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
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
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,
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
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
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
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.
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
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
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
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.