Classroom Instructor’s Guide

Hillery M. Motsinger, Ed.D., L.P.C., Founder

Buck Griffith, President, NLBM-USA

P. O. Box 270720
Corpus Christi, Texas 78427-0720

“If any person be in Christ, he is a new creature…”

(Second Corinthians 5:17)

© October 2004 (revised 2009) by Buck Griffith and H. M. Motsinger

 Acknowledgements
The NewLife Behavior (NLB) courses would not have been written if the late Wes Whitt
had not given me the invitation to teach in Dallas County Jail. So, thanks to Wes is due
first. I am very grateful to Billy Triplett, a member of my first class in Dallas County Jail.
He is my “personal proof” that the NLB program works. He proved to me that mental,
emotional, spiritual and behavioral restructuring is possible and can be long lasting.

I am thankful to the late Chaplain Perry Barnes who invited me to initiate the NLB
program at the Wynne Unit of Texas Department of Criminal Justice. I am especially
thankful to the offenders at this unit who sat through my first experiences in teaching the
curriculum (three times in three years), thus helping to get it field-tested.

Two ex-offenders in particular – John Henry Pruitt and David Lugo – have proven that
over an extended period of time coupled with consistent study, introspection, interaction
and practice, a person can acquire a new mindset and lifestyle.

Without the able assistance from the talented pens of George Creach, Mike & Shelley
Brown, Kathy Davis, Buck Griffith, Kim Pendergraft, Carson E. Reed, Alan & Shirley
Sowders, and others . . . these courses would be incomplete and unfinished. Even after
being written, Chaplain Bill Brewer provided valuable review, including a “fine tooth”
inspection by George Clark. The work of Lessie Lee and Glenda Houser were
absolutely essential. They meticulously edited the work and I am deeply grateful to all
these humble servants of Jesus Christ.

There is one other person who has labored untiringly with me from the beginning – Ray
Thompson. In the true volunteer spirit, Ray formatted, illustrated and printed all 1000+
pages on his computer, through countless revisions. In the final stages he found and
implemented the latest in print technology to produce our materials at minimum cost. My
appreciation runs deep to Ray for his investment of time, talent, energy, and
commitment.

Hillery M. Motsinger
Founder

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A Word from Our President . . .
Dr. Hillery M. Motsinger had little idea back in 1984 of how far that early curriculum would
eventually spread. Today the NewLife Behavior material is reaching around the world in several
languages. It enjoys the approval and sanction of many in positions of authority in correction
circles.
The emphasis of the NLB curriculum is on changed lives. Its primary design is not to lead the
lost to salvation but to facilitate positive change in daily behaviors. There is an abundance of
“evangelistic” curriculum. Few, however, will commit themselves to the long and hard work of
changing habitual conduct. This is the focus of the NLB curriculum.
The best material in the universe must be effectively taught in order to make a difference. NLB
is genuinely grateful for hundreds of volunteer instructors all over the world. Without YOU, this
curriculum would be “paper on shelves”. Instead, it is getting planted deeply into the hearts of
good and honest souls and watered. Much remains to be done. Thank each of you willing to
accept the awesome opportunities before us.

Buck Griffith

BIOGRAPHIES:

H. M. Motsinger, Ed.D., L.P.C.

Hillery Motsinger grew up in a large farming family that had little to no church involvement. He
was the first in the family to attend college straight out of high school. Only with help from a
baseball scholarship could he afford to attend. Shortly before graduating from college he made
the decision to live as a Christian. Since that time he has had his share of ups and downs.
Through the good, the bad and the ugly, Christ has been his anchor and guide.
After graduating from Elon College in 1958, Hillery earned a Master of Arts degree from Abilene
Christian University in 1963 and a Doctorate of Education from North Texas State University in
1968. He also attended Oklahoma State and East Texas University to earn a license to be a
professional counselor in the field of marriage and family therapy. Also, he is President of
Education and Administrator for Texans Can!
Hillery served his military duty in the U. S. Army. He was a public and private school teacher
and administrator for fifteen years and served as Dean of Continuing Education for Pepperdine
University for six years.
In 1984 Hillery became involved in prison ministry. It began with a single class in Dallas County
Jail. Since that time, the ministry has grown dramatically – spreading to prisons in 37 states and
15 foreign countries. Over 750 people have been involved as instructors of the NewLife
Behavior curriculum. Over 5,000 people have served as studymates (correspondence teachers)
of NLB courses.
Speaking of his experiences in prison ministry, Hillery commented: “My confidence and
encouragement to stay in this work is in the changed lives I have seen, the restoration of
families, and the gratitude of the students.”

