------------------------------------------------------------------- F.A.C.T.Net, Inc. (Fight Against Coercive Tactics Network, Incorporated) a non-profit computer bulletin board and electronic library 601 16th St. #C-217 Golden, Colorado 80401 USA BBS 303 530-1942 FAX 303 530-2950 Office 303 473-0111 This document is part of an electronic lending library and preservational electronic archive. F.A.C.T.Net does not sell documents, it only lends them according to the terms of your library cardholder agreement with F.A.C.T.Net, Inc. ------------------------------------------------------------------- \Student Text\Page.00001 'When you meet the friendliest people you have ever known, who introduce you to the most loving group of people you've ever encountered, and you find the leader to be the most inspired, caring, compassionate and understanding person you've ever met, and then you learn that the cause of the group is something you never dared hope could be accomplished, and all of this sounds too good ro be true it probably is too good to be true!" -- Jeannie Mills TOO GOOD TO BE TRUE: RESISTING CULTS AND PSYCHOLOGICAL MANIPULATION Student Text A Lesson Plan for Middle Schools and High Schools by Marcia R Rudin, MA Director, International Cult Education Program Developed by the International Cult Education Program Copyright 1992 American Family Foundation International Cult Education Program (ICEP) PO Box 1232, Gracie Station NewYor~NY 10028 (212) 439-1550 \Student Text\Page.00002 The International Cult Education Program (ICEP) helps professionals in colleges, universities, high schools, middle schools, churches, synagogues, and other settings educate themsel~.es and their young people about cults, psychological manipulation, and occult rituals by providing educational programs and materials. ICEP is a joint program of the American Family Foundation and the Cult Awareness Network. The American Family Foundation (AFF) is a nonprofit research and educational organization that collects information on cultic groups and manipulative techniques of persuasion and control, analyzes this information in order to advance understanding of the problem and possible solutions to it, and shares it with other professionals, the general public, and those requesting help with cult involvements. The Cult Awareness Network (CAN) is a national, nonprofit organization founded to educate the public regarding the harmful effects of mind control. CAN is a network of 21 local affiliates located throughout the U.S. The author would like to express her appreciation to the following people who assisted in the conception and development of this lesson plan: Dr Sandy Andron, Linda Blood, Michael Caslin, Priscilla Coates, Hope Evans, Robert Felldws, Dr Doris Holloway-Abels, Dr. Michael Langone, Amold Markowitz, Dr. Herbert Nieburg, Nadia Preyma, Herbert Rosedale, Esq., Judy Safransky, and Dr. Robert Safransky. Table of Contents Pa~e To the Student ................... .................- - ........ - ..... 1 . . . .- . - . . . . . . . 1 Pre-Test............................................ ............-.- 1 Introduction . . . . . . . . . . . . . . . . . . . .- . . . . . . -.....3 What is a Cult? ................... ................... ............... 6 The Harm Cults Can Cause ................... ................... ...... 9 Mind Control and Psychological Manipulation ......... ................. 11 Saying 'No" to Mind Control and Psychological Manipulation............. 17 Occult Rituals ................... ................... ....... - ...... 23 How to Avoid Getting Into a Cult and Getting Involved in Occult Rituals .. 26 28 Post-Test ...................................................... ... 28 Where ro Go for Additional Information and Assistance ................. 29 Student Evaluation ................... ................... ............ 30 \Student Text\Page.00003 To the Student There are more cults than ever before, all over the world. Cults can seriously interfere with your life. In a survey conducted in 1992 of 308 former cult members from more than 100 different cult groups, thirtv-eight percent of those interviewed who were students when they ~ere recruited into a cult reported that they dropped out of school after joining the group. Cults particularly target young people. College is a popular recruiting ground. In the 1992 survey twenty-seven percent ot the 308 former members said they were college students when they first made contact with their group. Cults also recruit high school students. Ten oercent of the 308 former members questioned in the 1992 survey were in high school when they were recruited. In addition to the possibility of being approached by cult recruiters, you will also meet people who want to strongly influence you ln other ways. We all meet people who try to manipulate us to get us to do what they want, convince us to give money or time to their cause, or sell us something we really don't want and can't afford. Lesson Plan Objectives This lesson plan aims to help you · Sharpen critical thinking and questioning skills ·Evaluate authorities and experts (while not wanting to teach you to question all authority, this lesson plan aims to help you evaluate who is a legitimate authority or expert) · Recognize when someone is trying to manipulate you · Identify a group or individual that might be harmful · Identify a group that might be a cult or have some characteristics of a cult · Evaluate groups and individuals and evaluate commitments to them ·Improve your self-esteem and confidence so you can say "no" to people and groups that are trying to manipulate you ·Apply what vou learn in this lesson plan about saying "no" to cults and manipulation to all areas of life, such as resisting peer pressure for substance abuse and sexual activity, resisting overzealous salespeople, advertisers and others trying to sell something, and resisting those trying to persuade you to do something you don't want to do Pre-test Attach to each statement a number from 1 to 5 best describing your feelings and/or opinion about the statement that follows. The numbers mean: 1 = I stronnlv disagree 2 = I disagree 3 = I feel neutral (I don't have strong feelings and/or opinion about) 4 = I agree Copyright 1992 American Family Foundation Page 1 \Student Text\Page.00004 5 = I strongly agree Please note: There are no right or wrong answers to these statements; no one else will see the responses. The purpose of this pre-test is to see how much you know now about cults and psychological manipulation. When the class completes this lesson plan there will be another opportunity to respond to these statements. 1. It's easy to leave a cult. 2. Cults don't harm people and their families. 3. There are no differences between cults and other groups. 4. There's no difference between mv rabbi/minister/priest and a cult leader. 5. Manipulating people to get them to do what you want them to do is wrong. 6. Everyone has a right to believe what he/she wants to believe. 7. Everyone has a right to do what he/she wants to do. 8. People who Joln cults are searching for something, such as meaning in their lives, spiritual fulfillment, a feeling of belonging, a substitute family. 9 You can get good things from cults, such as acceptance and love. 10. You can get good things from cults, such as meaning and purpose in your life. 11. You can get good things from cults, such as a sense of accomplishment, discipline, and happiness. 12. Only losers join cults. 13. Iwould neverjoin a cult. 14. Nobody can talk me into doing anything I don't want to do. 15. I don't do what people tell me to do just because they are in a position of authoritv OVef me. 16. I care about what my friends think of me. 17 I am strong-willed and can resist anything or anybody. 