How psychiatry Perpetuates Illiteracy

Reference: United Nations Promoting Sustainable Development
Resolution adopted by the United Nations General Assembly on 25 September 2015: “Transforming our world: the 2030 Agenda for Sustainable Development

Sustainable: Of, relating to, or being a method or lifestyle for using resources so that the resources can be maintained and continued, and are not depleted or permanently damaged.
[from Old French sustenir (French: soutenir), from Latin sustineo, sustinere, from sub– (under) + teneo (hold, uphold, possess, guard, maintain)]

The U.N. Sustainable Development Goals

The 17 United Nations Sustainable Development Goals (SDG) and their 169 associated targets adopted in 2015 and accepted by all Member States seek to realize the human rights of all and balance economic, social and environmental factors towards peace and prosperity for all.

To this end we examine some of the existing factors which block or inhibit the realization of these goals, and which must be eliminated so that the goals can be achieved in practice.

SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 

Target 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy

How Psychiatry Obstructs Target 4.6

Children worldwide are under extremely dangerous assault. Parents and teachers are being deceived in the name of improved mental health and better education. The results are devastating.

In 1967, a group of psychiatrists met in Puerto Rico to discuss their objectives for psychotropic drug use on “normal humans” in the year 2000. Their plan included drugs to “enhance the learning capacity of the individual.” Today, with at least 17 million children worldwide consuming mind-altering drugs and the almost exclusive use of psychology-based curricula in many schools, literacy is fast becoming a thing of the past.

In the U.S. alone, 1.5 million children and adolescents on antidepressants are at risk of known, drug-induced violent or suicidal side effects; while education achievement standards have plummeted as a result of psychology-based education curricula.

According to educators, traditional academics have been jettisoned in favor of psychological behavior modification that places emotions above educational outcomes.

In Basic Principles of Curriculum and Instruction, Ralph Tyler, president of the Carnegie Foundation (provider of private funding for education and testing), wrote that the “real purpose of education is … to bring about significant changes in the students’ pattern of behavior.” It meant targeting the child’s emotions, feelings, beliefs, and as a secondary objective, his intellect.

The current psychiatric push for mandatory “mental illness screening” in schools funnels children directly into the mental health care system, leading to rising illiteracy, crime, drug abuse and suicide rates.

School mental health programs have been designed to channel the lives of children towards specific ideological objectives at the expense of their literacy and well-being. Instead of directing children toward genuine achievement and the demonstration of competence, the psychiatric “self-esteem” concept is to tell the child he has accomplished something whether he has or not.

Psychiatric drugs and programs in schools have been implicated in increasing child violence. Skyrocketing youth suicide rates have also followed in the wake of widespread psychiatric, drug-based, child programs and psychological school curricula.

Research analyst Diane Alden stated, “We have had years of counseling, therapy, drugs and touchy-feely non-academics, and what we have gotten for this is dumb kids who feel good about being dumb and violent.”

Ultimately, psychiatry and psychology must be eliminated from all education systems and their coercive and unworkable methods should never be funded by the State.

Find out more by downloading and reading the CCHR report “Harming Youth — Psychiatry Destroys Young Minds — Report and recommendations on harmful mental health assessments, evaluations, and programs within our schools.

Psychiatric fraud and abuse must be eradicated so that SDG 4 can occur.

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