Posts Tagged ‘Learning Disabilities’

State of Fear

Saturday, January 24th, 2015

State of Fear

The following extended quote is from the author’s appendix to the novel State of Fear by Michael Crichton. Stay with us here, we’re sure you’ll get the importance of it quickly.

“Imagine that there is a new scientific theory that warns of an impending crisis, and points to a way out.

“This theory quickly draws support from leading scientists, politicians, and celebrities around the world. Research is funded by distinguished philanthropies, and carried out at prestigious universities. The crisis is reported frequently in the media. The science is taught in colleges and high school classrooms.

“I don’t mean global warming. I’m talking about another theory, which rose to prominence a century ago.

“These efforts had the support of the National Academy of Sciences, the American Medical Association, and the National Research Council. It was said that if Jesus were alive, he would have supported this effort.

“All in all, the research, legislation, and molding of public opinion surrounding the theory went on for almost half a century. Those who opposed the theory were shouted down and called reactionary, blind to reality, or just plain ignorant. But in hindsight, what is surprising is that so few people objected.

“Today, we know that this famous theory that gained so much support was actually pseudoscience. The crisis it claimed was nonexistent. And the actions taken in the name of this theory were morally and criminally wrong. Ultimately, they led to the deaths of millions of people.

“The theory was eugenics, and its history is so dreadful—and, to those who were caught up in it, so embarrassing—that it is now rarely discussed. But it is a story that should be well known to every citizen, so that its horrors are not repeated.”

There is a lot more the author has to say about this; we highly recommend it.

He reaches some conclusions:

