Substance Abuse/Chemical

Awareness Presentation and

Goal Setting Workshop

North Carolina

FILLING IN THE BLANKS

(PERSPECTIVE ON ROLE MODELING

AND ESTABLISHNG TEAM GOALS)

I hope that each and every one of us here today, both the young and perhaps not-so-young people, appreciate the privilege of having been educated in American schools. If you don’t the students certainly won’t. While it’s certainly not a system without its problems, it does continually provide society with creative, independent thinkers, most of whom live by a set of principles and ethics that were developed through the interscholastic educational process uniquely.

Still, a good number of young people fall through the cracks. Over 800 of them, by a recent study under the age of 14 were killed in alcohol-related accidents last year. While over 8,000 over the age of 1 5 were killed. In our state, the suicide rate is double the national average, based upon the most recently available statistics. And 1 5% of the total student population drop out of school before they even graduate.

So, in keeping with the principal reason for your being here, let’s first establish the premise as to why interscholastic education exists, as well as chemical awareness leadership opportunities. It’s a wise person who once observed that you don’t raise children up to be children, you raise them up to be adults. Adults with the ethics and values that they’ll need to achieve, and more importantly maintain a successful life.

Paraphrased, we’re going to examine the basis of interscholastic education and its role in the total educational experience, then proceed to some statistical information which will create a foundation for the role modeling responsibility which leads to the goal-setting exercise and examples. We’ll wrap it up with an opportunity for questions/dialogue, as well as a perspective on leadership.

Role modeling, of course, is a principal function of being an effective leader eduationally, regardless of the learning domain. You must be willing and able to “walk the talk” under all circumstances as interscholastic educational leaders, in particular. You can’t really choose whether or not you want to be a role model–you are one by the very nature of your position. This may make you a little bit netvous, because at times, we’re going to challenge you, but bear with me. Essentially, the basis for this area and why I believe it’s so important—conceptually and pragmatically. It’s an honored and important responsibility.

Let’s milk the cow—-Now if you’ve ever seen Phil Donohue or shows like his, you know what role modeling is, at least by their definition. You know that can be good or bad–but let’s set the foundation. Your child sees you help an old lady across the street and he learns compassion. Then he sees you give her your business card and as you inquire about her insurance coverage—he learns about politics.

I’m here today for many of the same reasons many of your speakers come—to talk to you a little bit about leadership and your responsibility within the chemical awareness program specifically, but also as interscholastic educational leaders. The problems facing all of our students vary from place to place and currently drug abuse is one of the worst. However, our basic role as value educators doesn’t change and that’s why we must be so clear as to what that role is–and be willing to live it on a daily basis.

To truly understand your role and to be able to establish goals that reflect a degree of vision in absorbing the components of an effective chemical and substance abuse program, you must first understand your mission or why you’re there as an interscholastic leader in the first place. Value educators may sound like a tall order, but consider this: The development of character and of a value system is not the main focus of Biology, and I don’t think we stress morals in English classes yet. The only place in our formal educational system that this is addressed is interscholastic activities.

Teaching morals, character and the American system of achievement–that system, or the interscholastic objective, represents the very purpose of our existence and requires a strong commitment to role modeling.

We teach those qualitiB necessary to succeed in a competitive society. We’re value educators and should be proud of it. The relationship to chemical awareness programs then becomes quite obvious. Just exactly what does have to do specifically with our area of education? The ability to choose appropriately or make good decisions is an important part of all of this?

Who minds the store in terms of value education?

Why, it’s you, as adult leaders. As the interscholastic educational leaders, because nobody has the opportunity to address it in the formal process for learning as well as coaches, advisors or group leaders. In fact, we’re the only nation in the world that inherently ties this area to the formal educational process.

• Let’s examine a few stats—because they always seem to stick to all of our ribs as we leave presentations like this.

Recent studies conclude that role modeling by adults which represent by position the people with whom kids most looked up to declines in fiber morally at an alarming rate every day.

• In the past ten years, marijuana use is down, but cigarette smoking dropped only 1% during the last ten-year period. Across our nation, according to the

Inspector General’s office as recently as last year and reaffirmed in a

Michigan study earlier, recently concluded that kids in the age group of 12 to 17 who are smokers are 14 times more likely to smoke marijuana, and in that same age grouping, those smokers were 32 times more likely to use cocaine. Another source stated that 92% of the marijuana smokers started with tobacco.

-mWe know that kids mirror us as adults. If we smoke, drink or cheat on our spouses—it’s fair to assume that kids will view it as an acceptable behavior. They know, they know, they know—-You expect doctors to know and practice good medicine, it’s also fair to assume that we, as educators, should practice and _ lead as appropriate role models.

Here’s an alarming  of steroid users began at age 1 6–in my view this remains the most dangerous of all presently known to the educational community because there’s an apparent facade being built up by those who advance these particular drugs that they are in fact harmless, which is very false.