18. Occult rituals (see definition on page 4) are fun and are probably harmless. Copyright 1992 American Family Foundation Page 2 \Student Text\Page.00005 Introduction "When you meet the friendliest people you have ever known, who introduce you to dle most loving group of people you 've ever encountered, and you find the leader to be the most inspired, can'ng, compassionafe and understanding person you've ever l?zet, and tPlen you leam that the cause of tlte group is sometltirtg you never dared hope could be accomplished, and all of this sounds too good to be true it probably is too good to be true! Don 't give up your education, your Itopes and ambitions, to follow a rainbow. " Jeannie Mills offered this advice in a book she wrote after she left a cult called "The Peoples' Temple" in the jungle of Guyana in South America. On November 18, 1978 the cult's leader, Reverend Jim Jones, ordered his followers in Jonestown, the cult's settlement, to drink Kool-Aid mixed with cyanide. Those who refused to drink the deadly poison were injected with it or shot by Jones' guards. Nine hundred and eleven people died. Two hundred and seventy-six of them were small children and teenagers. This tragedy happened after California Congressman Leo J. Ryan visited there to investigate complaints about Jonestown. Ryan was shot to death on the orders of Jim Jones at the airstrip as he was leaving Guyana. (Jeannie Mills was also murdered a few years later.) How could someone like Jim Jones gain absolute control over people's lives? Could it ever happen to you? Would you ever give up contro1 over your life -- and perhaps your life itself -- to someone else? Of course, most people will answer, "No, I'd never fall for that. Only nerds would! I'm too smart--I can think for myself!" But we can all be easily persuaded and manipulated, often without even realizing it. We can all be coaxed into relationships and groups that are harmful to us. We think we can't be psychologically manipulated. But we~a~L~ vulnerable, no matter how smart or well-educated we are. Definitions of Key Terms Some of the words and terms used in this lesson plan may be unfamiliar. Refer to this alphabetized glossary for assistance as you read through the text. · abuse - (noun) Wrong, improper treatment, violation, misuse; (verb) To hurt wrongly or improperly, to mistreat, violate, misuse · authoritarianism - A system which requires complete submission of an individual's freedom to authority; submission to the oppression, control of the group · aufonomy - Self-governance · brainwashin8 - Popular term for mind control; connotes emptying or washing of contents of the mind and replacing them with new contents · coerce - To compel by force (psychological force or pressure as well as physical force), to intimidate, dormnate, or control Copyright 1992 American Family Foundation Page 3 \Student Text\Page.00006 · coercive persuasion - The use of compulsion by force and intimidation (psychological intimidation as well a physical intimidation) with the intent of convincing someone to do something or believe something · covenant - A formal agreement between two or more persons · culf - See definition, pages 6-8 · culfic - Like a cult, having characteristics of a cult · dentand characferistic - A situation where one will do what one believes is expected (demanded) -- for example, in a college-admissions interview or job interview one would dress well, sit up straight in the chair, and answer the interviewer respectfully, or in a medical examination one would remove items of clothing at the doctor's request · dilemma - A choice between two or more equally undesirable alternatives · faulty dilemma - When it's not accurate that there are only a limited number of apparent choices, alternatives that are equally undesirable, i.e., there are other alternatlves or choices; for example, if a cult recruiter says one can either ~et a job or improve the world, there are other alternatives: one can get a job and work to improve the world at the same time ·tzidden agenda - A situation in which one purpose is openly stated while another, unspoken purpose lies in the background · indocfrination - Instruction in a doctrine, principle, or ideology, especially a partisan or sectarian dogma · love-bomb - To dishonestly and falsely flood or overwhelm someone with praise and a feeling of self-worth and importance for the purpose of manipulation (a technique often used by cult recruiters) · manipulate - To manage or influence by clever or devious skill; to change something or someone to suit one's own purpose or advantage · manipulafioI2 - Management or influence by clever or devious skill; changing something or someone to suit one's own purpose or advantage · mind control - The exercise of restraint or active direction, molding of someone's mental processes and patterns for one's own purposes; the subjection of someone to a method of changing his/her attitudes or beliefs; controlled indoctrination · occult - Sacred, hidden, concealed; includes practices and ideas such as astrology, fortune-telling, magic, witchcraft, satanism, the supernatural, and secret wisdom groups and philoso~hies; based on a philosophy called Gnosticism -- the idea that one should attempt to tlnd hidden knowledge not available to most people and can and should use this knowledge to control life · OCCUlt rituals - Rituals performed in connection with the occult · psycltologicol abuse The wrong, improper, or corrupt use of someone's mental and emotional state of mind · psychological manipulafion Management or influence over someone's mental or psychological state cleverly or deviously in order to suit one's purpose or advantage Copyright 1992 American Family Foundation Page 4 \Student Text\Page.00007 · rite - An established ceremonial act or procedure customary for a solemn occasion · n'tual - An established form of conducting a rite; any practice or behavior repeated in an established, prescribed manner ·n'tual abuse - Systematic abuse (can be physical, sexual, and/or emotional abuse) committed by a group in a stylized ceremo~al manner consistent with the group's belief system and approved by the group's leadership · totalism - A social system having a closed environment and complete, authoritarian control over the indivldual · franscendenf - Beyond ordinary experience, thought, or belief · frespass - An unlawful intrusion on the person, property, or rights of another Copyright 1992 American Family Foundation Page 5 \Student Text\Page.00008 What Is a Cult? 'TI~e path ofse~egation leads to Iynching. l7ze path of anti-Semitism leads to Auscllwitz. 71le path of cuIts leads to Jonestown. We ignore this fact at our pen'~ -- Rabbi Maurice Davis Read the article "Cults: Questions and Answers" in the handout Cults & Mind Control. This lesson plan will not mention or discuss specific cult groups for several reasons: · There are too many groups to talk about. · If this lesson plan mentioned specific groups and a group isn't mentioned, you might think it's not a cult. · Cults constantly change -- facts about individual groups change quickly, new groups form and old groups break up, and names of groups change. · There are different prominent groups in different parts of the country and the world. · Rather than giving facts about specific groups, a major goal of this lesson plan is to help people recognize the characteristics of a cult or what factors make a group a cult and then to apply these criteria to other groups or relationships in order to evaluate them. What are some of these characteristics? A cult is a group · Whose ieaders deceive and manipulate people in order to get them to join it and to stay in it · Which has strong, sometimes total control over the members' lives, for example telling them where to live, where and when to work or go to school, what to do with their monelr, who may be friends or romantic partners, when, who -- and if -- to marry, when -- and i~ -- to have children and how to raise them, what kind of medical care they can receive, how to schedule time, what to eat, what to wear, when -- or if -- to see their families, etc. · Whose authoritarian leader(s) and teachings may not be doubted or questioned · Whose leader(s) claim to have a special status, power, secret knowledge, or special relationship with a higher power · Which uses carefully-planned techniques sometimes known as mind control or brainwashing (see pages 11-12 for more details about these techniques) so its leaders will benefit while at the same time exploiting and harming its members and their families (see pages 9-10 for more details about the harm cults can cause) Often these groups are termed "destructive cults" rather than just "cults." The word "destructive" when used with the word "cults" describes the harm and abuse that may be caused by these groups. That is the intended meaning of the word "cult" in this lesson plan, although the word "destructive" will not be used from now on. Cults can grow out of any set of ideas or beliefs. The ideas needn't be unfamiliar or strange. On the other hand, a group with strange or unfamiliar ideas or ideas with which one disagrees isn't necessarily a cult. Defining a cult is a question of how its members act Copyright 1992 American Family Foundation Page 6 \Student Text\Page.00009 or behave. It's not a question of what its members believe or