“First, … there was no scientific basis for eugenics. … Second, the eugenics movement was really a social program masquerading as a scientific one. … Third, and most distressing, the scientific establishment in both the United States and Germany did not mount any sustained protest. … And that is why the intermixing of science and politics is a bad combination, with a bad history. We must remember the history, and be certain that what we present to the world as knowledge is disinterested and honest.”

~~~~~~~~~~~~~~~~

The psychiatric profession, the original perpetrators of eugenics, purports to be the sole arbiter on the subject of mental health and “diseases” of the mind. The facts, however, demonstrate otherwise. Psychiatric “disorders” are not medical diseases. Psychiatrists deal exclusively with mental “disorders,” not diseases. Psychiatry has never established the cause of any “mental disorders.” The theory that mental disorders derive from a “chemical imbalance” in the brain is unproven opinion, not fact. The brain is not the real cause of life’s problems.

In 1883, British psychologist Francis Galton created the term “eugenics,” from the Greek word eugenes, meaning “good stock,” and defined certain racial groups as “inferior.” Through their history of invented racial “diseases,” psychiatry and psychology have not only legitimized modern racism, but also provided the justification for outright genocide.

In 1879, German psychologist Wilhelm Wundt of Leipzig University provided the ultimate scientific “proof” for eugenics and racism, by arrogantly declaring that as man’s soul could not be measured with scientific instruments, it did not exist.

In 1895, Alfred Ploetz, a Swiss-German psychiatrist, published his race inferiority theories. Hitler and his Nazi regime would use this to promote their brand of eugenics.

Margaret Sanger, the founder of Planned Parenthood of America and a eugenicist, planned to exterminate the Negro population by sterilization.

1n 1994, Charles Murray and Richard Herrnstein’s book The Bell Curve arrogantly and audaciously claimed that African-Americans and Hispanics are genetically disabled.

In the last few months, violence erupted across the U.S. as racial tensions were fueled by conflicts with police. Police department Crisis Intervention Teams across the country are being taught by psychiatrists and psychologists how to “handle” people with mental trauma.

If you think these attitudes have been purged from society, think again.

And who is it that claims to be able to ease these conflicts? Why of course, get some counseling from your local psychologist and get some anti-anxiety drugs from your local psychiatrist. They should know; after all, their professions created the attitudes in the first place.

OK, yes, we know that there was undoubtedly racial tension prior to 1883. We know you might have been rankled at the phrase “their professions created the attitudes in the first place.” But we’re not the Boston Fern here, tracing our ancestry back to the Garden of Eden. (To make a racially suspect joke about it.) We’re trying to make a point, and we think belaboring that point is necessary, because so many people around the country are simply not being allowed to get it.

The point is, racism is alive today because it is being continually created and reinforced by psychiatry and psychology, as it has been for at least the last 132 years.

The U.S. President’s Commission on Excellence in Education revealed that 40% of children in Special Education were falsely labeled with learning disorders simply because they weren’t taught to read.

For minorities, Special Education is covert psychiatric racism; a means of getting millions of children hooked on mind-altering psychiatric drugs.

For many years, schools have employed destructive psychological curricula, and are constantly pushing for compulsory “depression screening” of schoolchildren.

The psychiatric profession has a profit interest in ensuring that racist ideas continue to influence us — in our educational institutions, religious institutions, and other areas of society. The way to ensure freedom from their consequences is to continue to identify and limit the influence of the exact source of this social poison—psychiatrists and psychologists.

For more information about racism, download and read the CCHR booklet “Creating Racism – Psychiatry’s Betrayal – Report and recommendations on psychiatry causing racial conflict and genocide.”

ADHD and Fluoride

Monday, March 10th, 2014

ADHD and Fluoride

A recently published scientific study links various developmental disabilities with fluoride poisoning.

[Lancet Neurol 2014;13:330-38; February 15, 2014; “Neurobehavioral effects of developmental toxicity”]

Here are some salient quotes.

“Neurodevelopmental disabilities, including autism, attention-deficit hyperactivity disorder, dyslexia, and other cognitive impairments, affect millions of children worldwide, and some diagnoses seem to be increasing in frequency. Industrial chemicals that injure the developing brain are among the known causes for this rise in prevalence. …epidemiological studies have documented…developmental neurotoxicants” including fluoride.

“Strong evidence exists that industrial chemicals widely disseminated in the environment are important contributors to what we have called the global, silent pandemic of neurodevelopmental toxicity. The developing human brain is uniquely vulnerable to toxic chemical exposures, and major windows of developmental vulnerability occur in utero and during infancy and early childhood. During these sensitive life stages, chemicals can cause permanent brain injury at low levels of exposure that would have little or no adverse effect in an adult.”

“…studies of children exposed to fluoride in drinking water…suggests an average IQ decrement of about seven points in children exposed to raised fluoride concentrations.”

“Developmental neurotoxicity causes brain damage that is too often untreatable and frequently permanent.”

“The antisocial behaviour, criminal behaviour, violence, and substance abuse that seem to result from early-life exposures to some neurotoxic chemicals result in increased needs for special educational services, institutionalisation, and even incarceration.”

