klwrence J. Chisholm, Ex. Dir.
National Masonic Foundation for Chiklren
In the seven years since the Conference of Grand Masters established this effort to prevent drug and alcohol abuse among children, one insight stands out with frightening clarity: The pervasiveness of the problem is still underestimat-ed at all levels of our society and the solution is dangerously misunderstood even among many of those whose duty it is to pursue the solution. The frame of reference for these misunderstandings was discussed in our last Short Talk Bulletin. This STB deals with Freemasonry's role.
A decade ago, one Grand Lodge (Pennsylvania) initiated support of what has come to be known as ' Masonic Model" Student Assistance Training. The training has become recognized as the most effective long-term weapon we havc against the problem of addiction.
The Masonic Foundation for Children has a great many publications describing its overall program and Grand Lodge participation. If you would like more information, please wnte the National Masonic Foundation for Children. P.O. Box 28()00, Washington, D.C. 20038-8000, or call 202-331-1933 (FAX:
202-33 1 - I 972).
The following list of Short Talk Bulletins also deal with the subject of Children and Drugs.
7-86 'Good Kids, Hurt Kids, Bad
5-87 Masons Care About Children
1-89 Drug and Alcohol Abuse: A
5-92 Drug and Alcohol Abuse
Problem: Lodges Can Help 8-94 Children and Drugs (Part 1)
How It Works
It is first of all important to mention that there are several forms of student assistance in opera-tion today, some of which are not Prevention pro-grams at all, but are purely informational or, in some cases, vocational or other coun-seling programs bearing the name "Student Assistance Training."
The "Masonic Model" contains many of the same components of all such training (e.g., pre-sentations on "The Pharmacological Effects of Drugs," "Characteristics of an Addictive Family," etc.) but, to bear the name "Masonic Model," the Training must consist of two key components:
Identification and Assistance. These two words refer to specific actions.
Heavy training emphasis is placed on
Identification, which means learning how to iden-tify those children who are at-risk of using drugs, ideally, before they begin addictive use. This is Prevention at its best, and we have learned enough over the last decades of the drug epidemic to know how to do this kind of early Identification. If the child is not helped early in the addictive process, Prevention is no longer possible and a far costlier process, Treatment, becomes necessary.
Equally heavy training emphasis is placed on Assistance, i.e., once the Identification is made, what are the several appropriate actions to take to intervene in and interrupt the addictive cycle? This can range from a simple conversation with an adult in the school who has a particular under-standing of the child's situation, to a full meeting with the Core Team, thc child, and the parents.
"Masonic Model" training can be either a 3-day or a 5-day session with Core Teams of 5-7 educa-tors having been chosen from ten area schools. The Core Teams typically are made up of teach-ers, the school nurse, guidance counselor, some-one from Administration and sometimes a mainte-nance or cafeteria worker if it is known they have a unique rapport with the students!
No one who has attended a "Masonic Model" session has ever failed to come away with the feel-ing that they have seen the solution in action, that solving the drug problem in America is possi-ble, and that potential benefits to our country are enormous.
Based on experience so far, it is easy to see that if "Masonic Model" trained Core Teams were in place in each school in America, we would be beginning to address the very causes of the drug problem in America. This is an admittedly large vision, but let's look at some numbers.
In the Grand Lodge jurisdiction where "Masonic Model" training has operated the longest, over 7,000 educators have been trained-- and over 45,000 at-risk children have been identi-fied and assisted!
Cost for training ten Core Teams, for example, for ten schools can range anywhere from $9,000 to $14,000, depending on variables such as location, facilities, etc. Compare that with the cost of a 28-day treatment for one addicted teen--$15,000 and up, at even the most reputable and eJ~fective treat-menl centers!
If that is not impressive enough, compare the cost of "Masonic Model" training to the billions of dollars that have been wasted over the last 20 years on programs that have repeatedly shown an inability to change anything.
We will win the War on Drugs only when we consistently direct our time, energy, and dollars toward solutions that work, solutions like "Masonic Model" Student Assistance Training, where we address causes rather than endless symptoms, where we pursue Prevention of addic-tive use, rather than waiting until the child is lost to us.
Freemasonry can take pride in its support of this wonderful program. The educational community has been unstinting in its praise of our efforts. Lct us continue to help them to help us.
What Have We Learned?
In our seven years of work, certain key elements have become clear that form a basis for success.