what their ideas are. It's a question of deed, not creed. Often it's difficult to distinguish cults from other groups -- the line may be thin, and it may be a matter of degree. But there are important differences: Groups TCzat Aren 't Cults · ~e not deceptive; tell people what life in the group will be like; tell the real name of the group and its leadership · Allow people time to think over their commitments to it carefully · Respect the individual's autonomy and independence · Respond to critics respectfully · Respect the family and one's commitment to it · Have built-in controls to watch over their leader(s), so behavior and abuses can be monitored and corrected Cults · Deceive people; don't tell them what life will be like in the grou~; sometimes don't tell the real name of the group or its leadership or reveal the nature o~ the group · Demand firm commitment to join before people have a chance to think things over carefully or consult with family and friends or other support systems · Force people to obey their demands; don't respect the individual's autonomy and independence · Mayrespond to critics with intimidation or physical or legal threats · View the family as an outside enemy or interfering factor · Operate secretly, allowing no public or organizational scrutiny, no checks and balances, no way of checking or monitonng misbehavior or abuses and no way to correct them To summarize, whether or not a group is a cult depends upon its actions and behavior, as described above, not its ideas. In the past, most cults were religious groups promising religious or spiritual fulfillment. But that's no longer true. Now there are also political cults, based on a specific political ideology; commercial cults, which claim to help people make money (sometimes business management-training programs sold to companies promising to increase employees' productivity and increase the company profits); and therapy cults, whose leaders claim they can help people solve personal problems and fulfill their potential. Cults and the First Amendment Because many cult leaders and members believe "the ends justify the means" and that what they are doinp is more important than society's laws, sometlmes they break civil and criminal laws ~n order to advance the organization and its goals. Examples of laws some cults violate include those concerning Copyright 1992 American Family Foundation Page \Student Text\Page.00010 · minimumwage , childlabor · child abuse and/or neglect · sexualabuse · health and sanitation · compulsory education of children · immigration · transporfation of minors across state lines or international borders ·involuntary servitude (slavery) of adults and children (violation of the Thirteenth Amendment to the U.S. Constitution which forbids slavery) · exfortion · college-loanfraud · welfare fraud · income-tax evasion and other tax fraud · solicitafion fraud (for example, the cult member trying to get someone to donate money falsely claims that the money will feed hungry people, house the homeless, etc.) and other kinds of commercial fraud · storage of illegal weapons and ammunition · drug smuggling · murder of dissidents · basic human rights, especially the rights of women and children Such cult leaders hide behind the U.S. Constitution's First Amendment -- which provides for freedom of speech as well as freedom of religion -- to mask their illegal activities and to escape prosecutlon. Everyone wants to protect these precious freedoms guaranteed by the First Amendment. But the First Amendment doesn't provide immunity when any group or individual violates laws. One must distinguish between freedom of belief and freedom of action as a result of these beliefs. We are free to believe as we want, but we are not free to act as we want, especially if our actions harm others and/or break laws. Discussion Question How can you tell if a group is a cult? What are some of the warning signs that it might be a cult? Copyright 1992 American Family Foundation Page 8 \Student Text\Page.00011 The Harm Cults Can Cause "Cults leave scars on the entire family, like scars and ad~lesions you have afrer nzajor surgery." Judy Safransky, parent of former cult member Read the articles "Bible Talk.. .Have You Been Invited?" and "Coming Out of the Cults" in the handout Cults & Mind Control. Cults may · Seriously and perhaps permanently disrupt members' lives by interrupting their schooling and careers (38% of the 308 former cult members interviewed in a 1992 survey who were students when they were recruited dropped out of school after joining the group) · Cause financial harm, by, for example, forcing the member to turn over salaries, savings, inheritances, trust funds, or property to the group · Harm families by interfering with family relationships, often causing separation of cult members from their family members who are not in the group or separation of family members within a group · Psychologically, physically, and sometimes sexually abuse members · Cause severe problems of readjustment if a member leaves the group · Pose a serious threat to our democratic system because they are authoritarian, anti-democratic, and totalistic Some personal stories . . . Our son's daily routine changed completely. Junior college and his part-time work became secondary in his life. Our family life changed drastically. My son was a stranger in his own home. Mike's school grades went down, and his boss at his part-time job at the local utility company noticed his lack of concentration at work. Eventually, he had to drop out of school, and he lost his job. They [the cult leaders] "suggested" he move out of our house. My family was "of the devil" (the cult's words) because we chose not to believe as he now believed. From the non-stop pressure the cult put on him, he did suffer a nervous breakdown and that is how we were able to get help for him. Recuperation was painful for the family, most of all for Mike. He suffered great losses -- he lost his new belief system, his job, his school, his "new" family. The cult family continually pestered him to return. After leaving the cult, he had to re-establish his whole world. His recovery is a continual process taking many years. -- Mother of Former Cult Member [The following is excerpted from and used with permission of CAN News, May 1990, pages 4-5.] In our group women ignored their children -- children kept you from being close to God .. · My children were not really treated the way I wanted them treated. The adults thought Copyright 1992 American Family Foundation Page 9 \Student Text\Page.00012 that children kept you from knowing God well enough. They were "in the way" and you were better off not having them because you had less time for God with them around you. You had to meet their needs and your attention was not on God .. . My son slowly drlfted away from me but I was thinking that this was ,art of growing up and his adolescent independence. I was confused. A sign of a gooc mother was to give up. I was not to idol-worship my children. -- Former Cult Member [The following is excerpted from and used with permission of CAN News, August 1988, pages 3, 8.] I began to see that Group X was a militant control on my life and the other members. A mass control and mass response. When I thought about leaving X, there was fear. Instead of leavi?g, I recruited others into X, I pushed myself even harder in activities. I couldn't shake o~~. .. the thought we were doing the ri~ht thing for ourselves and the world. All of it was an illusion. A beautiful mystical dream :.. This went on for ten years and my time and life had nothing to show for it. -- Former Cult Member On October 25, 1956 durin~ the Hungarian revolution I got shot through my left leg. Because of my involvement ln the revolution, I had to escape from Hungary in 1960 ... I came to the US in 1966 with my wife and two small children, $200, and an eighty-pound box. We came to America so we would have freedom, freedom of thought. I worked hard all my life, and built up my life -- a beautiful house, barn, woodshed, on a ten-acre lot in Maine so I would have something for my family. We had six children. In the early'80s my wife and children got involved with the X group in neighboring New Hampshire. One of my children just graduated from college. Another is just coming into high school age. My sixteen-year-old in the cult has no communication with me because I am called an outsider, a non-believer. The church has taken most of my property. My marriage has split up. I have lost everything. I never dreamed a religion would destroy a family. They are trapped in their own world .. .They have my wife and children, I have lost my family! .I lived through the Communist regime in Hungary, I know what brainwashing is. -- Husband, Parent of Cult Members Discussion Questions 1. What are some effects of cult membership on the followers and on their families? 