Education
Goals
Introduction /
Goal
One / Goal
Two / Goal Three / Goal
Four / Goal Five / Goal
Six
By the year 2000, every school in America will
be free of drugs and violence and will offer a disciplined environment
conductive to learning.
Essential to the future of American educational systems is
their ability to create and maintain disciplined environments
conducive to learning. Intergenerational programs can help create
these environments because children and young people in almost
all cases exhibit more disciplined and respectful behavior when
in the presence of older adults. By providing special attention
to at-risk children and building up their self-esteem, older
adults can play a critical role in prevention of drug abuse.
They can also directly address drug issues by discussing with
youth what their own upbringing was like, before drug use and
violence became so widespread.
"In these days of families separated from an extended
family because of work, divorce, and chemical dependency, the
values and wisdom of grandparents are not experienced by some
children. I applaud the Illinois Intergenerational Initiative's
effort to bring senior citizens and youth together in an atmosphere
of sharing where the wisdom and the values of one generation
can be passed on to another generation." James E. Long,
Director Department of Alcoholism and Substance Abuse
1. Positive Alternatives: Police Help
Kids Resist Lure of Drugs
By Lisa Madigan, Wright College, and Julius Nelson, Chicago Police
Department
The Positive Alternatives Project is experiencing success in
"immunizing" youth against the lure of gangs and drugs.
The Project's goals are to enhance self-esteem, reinforce the
value of education, teach economics, promote achievement and
skills development, and establish a sense of belonging among
participating youth. At the heart of the project is an experimental
curriculum for building self-esteem.
Low self-esteem is known to contribute to delinquent behavior.
Kids who think they are of little worth put little value on
their lives and the lives of others. They are easy prey for
the recognition, easy money, and protection promised by gang
leaders and drug dealers. Youth seek things that make them feel
special; if an activity makes them feel special, they will do
it; if they feel that taking drugs will make them feel special,
they will do it.
High levels of self-esteem are directly related to a person's
ability to make positive choices, especially in the face of
pressure. Youth who participate in the Positive Alternatives
Project learn through experience that being drug-free makes
them special. Being good at something, whether computers or
music, makes them special. Staying in school and getting good
grades makes them special. Being a positive role model for younger
children makes them special.
Wilbur Wright College, one of the City Colleges of Chicago,
and Chicago's Fifteenth Police District formed a partnership
with Argonne National Laboratory to involve scientists and mathematicians
in the Positive Alternatives Project. The project realizes the
necessity of strengthening students' academic achievement. One
of the most critical areas is math. The project offers a variety
of ways for youth to improve their math skills. A Math Games
class attracts younger students who learn about numbers while
having fun. High school students are paired with older adults
in a Sunday tutoring class and receive specialized help with
their trigonometry and calculus problems. In addition to helping
students with math, the interaction between the students and
tutors enriches the lives of both. Students learn about careers
and why they have to learn math. The experience of the tutors
shows the students the practical uses of math.
The weekday classes are held at the police station. Courses
include Science and Magic, Youth Empowerment, Self-Defense,
Young Astronauts, and Reading. Two chapters of Junior Achievement
make and sell T-shirts while learning entrepreneurial skills.
On Saturdays, students take classes at the college in PLATO,
Microcomputers, Typing, Piano, Swimming, and Tutoring.
All children are required to participate in Youth Empowerment.
This curriculum builds self-esteem while incorporating an anti-gang,
anti-drug message. It helps youth learn to make positive choices
in the face of negative pressure. Each instructor is selected
for his or her ability to relate to young people as a role model.
During the summer, youth leaders bring the Youth Empowerment
message to younger children. The Youth Empowerment curriculum
is designed to communicate with young children about the choices
of drugs and gangs and the value of vision and affirmation in
their lives. This couples with an intergenerational recreation
program taught by both college staff and police officers.
The Positive Alternatives Project neutralizes the lure of gangs
and drugs by raising the self-esteem of our youth and by giving
them a positive vision of their future. Kids that see themselves
as lovable, capable, and valuable do not need gangs or drugs
in their lives.
For more information, contact Lisa Madigan at Wright College,
(312) 794-3200 or Julius Nelson at the 15th Chicago Police District,
(312) 746-8304.