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David (Buck) Griffith, NLBM-USA President
A native of Corpus Christi, Texas and graduate of Abilene Christian University, Buck has served
in full-time ministry since 1966. He was the Pulpit Minister for the Windsor Park congregation
(now Kings Crossing) in Corpus Christi for over 25 years. He first became involved in prison
ministry in Dallas County Jail in 1971.
Responding to specific needs, Buck has pioneered aftercare efforts, authored educational
material, started Christians Against Substance Abuse (CASA) – a state licensed faith-based
drug treatment program, and Baptistries Around the World – an effort to place baptistries in jails
and prisons.
Buck is a member of the Community Partnership Council in conjunction with Texas Board of
Pardons & Paroles-Corpus Christi Division. He is Secretary of the board of the Coastal Bend
Council on Alcohol & Drug Abuse. He is Director of Kings Crossing Prison Ministries and
President of NewLife Behavior Ministries. He is a member of the Texas Association of Addiction
Professionals, American Protestant Chaplains Association, a charter member of the American
Association of Christian Counselors, and a member of the Sheriff’s Association of Texas for
over 35 years. He edits two monthly prison ministry newsletters – one for NLBM and Walking in
the Light. Buck is a board member of the Christian News of South Texas.
Speaking of his experiences in prison ministry, Buck commented: “Nothing excites me more
than personally witnessing significant lifestyle changes. I see this most frequently among those
in or coming out of jails and prisons.”

NewLife Behavior Classroom Instructor’s Guide

I. Introduction to Instructor’s Guide

The NewLife Behavior curriculum contains few references to prisons, inmates or criminal
behavior (other than as possible consequences to destructive behavior). When Hillery Motsinger
started the first NLB class, he did not know the criminal mind. He did not know what prisoners
needed. What he discovered was that most of his students missed out on the benefits of healthy
family structure and value guidelines. He also learned: “There but for the grace of God, family
blessings and the protection provided by church and peers . . . go I!”

Therefore, the purpose of the NLB curriculum is to present the possibilities that a person –
regardless of past behavior and current conditions – can with time, purpose and diligence, clear
his mind of a failure-oriented paradigm and replace it with a productive one.

The NLB curriculum started out being used only in prisons for men. It then began to be used in
congregations as part of regular Bible School programs. Next, women in prison took the
courses. The curriculum has now been translated into Spanish, Russian, Bulgarian, Chinese
and work on other languages in underway. A “Children’s Edition” is available.

In January 1997 portions of the courses (“Parenting Matters” and “Christian Marriage Skills”)
and the Children’s Course were combined in a program called FamilyNet. This program brings
spouses and children into the prison with their husbands/fathers or wives/mothers. For four

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hours they can study together, have family fellowship and enjoy a meal. This is also utilized
effectively through correspondence.

Currently there are fourteen NLB courses including a Children’s Edition of Course I. They are as
follows:
Basic Courses for All Students
I. A Sense of Self
II. A Sense of Family
III. Parenting Matters
IV. True Freedom
Courses for Special Needs
V. Christian Marriage Skills
VI. The Christian Woman
VII. Attitudes & Behaviors
VIII. Christians Against Substance Abuse (CASA)
VIIIb. Christians Against Sex Addiction
IX. FamilyNet
X. The Seeker Series
XI. Prisoners of Christ
XII. Managing My Anger
Children’s Edition: Course I. “A Sense of Self”

II. General Description

NLB courses consist of 10 to 14 lessons (approximately 144 letter-size pages in length). Each
lesson includes a student worksheet. The lessons (used in a group process) work to reconcile
the individual student to God, his family and society. To date, early studies of first-time offenders
taking NLB courses and out of prison three or more years, indicates only 12-15% return to
prison.

We have written this Instructor’s Guide for those who choose to follow it. We know instructors
need freedom to adapt the curriculum to their own styles and environment. The first Instructor’s
Guide written by Hillery Motsinger came eight years after completing Course I because the
number of instructors was increasing in such large numbers. It was impossible to personally
train all of them.