2. Do you know of any situations similar to those described above by the parents of cult members and the former cult members? 3. Do you think what cults and their leaders do to cult members is wrone;? Why or why not? Copyright 1992 American Family Foundation Page 10 \Student Text\Page.00013 Mind Control and Psychological Manipulation "People don 't ioin cults--they 're aggressively recruited/nto fher,t. " -- Former cult member "Recruitment is a fomt of trespass. If is an invasive act. TI~e victim of cult recruitment does not succumb -- the victint has been targeted and the recruiter takes care~f~l aim, using charm, guile, and deceit. " -- Hope Evans, mother of cult member Cults claim to offer contentment and fulfillment. They can appeal to people who · PLTe lonely and/or seeking attention. · ATe in a normal but often difficult transitional stage of life · Have suffered a recent loss through death or ending of an important relationship · Want to be part of a caring community · ATe searching for meaning and purpose in their lives or a transcendent experience · ATe frightened of the uncertainty in life today and of facing a difficult economy · PLTe idealistic and want to improve the world · Wanf absolute, instant answers to life's complicated problems and ultimate questions · Want to find a loving family in a time of breakdown of traditional family structure (some groups talk about themselves as "The Family" and the leaders as "True Parents" or "Mother" and "Father") · PLTe attracfed by a sense of daring and adventure · PLTe disillusioned with our political system and want to find another way to change the world But experts and former cult members say people don't loln cults just because they're unhappy or searching for something. While those may be factors, they insist that people are manioulated, oressured, and deceived into going into cults. Everyone is vulnerable because cult leaders use strong pressure to get people into the group and then use carefully designed methods of coercive persuasion or psychological maIllpulation to keep them in it. They use effective techniques to undermine and destroy the person's identity, self-confidence, self-image, and indivlduality and to bring him/her under the tight control of the group. Some of these specific techniques include · Discouraging questions and critical thought · Encouraging feelings of extreme guilt and remorse · Using strong peer pressure, playing on member's desire to be loved and accepted (a technique known as love-bombing) Copyright 1992 American Family Foundation Page 11 \Student Text\Page.00014 · Tofally controlling the physical and psychological environment -- cutting members off from friends, family, school, and previously held beliefs · Making the member totally dependent on the group for physical survival and happiness · Generating a fear of leaving the group; for example, telling members they will never be happy outside of the group, will become ill, or will die if they leave · Imposing a poor diet and poor health care, which can physically weaken members and interfere with their ability to think clearly · Forcing members to work long, exhausting hours, with little rest and sleep so they have little energy and resistance · Controlling channels of communication, cutting off members from outside sources of information · Manipulafing language, assigning special meanings to words, which makes members feel they are part of an ellte, special group · Inducing trance-like states of mind in which a person can be easily influenced · Forcing embarrassing public confessions of misbehavior which can make members vulnerable to manipulation · Tightly controlling time and activities and allowing little or no privacy, so members have no time to think or to evaluate their commitment to the group What is Mind Control? [The following is excerpted from Easi~L Fooled, by Robert Fellows, copyright 1989 by Robert C. Fellows, publlshed by Mind Matters, Inc., page 22, reprinted with permission.] Mind control. It sounds powerful and insidious. The kind of brainwashing that gets prisoners of war to reveal secret information. We would certainly recognize it if it were happening to us. We'd be hypnotized, have bright lights shined on us, be forced to listen to propaganda, and receive shock treatments or drugs. Not the case! The most effective kind of mind control is the most difficult to recognize. It subtly exploits our social conditioning and the vulnerable characteristics that we all have at various tlmes. Mind control is really just social influence that restricts freedom of choice. It consists of psychological manipulation, deception, and the use of demand characteristics. Because of our social conditioning, certain situations and relationships with other people seem to demand that we act in a predictabie way. That dynamic affects us every day in advertising, sales, business, and personal relationships. For example, when we listen to a lecture, the theater seating and the podium influence us to sit still and listen while an "expert" talks. That is a demand characteristic. An "expert" is someone from out of town with a briefcase. "The printed word is true." 'Team players cooperate." "Doctor's orders." "It's impolite to say 'no." These are more demand characteristics that can be used to influence people. Guests don't complain, so if I wanted to convince you of something, I might try to invite Copyright 1992 American Family Foundation Page 12 \Student Text\Page.00015 you to dinner. Then you'd be less likely to complain about the food ... or my business, religious, or political views. When we interview for a job, we are supposed to answer questions. It might be better if we resisted the expectation of the situation and went into the interview with our own list of questions, as though we were interviewing the company to see if we wanted to work for them. ***~* Manipulation Tactics ofa Cult Recruiter This "typical" conversation between a cult recruiter and a student she has carefully selected to try to get into her group takes place in a student lounge. The cult recruiter, an attractive young woman named Jennifer, enters the room and spots a potential recruit sitting at a table alone, reading a book. [The following is excerpted from the videotape "Cults: Saying No Under Pressure," copyright 1990 by Instructivision, Inc. and International Cult Education Program, printed with permission.] Recruiter (looking over shoulder of student and noting the title of the book he's reading.) Hey, I read that book last year. It's tough. Looks like you have a lot of work to do. You must be under a lot of pressure. John Yeah, I'm swamped. Recnrirer School can sure be hard to deal with sometimes. John Right. Recruiter (sits down with the student at the table) I'm Jennifer, what's your name? John John. Recnriter You're concerned about important issues, I can tell, John. (student nods) I belong to a discussion group that talks about these things. We're getting together tonight, John. Come with me! John I have a lot of work to do. Recnriter Come on -- what's one night out of your life? We discuss politics, too, like how to improve the world. John Yeah, it sure is a mess. But I don't have much time to worry about that. My parents are nagging me to get good grades. They want me to get a good job, be a big success, you Copyright 1992 American Family Foundation Page 13 \Student Text\Page.00016 know? Recruiter So manv people are starving, John. Homeless. (sending him on a guilt-trip) You mean you'd raiher go out and make money than help? John (weakly): Well, no . . . Recruiter (softening tone of voice) We have a lot of fun too. We always have a party afterwards. Good food. (pauses, looks into student's eyes, flirting) And I'd really like to get to know you better, John. (John responds to the eye contact and flirting, and begins to look interested. Jennifer notices thls and picks up on it.) You should come. We really need great people like you in our group, John. I'11 take you. John A party would be fun. I could use a break... Recruiter Great! You're coming! I can't wait for the others to meet you. ..They're going to love you, John. John Is this a school club? Recruiter Yes. (deception) John What's it called? Recru~er (deception) We