We have learned that bureaucracy seems inca-pable of solving the problem and, in fact, there have been instances where they have formed part of the problem, attempting to obstruct rather than assist. There are many examples but, in one mem-orable case, the State agency responsible for pursuing solutions to the drug and alcohol prob-lem was obstructing any program that was not their own even in cases where they had themselves failed to implement a program. Our position from the beginning ha.s been that we need more, not less; that there must be an attitude of being inclusive rather than exclusive if we are to solve this terrible problem. The obstructionism didn't work, by the way. One of Freemasonry's most successful programs is now in place in that State.
There are many examples of where a non-bureaucratic approach works better. In one eastern Grand Lodge jurisdiction, one Core Team includ-ed the school janitor because the schoolchildren frequently sought his help and advice. Within a few months after the Core Tcam was trained and returned to the school setting, the janitor evidenced previously unnoticed managerial skills, was made Chairman of the Team, and that school has become a model for how to clean up a drug problem.
We have leamed that no one is exempt from being affected by the continuing tragedy of what the professionals in the field refer to as "alcohol and other drug addiction." "Masonic Model" trainings frequently are attended by Masonic or educational observers from other jurisdictions considering participation. At a 1988 training in the midwest were four representatives from a New England jurisdiction, including, as head of the del-egation, the chief of educational services from the State. For the first two days he was surprisingly negative in his occasional comments, maintaining that this was just another program. Just before noon on the third day, he stood with tears in his eyes and declared, "If this program had been avail-able in (our State) six years ago, my son might still be alive." That New England jurisdiction now has one of the country's most successful "Masonic Model" programs.
At a 1992 Midwestern training, the typical mid-week evening session was taking place where a recovered teen addict and a parent (in this case, a young girl and her mother) were describing their expenences. The objective of such a presentation is to make the point that if a Core Team is in place, years of heartache and agony can be cut short or avoided altogether. When the teen reached the point where she described her first drug use in the third grade, a teacher on one of the Core Teams being trained burst into tears and cried out, "Julie! I was your teacher in the fifth grade! I didn't know! I had no idea!" The "Masonic Model" trainer put her arm around the teacher and said, "That's part of what we are here for. After this training, you will never again not know."
We have learned to be patient. One High
School principal was vocally pessimistic that any-thing could be done about the problem of children and drugs. Since undergoing "Masonic Model" training, he has given numerous talks throughout his entire State, at his own cost, urging others to adopt our program.
Similarly, another school principal from an exclusive private school was overheard to remark dunng a break in a 1990 training session that he didn't know why his boss had asked him to attend because private schools such as his didn't have such problems. He was informed that statistics show that private schools have a greater drug and alcohol problem, although more well-hidden, than public schools; he was promised that, if he kept his mind open during the training, he would see a dif-ferent school when he went back. That principal has returned to subsequent training sessions to tell others of his eye-opening experiences.
Mike, a teacher asked by his school to attend a "Masonic Model" training, arrived and openly announced, "This is going to be nonsense. Nothing can stop these kids from what they're doing," After training, and after a few months of Core Team activity back at his school, Mike asked to become a part of that State's "Masonic Model" training team and took a pay cut to do so.
We have leamed that l;reemasonry is saving ehildren's lives. A midwestern Core Team trained in 1993 was back in the school setting only a week when a Team member walking down the hall passed three whispering teens and overheard some key words she had been trained to recognize. A suicide pact was revealed and those children's lives were saved.
We have learned that, all across the country, Freemasonry's "Masonic Model" training is not only saving children's lives--many thousands of them but it is also turning those lives around so that they become healthy, productive citizens.
One promising development now being explored with the Department of Justice and in several Grand Lodge jurisdictions is the opportu-nity presented by coordination of efforts between the DARE program and "Masonic Model" Core Teams. The advantages to the two programs work-ing within the same school building within close time frames are valuable and t:ar-reaching.
DARE, as most already know, is a program pre-sented to classrooms in the school setting by police otficers, usually within the same day. DARE is a unique information program that reaches the kids in both a caring and etfective way. So etfective, in tdC~, that the very children who are of most concern, the at-risk children in pain, are otten stimulated to reach out for help; but their gesture may not come, sometimes, until days or even weeks later. By coordinating the two pro-grams, the eftectiveness of the DARE information that is presented to the kids by a caring officer is combined with a "Masonic Model" Core Team in place to 'pick up the pieces' should a child reach out or respond later.
Now being discussed are (I) presentations by DARE officers to "Masonic Model" training ses-sions so that educators, any Freemasons present, the Core Teams, and the otficers can become familiar with each others' program, and then (2) coordination of DARE presentations in schools with trained Core Teams. There is great promise for making maximum use ot resources, something the entire War on Drugs has sorely neglected.