Transactional Analysis Journal

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GEM: A Goal-Setting, Experiential, Motivational Program for High School Students

Ronald J. Caius Smith
Transactional Analysis Journal 1981 11: 256
DOI: 10.1177/036215378101100314

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 GEM
A Goal-setting, Experiential, Motivational Program
for High School Students
Ronald J. Caius Smith
Abstract
Tbe GEM program uses transactional
analysis to provide an intensive sbort-term
goal setting course tbat motivates students
to increase tbeir scbool attendance, im-
prove tbeir discipline, and increase tbeir
cbance of graduation.
GEM is a motivational process for
adolescents based on transactional analysis
theory. The high school dropout preven-
tion program increases student success in
school as it provides autonomous behavior
change. The GEM Program was developed
over a four year period at Grover Cleve-
land High School in Buffalo, New York,
and has recently been validated by the
New York State Education Department.
This certifies the GEM Program as an
effective, innovative educational process
that will be replicated in other secondary
schools in the state.
The GEM Program identifies potential
high school dropouts, exposes them to an
intensive short-term goal setting course,
and consequently changes their behavior as
it relates to success in school. Students
increase their school attendance, improve
their discipline, and increase their chance
of graduation. The GEM Program has a
specific process curriculum that affects the
student change. An implementation guide
has been prepared that explains the class-
room process and the procedure for repli-
cating the program in secondary schools.
Procedures developed to accomplish the
objectives of the GEM Program involve
the identification of potential students by
school staff, the enlisting of parent or
guardian support of the program, the inter-
256
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viewing of potential program candidates
and the presentation of the GEM process
course to the target population.
Target students exhibit behaviors that
characterize them as potential school drop-
outs. These behaviors include below
average attendance, disruptive school
behavior and academic performance below
their potential. A network of professional
staff contacts throughout the school
identifies the potential students. A referral
system is used to initiate contact between
the students and the GEM Program
Director, with school administration giving
final approval of all referred students.
The referred students are interviewedfor
voluntary enrollment in the GEM Pro-
gram. The seven-day class increases stu-
dents' awareness of their potentials, im-
proves their communication skills, has
them set personal goals, presents problem-
solving techniques, and gives students
skillsin solving life problems. The program
has focused attention on students in low
economic areas, where the dropout rate
is high. However, due to the unique pro-
cess approach, any population faced with
personal decisions will benefit from
the program.
Funding for GEM began in 1976 from
the federal government's Elementary and
Secondary Education Act, Title IV-C. The
purpose of Title IV-C Grants is to develop
innovative techniques to solve contemporary
education problems. The original grant was
written by the present Program Director as
a means of giving high school students
information that would help them in deci-
sion making. After three years of develop-
ment, the program evolved into the process
approach now used. Developmental assis-
Transactional Analysis Journal