don't have a name. We're just people who care about what's really important and want to make the world a better place... The cult recruiter is using deception, pressure and mind manipulation. John found it difficult to resist this pressure and was letting Jennifer control the conversation and control him. Let's see how Jennifer did this: · Jennifer appears to be pretending to be a student at that school. She may be, but she probably isn't. · Jennifer tells John how great and terrific he is, and how much the group needs great people like him. That's known as love-bombing. Did you notice how often Jennifer repeated John's name? This is flattering: it makes people feel very important. · Jennifer is trying to make John think she's interested in him. · Jennifer is pressuring John to come that very night and to meet the group right now. She's not giving him any time to think it over or to check it out. · Jennifer is forcing John to choose between two options which she presents to him as mutually exclusive choices: either meet the other kids now or miss out on this wonderful Copyright 1992 American Family Foundation Page 14 \Student Text\Page.00017 opportunity forever. · In the same way she narrows down the options of either helping to improve the world or to build his own career, either be a good person and help others or be a selfish person and not help others. · Jennifer doesn't tell John the name of the group or what it's really like; in fact, she lies when she says it doesn't have a name and that it's a school club. · Jennifef plays on John's guilt for wanting to say "no" and for wanting to get good grades and be successful. · Jennifer paces herself and makes it appear that she's going towards John's goals. She goes along with John just enough to glve him the illusion that he is making the choices. But actually Jennifer is molding the choices and is steering John towards her goals. She skillfully makes John feel that he wants what Jennifer wants. ***+* In insisting that John come with her that verv night to meet the group, Jennifer pressures him by trying to force him into the choice of "come with me now" or "lose your chance forever to help change the world." Her false limitation of the wide range of choices that John actually has to the ~o she presents to him is known as a faulty dilemma. According to social psychologist Dr. Robert Cialdini, the limiting of time that we see in this situation is a high-pressure sales technique used often to force people into making decisions on the spot. [The following is excerpted from In~fZuence: Science and Practice, by Robert B. Cialdini,(3rd ed.), New York: HarperCollins Publishers, 1993, pages 197-198, reprinted with permission.] Customers are often told that unless they make an immediate decision to buy, they will have to purchase the item at a higher price or they will be unable to purchase it at all. A prospective health-club member or automobile buyer might learn that the deal offered by the salesperson is good for that one time only; should the customer leave the premises, the deal is off. One large child-portrait photography company urges parents to buy as many poses and copies as they can afford because "stocking limitations force us to burn the unsold pictures of your children within 24 hours." A door-to-door magazine solicitor might say that salespeople are in the customer's area for just a day; after that, they, and the customer's chance to buy their magazine package, will be long gone. A home vacuum cleaner operation I infiltrated instructed its sales trainees to claim that "I have so many other people to see that I have the time to visit a famiiy only once. It's company policy that even if you decide later that you want this machine, I can't come back and sell it to you." This, of course, is nonsense; the company and its representatives are in the business of making sales, and any customer who called for another visit would be accommodated gladly. As the company sales manager impressed on his trainees, the true purpose of the can't-come-back claim has nothing to do wlth reducing overburdened sales schedules. It is to "keep the prospects from taking the time to think the deal over by scaring them into believing they can't have it later, which makes them want it now." *++** Copyright 1992 American Family Foundation Page 15 \Student Text\Page.00018 Discussion Questions 1. What techniques do the writers of newspaper and magazine advertisements and radio and TV commercials use to get you to buy things? Do they work on you? If so, why do you think they work? If they don't work on you, why not? 2. Do you have designer clothing in your closet? Do you think it's better than other clothing and worth the extra money you spent? If your last answer is "no" then explain why you purchased it. 3. Why is it wrong to psychologically manipulate people? Are there any circumstances in which psychological manipulation isn't wrone3 If your answer is "yes," give some examples. p Copyright 1992 American Family Foundation Page 16 \Student Text\Page.00019 Saying'No' to Mind Control and Psychological Manipulation "When I was a kid and asked my parents if I could do somet~ling or go sonzewhere, I would argue, 'All the ottter kids are doing it!' My parents would always answer, 'If all the kids jumped into tlte lake, would you jump into the lake too?' T~at phrase still echoes in my mind. I hared ir when tlley said dtat, but it always made me stop and think for myself: " -- Dr. Sandy Andron It's one thing to recognize psychological manipulation; it's another thing to resist it. It takes strength and enough self-confidence and self-esteem to be able to say "no." That isn't always easy. Nobody likes to be different, be seen as difficult or impolite, or be left out. Sometimes it's easier to just go along with the crowd. One way to resist manipulation is to pause and question or examine the credentials of the person(s) claiming to be in authority ln that soecific situation. For example, for many years an actor named Robert Young played the role of a beloved physician in a popular television program. He later made television commercials promotlng a brand of coffee. Because 'koung had come to be so closely identified with the character of the trusted physician in the public's mind, people tended to accept his recommendation for this brand of coffee. But wnile he may have been an expert in the acting field, he was not an expert in the medical field. [The following is excerpted from Influence: Science and Practice, by Robert B. Cialdini, (3rd ed.), New York: HarperColllns Publishers, 1993, pages 187-188, reprinted with permission.] A better understanding of the workings of authority should help us resist it. Yet, there is a perverse complication the familiar one inherent in all weapons of influence: we shouldn't want to resist altogether or even most of the time. Generally, authority figures know what they are talking about. Physicians, judges, corporate executives, legislative leaders, and the like have typically gained their positlons through superior knowledge and judgment, Thus, as a rule, their directives offer excellent counsel. Authorities, then, are frequently experts; indeed, one dictionary definition of an authority is an expert. In most cases, it would be foolish to try to substitute our less-informed judgments for those of an expert, an authority. At the same time, we have seen . .. that it would be foolish to rely on authority direction in all cases. The trick is to be able to recognize without much strain or vigilance when authority directives are best followed and when they are not. Posin~ two questions to ourselves can help enormously to master this trick. The first questlon to ask when we are confronted with what appears to be an authority figure's influence attempt is "Is this authority truly an expert?" This question focuses our attention on two crucial pieces of information, the authonty's~ credentials and the relevance of those credentials to the topic at hand. By turning in this slmple way to the evidence for authority status, we can avoid'the major pitfalls of automatic deference. ***** Resisting the Cult Recruiter Re-read the cult-recruitment conversation beginning on page 13. Now let's see how John resists Jennifer's strong pressure politely but firmly. Note that the first part of the Copyright 1992 American Family Foundation Page 17 \Student Text\Page.00020 conversation is the same as before, but it soon changes. [The following is excerpted from the videotape "Cults: Saying No Under Pressure," copyright 1990 by