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2. BABES:
Puppets Educate Youth About Alcohol and Addictions
By Maria Webb, Catholic Charities, Chicago, and Barbara Janes,
Principal, Mt. Zion School District
Something is being done to educate youngsters about the dangers
of drug and alcohol abuse. The key word here is "young,"
because we believe that if we are going to win the war on drugs,
we need to start early. We are fortunate to use BABES, (Beginning
Alcohol and Addictions Basic Education Studies), a puppet show
designed to enhance individual development by providing accurate
information to children while they are still formulating attitudes
about health-related matters.
BABES
is a primary prevention
program whose goal is to help youngsters make responsible decisions
about using alcohol and other drugs -- before they try them.
The program also equips them with support systems which we hope
will prevent them from abusing drugs.
The students relate well to the puppets and seem to feel at
ease talking with and asking questions of the puppets. The puppets
cover different topics and are used to open discussions with
troubled youngsters. Educators can relate problems they observe
in students to similar problems in the lives of the puppets.
In so doing, they can sometimes get help for a child while there
is still time.
The puppets and their roles:
Buttons and Bows McKitty -- two kittens, brother and sister,
whose parents exhibit symptoms of alcoholism. They are used
to demonstrate child-like dilemmas and reactions.
Myth Mary
-- a squirrel
who is the misinformed friend of Buttons and Bows. She spreads
fallacies about alcohol and alcoholism and about life in general.
Donovan Dignity
-- an owl
who corrects Myth Mary's misinformation, proposes adaptive living
skills, and stresses the importance of "Recovery with Dignity."
Recovering Reggie -- a dog
who is a recovering cross-addicted alcoholic and trying to ease
the stigma associated with substance abuse.
Early Bird -- a bird that
explains the warning signs of substance abuse and impending
dangers and prefaces his warnings with "Honk Honk."
Rhonda Rabbit -- a rabbit
who shares the experience of living in a chemically dependent
home. She represents a child who is sexually and physically
abused. She is neglected and helps children understand that
they are not alone. This character is often confused and struggles
with decision making.
The puppets present factual non-judgmental information in six
half-hour sessions. The puppeteers (in Decatur) are volunteers
from DOVE, a non-profit service agency committed to helping
individuals with social and personal needs in the community.
They are trained thoroughly before beginning classroom presentations.
Since the project is funded by DOVE, there is no charge for
the program and its availability is widespread.
The volunteers are local residents, many of them senior citizens.
The students come to know the volunteers and develop a feeling
of trust between themselves and the presenters. By using local
people to help with the presentations, the circle of concern
is expanded to include not just the schools but also the community,
because the children see these volunteers at school functions,
ball games, the store, and church. We feel it is important for
the students to feel that their support group doesn't stop when
they leave the school building. If we are to make a difference
in the fight against drugs, then it is going to take a concerted
effort on everyone's part.
Since the BABES program began, we have had students open up
about their home, peer, and personal problems. While knowing
doesn't always guarantee a solution, not knowing definitely
eliminates a solution.
Our goal is to help eliminate substance abuse in the lives
of our children, to help them make appropriate decisions in
their lives, and to stress the idea that it's okay to ask for
help. We feel that by giving our children coping skills at an
early age, they will have a better chance of not being drug-alcohol
abusers of the future. We're striving to turn youngsters on
to education so they won't feel the need to be turned on to
drugs. It's never too early.
For more information, contact Melinda Buechler, DOVE, Inc.,
788 E. Clay St., Decatur, IL 62521. 217-428-6616.
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3. Surrogate Parents: Standing
In When Others Can't
By Margie Groot, Department of Corrections
The Surrogate Parent Program is a statewide effort within the
Illinois Department of Corrections, Juvenile Division, that
utilizes volunteers to act as educational advocates for special-education
students at our youth centers. Volunteers may go beyond their
advocacy duties to include tutoring, art projects, or one-on-one
contact. The program services approximately 400 students per
month and has been in existence sine 1986. Approximately 20
percent of the volunteers in the program are senior citizens.
