Posts Tagged ‘Schools’

Migrant Children, a New Psychiatric Patient Pool?

Saturday, April 25th, 2015

Migrant Children, a New Psychiatric Patient Pool?

While we hesitate to comment on the controversy surrounding the federal government’s amnesty program for illegal immigrants, we do see a potential effect of interest to the concerns of CCHR and those who recognize the potential for psychiatric fraud and abuse.

The Wall Street Journal reported that “Such students [illegal aliens, or “migrant children”] often require a variety of services, including subsidized meals, English-language instruction, tutoring and psychological counseling…”

It’s that last phrase, “psychological counseling”, that caught our attention.

Could migrant children be considered a new pool of patients to be abused by the psychiatric and psychological industries?

There are already research articles being published on the “mental health of migrant children.” Look out for a proliferation of media, studies, and requests for funding for this expanding population as a new pool of “mental health care” patients.

Contact your local, state and federal officials and your school boards to be on the lookout for psychiatric fraud and abuse within the migrant population.

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.”

Common Core Gores Education

Saturday, November 15th, 2014

Common Core Gores Education

[The quotes are from “Common Core – A Look Behind the Wizard’s Curtain” by Karen Hadley, in The Hard Truth Magazine, Issue 4, 2014. We highly recommend it.]

We have written previously (here and here) about the dangers of the Common Core State Standards Initiative. If you have children in school, you may want to find out more about this, and take some action to stop it.

“The players behind Common Core have worked hard to create the impression that this project will be the salvation of education in America. But it is always a liability to lie in PR … this national restructuring of American education was embedded in President Obama’s 2009 stimulus package called the American Recovery and Reinvestment Act of 2009 … [which] was used to bribe the states to commit to new standards of education — sight unseen.”

“Nor is it any surprise that the primary creators of the curriculum refer to the Common Core competencies as ‘cognitive and psychological aptitudes’. In short, we’ve finally turned our educational system over to the psychologists lock, stock and barrel.”

“It is only a short step to the Guidance Counselor or psychiatrist on staff who can diagnose the child with ADHD (using the test developed by a company that was recently acquired by Pearson, the Common Core curriculum publisher) and prescriptions may be written and dispensed on the spot, without parents ever knowing.”

It is not just the psychiatric industry in collusion here; it is also the psychology industry. Psychiatric drugs are not the only harmful danger with respect to Common Core. “…there are two characteristics to this initiative that make it among the most serious and fearsome: 1. its utter pervasiveness and 2. its ability to mold the minds and opinions of our children and destroy any concept of sexual morality, as well as their will to learn and succeed.”

Children worldwide are under extremely dangerous assault. Today, parents and teachers are being deceived in the name of improved mental health and better education. The results are devastating. From the beginning of the 20th century in Germany, psychologists and psychiatrists have targeted education to destroy free will. Psychological intervention in schools promotes harmful behaviorist programs such as embodied in Common Core. Academic, knowledge-based curricula have been jettisoned in favor of psychological manipulation that places emotions and beliefs above educational outcomes.

As if that were not enough, the current psychiatric push for mandatory “mental illness screening” of all schoolchildren has Nazi roots that parents and teachers ignore at their own peril. These psychological programs have trampled on the rights and roles of parents and have provided society with rising crime, drug abuse and suicide rates.

Using “gun violence” as its cover, the Obama administration has quietly unleashed a cache of federal dollars that will be used for testing students for signs of mental health issues in K-12 schools.

On Sept. 22, Department of Health and Human Services Secretary Sylvia M. Burwell announced $99 million in new federal grants to school districts for mental health services. On Sept. 23, the U.S. Department of Education announced another $70 million in “School Climate Transformation grants;” more than half of the money to be used for “behavioral outcomes.”

These governmental “mental health” programs and “Common Core should strike deep terror into the hearts of every parent, grandparent and American.” Find Out! Fight Back! Contact your state board of education, your legislators, your school principal, superintendent, and school board and let them know what you think. Let us know what you have done.