The NLB curriculum was first designed for classroom use. Later, the lessons were used as a
correspondence course. Even later, individual lessons were given to students/counselors as
reading material for specific concerns. You are free to use this material for any of these
applications. We believe the material can be used effectively in congregational settings, prisons,
military bases, treatment facilities, certain schools, university Bible centers and other
institutions. It is helpful to both prevent and correct behavioral problems. If there are other needs
for which you find the curriculum relevant, please use it and let us know the results.

The content of NLB curriculum grew out of student needs and recommendations of students
and friends. Therefore, the lessons are based on topic rather than text. Also, instructors have
made invaluable additions, corrections and comments that are now reflected throughout the
material. In fact, there are times when instructors will insert an appropriate textual (expository)
segment within the printed topical lesson.

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The NLB curriculum uses the informal (back door) approach instead of the more formal (front
door) method. Our vision is that the instructor and students will become friends and studymates.
Some would term this approach “relational” as opposed to didactic. We prefer not to call it
anything. We know Jesus spoke to large groups, small groups and individuals. He
complimented, encouraged and corrected those who asked Him questions. He used
compassion and sarcasm. He built a relationship with a small group of men and women. He
empowered twelve average men to set forth a force that still lives in spite of attempts to kill it.

Basically, this course is for everyone. All of us, at different times in our lives, get a little out of
balance with God, our family, and society. Therefore, this material assists anyone in this
reconciliation process as described in our theme text – II Corinthians 5:17. This curriculum was
written for people experiencing conflict and changes. We use the Bible as our text yet; this is not
a Bible course. Still, the Bible is used as the guide to achieve desired changes in attitudes,
emotions and behaviors. Our method is to integrate what a person thinks, feels and does
(Proverbs 23:7, KJV), as illuminated by Bible texts. Our goal is to help students reconcile
themselves to God, their families, and society in general.

NLB curriculum assumes the existence of God as He is described in the Bible. We do not feel it
is fair to ask an individual to create his own God, while simultaneously going through one or
more significant life changes/challenges. If one can create his own God, he can also destroy it.
Instead, we provide the God of the Bible for the student to argue with, fight against, and,
hopefully, find faith in and follow.

We also want the student to know that we all have been created in the image of God as defined
in Genesis 1:26-27. We want students to know that we all begin life with potential for self-
control, self-empowerment and love (II Timothy 1:7). A loving God bestows all of this upon us.
This potential is realized only when we have been spiritually reborn in Jesus Christ.

As children we encounter positive and negative life experiences. As we process them, we either
grow toward becoming a loving personality or a fear-based personality. As we reach our teens
we become more responsible for our reactions to life experiences. Once reconciled to a loving
God with the assistance of loving Christians, our behavior turns from an orientation toward fear,
sin, and rebellion to one of faith, grace and obedience. Our abilities to control our emotions and
conduct will improve by obtaining the mind of Christ. This is the basic philosophy on which NLB
curriculum rests. We believe that it is possible to use this mind or attitude of Christ (Galatians
2:20; Philippians 2:5) as the mindset by which we make daily decisions. It is by seeing others as
Christ sees them (II Corinthians 5:15-21).
H.M. Motsinger & Buck Griffith

III. The Four-Step Classroom Process

A. Classroom Step One: Introductions (Relaxation through Sharing)
1. Be in the classroom as the students are entering the room. Greet them with a smile, a
handshake and when possible, call them by their first names.
2. Start the class by saying, “Here is something good that happened to me since we last
met”. Then proceed to share with the class a particular situation that has given you joy
during the past week (no more than 1-2 minutes – appoint a timekeeper).
3. Now give each student an opportunity to share an experience that he or she has had
since the last meeting. Remind the group that what is said in group – stays in group. If
your class has more than 20 students, we recommend that you subdivide the class into