“Our very great concern is that children worldwide are being exposed to unrecognized toxic chemicals that are silently eroding intelligence, disrupting behaviours, truncating future achievements, and damaging societies.”

We might also point out that fluorine is a significant component of Prozac (fluoxetine hydrochloride, C17H18F3NO•HCL) and Paxil (paroxetine hydrochloride, C19H20FNO3•HCl•1/2H2O), both common psychiatric antidepressants with rather damaging side effects.

Admittedly, fluorine in chemical combination may behave differently than fluorine or fluoride (an ion of fluorine) alone, and there are those who argue that this difference is significant. The actual evidence, however, indicates otherwise. Regardless of any effect fluoride may have on teeth, it is a toxic substance and should be treated with caution, especially as a major component of a psychiatric drug.

See also the articles “Neurological Impact of Fluoride Toxicity“; “Fluoride Facts: The Inconvenient Truths“; “Chinese Studies Link Fluoride to Low IQ Scores“. For more detailed information, download the book “Directory of Somatopsychic Diseases and Conditions” containing 1400 assorted diseases, medical conditions, and toxins that either cause, exacerbate, or are associated with psychiatric illness.

ADHD Drugs Don’t Boost Kids’ Grades

Thursday, July 18th, 2013

ADHD Drugs Don’t Boost Kids’ Grades

Studies of Children With Attention-Deficit Hyperactivity Disorder Find Little Change

New studies of children taking psychiatric drugs find that there is little evidence that the drugs actually improve academic outcomes.

A growing body of research finds that in the long run, achievement scores, grade-point averages or the likelihood of repeating a grade generally aren’t any different in kids diagnosed with symptoms called ADHD who take psychiatric drugs compared with those who don’t take such drugs.

A June, 2013 study looked at ADHD drug usage and educational outcomes of nearly 4,000 students in Quebec over an average of 11 years and found that boys who took ADHD drugs actually performed worse in school than those with a similar number of symptoms who didn’t. Girls taking the medicine reported more emotional problems, according to a working paper published by the National Bureau of Economic Research. The results “suggest that expanding medication use can have negative consequences given the average way these drugs are used in the community.”

The reason this issue was studied by an economics research think tank is because a policy change in the province of Quebec, Canada greatly expanded insurance coverage for prescription medications; the change was associated with a sharp increase in the use of Ritalin relative to the rest of Canada.

If you agree that alternatives like good nutrition, effective non-psychiatric medical diagnosis and treatment, and teaching children how to read and study are preferable to harmful and addictive psychiatric drugs, clap your hands — and contact your local, state and federal representatives to tell them what you think. Ask them to stop funding psychiatric drugs for children.

Forward this newsletter to your family, friends and associates and suggest that they subscribe.

The Mental Health in Schools Act of 2011

Sunday, March 11th, 2012

Our U.S. Government at Work

U.S. House of Representatives bill H.R. 751, the Mental Health in Schools Act of 2011, was sponsored in Congress 2/17/2011 by Rep. Grace Napolitano (California, D-38) and acquired 52 co-sponsors.

The stated purpose of this bill is “To amend the Public Health Service Act to revise and extend projects relating to children and violence to provide access to school-based comprehensive mental health programs.”

Representatives Russ Carnahan (D-3) and Emanuel Cleaver (D-5) of Missouri are co-sponsors. The bill is currently in the House Committee on Energy and Commerce, Subcommittee on Health.

To read the bill for yourself, go to the Library of Congress (http://thomas.loc.gov) and search for “H.R. 751”.

The bill summary says, “Amends the Public Health Service Act to revise a community children and violence program to assist local communities and schools in applying a public health approach to mental health services, including by: (1) revising eligibility requirements for a grant, contract, or cooperative agreement; and (2) providing for comprehensive school mental health programs that are culturally and linguistically appropriate and age appropriate. Makes only a partnership between a local educational agency and at least one community program or agency that is involved in mental health eligible for such funding.”

The rationale for this outrageous bill comes from fraudulent statistics provided by the Federal Substance Abuse and Mental Health Services Administration (SAMHSA). The bill says that approximately 1 in 5 children have a diagnosable mental disorder, and approximately 1 in 10 children have a serious emotional or behavioral disorder, thus requiring intervention by every school “to respond to the mental health needs of its students.”

While this bill is abhorrent in itself, the real target is not just defeating such blatant trolling for patients by the psychopharmaceutical industry, but should be removing all mental health funding from the educational system, and returning the care of children’s mental health to their families, religious institutions, and legitimate health and medical professionals.

Find your U.S. Representatives and their contact information at http://www.house.gov/representatives/. Let them know what you think.

For more information, read our blog posts on these subjects:

http://www.cchrstl.org/wordpress/2012/01/02/federal-funds-for-learning-disorders/

http://www.cchrstl.org/wordpress/2011/08/17/the-parental-consent-act/

http://www.cchrstl.org/wordpress/2011/08/13/dc-0-to-3/

http://www.cchrstl.org/wordpress/2011/03/20/you-paid-for-it-missouri/

Federal Funds for Learning Disorders

Monday, January 2nd, 2012

IDEA – The Source of Federal Funds for Learning Disorders

Special Education under the Individuals with Disabilities in Education Act (IDEA) has become a gravy train for psychiatrists and psychologists diagnosing children with ADHD [Attention Deficit Hyperactivity Disorder] or “learning disorders” and hooking these kids on drugs.

