A Sea of Unknown Faces In Public Schools

A Sea of Unknown Faces

In Public Schools=

Franklin H. Ernst Jr., M.D.

A SEA OF UNKNOWN= FACES IN PUBLIC SCHOOLS

= In elementary school the student spends his days in the same classroom, gets a chance to become familiar with the teacher and the expected behaviors of classmates in the same room over a period of weeks, whether he knows all t= heir names or not. The next step = after elementary school involves the pre-adolescent student being moved hour by = hour, from one room of classmates and teacher and their behaviors to another room with different behaviors to get acquainted with, from one set of people to= be confronted with to another, hour by hour, in the so-called “education process.” In such a se= tting it becomes easier to adversely influence anybody the student in view of his level of uncertainty about what to expect from his classmate neighbors. His anxiety is elevated. Certainly as one becomes lost in = ever larger masses of people with hardly one in a particular setting that you k= now, a basic level of anxiety rises in any normal person, let alone a young per= son, a child. “Who is the (potential) friend?” “Who is there around you to call on if accosted, abused, bull= ied or otherwise frightened?”

= Having ever larger numbers of (unknown) individuals to contend with every few yea= rs while at the same time being educated (learning?) is a distraction to the learning process. The busine= ss of moving to another room setting, teacher, and another set of people hour af= ter hour can be taxing, let alone disruptive as the sea of new (unknown) faces= in direct contact with the person grows and grows, let alone be distracted by legalized in-house pornography (“sex education”) and confronta= tions with situational values teachings at odds with the values about right and = wrong taught at home. <= /span>

= Thus the desire grows in a student to find someone he can sit with, talk with, = who seems to accept himself. The= social predators and the “termite organizations” know about this. It makes it easier to “befriend” (con) an unsuspecting young person. So a student finds a “buddy= .” This buddy may already be in cont= act with one of the “just a little older peers” who knows the ropes better and seems more secure in his person.

= The “termite” recruiting program includes fairly sophisticated psychological manipulations to attract the particular student into “looking at,” “coming to one of our group meetings after school at a friends house,” whether led by a “friend” or someone slightly older whom he has already met. Once “hooked,” the particular student can be led through a series of steps including studying peers and dishing out peer pressure. He will learn how to be “cool” under peer pressure. He will be taught some simple mea= sures for dealing with, countering the rules of one or both his parents, “= to get them off your back,” if that’s the initial complaint of a recruit.

= The “termite” goal is to ultimately produce an entity whose person= al values, personal ethics, principles and standards will no longer be operat= ive; to produce an entity who can carry out actions contrary to those values and home teachings he had before, when he used to become embarrassed, feel ash= amed, felt bad, guilty or having some other internally painful experience as a r= esult of carrying out the suggested assignment of a “controller” lea= der.

= The second set of advantages of becoming a termite are described as “fee= ling like you are getting to be an insider.”

= The personally painful results from violating another person's trust, loyalty = or confidence are considered liabilities in a termite entity. Lifelong continuing “termite” education courses will be the hallmark of a life of continuing termite-hood. The= re is no such thing as retirement from being a termite. For one thing, it becomes complet= ely addicting to be able to violate early values, to get training in order to = not feel bad afterward, i.e. in order to not feel so much that “I am not-OK.”

RECRUITING GROUP= S FOR THE INITIAL PHASES OF DE-PARENTING

= Many junior high school campuses can be seen with a variety of a year or so old= er persons hanging around the schools before and after school and during lunc= h and other school break periods. = Often they, those hangers on’ers, will be seen with two or more students f= rom the junior high school clustered around them. Potential drug dealing? Possibly. They are just as likely there “just befriending” specific students toward becoming intereste= d in meeting with them later at another place.= This is one way to recruit disgruntled adolescent students to meet = together so as to learn more about the student discontents beyond what comes up in school.