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 teams to share their positive stories in a smaller group. This will also reduce the class
time needed for this activity. Sometimes students have difficulty finding something good
to share (nevertheless, urge them to share something). It is good for the attitude of the
student sharing and for the entire class. If a student has a hard time sharing something
good, go to the next student but allow that student a second opportunity to share at the
end.
4. As each student is sharing, the instructor should make mental notes of the facts given
and emotional energy attached to the stories. Their stories provide insight into their
strengths, behaviors, relationships, and needs. Later, you will want to use parts of these
accounts in the lesson as illustrations. Students feel a sense of inspiration,
connectedness and importance when, with respect, you use their stories.
5. The objective of this activity is to help students relax and increase their ability and
willingness to trust you as a Christian instructor. Refrain from embracing a student in
front of others.
B. Classroom Step Two: The Devotional (Unity through Worship)
1. This is an inspirational time. During the devotional (which students conduct-either
spontaneously or preplanned), the instructor listens to what the students say and
observes what they do. You will also use some of their comments later as illustrations.
Be sure to go around the room first to see if anyone has someone that is in need of
prayer. Ask, “Does anyone have a prayer, song or scripture that you want to share?”
Limit the devotional to 10-12 minutes.
2. The objective of this activity is to set a spiritual basis for unifying the group – not only
during the class period but also throughout the week.
C. Classroom Step Three: Teaching the Lesson (Presentation and Discussion)
1. See section IV (“Special Notes”) for specific instructions about omitting this activity in the
first class meeting.
2. Starting with the second class meeting, use whatever time is left for your class period
(minus 5-6 minutes) to teach the lesson. You should definitely teach the lesson with
enthusiasm and straightforwardness. Use as few notes as possible and read very little.
Stand up, walk around the room and call on students to comment and respond to
questions. When a student comments, give a positive response. If you agree, say so. If
you disagree, you can at least say, “That is very interesting. I need to think about that
more”. Always thank the student for responding. Ignoring a response can be considered
an insult.
3. Follow the outline of the lesson but utilize what you heard during the sharing time and
the devotional to illustrate your main points. What they have said is public property and
information for you to use. However, it is not for use outside the class.
4. Stop the class with sufficient time to for Class Activity 4 (which should take 5-6 minutes).
5. The objective here is to move the student to a new level of understanding of how to bring
his or her behavior into harmony with the Christian lifestyle.
D. Classroom Step Four: Application (Decision Time)
1. During the last 5-6 minutes of each class period ask the students to write down the one
decision they think they should make in terms of their behavior between now and the
next class session. For example: “I am not going to cuss for the next week” or, “I’m going
to read my Bible every day” or, “I am going to write my ___________” or, “I am going to
be more cooperative”. Whatever it is, a conscious decision to try to modify and improve
behavior before the next class meeting will help get the student involved in a personal
way.

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 2. The student will go home and practice this behavior. Then, during the sharing time of the
next meeting, ask students to share by completing this statement: “Since last week, I
practiced _________________, and here is how I feel about what I did.”
3. Class members should encourage each other with some type of response such as:
“That’s okay”, “That’s good”, “Amen”, or clap. Their words should be encouraging and
unique to their culture. It there are some students who did not do well, you and the class
can work with them (they will have explained their weaknesses). If some did very well,
everyone can rejoice with them in their successes and growth.
4. The purpose of this activity is to:
a. Let students know you believe they can improve their behavior and you expect them
to do so. You express confidence in them.
b. Let students have a set time frame and specific behavior on which to focus.
c. Let students have a support group to whom they can report on successes and from
whom they can experience a spirit of rejoicing.
d. Let students have a support group to whom they can report failures and from whom
they can gain a spirit of understanding and encouragement.
e. Let students have a group of peers to whom they are held accountable and by whom
they experience acceptance.

IV. The Class Meetings

A. The First Class Meeting (Steps 1, 2 & 4)

Do Class Steps 1, 2 & 4 as described above:
1. During the first class meeting do not teach Unit 1-Lesson 1. Save it for the second class
meeting.
2. If permissible in this first meeting, obtain each student’s name, number, home address,
phone number, names of wife and children, their ages and birth dates.
a. You will need this information to send out Christmas gift certificates and birthday
cards (gifts can come from church groups or individuals – not from in-prison
volunteers).
b. You will also need this information to help secure a studymate (mentor) for the
student and the family.
3. Give a biography of yourself.
4. Explain how and why you are a NLB instructor. Let your enthusiasm be evident.
5. Let students ask you questions and give them appropriate answers.
6. If you have time to teach a lesson during the first meeting, share one of your favorite
Bible studies (like Psalm 23, the Prodigal Son, etc.). You can teach your own special
lesson for this first session.
7. The last thing to do prior to Step 4 (the decision step) is to give each student the lesson
material and Response Sheet for Unit 1-Lesson 1. This is their homework. Ask students
to conduct their study as follows:
a. Answer the first essay question on the Response Sheet before reading the lesson
material.
b. Read through the lesson material as you would read a book.
c. Read the lesson a second time, studying the scriptures and references in the
material.
d. Answer the ten questions on the Response Sheet.
e. Answer the second essay question at the end of the Response Sheet.
f. Share and talk about the lesson with at least two or three close friends or associates.