tance was provided by transactional analysts
and adolescent counselors including Jerrold
Paul, PTM and Richard Erskine, TM.
Evaluation procedures used to measure
GEM's success included pre-post observa-
tions of students attendance, disruptive
behavior, and school dropout rates. A
comparison group with behavior patterns
the same as the contact group was used
for a control in the evaluation. Validation
of the program by the New York State
Education Department included the use of
outside professional observers to verify
the program's success. The GEM Program
is now being replicated in other secondary
schools in New York State. National
evaluation of the program is planned during
the 1980-81 school year.
The GEM Process
GEM works on the assumption that
students who understand their potential
will be more successful in self motivation.
The seven day process approach is pre-
ceded by an interview with each identified
student.
A modified Life Script Questionnaire
is used as a guide for the student interviews
to obtain information on beliefs pertaining
to themselves, their parents and the world.
A teacher-student contract is developed at
the end of the interview to establish an
objective for each student during the
course. The process used during the sixteen
hour course consists of three phases.
Phase I introduces the basic concepts of
transactional analysis (ego states and
strokes) to the students, provides struc-
ture in terms of specific rules and require-
ments during class, includes a discussion of
human development, and gives students a
chance to feel comfortable in the GEM
classroom. An environment of pillows,
bean bags, carpeted floor, and colorful
posters dealing with existential philosophy
are included in the unique classroom. The
teacher generally comes from Adult and
Parent ego states during the first phase.
In Phase II of the course, the students
question their goals, discuss their values
and beliefs, and view their lives from a
"Martian perspective." Activities are de-
signed to confront the students' directions
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GEM
in life. A list of autonomous wants is
made by each student at the end of this
phase to provide goals for the third part of
the course. The teacher is in Adult, Free
Child and Little Professor during much
of this phase. Students tend to get anxious
and excited at this time because the struc-
ture of the class is reduced.
In Phase III of the program the students
are once again in a structured setting with
the teacher in Adult and Parent ego states.
A goal setting process related to the want
list developed in Phase II is experiened.
Permissions on success are given as well as
specific techniques to move toward desired
goals. Students are given opportunities
throughout the three phase process to ques-
tion, discuss, and argue all information
presented. A final closure experience ends
the program for the students who then
return to their regular classes. After leaving
the program, the students are given the
opportunity to discuss with the GEM
teacher any current frustrations or
successes, although no formal follow-up
contact is specified.
Why GEM Works
Students who are identified as potential
dropouts experience their time in school as
frustrating. Part of that frustration is the
result of the system itself having put stu-
dents in a one down position. This mes-
sage often is sent to the students outside of
his or her awareness. The process of public
education whereby superiors experience the
world differently than students and have
the authority to dictate right from wrong
can in itself cause rebellious behavior.
The constant reinforcement of this mes-'
sage by verbal and non-verbal communi-
cation causes many adolescents to give up.
GEM provides students with an aware-
ness of the conflict between the education
system and their individual realities. It also
furnishes an understanding of their own
development as well as a specific process
to get their needs and wants met. The
liberating information gives students con-
trol of their lives and power over what is
happening to them in school. The short
term GEM process has enough impact on
the students for them to begin to under-
257
RONALD J. CAIUS SMITH

stand themselves in relation to the world.

The more they learn to trust themselves Dropout Rate
and get their needs met, the more success- Dropouts
Groups Non-Dropouts Totals
ful they become. Participants 111 (80%) 27 (20%) 138
Statistical Results Non-Participants 23 (24%) 72(76%) 95
Totals 134 99 233
The objectives of the GEM Program
were specified and measured in three areas
Table 1
to evaluate the success of the program be-
fore it was validated by the New York
State Education Department. who transferred out of the school district.
A Chi Square x2) analysis of dropout
OBJECI1VEI rate frequencies demonstrates an outcome
A description of program outcomes in in favor of the participant group which
terms of dropout, enrollment, graduation, could be attributable to chance variation
and transfer category comparisons for one time or less out of every 100 obser-
participant and non-participant groups vations. (p<.OI)
was documented across three operational
years. OBJECI'IVES 2 AND 3
On the basis of both behavioral and With respect to school attendance, the
attendance patterns, students were identi- treatment group evidenced a change in
fied as potential program participants by behavior reflecting an improved attendance
teachers, professional personnel, and rate on a 25-50 school day pre-post
school administrative staff. Consequently, treatment comparative basis.
the participant group is composed of With respect to disruptive classroom be-
students who were contacted by the Pro- havior, program participants demon
gram Director and opted to enroll in the strated a reduction in the number of com-
GEM Program. The non-participant group plaint slips that are issued on a 25-50
represents students who were not con- school days pre-post treatment compara-
tacted because of class size or scheduling tive basis. (The fifty (50) school days is
limitations. considered idea; less than fifty (50) days is
Table I contains categorical overviewsof based on proximity to the beginning or end
the following program characteristics: of the school year. A minimum of twenty-
Totals: The number of student partici- five (25) days is used to reduce the Haw-
pants, the number of student non-parti- thorne Effect on program operation.)
cipants and the number of students recom-
mended for inclusion in the program.
Dropouts: The number of students in the Program Variable Pre-Program PostProgram Dllterence
participant and non-participants groups Mean
who left the project shcool and did not Attendance 30.6 32.2 +1.8
enroll in an accredited educational facility. Mean Number of
Complaint Slips 4.0 2.4 -1.6
Enrollees: The number of students in the
participant and non-participant groups
Table 2
who are currently enrolled in the Buffalo
School District.
Graduates: The number of students in the An examination of within variable
participant and non-participant groups difference in terms of pre-post program
who have graduated as of June, 1979. attendance rate data indicates that students
Transfers: The number of students in the were in school more frequently following
participant and non-participant groups program participation. In addition to this
Complaint slips are used by the pilot project school for teachers to communicate unacceptable student classroom
behavior to school administrators. Issued slips are kept on file in individual student folders in administration
offices.