= Termite teachers, scattered throughout all grades from kindergarten and up through= 12th grade in publicly tax funded education facilities have the additional assignment to pass along information about pre-selected potential leader termite candidates, to be recruited into future de-parenting cadres. Every= day, all the teachers go to the faculty room where they pastime. Among their other pastimes about = sports, dieting, new recipes and clothes are the pastimes (gossip) about the stude= nts in their classrooms. It fall= s to these particular termite teachers to identify which under-the-age-of-conse= nt students to attract and seduce into joining the small groups. Will contact= with a particular individual teacher or an outside resource [1] help in this recruiting process? What are the appetites of the student? What particular ambitions, angers= or other appetites can be exploited in one of them? Small off campus meetings of thes= e young people may be arranged so each student member in a small group can hear on= a personal basis about the homes of other disgruntled group members and how = these others learn how to deal with their family members.

= The selection of which students will be recruited begins very soon after enrol= lment in public education schools. The process of actively recruiting the individual, however, almost routinely o= ccurs during in the 6th, 7th, and 8th grades, ie “middle school” age. Who knows, maybe that&#= 8217;s why middle schools were invented? <= /span>

REFERENCES<= /o:p>

Berne, Eric, M.D.: “Games People Play, the Psychology of Human Behavior”, Grove Press, New York, NY, 1964.
Berne, Eric, M.D.: Transactional Analysis Bulletins, 1964-68.=
Berne, Eric, M.D.: "Transactional Analysis: A New and Effective Psychotherapy," American Journal of Psychotherapy, Vol. 12, No. 4, 1958.
Berne, Eric, M.D.: “Transactional An= alysis in Psychotherapy”, Grove Press, New York, NY, 1961.<= /span>
Ernst, F.H. Jr., M.D.: “The Encounterer”, Vol. 1&2, No.’s 1-39, Golden Gate Foundation for Group Treatment, Inc.
Ernst, F.H. Jr., M.D.: “Getting Well With Transactional Analysis / Get-On-With, Getting Well and Get (to be) Winners”, Addresso’Set Publications, Vallejo, California, 2008.
Ernst, F.H. Jr. M.D.: “Handbook of Listening, Transacti= onal Analysis of the Listening Activity” Second Edition, Addresso'set Publications, Vallejo, California, 2008.
Ernst, F.H. Jr., M.D.: “Third Circle, The Diagramed Par= ent: Eric Berne’s Most Significant Contribution”, Addresso’Set Publications, Vallejo, California, 2008.
Ernst, F.H. Jr., M.D.: "Transactional Analysis in The OK Corral: Grid for What’s Happening", Addresso’Set Publications, Vallejo, California, 2008.
Ernst, F.H. Jr., M.D.: “OK Corral, Grid for What’s Happening – Eric Berne Memorial Scientific Award Acceptance Spe= ech / Boston, August 14, 1981”, Addresso’Set Publications, Vall= ejo, California, 2008.
Ernst, F.H. Jr., M.D.: “Andrea’s Named HellosR= 21;, Addresso’Set Publications, Vallejo, California, 2009.
Ernst, F.H. Jr., M.D.: “Can We Say The Hellos Now?̶= 1;, Addresso’Set Publications, Vallejo, California, 2009.
Ernst, F.H. Jr., M.D.: “Organized Pandemonium”, Addresso’Set Publications, Vallejo, California, 2009.
Ernst, F.H. Jr., M.D.: “The I’m OK, You’re = OK Classroom”, Addresso’Set Publications, Vallejo, Californi= a, 2009.

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Permission= is hereby granted to any person, magazine, newspaper, other periodical, or media to reprint this monograph in any single issue of the periodical in question, = so long as two conditions are met: (1) the monograph is printed word for word, including diagrams, figures, and footnotes, and (2) the following referenc= e is given at the bottom of the first page on which the reprinted article begin= s: “This article is taken from A Sea of Unknown Faces In Public Scho= ols by Franklin H. Ernst Jr., M.D. Published by Franklin “Harry” Er= nst III, Addresso’Set Publications, P.O. Box 3009, Vallejo, California 94590.”<= /span>