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 8. Remind students to bring the lesson material and Response Sheet to the next class
session. Tell them that they can correct any of their ten answers during the next class
session while you are teaching the material.
9. Proceed to Step 4 and allow each student to make their decision.
10. Close the class with a prayer.

B. The Second Class Meeting (Step 3)

Do Classroom Step 3 as described above:
1. Make sure every student has the lesson material and Response Sheet for Unit 1-Lesson
1. Students should have this from the last session. If one is new to the class, give it to
the student at this time.
2. Present information in the sequence of the printed lesson material.
3. Share information that would help students answer the ten questions found on the
Response Sheet.
4. As the information is presented, allow time for short and relevant discussion. Tell the
students up front that any elaborate or off the point discussion will be deferred until after
the lesson.
5. Allow 2-3 minutes for students to correct and modify their answers to the second essay
question.
6. Students are to give you their Response Sheet before leaving the class. They keep the
lesson to review, share with others or even mail to a family member. At this point in time,
you are to give each student the lesson sheets and Response Sheet for the next lesson.
This process is repeated each week.

V. Your Assignment between Sessions

Your activity between class sessions is to read over the Response Sheets (one person read one
sheet/sheets are divided up each week) and make positive, encouraging and instructive
comments. When you go back to the next class meeting, give the Response Sheets back to the
students.

One instructor, Randell Dyess, takes the Response Sheets to church on Wednesday evening. A
group of Christians read over them there – right answers receive happy faces or encouraging
comments. Besides the questions that are answered incorrectly, notes are added that point to
the paragraph in the lesson where the students finds the right answer. Do not write the correct
answers on the Response Sheet because students need to look it up themselves, increasing
their learning and retention of answers.

The persons that read the Response Sheets sometimes becomes a studymate for the student
when transferred to another city and has to leave the NLB class. This innovative method
supports our overall objective of developing a long-term relationship between students and
responsive Christian men or women.

VI. Collecting Data from NLB Classes

A. Collecting Recidivism Data

We are constantly asked about the recidivism rate of NLB students. This is the percentage
that remain out of prison for 3+ years after release. Our volunteers, friends and supporters
want to know how our students compare with those that do not receive NLB training. We

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 don’t blame them. We would want to know how our students compare with those that do not
receive NLB training. We don’t blame critics.

We want to know, too!

The current recidivism rate for the general prison population is discouraging. Any
improvement in these rates from the NLB program that we can document is very important.
Texas National NLB
1993 45% 36%
1994 43% 35%
1995 43% 35%
1999 45% ??? 88% (Preliminary)
During 1999, we were able to assemble statistics on 224 NLB students into a database
designed by Bill Brewer and Ray Thompson. This database calculated the recidivism rate.
While we need much more data, this preliminary analysis was encouraging. Out of the 234
NLB students in this study, 88% were successful in staying out of prison after their first
parole. The non-NLB offenders have only a 45% rate of success in staying out of prison (at
least for the next 3 years). So, you see how much we need the help of all NLB instructors in
collecting data that will allow us to estimate the rate of recidivism for our students. You are
the first and most important link in obtaining this estimate. If we can obtain credible statistics,
we are certain it will help us in convincing more people to become involved, utilize this
curriculum, offer time slots in prisons, and be supportive of this ministry.

