained peers to hear and set forth the penalty where the offender commits a non-violent crime;
16. Promote better support for our state mental institutions and provide assistance in the care of their patients;
17. Promote or provide therapy in schools to troubled students;
18. Promote or provide where needed volunteer probation counseling, volunteer inmate counseling and volunteer parole aide counseling so that any offender can be provided counseling on a one to one basis;
19. Promote or provide legal aid to the indigent;
20. Promote or provide volunteer aides to anyone where there is a need; and
21. Promote or provide any form of relief to alleviate, the cause and effect of crime.
A substantial portion of the above activities will be accomplished through .he use of trained volunteers, especially through the use of senior citizens.
PHILOSOPHY
Studies have shown that an offender generally commits crime due to compulsion because he or she has low self esteem and has been the victim of child abuse or child neglect. In addition, government research has established that much of the population will increasingly become victims of violent crime, with the cost to society becoming increasingly burdensome. Furthermore, penal institutions on the whole do not do an adequate ob of rehabilitating the offender, since the emphasis of law enforcement is on punishment. Therefore, TESS desires to establish the preceding programs since they have been proven to prevent criminal behavior and to rehabilitate offenders.


DATED: JANUARY 6
David C. Hakim, Chairperson
TOWARDS ESTABLISHING A SAFER SOCIETY, INC.