Instructivision, Inc. and International Cult Education Program, printed with permission.] Recnriter (looking over shoulder of student and noting the title of the book he's reading.) Hey, I read that book last year. It's tough. Looks like you have a lot of work to do. You must be under a lot of pressure. John Yeah, I'm swamped. Recruiter School can sure be hard to deal with sometimes. John Right. Recruiter (sits down with the student at the table) I'm Jennifer, what's your name? John John. Recruiter You're concerned about important issues, I can tell, John. (student nods) I belong to a discussion group that talks about these things. We're getting together tonight, John. Come with me! Jolzn I have a lot of work to do. Recruifer Come on -- what's one night out of your life? We discuss politics, too, like how to improve the world. Jolsn Yeah, it sure is a mess. But I don't have much time to worry about that. My parents are nagging me to get good grades. They want me to get a good job, be a big success, you know? Recruiter So many people are starving, John. Homeless. (sending him on a guilt-trip) You mean you'd rather go out and make money than help? Jolzn (beginning change in conversation pattern) I don't think it's "either/or". I can help people and still have a good career. I'd donate money, do what I can in my spare time. Recruiter (spotting resistance and changing tactics, softening tone of voice) We have a lot of fun too. We always have a party afterwards. Good food. (pauses, looks lnto student's eyes, flirting) And I'd really like to get to know you better, John. Copyright 1992 American Family Foundation Page 18 \Student Text\Page.00021 Joltn (resisting the sexual pitch) Well, I hope you have a good time. But I need to stay home tonight. Recruiter You should come. John (sensing and resenting pressure) Thanks, but I just don't have time ... Is this a school club? What's it called? Recruiter (deception) We don't really have a name. Jotln If its not an official school club then I'm not interested ... Look, it's been nice talking to you, but I need to get back to my work now. (firmly) Goodbye. ***** Self-Responsibility [The following is excerpted from Easily Fooled, by Robert Fellows, copyright 1989 by Robert C. Fellows, published by Mind Matters, Inc., pages 24-26, reprinted with permission.] Self-responsibility means that you see yourself as the person in charge of your destiny. Self-responsibility also means making your own decisions without glvlng in to manipulation. It does not mean blaming yourself when things go wrong. Instead you take responsibility, let go, and move on. And when things go right, you realize that you played a part in making that happen. We all have vulnerable characteristics that can contribute to restricting our free choice. We know what we should do and what we want to do in a given situation, but for some reason we just don't do it. How can we get at those vulnerable characteristics? Maybe some specific questions would help. Here is an exercise that I developed to heighten awareness of manipulation and help to achieve self-responsibility. Steo One: Answer the following questions by writing down a key word or phrase that will help you to remember specific sltuations. · When have you bought something, taken it home, and then realized that you really didn't want it? · When have you agreed to something in a discussion or argument that you didn't believe? · When have you accepted a drink, drug, or food when you really didn't want it? · When did you make a decision under stress that you later regretted? · When were you ever manipulated to do something that you reaily didn't want to do? Now answer these questions about each situation: Copyright 1992 American Family Foundation Page 19 \Student Text\Page.00022 · Why did you do this? · What was the feeling that you had when you did this? (That feeling is the key to your vulnerable charactenstic.) · Who were you with, and how did that person or those people influence you? (What "buttons" did they push?) · Whaf action leading up to the event influenced your decision? · What was the vulnerable characteristic that caused you to ignore your intuition in the moment when you made the decision? Finally, ask yourself in each case what you can do to change the situation the next time that it occurs. How can you overcome the vulnerability and resist the social conditioning that tends to influence you? Steo Two: In the moment when a decision is made, a person's self-responsible characteristics sometimes contribute to the more positive choice. The followlng exercise may help you to recognize what personal strengths make you more self-responsible. First answer the following questions by writing down a key word or phrase that will help you to remember specific situations. · When did you resist buying something under pressure? · When have you disagreed with something in a discussion or argument, or when you were on a committee, even though there was pressure to conform? · When have you rejected a drink, drug, or food when you felt pressure to take it, but you really didn't want lt? · When did you successfully resist manipulation to do something that you really didn't want to do? In each case, there was probably some characteristic of your personality that led to your choice. How can you recognize your self-responsible pattern, and recreate it more often? Having come up with specific situations in which you made these positive choices, the next step is to answer these questions: · Why did you do this? · What was the feeling that you had when you did this? (That feeling is the key to your self-responsibility.) · Who were you with, and how did that person or those peopleinfluence you? Why were you able to assert yourself with those people? · What action leading up to the event influenced your decision? · What was the characteristic of your personality that helped you to be self-responsible in the critical moment when you made the positive choice? Finally, ask yourself in each case what you can do to recreate the positive situation the next time that it occurs. Can you discover a self-responsible pattern for yourself? What Copyright 1992 American Family Foundation Page 20 \Student Text\Page.00023 environment can you create to ensure that you act in a self-responsible manner more often? We all have the potential to be self-responsible. Sometimes we just think that we were "lucky" or had a good day when we act in a way that brings us positive results. But it was probably somethlng positive that we were doing! It's helpful to explore both your vulnerable characteristics and your self-responsible traits. The better you understand your unique personality, the more intuitive you will be, and the easier it will be for you to create a positive environment for yourself. ***** Ten Steps to Free Choice [The following is excerpted from Easily Fooled, by Robert Fellows, ca,yright 1989 by Robert C. Fellows, publlshed by Mind Matters, Inc., page 27, reprinted wit.l permission.] Here are some suggestions for resisting manipulation, ensuring free choice, and promoting self-responsibility: 1. Recognize SociaIConditionine. Resist mind control -- the ways that groups and certain social situations can manipulate people. 2. Remember You Can Sav No. Sometimes we agree with people just to be polite. 3. Recognize Faultv Dilemmas. Try adding "None of the above" to multiple choices before makin~ a decision. I tell children that if a stranger says "Would you like to go for a walk in t`he park or a ride in my car?" they can say "Neither!" 4. Sleeo On It. Recognize pressure to decide quickly. Try not to act under stress. If someone wants you to "buy now," you can say you'd like to think about it. He'll always be willing to sell! 5. Look For the Hidden Aeenda. What is really being said? What is not being said? To whom, by whom, and why is it being said? Practice with commercials and political speeches. 6. Recognize Logical Fallacies. When someone emphasizes the truth of the statements in an argument ~I'm sure we'd all agree that the sky is blue ..."), the argument may not be valid. If he emphasizes the validity of an argument ("so it must be true that..."), it might be because some of the statements in it aren't true. 7. Know Which Grouo or Belief a Person Reoresents. 8. Recoenize Flatterv. What are the buttons someone can push to get you to respond? 9. Ask Questions. Challenge claims of authority. Does a person's training, education, or background make her an authority on the subject she's discussing, or is she outside of her field? 