The surrogate parents work with youths between the ages of
13 and 20 who have been adjudicated or committed to the Juvenile
Division. The volunteer advocates for these students when their
own parents are unwilling or unable to represent them. The surrogate
works through the special education process, reviews academic
records, meets with the student and his or her teachers, and
participates in staffings to determine how best the student's
educational needs may be met while incarcerated. These goals
and objectives may then transfer back into the community school
when the student is paroled.
The benefits of senior citizens working with incarcerated juveniles
are reciprocal. The students benefit from having a positive
adult role model, communication with an adult who has had extensive
life experience, and often, a great deal of patience with the
students. The elderly benefit from helping at-risk teens --
society's throw-away kids. The seniors have the opportunity
to make a difference in someone's life.
For more information, contact Margie Groot, Statewide Surrogate
Parent Coordinator, School Dist. #428, Illinois Youth Center,
39W060 Route 38, St. Charles, Illinois 60175, (708) 584-0506,
ext. 287.
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4. Talent Pool: Retirees
Are Resource Ready To Be Tapped
By B. Gale Goolsby, Spoon River Mental Health Center
It often seems that those of us working in alcohol and other
drug-abuse-prevention programs are caught in a never-ending
exploration for ways to expand our services. The problem is
that, while we have to expand, we have the same number of work-worn
staff members and sometimes unpredictable funding.
We may feel that new programs and innovative ideas cannot be
initiated and accomplished without additional assistance. For
this reason, some creative ideas may never leave the drawing
table.
Yet there is a resource of talented and learned professionals,
as some say, "right under your nose."
When someone speaks of retirement, they are only saying that
they no longer perform the duties attached to their first or
second career choice. This in no way precludes their being involved
in a volunteer capacity and continuing to be a viable part of
the work force as an unpaid staff member.
Wherever an extra pair of hands could be helpful, whenever
an extra idea in a planning session is needed, older American
could help. A retired teacher could help out with training programs;
a retired businessperson could be an active participant on a
community task force; a retired social welfare worker could
help in programs geared toward families and children. The list
goes on.
So the next time you think that the lack of paid staff or the
insufficiency of funds will prevent you from expanding your
program, stop and think about that untapped resource -- older
Americans.
For more information, contact B. Gale Goolsby, In Touch/SpoonRiver
Center, 2323 Windish Drive, Galesburg, IL 61401, (309) 344-2323.
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5. Drug Prevention: A Continuum
of Programs for Grades K to 12
By Jerry Montague, Gilson Brown Elementary
School
Prevention programs are an integral part of Alton Community
Unit School District No. 11. Prevention programs are implemented
at all grade levels and are available to any student. Prevention
services are coordinated through the prevention education coordinator
and are funded primarily by the Drug-Free Schools Grant and
by donations.
For the elementary-level program, the district has purchased
a curriculum entitled "Here's Looking at You 2000."
The curriculum is comprehensive and thoroughly addresses the
development of healthy lifestyles through avoidance of drugs
and alcohol and promotion of appropriate decision-making skills,
positive self-esteem, listening skills, and refusal skills.
The curriculum was developed for kindergarteners and for students
in the first through twelfth grades. Other services offered
include BABES, the Just Say No Club, and DARE.
BABES (Beginning Alcohol and Addictions
Basic Education Studies)
is a puppet-based curriculum
(see above description). It was designed specifically for kindergarteners
through third graders.
The Just Say No Club is
a unique, nationally recognized organization. The club is a
support group in which the students participate in prevention
activities, learn prevention skills, and provide a support network
for those students interested in saying no to drugs and yes
to life.
DARE (Drug Abuse Resistance Education)
is a program implemented locally by the Alton Police
Department. It is taught to fifth graders district wide.
For the middle-schoolers, the Here's Looking at You 2000 curriculum
is implemented. Also, Peerleadership, a positive peer support
group, which takes an active stand against drug and alcohol
abuse, is introduced. Peerleadership youth provide structured
programs and activities for middle and elementary school students.
For high school students, Life Savers and Peerleadership programs
involve students from grades eight through 12 as role models,
peer counselors, peer educators, and as a support network for
other youths. The goal of Life Savers and Peerleadership is
to provide continuous education to their peers and others about
the dangers of drug and alcohol abuse. They help teach decision-making
skills, refusal skills, and how to adopt and live a drug-free
lifestyle.
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