B. Forms for You to Use

We have provided three forms that you can copy for your use. Of course, you can use your
own forms if they supply the necessary information as outlined below. Use separate sets of
these forms for each jail or prison where you teach. As requested below, please mail of fax
these forms to NLB as they are completed:

NewLife Behavior Ministries

P. O. Box 270720
Corpus Christi, Texas 78427-0720
Fax: 361/855-7469

1. Attendance Sheet for NewLife Behavior Classes (Meetings 1-26)

2. Attendance Sheet for NewLife Behavior Classes (Meetings 27-52).
These are the basic forms to substantiate a regular attendance pattern. Students tracked
through a minimum of 36 lessons (not including absences) can be used in our
calculations. Use separate sets of these forms for each class taught during a calendar
year. Please mail or fax a copy to NLB as classes are completed during the year!
3. Attendance Summary for NewLife Behavior by Year
Use this summary form twice each year (January and July) to summarize the class
attendance sheets (above) for all students who completed at least 36 lessons. If a
student attended more than one class, he may be listed twice. If a class overlaps a six-
month report period, include it in the next report. In January and July of each year,
please mail or fax a copy to NLB Ministries.
4. Participant Information Form
This form is to be filled out for each student. The instructor keeps the original and a copy
is mailed or faxed to NLB.

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 5. Student Summary Form
This form is used by the local congregation or instructor to track progress of the student.
Where possible, the student also needs to keep copy so that, if the student is transferred
to another unit, the form can be supplied the NLB instructor there.

NLB will use these forms to work out the recidivism rate and other statistics and share this
information with you from time to time. Your cooperation is vital!

As important as collection of this data is, it is not more important that the greater task you have
of teaching God’s Word. When preparing a report gets in the way of your more important task of
teaching – TEACH! Report as time is available. Our focus must be on souls, not paper!

VII. Outreach to Student’s Family

In recent years, NLB has put more emphasis and resources into reaching out to families of
incarcerated students. We have learned some procedural lessons and formulated contact
information that may be helpful to you. Each facility operates differently. Please adapt the
following to your environment and needs.

A. Family Member Outreach Procedure

1. The NLB instructor gives a contact letter to offender. (See Sample Letter, next page)
2. The offender sends the letter to his or her wife/husband, mother/father and/or children.
3. The family member decides to respond. If the decision is “No”, the process stops. If the
decision is “Yes”, the family gives requested information on letter, signs it, photocopies it
and returns the copy to the offender.
4. The offender sends the letter to the NLB office.
5. The NLB office contacts the family by phone and interviews the family leader. If the
family decides “No”, the process stops. If the family decides “Yes”, NLB representatives
(not in-prison instructors) visit the family to assess needs.
6. The NLB office recruits a mentor/studymate to work with the family.
7. The mentor/studymate works to meet the spiritual, physical, vocational, financial and
other needs.
8. The mentor/studymate supplies a support group – a “hedge of protection” – around the
family.
9. NLB representatives (not in-prison instructors) confer, advise, etc., with the family.
10. Reminder: NLB Instructors are not to contact family members of their students.

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 Sample Contact Letter for Family Outreach

[Date]

[Significant Other]
[Some Street]
[Some City, State, Zip]

Dear [Wife, Husband, Mother, Father, Child, etc.],

I hope and pray that all is well with you and the rest of the family. During this time of separation,
I desperately regret not being able to be a part of your life (lives). However, while I have been
here, I have been fortunate in finding and participating in a class that has been a great help to
me. The course I am enrolled in is called “NewLife Behavior”. This bible-based study is having a
tremendous impact on my life. I have learned a great deal about how to change my failed
behavior pattern and to start a new pattern of Christ-like behavior – I have a new attitude about
life. The course is teaching me how to be a godly husband and father that you and the children
need and deserve.

NewLife Behavior Ministries (NLBM), the Christian organization that provides this curriculum,
also has volunteers that are interesting in contacting you. They can help fill the spiritual,
physical, and financial needs of our family. If you are willing for these Christian friends to contact
you, please check “Yes” below and print your name, address and phone number. Then, sign it
and return it to me.

I feel certain that this ministry can help our family build a new and better life together!

Please return this letter to me as soon as possible. I will get it back to the NLBM office and their
staff will arrange for a volunteer to contact you.

Love,

[Student’s Name and ID#]

[Prison or Jail]
[Address]
[City/State/Zip]

_____ “Yes, I want to be contacted by NewLife Behavior Ministries

Name: _____________________________________________________
Address: ___________________________________________________
City/State/Zip: _______________________________________________
Phone (Including Area Code): ___________________________________
Signature: __________________________________________________

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 Attendance Sheet for NewLife Behavior Class
Sheet ___ of ___
Name/No. of Class: ________________ Beginning Unit/Lesson #________ Ending Unit/Lesson #________ Year: _________

Instructor: ______________________ Phone: _______________ Jail or Prison/City/State/Zip: ____________________________________

Student’s Name & Mo/Day

Identification Number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

PLEASE! Gather this important data for every class to provide a basis for recidivism statistics. Data required is a minimum of 36 class meetings.
When the class is completed, mail or fax a copy to NewLife Behavior Ministries, P. O. Box 270720, Corpus Christi, Texas 78427-0720 (Fax: 361-
855-7469).