10. Retain Your Self-Esteem. Don't be afraid to be different. *~*** Copyright 1992 American Family Foundation Page 21 \Student Text\Page.00024 Discussion Questions 1. Do you think your opinion is as good as an "expert's" opinion? 2. Do you think "experts" have all the answers? Why or why not? Who are "experts" anyway? What makes someone an expert? Classroom Activities 1. Choose someone in the class to be an expert on a particular topic. Choose someone else to argue with or resist this expert. The rest of the class can suggest other ways in which the expert can be challenged and can vote on who comes out on top in the discussion. If there's time, choose others to play the roles. 2. Choose someone in the class to try to sell something to another person in the class. The other person should try to resist the "hard-sell" manipulation tactics. n~e rest of the class can suggest other ways in which the salesperson can be challenged and can vote on who comes out on top in the discussion. If there's time, choose others to play the roles. Copyright 1992 American Family Foundation Page 22 \Student Text\Page.00025 Occult Rituals "It is clear that basic needs are being met [by perlCon~zing occult n'tuals]--the need to belong, to believe, to find identity, meuning, and power. TIlese needs are powerf~l, especialEy in teenagers, and cannot be denied. It would appear that society as a whole is actually moving away from meeting these needs: family units are deteriorating, cor?lnzunity life offers little for kids who move frequently, clturches seem to be attracting fewer and fewer young people . . h Moreover, young people are intlen'ting a world rife witlz the possibilifies ofinznzinent estructiolz" -- Rob Tucker, Director, Council on Mind Abuse Read the article "Satanism and Occult-Ritual Activity: Questions and Answers" in the handout Cults di Mind Control. No one knows how many people partici~ate in occult rituals because they are done secretly. These activities are often classi~led under the term "satanism." But not all of these rituals are based on the specific ideology of satanism, so the broader and more accurate term "occult rituals" will be used here. Levels of Occult-Ritual Involvement There are various levels of involvement ranging from experimenters, called "dabblers" -- usually teenagers -- to organized, secret cult groups which control their members through mind manipulation and intimidation. These cults may perpetrate ritual abuse (see definition on page 5). Followers on this level may participate in illegal activities including robbery, arson, drug use and sale, rape, child pornography, animal mutilation, and, in extreme cases, murder. These levels of involvement can overlap. Some experts believe organized adult occult-ritual groups recruit vulnerable youngsters who are dabblers. So any level of involvement in occult rituals, no matter how seemingly superficial, could lead to dangerous consequences. Most young people who perform occult rituals are dabblers who do the rituals either alone or in smallgroups. These rituals are often done according to an occult calendar. They take place in abandoned buildings, outdoor settings, homes where no adults are present, or even in the youngster's own bedroom. Participants perform these rituals because they think that by doing them correctly they will draw upon a higher energy or power that, they believe, is produced by the rituals. Some ritualslnclude · Summoning of demons, casting spells, making covenants · Torturing and sacrificing animals, drinking animal blood · Cutting of own bod~I, drinking other participants' blood (particularly dangerous now because of the risk o~ contracting AIDS) · Group sexual activities (particularly dangerous now because of the risk of contracting AIDS) Copyright 1992 American Family Foundation Page 23 \Student Text\Page.00026 · Ceremonies using drugs and alcohol, which lower participants' inhibitions · Ceremonies focusing on death, conducted in graveyards, crypts, or abandoned churches using dead bodies or parts of bodies · Divination through oulJa boards, tarot cards, and other occult paraphernalia to answer questions and predict future events · Chanting Harmful consequences of occult-ritual participation may include [please note: some of these conditions may already be present to some degree before the occult-ritual participation] · Diminished intellectual ability, falling grades · Difficulty in forming close relationships · Increase in drug and/or alcohol abuse · Physical self-mutilation · Psychotic episodes, reactions, breaks · Deterioration in physical health · Alienation from family and friends, eventually leading to destruction of relationships with them · Increase in feeling of hostility towards others, rejection of mainstream ideas and values · Increase in suicidal thoughts and suicide attempts · Loss of free will, freedom of action · Growfh of interest in deeper levels of the occult, with the possibility of increasing experimentation in it, perhaps leading towards participation in destructive, antisocial, violent, and/or crirmnal acts such as vandalism, animal sacrifice, arson, rape, theft, blackmail, extortion, and murder Heavy-Metal Music and Fantasy Role-Playing Games Some youngsters learn about and become attracted to occult rituals through easily-available books and other occult-ritual paraphemalia, heavy-metal muslc, black-metal music (an offshoot of heavy-metal muslc sometimes also known as "Death Metal Music"), anh fantasy role-playing games. While in most cases listening to heavy-metal music and playing fantasy role-playing games is not harmful, experts say that an obsession with heavy- or black-metal music or fantasy role-playing ~ames to the exclusion of nearly everything else in one's life could contribute to a growlng interest in occult rituals. The lyrics of some heavy- and black-metal music glorify the occult, themes of anarchy, violence, (including abuse of women and children), violent sex, murder, drugs, suicide, incest, and rape. Occult images are often displayed on album covers and posters. A few teen suicides have been linked to this music. Copyright 1992 American Family Foundation Page 24 \Student Text\Page.00027 Some youngsters who have become involved in occult-ritual activities were involved first in fantasy role-playing games. These games are acted out in the imagination rather than on playing boards and demand many hours of preparation and study. In a few cases where the players already have psycholo~ical problems, the results of their vivid imaginations can spill over into the real world ifthey psychologically merge with their game character, lose the distinction between reality and fantasy, and the game becomes all-consuming and addictive. Because the games deal with supernatural and ma$ical powers, these youngsters could come to believe they can gain supernatural and maglcal powers by playing them. Experts say these games are sometimes used by adults to recruIt vulnerable youths into deeper levels of occult-ritual activity. Why Are Occult Rituals Appealing? · The participants, who may feel powerless, believe the rituals give them~o~ over others. · The participants, who may feel that their lives are out of control, believe the rituals give them~c~t~J over their own lives and over the lives of others. · They provide an outlet for unfulfilled religious or spiritual needs and a way of rebelling against accepted religion and values. · Their ideology justifies the free expression of otherwise forbidden aggressive and sexual drives Suzanne [not her real name], a fifteen-year old who was a dabbler, explains why she was attracted to occult rituals ... I met up with a new group of people, a lot of whom basically were into doing occult rituals. I started hangin~ out up on some hill, getting drunk and getting stoned all the time and everything. Baslcally, I had lost control of my life, and I wanted to get back in control. The only way I saw possible was turning to these rituals ...power is one of the basic things. lwas into it for a while -- I started carving on my arms and stuff like that. I started getting out of control, but I thought I was in control. In this stuff, I started losing control of myself. I didn't care about myself anymore. All I would do was just go out and look for fights ... Dabblers will do anything in their power to make people scared of them . .. I felt like I had total control and total power, and everybody in my house was basically scared of me at one point. I felt I could do anything, I had the ability to do anything I wanted ...l wanted to be evil, like Satan ... We wanted to be part of something people were scared of ... Basically, most of it was attention-seeking. Fifty percent was for getting attention and fifty percent was for power and control. Discussion Questions 1. Why are occult-ritual activities dangerous and wrong? 