Posts Tagged ‘Education’

A Truly Great Library Contains Something To Offend Everyone

Monday, May 3rd, 2021

“He who takes offense when offense was not intended is a fool, yet he who takes offense when offense is intended is an even greater fool for he has succumbed to the will of his adversary.” –Brigham Young

Offense and Offend, two related words of wide contemporary usage. Here are a few different meanings (we take wide liberties with grammar):

– something that outrages
– the act of displeasing or affronting
– the state of being insulted or morally outraged
– to transgress
– to violate a law or rule
– to cause difficulty, discomfort, or injury
– to cause dislike, anger, or vexation

[Ultimately from Latin offendere “to strike against, displease” from of- “on account of” + -fendere “to hit”.]

We mention these words because we notice a large amount of social commentary and speculation about those taking or giving offense.

In particular, we notice an apparent spike in instances where someone has taken offense at another, or at another’s opinion, or at least remarking on such; whether such offense was intended or not.

We’ve noticed this tendency more and more frequently over the last few years, and wondered what possible relation this could have with psychiatric and psychological infiltration into society.

We’re not the only ones who have noticed this phenomenon. Psychology Today published various articles about it, although we don’t think they accurately attributed its cause.

Sensitivity Training Destroys Personal Responsibility

Psychiatry’s deliberate infiltration of religion and pastoral counseling provides some clues. Psychiatrists first sought to replace religion with their “soulless science” in the late 1800’s. In 1940, psychiatry openly declared its anti-religion plans when British psychiatrist John Rawling Rees, a co–founder of the World Federation for Mental Health (WFMH), spoke of psychiatry infiltrating the Church.

Another co–founder of the WFMH, Canadian psychiatrist G. Brock Chisholm, reinforced this master plan in 1945 when he spoke about freeing the race from crippling religious values.

As a result of psychiatry’s subversive plan for religion, the concepts of good and bad behavior, right and wrong conduct and personal responsibility have taken such a beating that people today have few or no guidelines for checking, judging or directing their behavior. The consequences have been devastating for both society and religion.

Sensitivity Training developed by psychologists in the 1950’s spread rapidly to religious leaders and churches, invalidating personal responsibility in favor of lowered moral standards, leaving a confused populace open to being morally outraged, i.e. offended, by nearly anything.

Since 1967, morals have been usurped through the education system with the implementation of “Values Clarification.” Part of the Outcome-Based Education (OBE) package of techniques, “Values Clarification” emerged from Germany and was introduced into the U.S. classroom under various names, including Sensitivity Training, Self-Esteem training, Anger Management and Conflict Resolution, to name a few. None are any more than mental techniques designed to modify behavior – or more bluntly, alter beliefs and lower personal responsibility.

Psychiatric Folly

If a person acts in ways that annoy, upset or offend psychiatrists, they may be diagnosed as mentally ill and treated against their will.

The Diagnostic and Statistical Manual of Mental Disorders (DSM) has an entry called “Intermittent explosive disorder”, which means repeated, sudden episodes of impulsive, aggressive, violent behavior or angry verbal outbursts which are out of proportion to the situation.

In other words, psychiatrists can call you mentally ill and prescribe harmful and addictive psychotropic drugs if you give or take offense. This should act as a warning not to call your psychiatrist names.

Then again, some of these drugs have side effects which look to an outsider as if the person does have such a disorder. Aggressive or hostile behavior is a side effect of psychostimulants, newer antidepressants, antipsychotics, and anti-anxiety drugs. Of course, if you experience such side effects, you can also be diagnosed with the mental disorder “Other adverse effect of medication”, so psychiatrists can label you mentally ill whether you are taking their drugs or not.

If you know of any psychiatrist or psychologist who has committed a legal offense, a sexual offense, financial irregularity, malpractice, fraud or any other crime, report this to the police and to CCHR.

Give Me Your Attention Please

Monday, April 12th, 2021

As an English word, “attention” can mean one of many definitions:

  • applying the mind to something
  • selective focusing one’s perception or awareness
  • consideration with a view to action
  • an act of civility or courtesy
  • sympathetic consideration of someone’s needs and wants
  • a position assumed by a soldier
  • considering or taking notice
  • dealing with or taking special care
  • focusing interest

[From Latin attendere, from ad- ‘to’ + tendere ‘stretch’.]

Attention is a built-in attribute of living beings. For people (and some animals), it’s generally the ability to self-determinedly focus awareness (to greater or lesser degree); for plants, one might observe a more physical characteristic such as motion toward a light source.

There are two extremes of attention. Introversion is looking inward. Extroversion is looking outward. Attention can be aberrated such that it becomes too fixed and unable to sweep, or too dispersed and unable to focus. Somewhere in between these extremes is an optimum level for a given situation.