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 Summary of NewLife Behavior Students
Year: ________ Sheet ____ of ____
Person Reporting Phone Jail or Prison/City/State/Zip (Include all classes for the year)

Name of Prison Date of Number of Name of Notes –

NLB Identification Conversion- Classes Mentor or Address if Released –
Student Number Baptism Completed Studymate Transferred

PLEASE! Summarize students from all classes in a calendar year that attend a minimum of 36 class meetings. Provide all information available. In
January and July of each year, mail or fax a copy of this form to NewLife Behavior Ministries, P. O. Box 270720, Corpus Christi, Texas 78427-0720
(Fax: 361-855-7469).

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 NewLife Behavior Ministries
Participant Information Form

Offender: ___________________________ No. _________________ Date: _______________

Unit: ____________________________ Address: ____________________________________

City: ____________________________ State: ________________ Zip Code: _____________

Age: _______ Afro-American __ Caucasian__ Hispanic__ Indian__ Asian__ Other:________

Date Imprisoned: ___________________ Prison Status: _______________________________

MARRIAGE INFORMATION:
Marital Status: Single__ Married__ Divorced__ Separated__ Common-Law___

Name of Spouse: ____________________ Married Before Incarcerated__ Married By Proxy__

Wedding Anniversary: _____________ Spouse’s D.O.B.: _____________ Spouse’s Age: _____

Spouse’s City: _________________ State: _____ Zip Code: _________ Phone: ____________

Child 1
Name: _________________________________ D.O.B.: _____________________

Child’s City: _____________________________ State: ____________ Zip Code: ___________

Child 2
Name: _________________________________ D.O.B.: _____________________

Child’s City: _____________________________ State: ____________ Zip Code: ___________

Child 3
Name: _________________________________ D.O.B.: _____________________

Child’s City: _____________________________ State: ____________ Zip Code: ___________

Child 4
Name: _________________________________ D.O.B.: _____________________

Child’s City: _____________________________ State: ____________ Zip Code: ___________

OTHER PARENT’S INFORMATION:

Is Father Living? ______ Age: ______ Father’s City: ____________________ State: ________
Zip Code: __________

Is Mother Living? _____ Age: _____ Mother’s City: _____________________ State: ________
Zip Code: ___________
Do you attend chapel programs on a regular basis? _______ What is your religious preference?
_________________________________

Education (Circle highest grade completed): 7 8 9 10 11 12 College: 1 2 3 4

Major Subjects: ___________________________ Degrees Earned: ______________________

Vocational Training: ____________________________________________________________

Institutional Work Assignment: ___________________________________________________

How many times have you been in prison? ______ What is your parole date? ______________

Date arrived in prison: ___________________ Length of your sentence? __________________

To whom do you plan to parole? _______________ What job do you plan to pursue on parole?
____________________________________________________________________________

How many visits do you receive from family and/or friends? Per month: _____ Per year: _____

With whom do you visit? Spouse___ Parents___ Children___ Friends___ Other:_________

Is your family enrolled in NewLife Behavior courses? _________ Would you like for them to be
enrolled? _____ Does your family have a church home? _____ Name/Location of your family’s
church home:
____________________________________________________________________________

To Be Filled Out by NewLife Behavior: Date Lessons Begun: ________________

INSTRUCTOR
Name: _________________________________________ Phone: _______________________
Home Address
Street:
________________________________City:_________________State:______Zip:__________
Church:______________________________________________________________________
Street:
__________________________________City:_________________State:____Zip:__________
STUDYMATE
Home Address
Street:
__________________________________City:_________________State:____Zip:__________
Church: _____________________________________________________________________
Street:
__________________________________City:_________________State:____Zip:__________

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 NewLife Behavior Ministries
Student Summary Sheet

Offender: __________________________________________ ID No. ____________________

LAST FIRST MIDDLE INITIAL

Dorm Status: __________________________ Class: _________________________________

Date NLB Started: _______________________ First Lesson: ___________________________