As coaches and role models, 61% (and I think it’s probably higher in our state, of the steroid users disagreed that “my coach really believes that steroid use is a bad idea.” That should scare you because it strikes at the very heart of what your responsibility as a role model encompasses. This means two things: (1) We’re poorly led, and (2) that we care more about the end result—wins and losses—than we do for the educational impact upon our kids over a long-term basis. It hurts kids sometimes immediately to tell them the truth and make them aware of what’s really good for them.

Keep in mind—that you determine educational perspective locally regarding our level—it’s not your job to prepare Olympians or collegiate prospects or in fact professionals. It’s your role to sell at a level as an important, yet motivating, way to grow as a person—or to succeed in a competitive society—I believe that substance problems will cause us to look at our direction a little closer—you are what you think you are in terms of depth and importance. You carry the message and it’s your responsibility to make sure it’s an appropriate one.

In a state doing another study reported that 88% of its athletes reported using alcohol during the past 12 months. Another said that 36% used marijuana; 17% used cocaine and another 8% reported using amphetamines—all in the past 12 months. While this may be skewed in one or more areas as being somewhat high, it remains alarmingly beyond what might be viewed as “reasonable” in an area that’s supposed to have role models who are significant to our society’s future.

Only 7.5% of both male and female athletes in this particular state never used any kind of alcohol. Why? Because we deal with the achievers and risk takers—the doers, and if we don’t properly lead those young people—we’ll fail them and consequently our society. There are some very critical questions that arise here in terms of your responsibility. Do you treat your student participants in the athletic or non-athletic activities (and the latter is important) any differently than when they are out of season, or perhaps in another community? Does something become morally OK if it’s not within the jurisdiction of our own authority? Would you allow someone in the privacy of their home to engage in alcohol consumption, or perhaps you might say, “but I’ve got to see them”? The use of tobacco or perhaps even a recreational drug and view -it as being appropriate behavior because it’s under control? If you answered “yes” to any of these, you have to re-examine your position as role model and leader. If your quarterback is seen sipping a few beers in the off-season and you really hate to lose that kid, are you tempted to just look the other way? Or the night before the game, and it was his or her first offense? Or let’s kick off that non-starter that was there to make an example?

The respomsibility for behavior lies with the people sitting within this audience or group. Yes, these kind of substance abuse or chemical awareness programs are very important, just as sportsmanship is and many other concrete measures of a program’s depth and success.

Dare to care—and it starts with you. Practically–l’ve never intentially let a young person ever see me drink and/or allow them to be a witness to any kind of behavior which may reflect poorly upon my responsibility as a role model.

We’re involved in it simply because it’s the right thing to do—and because of it being an extension of our responsibility as role models. Like role modeling, we think of the chemical awareness program in our state as one more tool we have to fulfill our obligation to teach morals, character, etc.

In your state, like ours, you and others need to make a personal as well as professional commitment to leadership efforts on the local, state and even the national level–never be satisfied.

Do you “walk the talk”? I think one of the things we tend to do in education, particularly in recent years, is that after 4:00 we want to believe that there’s nothing we can do and simply wash ourselves of responsibility for youngsters who may or may not be problems. Let’s talk about the syndrome that exists and our commitment as professionals. How would you feel about a doctor who puts down her scalpel in the middle of a surgical procedure that happened to be at 4:00? Or perhaps a pilot who leaves his seat in mid-flight because the union said it was time to quit? Your role is so unique in that way. Who are you benefitting? Not yourself, not your program and certainly not that young person to walk away. When I went into education I assumed a professional responsibility regardless of time commitment. The fact is, and I believe it to be a measure of success, if

I’m needed or have to be pulled away and that that’s part of the responsibility I chose to assume by taking this position. Anyone who knows me knows that I don’t believe in unions, sick days or sleep, or for that matter failure. All contribute to mediocrity or poor productivity.

That kind of neglect as leaders, including elected professionals, is directly porportionate to the decay of the moral fiber in our society. Can you do it all? Obviously not, but you can make a significant impact. Simply avoiding the arena by indicating it’s somebody’s else’s responsibility or role does not satisfy your responsibility as a role model.

If you don’t believe this is important, consider this: Not from a moral or character standpoint but the fact that 70% of our local, state and national leaders are going to be ex-interscholastic participants. Based upon predictions from prior achieved data. We teach and are involved with the risk takers.

Think about the latter statement a little—these are the same people who end up being great leaders in our society which ties the latter two identifiers. Why do kids get into gangs? Probably for the same reason they participate with you.

I recently read an article where (Surprise, surprise) ethics were on a decline among coaches and players in a northwestern state’s study. That’s alarming. Keep in mind what our interscholastic objective is all about. The American system was specifically designed to be changed by the people when it goes wrong. The people do this by choosing new leaders, and we are the people who contribute to the selection of these new leaders. Current social and economic, as well as political, ills seem overwhelming. But you can do it, just as the last four letters of the word, American, state. We can change tomorrow, by changing the way we place importance on the moulding of our young people’s value system. We’re all a little anxious about this responsibility. As I’ve asked one of our coaches about this area recently, called role modeling, and he said, “Do I look like I’ve got the Holy

Ghost tucked in my back pocket?”