A simple remedy for excessive introversion is extroversion — a good look at and communication with the wider external environment; Take A Walk and Look At Things! A simple remedy for excessive extroversion, which is sometimes called “being buttered all over the universe”, could be “mindfulness” — which is just being in Present Time.

Attention is actually a flow of energy; it can flow outward, inward, or appear relatively motionless. As long as you can keep someone’s attention fixated or confused they can be controlled; this is how hypnotism works.

In the current environment of society, especially in psychiatric mental health “care”, it is all too common for attention to be manipulated by drugs, shock or impact. Picture being slapped in the face: got your attention, did it? Unfortunately such an impact can have two entirely opposite outcomes. On the one hand it might cause one to focus fixedly on the source of the impact. On the other hand it might cause one to lose consciousness and be unable to focus attention at all. Which way it goes depends on the suddenness and strength of the force. Electroconvulsive therapy (ECT), or shock treatment, is an extreme but prevalent example of psychiatric brutality.

Another often unsuspected cause of attention issues is illiteracy or study problems. The many side effects of reading and comprehension difficulties are a main barrier to one’s ability to focus attention. For example, the July 2002 George W. Bush President’s Commission on Excellence in Special Education revealed the source of a deeply troubled Special Education system: 40 percent of kids are being labeled with “learning disorders” simply because they have not been taught to read.

The Attention-Deficit Fraud

In 1987, “Attention Deficit Hyperactivity Disorder” (ADHD) was literally voted into existence by a show of hands of American Psychiatric Association members and included in the Diagnostic and Statistical Manual of Mental Disorders (DSM). Within a year, 500,000 children in America alone were diagnosed with this fake disease.

ADHD actually represents the spontaneous behaviors of normal children. When these behaviors become age-inappropriate, excessive or disruptive, the potential causes are limitless, including: boredom, poor teaching, inconsistent discipline at home, reading difficulty, tiredness, street drugs, nutritional deficiency, toxic overload, and many kinds of underlying physical illness.

The main “treatments” for so-called ADHD are psychotropic drugs which have known side effects of violence and suicide. Some of these drugs are no more than amphetamine-like stimulants, designed to shock one into focusing attention. Aside from the physical impact, there are also severe emotional conditions caused by even short-term use of such drugs. Hallucinations and psychotic behavior are not uncommon.

Due to the hazards of these drugs, in order to receive federal funds under the IDEA (Individuals with Disabilities in Education Act), the “Prohibition on Mandatory Medication Amendment” (H.R.1350) was signed into law by President George W. Bush on December 3, 2004 and requires schools to implement policies that prohibit schoolchildren being forced onto psychiatric drugs as a requisite for their education. The law states, “The psychological/psychiatric system should not be able to abuse Special Education by diagnosing childhood and educational problems and failure as ‘mental disorders.'”

Recommendations

People do not have a deficiency of attention, nor do they have a deficiency of attention drugs. They may have barriers that prevent or inhibit effective use of attention, but these have non-psychiatric-drug solutions.

1. Support legislative measures that will protect children from psychiatric and psychological interference and which will remove their destructive influence from our schools.

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

3. No person should be given psychiatric or psychological treatment against their will.

4. Government funding should never be used for mental health screening or treatment programs and should be allocated, instead, to better educational facilities, teachers and tutoring to improve the literacy and educational standards of students.

Missouri Public Schools May Become Mental Health Clinics

Monday, April 13th, 2020
A bill in the Missouri House (HB2561), if it becomes law, would provide a state subsidy up to $40,000 to public schools to hire a mental health professional.

This is part of a nationwide psychiatric effort to turn public schools into mental health clinics, while legitimate educational professionals continue to bemoan the sorry state of public education.

The sponsor of this bill, recently elected Missouri State Representative Yolanda Young (Democrat, District 22 in Kansas City), has an impressive career as a community activist. We suspect she genuinely believes that turning schools into mental health clinics is a way to improve education.

We disagree.

Children worldwide are under extremely dangerous assault. Today, parents and teachers are also deceived in the name of improved mental health and better education. The results are devastating.

As a result of psychiatric and psychological intervention in schools, harmful behaviorist programs and psychotropic (mind-altering) drugs now decimate our schools.

According to educators, academic, knowledge–based curricula have been jettisoned in favor of psychology that places so-called “mental health,” emotions and belief systems above educational outcomes.

Drugging children with addictive, violence-causing mind-altering psychotropic drugs, particularly in low-income neighborhoods, is the “mental health” currently being employed by the psychiatric mental health industry. The false rationale is, the drugged kids will now be able to compete with children from wealthier families who attend better schools.

Psychiatric drugs and psychological programs have been implicated in increasing child violence. Skyrocketing youth suicide rates have also followed in the wake of widespread psychiatric, drug–based, child programs. Meddling with the brains of children via these harmful and addictive chemicals, and fraudulent “mental health” programs, constitutes criminal assault, and it’s time it was recognized for what it is.