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finding, complain slip figures demonstrate
that the average number of slips issued
decreased subsequent to program involve-
ment. The most significant comparison to
be examined, however, relates to pre-post
program differences between attendance
and complain slip frequencies. This data
reflects an inverse relationship between
pre and post program observations such
that following program participation
students attended school more frequently
and received fewer complaint slips. Prior to
program involvement students attended'
school less often and were issued more
slips.
Replicating theProgram
Secondary schools in New York State
may apply for a Replication Grant from
the State Education Department Title IV-C
Office that will cover the costs of imple-
menting a GEM Program in their school
district. Guidance counselors or teachers
who have knowledge in Transactioml
Analysis and Gestalt Awareness can be
trained by the Program Director to estab-
lish a GEM Program in their school.
Twenty schools in New York State have
applied for replication grants. The grants
cover the cost of implementation for two
program years. After that period local
funds are used to cover operational costs.
The effects of operating a GEM Program
in a school releases administrators that
were traditionally responsible for dealing
with discipline problems to work in other
administrative areas. As behavior
problems decrease, less time will be used
for the enforcement of disciplinary pro-
cedures. The GEM Program has docu-
mented that the attendance of students
exposed to the GEM process generally
increases. A direct benefit of this situation
to the school systems in New York State is
manifested in terms of increased financial
aid. Students who participate in the GEM
Program demonstrate significant differences
in their high school completion rate as
opposed to non-participants.
Although improving the quality of educa-
tion in a cost efficient manner is a strong
consideration for the GEM Program, its
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GEM
true value is the positive effect it has on
students. Here are some anonymous res-
ponses written by students after partici-
pating in the GEM Program:
"Thank you for letting me come to this
class."
"I learned everything I want to know
about me."
"I think this is the best class in the
school."
"This class can't get any better."
"This class helped me be aware of my
future."
"I like this class and will always remem-
ber it."
"Everybody should come here at least
once."
"The world would be a better place if
everybody took this class."
Conclusion
In experiencing the dilemmas of
adolescents, their quest for personal con-
fidence, their struggle for social inter-
dependence, and their need to acquire
knowledge to meet the challenges of life,
the GEM Program is designed to give them
information that helps. It does not deliver
answers, but provides the knowledge and
skills to make healthy, positive, autono-
mous decisions that allow students to be-
come successful in their individual ambi-
tions.
The National Diffusion Network
administered by Title IV-C of ESEA pro-
vides school systems with information
about exemplary education programs
throughout the country. The GEM Pro-
gram will apply for national validation
during the 1980-81 school year. It is hoped
that this will further the communication of
the theoretical concepts used in GEM;
concepts that help students understand
who they are and what their world is about.
Ronald J. Caius Smith, RM with SFM
contract, MEd, is the developer and pre-
sent director of the GEM Program, Grover
Cleveland High School, Buffalo, New
York. He has worked in public education
with adolescentsfor sixteen years.
259