Of the approximate $50 billion spent annually on Special Education, an estimated $29 billion covers education for subjective “mental disorders,” when the law was originally intended for children with physical handicaps such as autism, speech impediments, blindness or other physical disabilities.

Underlying the coerced drugging of children is the definition of “disability” under Special Education law. The primary purpose of IDEA, which covers Special Education, was to provide a free and appropriate education for children with hearing, sight, speech and other physical handicaps. However, the term “handicapped” was changed to “learning disabled,” and children who fidget in class, interrupt their teachers, or simply fall behind academically were classified as “disabled.”

In order to receive federal funds under the Individuals with Disabilities in Education Act, the “Prohibition on Mandatory Medication Amendment,” was signed into law by President Bush in 2004 and requires schools to implement policies that prohibit schoolchildren being forced onto psychiatric drugs as a requisite for their education: “The State educational agency shall prohibit State and local educational agency personnel from requiring a child to obtain a prescription for a substance covered by the Controlled Substances Act (21 U.S.C. 801 et seq.) as a condition of attending school, receiving an evaluation under subsection (a) or (c) of section 614, or receiving services under this title.” [Individuals with Disabilities Education Improvement Act of 2004]

Funding for learning disabilities in Missouri is documented in Missouri Revised Statutes (RSMo), Chapter 162, Section 700 “Special educational services, …” [http://www.moga.mo.gov/statutes/c100-199/1620000700.htm]

RSMo 162.675 defines “Children with disabilities” or “handicapped children” as “children under the age of twenty-one years who have not completed an approved high school program and who, because of mental, physical, emotional or learning problems, require special educational services.”

Note, however, that RSMo 162.700 denies children needing extra help the most beneficial service by specifying that “remedial reading programs are not a special education service.”

See also RSMo 162.670 “School Districts – Statement of Policy” [http://www.moga.mo.gov/statutes/c100-199/1620000670.htm] which ties Missouri educational policy to the provisions of IDEA.

It is difficult to determine an exact dollar amount per child; there are a number of formulas governing federal funds given to states for many different programs, which vary year by year based on the federal budget and the state. See also the Wikipedia article on IDEA at http://en.wikipedia.org/wiki/Individuals_with_Disabilities_Education_Act.

As an example, see this link [http://www.rense.com/general4/addd.htm] for an article called “How Schools Are Making Big Money On ‘ADD/ADHD’.”

Why is this such an issue?

Well, for example, in the news this week is an article about “ADHD-drug abuse popular on Oregon campuses.” The article makes the point that “Adderall and its counterparts, including Ritalin and the over-the-counter Vivarin, are growing in popularity among students who don’t have ADHD but use the medications as study tools to stay awake and alert during prolonged cram sessions.”

One wonders if these college students learned to use/abuse ADHD drugs in elementary or high school. According to this article, various ADHD drugs are readily available with or without a prescription. One student said, “So many kids have Adderall prescriptions. Doctors just give it away like it’s candy or something. A lot of kids just will give it away for free.”

The drugging of children for ADHD is an epidemic. More than 5 million U.S. children, or 9.5 percent, were diagnosed with ADHD as of 2007. About 2.8 million had received a prescription for a stimulant medication in 2008.

The ADHD diagnosis does not identify a genuine biological or psychological disorder. The diagnosis, from the 2000 edition of the Diagnostic and Statistical Manual of Mental Disorders, is simply a list of behaviors that may appear disruptive or inappropriate.

The prevalence of this fraudulent diagnosis then increases the availability of the drugs, which are addictive and have harmful side effects, and as we see here are abused by others.

For more information about the side effects of psychiatric drugs, go to http://www.cchrstl.org/sideeffects.shtml.

Contact your schools and your local, state and federal officials and let them know what you think about this.

Anesthesia and Learning Disabilities

Saturday, October 8th, 2011

Scientists at the Mayo Clinic in Rochester, Minnesota have found a strong association between children undergoing surgery requiring general anesthesia before they are 2 years old and learning disabilities later in childhood.

Over a third of the children who had more than one surgery developed a learning disability later in life.

The study concludes that, “Repeated exposure to anesthesia and surgery before the age of 2 was a significant independent risk factor for the later development of LDs [Learning Disabilities] … We cannot exclude the possibility that multiple exposures to anesthesia/surgery at an early age may adversely affect human neurodevelopment with lasting consequence.”

The article appears in the journal Pediatrics,Cognitive and Behavioral Outcomes After Early Exposure to Anesthesia and Surgery,” published online October 3, 2011 (10.1542/peds.2011-0351).

So-called Learning Disabilities are typically treated with harmful and addictive psychiatric drugs. In the cases cited here, one observes that an LD might be misdiagnosed as a mental disorder instead of as the result of a toxic drug overload which has vastly different treatment options.

There are hundreds of common prescription and over-the-counter drugs whose side effects masquerade as mental symptoms. Look for a future newsletter about drug-induced nutrient depletion and how this can cause many symptoms appearing as mental distress.

For more information about psychiatric misdiagnosis, download and read the CCHR booklet, Pseudoscience — Psychiatry’s False Diagnoses — Report and recommendations on unscientific fraud perpetrated by psychiatry.