Contact your state legislators and tell them what you think about this.

How psychiatry Perpetuates Illiteracy

Monday, December 9th, 2019
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.

The Radical Permissiveness of Psychiatry

Saturday, January 13th, 2018

Permissiveness: Allowing or characterized by great or excessive freedom of behavior. A permissive person, society, or way of behaving allows or tolerates things of which other people disapprove.

Apparently the quote “DO AS THOU WILT because men that are free, of gentle birth, well bred and at home in civilized company possess a natural instinct that inclines them to virtue and saves them from vice. This instinct they name their honor.” [François Rabelais, 1534] has been shortened by the psychological and psychiatric industries to the first four words.

From where does this radical permissiveness come?

“The biomedical model [the biological underpinnings of mental disorders] currently dominates psychiatric clinical practice and research.”
“Psychiatry’s growth and power during the twentieth century also can be traced in part to its alliance with Western science’s goals of control and domination of nature. … For example, during this century, capitalism has simultaneously needed to increase consumption and the technical control of social reality in order to maximize profits. This creates a paradox in which morality is slackened to increase permissiveness, and consequently, consumption.”
“Biological psychiatry’s rush to transmogrify much of human life into clinical or biological entities has become increasingly suspect on scientific as well as sociopolitical grounds.”
[“The Biomedicalization of Psychiatry: A Critical Overview“, Carl I. Cohen, M.D., Community Mental Health Journal, Vol. 29, No. 6, December 1993]

The problem with the biomedical model is that psychiatrists attempt to explain environmental, behavioral, social and spiritual phenomena with strictly biological factors. This is called “biological reductionism.” It places a heavy emphasis on the chemistry of the brain instead of searching for root causes of mental distress in areas that have more effective treatments. This leads to dependence on psychotropic drugs which have been shown to be addictive and harmful.

The transformation of psychiatry into a purely medical model was driven primarily by third-party reimbursement (insurance), the pharmaceutical industry, and government funding.

Freudian theory developed in the 1890’s called for radical permissiveness in sexual mores and child rearing, and left parents in constant worry of unwittingly perpetrating untold psychological harm upon their children.
[Chapter 3, Psychiatry The Ultimate Betrayal, Bruce Wiseman, Freedom Publishing, 1995]

To this day, thanks to the large-scale Freudian indoctrination of teachers, doctors, social workers, and others, many a mother and father is filled with dread, fearing irreparable mental damage, whenever some minor or major trauma strikes their child.

When lawyers turn to “childhood trauma” as a defense for criminality, it is assumed that the jury and the public will understand this: “everybody knows” that psychological damage comes from one’s childhood.

“The indiscriminate, ‘nonjudgmental’ approach, of dubious value with neurotics, amounts to a frank condoning of crime when applied to offenders and threatens to undermine and eradicate social and moral attitudes. This is the more serious, since this psychiatric-social work approach combines with the ‘permissive’ or ‘progressive’ upbringing of the home and school and a very lax enforcement of justice by the police and the courts.” The statement was made in 1962 by psychiatrist Melitta Schmideberg, president of the Association for the Psychiatric Treatment of Offenders.
[ibid. Chapter 8]

In 1966, schools began to be used as an ideological platform for the abandonment of self-discipline and morality. The assault on social values came with the textbook called Values Clarification: A Handbook of Practical Strategies for Teachers and Students. Children were asked to abandon values instilled through family, home and church, and substitute new values which they were free to make up.

This “therapeutic education,” or “behavior modification,” gradually replaced academics in favor of feelings and emotions, eroding discipline and promoting permissiveness, redefining and replacing earned self-esteem with psychological doubletalk like “anger management” and “mental health.”

The undermining of traditional education and values can be traced to a German psychologist, Wilhelm Wundt of Leipzig University, who founded “experimental psychology” in 1879. Declaring that man is an animal with no soul, he claimed that thought was merely the result of brain activity — a false premise that has remained the basis of psychiatry until this day.

Wundt was a strong advocate of Gottlieb Fichte, head of psychology at the University of Berlin in 1810, who believed that “Education should aim at destroying free will so that after pupils are thus schooled they will be incapable of thinking or acting otherwise than as their school masters would have wished.”

Influential educational psychologist Ernst Friedrich Wilhelm Meumann, professor of philosophy and education at Leipzig University and student and assistant of Wundt, sought to radically change schools by the “oppression of the children’s natural inclinations.” His book discussing Mental Hygiene in the Schools became required reading for several generations of education students in Germany and he propagated the idea that schools should be used for “preventative mental health functions.”

For more information download and read the CCHR report Harming Youth — Psychiatry Destroys Young Minds — Report and recommendations on harmful mental health assessments, evaluations, and programs within our schools.