Date Transferred/Paroled: _________________ Last Lesson: ___________________________

Transferred To: _________________________ Address: ______________________________

Instructor: _____________________________ Studymate: ____________________________

Date New Instructor Notified: ______________ Date Completed Course: __________________

Release Date: __________________________ Parole Location: ________________________

Age: ___ Afro-American___ Caucasian___ Hispanic___ Indian___ Asian___ Other: _________

Date Imprisoned: ________________________ Prison Status: __________________________

LESSONS/DATE COMPLETED
COURSE I COURSE III 19:3 ____ 28:4 ____ 34:1 ____ 44:2 ____
1:1 ____ 10:2 ____ 20:1 ____ COURSE VIII 34:2 ____ 44:3 ____
1:2 ____ 10:3 ____ 20:2 ____ 29:1 ____ 34:3 ____ COURSE XII
1:3 ____ 11:1 ____ 20:3 ____ 29:2 ____ 34:4 ____ 45:1 ____
2:1 ____ 11:2 ____ 20:4 ____ 29:3 ____ 35:1 ____ 45:2 ____
2:2 ____ 11:3 ____ COURSE VI 30:1 ____ 35:2 ____ 45:3 ____
2:3 ____ 11:4 ____ 21:1 ____ 30:2 ____ 35:3 ____ 45:4 ____
2:4 ____ 12:1 ____ 21:2 ____ 30:3 ____ 36:1 ____ 46:1 ____
3:1 ____ 12:2 ____ 21:3 ____ 31:1 ____ 36:2 ____ 46:2 ____
3:2 ____ 12:3 ____ 22:1 ____ 31:2 ____ 36:3 ____ 46:3 ____
3:3 ____ COURSE IV 22:2 ____ 31:3 ____ COURSE X 47:1 ____
4:1 ____ 13:1 ____ 22:3 ____ 31:4 ____ 37:1 ____ 47:2 ____
4:2 ____ 13:2 ____ 23:1 ____ 32:1 ____ 37:2 ____ 47:3 ____
4:3 ____ 13:3 ____ 23:2 ____ 32:2 ____ 37:3 ____ 48:1 ____
COURSE II 14:1 ____ 23:3 ____ 32:3 ____ 38:1 ____ 48:2 ____
5:1 ____ 14:2 ____ 24:1 ____ COURSE VIIIb 38:2 ____ 48:3 ____
5:2 ____ 14:3 ____ 24:2 ____ 29:1b ____ 38:3 ____ CHILDREN’S EDITION
5:3 ____ 15:1 ____ 24:3 ____ 29:2b ____ 38:4 ____ 1:1 ____
6:1 ____ 15:2 ____ 24:4 ____ 29:3b ____ 39:1 ____ 1:2 ____
6:2 ____ 15:3 ____ COURSE VII 30:1b ____ 39:2 ____ 1:3 ____
6:3 ____ 15:4 ____ 25:1 ____ 30:2b ____ 39:3 ____ 2:1 ____
7:1 ____ 16:1 ____ 25:2 ____ 30:3b ____ COURSE XI 2:2 ____
7:2 ____ 16:2 ____ 25:3 ____ 31:1b ____ 41:1 ____ 2:3 ____
7:3 ____ 16:3 ____ 26:1 ____ 31:2b ____ 41:2 ____ 2:4 ____
7:4 ____ COURSE V 26:2 ____ 31:3b ____ 41:3 ____ 3:1 ____
8:1 ____ 17:1 ____ 26:3 ____ 31:4b ____ 41:4 ____ 3:2 ____
8:2 ____ 17:2 ____ 26:4 ____ 32:1b ____ 42:1 ____ 3:3 ____
8:3 ____ 17:3 ____ 27:1 ____ 32:2b ____ 42:2 ____ 4:1 ____
COURSE III 18:1 ____ 27:2 ____ 32:3b ____ 42:3 ____ 4:2 ____
9:1 ____ 18:2 ____ 27:3 ____ COURSE IX 43:1 ____ 4:3 ____
9:2 ____ 18:3 ____ 28:1 ____ 33:1 ____ 43:2 ____
9:3 ____ 19:1 ____ 28:2 ____ 33:2 ____ 43:3 ____
10:1____ 19:2 ____ 28:3 ____ 33:3 ____ 44:1 ____

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Follow-up Notes:

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