Be courageous—dare to care.

Kids have interesting perceptions—my daughter asked me some years back if I knew Eve when she was still a rib. I asked my better half, “Do I really look that old?” She said

“No, but I remember when you did.”

Contrary to our image as interscholastic educational leaders, we are, for the most part, all eternal optimists. All of us would probably go hunting for a whale in a rowboat and pack along the tartar sauce because we believe what we’re going to achieve and can accomplish.

I don’t think it takes a nuclear scientist to determine our responsibility as role models–we can and should play a critical role in the formal process and substance abuse or chamical awareness education, particularly among those people who will be representing us in the present as well as the future, is an important task. If you’re griping about kids who messed up on dope and an America that doesn’t work anymore, than we have to develop a direct path to solving these problems. The question is, “Are we going to do it and are we going to do it every minute of the day?” Because that’s what role modeling really is.

That kids respond and submit to role modeling as the operative word here is critical.

Remember, you can delegate who takes out the trash, you can delegate who walks the dog, but you can’t delegate role modeling.

Dr. Harry Edwards, a noted sociologist, once said, and I quote–very appropriately–that “Those who control the games children play, control society’s future.” I can’t think of anything that characterizes more your responsibility as it relates to chemical awareness programs, goal-setting, sportsmanship decorum, and any other aspect of the total educational process.

In developing goals, we have to represent the breadth and depth of character education—we’ve got to stop treating the symptoms and work toward curing the disease. The symptom is drug use—the disease is a society that doesn’t teach children to feel good through constructive accomplishment. The symptom is declining morals among young people—the disease is demonstrating to these children every day that cheating and lying is OK—just don’t get caught!

Nobody has a more critical role in the development of young people than coaches, advisors, athletic administrators, etc. Grade point averages are certainly higher, decorum is better, discipline is significantly better for those who participate. The frequency of kids who drop out of school, we know is considerably less among those that are involved. It all represents a meaningful attachment to an area that would be less attractive to the general student population if we didn’t exist.

Notably–cigarettes lead to (and the evidence certainly supports this) a higher level of

drug use. And if alcohol is a predecessor to addiction in several forms, it only makes sense that we would become involved simply as a matter of procedure. Again, the responsibility clearly suggests–called sequencing–that it can only get worse without appropriate education and role modeling—and they are synonymous with one another and should be a goal-setting segment—general guidelines.

While the prefacing statements represent a foundation for philosophically why we should be involved and a cursory attempt at the kind of information that should be establishéd in some sort of goal-setting mechanism, the next segment of this presentation will establish a few basic guidelines that is somewhat synthesizing some of the things that we discussed earlier and are important to the process:

Make certain that the people and/or goals respond to the role modeling concept. (Are they willing to “walk the talk”?) —Are you willing to till the ground or simply harvest the crop? Perhaps the most important is being able to adequately identify the problem as it has manifested itself.

• Is it educationally sound for the young people that you’re establishing these goals for, and are they realistic? Such things as environment, depth of the peoblem, relationships, among other items, including social support systems, lifestyles, skills, feelings of self-worth, etc., should be considerations.
• Are the problems adequately identified in terms of specificity? A goal should present a basic format or guideline that may be realistically achieved

but has to be sensitive to the problems associated with the area you’re intending to focus on.

• Does it respond to the interscholastic objective as alluded to earlier and the roots or theme of what we’re about?

                              5.            The goal should be responsive to preventative requirements, regular reinforcement and evaluation as well as promotion of healthy lifestyles. Perhaps the most important thing is self-esteem and what may be offered through the interscholastic educational arena. Keep in mind, however, that as you address these problems, the average student who is not in trouble should not have to be penalized by activity you engage in for specific students, either.

6. Be sensitive to staff availability, intervention, support and capability to identify as well as monitor problems, depending upon how you approach the goal-setting process.

Establishing the Goals: This next step in putting together those specific goals utilizing both the philosophical statements and basic criteria for promulgating such efforts are to be the prefacing phases toward the establishment of both goals and purposes for alcohol, tobacco and other drug programs/processes.

1. Remember that response, preventative efforts, promotion and role modeling are all designed to afford the activity student participants in dealing with those problems associated with or by physical, emotional, social, legal, educational, sexual, medical or alcohol or perhaps even other drug problems.
2. Also, it develops a framework, as indicated earlier, for both preventative and promotional strategies.
3. Utilizes human resources in most cases rather than requiring new professional staff, and
4. Enlists the support and involvement of all staff members. Again, remember to include those students who are not in trouble in the goals process, because specifying populations will only alienate those resources who feel you’re penalizing them for being “good” by not giving them the appropriate attention.

Goals/Objectives must always respond to the premise that they should be based upon policy established as well as specific procedures for implementation. Any program available must identify resources over a long-term basis to assist in its implementation while providing adequate conditioning or training to all involved individuals who should represent a very committed mindset and need to understand their role specifically within the assistance program.