2. If your friends or acquaintances were involved in these activities, would you tell their parents, your parents, teachers, your school administrators, or law-enforcement officials? Why or why not3 Copyright 1992 American Family Foundation Page 25 \Student Text\Page.00028 How to Avoid Getting Into a Cult and Getting Involved in Occult Rituals How to Avoid Getting Into a Cult Learn to cope with stress. When stress is getting the best of us, we are more likely to be seduced by someone selling happiness. If you are having difficulty coping, seek help from reputable, trustworthy persons. Common sources of stress include · Troubled romances Academic difficulties Conflict with and tensions within the family such as parents' marital problems, domestic violence, alcohol and/or drug abuse by a family member(s) Confusion about what to study, what work to pursue, or how to get a job · Confusion about sexual or other values · Physical illness of self, family member, or other loved one · Loneliness · Transitions -- for example, moving, changing schools, jobs Death of loved one · Disillusionment regarding religion or people you once respected · Never be afraid to question other people. · Always be wary of anyone who tries to prevent you from questioning. · Protect your freedom and autonomy. · Learn to recognize common cult-recruitment tactics and situations. Beware of · People who are excessively or inappropriately friendly; there are few genuine instant friendships · People with simplistic answers or solutions to complex world problems · People with invitations to free meals, lectures, and workshops · People who demand secrecy from you · People who try to play on your guilt; you don't always have to reciprocate a kindness, especially when it may have been a way to manipulate you · People who are vague or evasive. If they are hiding something, it's usually because they don't want you to know · People who claim to be just like you Copyright 1992 American Family Foundation Page 26 \Student Text\Page.00029 · People who confidently claim that they can help you solve your problems, especially when they know little about you · People who make grand claims about saving mankind, achleving enlightenment or showing the road to happiness · People who always seem happy · People who claim they or their group is really special · People who promise quick solutions to difficult problems · People who put down reason and critical thinking How to Avoid Getting Involved in Occult Rituals · Say "no" to pressure put on you by friends or acquaintances to become involved in the occult and in occult rituals. · Avoid going anywhere alone or being stranded in isolated physical locations; make sure you have transportation home in case you find yourself in an uncomfortable social situation. · Critically examine claims of people promising easy access to abundant sexual activity, free drugs and/or alcohol at parties or other occasions. · Beware of forming sudden friendships with unknown adults, especially those offering sex, drugs, and alcohol. · Avoid being drawn into antisocial, violent, and/or illegal activities because you don't want to "go against the crowd" or "make waves." Copyright 1992 American Family Foundation Page 27 \Student Text\Page.00030 Supplementary Writing Project If you want to explore this topic on your own, do a special writing project for extra credit. Suggestions for projects include: 1. Read one of the books in the additional resources list in your teacher's guide and write a summarv of the book or a book review. (All books and other materials in this resource list can ~e obtained through the International Cult Education Program 2. Write a conversation between a cult recruiter and the person he/she is attempting to ~et into the group different from the conversation in this lesson plan. Pay special attentlon to how the person refuses the recruiter. 3. Write an essay on "Life in a Cult -- A Typical Day." Post-Test Attach to each statement a number from 1 to 5 best describing your feelings and/or opinion about the statement that follows. The numbers mean: 1 = I stronglv disagree 2=ldisagree 3=lfeelneutral(l don't have strong feelings and/or opinion about) 4=lagree 5 = I stronglv agree Please note: There are no right or wrong answers to these statements; no one else will see the responses. The purpose of this post-test is to see how much you learned about cults and psychological manipulation from this lesson plan. These questions are the same as those In the pre-test on page 1. Are your responses different from the ones you gave before? If so, which responses are different? 1 It's easv to leave a cult. 2. Cults don't harm people and their families. 3. There are no differences between cults and other groups. 4. There's no difference between mv rabbi/minister/priest and a cult leader. 5. Manipulating people to get them to do what you want them to do is wrong. 6. Everyone has a right to believe what he/she wants to believe. 7. Everyone has a right to do what he/she wants to do. 8. People who join cults are searching for something, such as meaning in their lives, spiritual fulfillment, a feeling of belonging, a substitute family. 9 You can get good things from cults, such as acceptance and love. 10. You can get good things from cults, such as meaning and purpose in your life. 11. You can get good things from cults, such as a sense of accomplishment, discipline, and Copyright 1992 American Family Foundation Page 28 \Student Text\Page.00031 happiness. 12. Only losers join cults. 13. I would never join a cult. 14. Nobody can talk me into doing anything I don't want to do. 15. I don't do what people tell me to do just because they are in a position of authority over me. 16. I care about what my friends think of me. 17. I am strong-willed and can resist anything or anybody. 18. Occult rituals (see definition on page 4) are fun and are probably harmless. Where to Go for Additional Information or Assistance A selective list of periodicals, books, articles, information packets, and videotapes providing further information about cults, occult rituals, and psychological manipulation is ln the teacher's guide. Ask your teacher to share it with you. For a complete list of materials available, contact the International Cult Education Program (see below) . These are only a few resource organizations that can provide further information and assistance. To obtain a complete list of organizations in your geographical area or throughout the world, contact the International Cult Education Program. · American Family Foundation PO Box 2265 Bonita Springs, FL 33959 (212) 249-7693 · Cult Awareness Network 2421 West Pratt Blvd., Suite 1173 Chicago, IL 60645 (312) 267-7777 · Infernational Cult Education Program PO Box 1232, Gracie Station NewYork,NY 10028 (212) 439-1550 Copyright 1992 American Family Foundation Page 29 \Student Text\Page.00032 Student Evaluation Attach to each statement the number from 1 to 5 best representing your feelings about the effectiveness of this ]esson plan. The numbers mean: 1 I stron~lv disagree 2=ldisagree 3 = I feel neutral (I don't have strong feelings about this) 4=lagree 5 = I stronglv agree 1 Ienjoyed this lesson plan. 2. I learned a lot from this lesson plan. 3. This lesson plan helped me reach the objectives listed on page 1. 4. Because of this lesson plan, I would like to learn more about cults and psychological manipulation. 5. On the whole I found this lesson plan very effective. 6. Some things should be added to this lesson plan. My suggestions are: 7. Some things should be left out of this lesson plan. My suggestions are: Please detach this sheet and give it to your teacher. Copyright 1992 American Family Foundation Page 30 ================================================================= If this is a copyrighted work, you are acknowledging by receipt of this document from FACTNet that on the basis of reasonable investigation, you have not been to obtain a copy elsewhere at a fair price, and that you are and will abide by the following copyright warning. WARNING CONCERNING COPYRIGHT RESTRICTIONS: The copyright law of the United States (Title 17, United States Code) governs the making of photo copies or other reproductions of copyrighted material. 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