Download and read this free CCHR publication for more information: “Harming Youth — Psychiatry Destroys Young Minds — Report and recommendations on harmful mental health assessments, evaluations, and programs within our schools.

Typical or Troubled? School Mental Health Education Program

Sunday, October 26th, 2014

Typical or Troubled?

School Mental Health Education Program

The American Psychiatric Foundation (APF), the philanthropic and educational arm of the American Psychiatric Association (APA), provides grants to fund the implementation of the Typical or Troubled?™ mental health education program in schools throughout the United States. Contributors to the funding include Janssen Pharmaceutical Companies of Johnson & Johnson and Shire Pharmaceuticals, Inc.

They say that the curriculum has been presented so far in 2,000 schools. It is available in English and Spanish; it includes APA mental health disinformation and role-playing exercises — pushing the typical psychiatric misinformation about warning signs, mental disorders, treatments, and referrals for mental health treatment. One of its aims, of course, is connecting teens to “treatment.”

The “educational” program spouts the fraudulent psychiatric party line: “1 in 5 children has a mental health disorder;” “1 in 10 kids have ADHD;” and a dissection of the “teen brain” that looks like this:

Close to home, this program has been done in the Rockwood School District (Eureka, Missouri).

If you have young children or teens in school, you might want to check if this program is in your school and pull your children out of the program. Contact your school Board of Education, your state Board of Education, your Parent-Teacher organization, your school administrators and counselors, and let them know what you think about this.

We think this is just another way to get away with mental health screening in schools, and get more kids onto psychiatric drugs.

Mental health screening aims to get whole populations on drugs and thus under control. The kinds of drugs used create further medical and social problems, and these subsequent complications require additional taxes and laws to handle them. The net result is a sick and fearful population dependent on the government to “solve” all their problems.

Recognize that the real problem is that psychiatrists fraudulently diagnose life’s problems as an “illness”, and stigmatize unwanted behavior or study problems as “diseases.” Psychiatry’s stigmatizing labels, programs and treatments are harmful junk science; their diagnoses of “mental disorders” are a hoax – unscientific, fraudulent and harmful. All psychiatric treatments, not just psychiatric drugs, are dangerous, and can cause crime.

Psychiatrists, psychologists, psychotherapists, psychiatric institutions, and other medical doctors prescribing psychiatric drugs and treatments must be made fully accountable for their funding, practices and treatments, and their results, or lack thereof — including prescribing antidepressants whose only results are harmful side effects.

Click here for more information about mental health screening.

New York Bill Requires Psychological Screening for Schoolchildren

Tuesday, February 4th, 2014

New York Bill Requires Psychological Screening for Schoolchildren

We just signed the petition “State Rep. Margaret Markey: Stop Mandatory Psychological Screening of our Children” on Change.org. It’s important. Will you sign it too? Here’s the link:

https://www.change.org/petitions/state-rep-margaret-markey-stop-mandatory-psychological-screening-of-our-children

This petition seeks to gain your help to stop the passing of Bill A8186-2013 that would require all children attending public schools in New York to go through psychological screening as part of their required health certificate. The specific wording from the Bill is:

“EACH SUCH CERTIFICATE SHALL ALSO STATE THAT A PSYCHOLOGICAL EXAMINATION WAS PERFORMED AND THAT THE CHILD IS MENTALLY FIT TO PERMIT ATTENDANCE AT SCHOOL.”

You can find the bill here for more information: http://open.nysenate.gov/legislation/bill/A8186-2013

As of January 8th this bill has been referred to the Committee on Education for review. We need to let the New York Assemblywoman supporting this [Margaret Markey] know that we don’t agree with this Bill which is an invasion of the privacy of our children. We do not need our children to be given a screening potentially leading to a lifetime of fraudulent psychiatric labels and harmful psychotropic drugs.

In 2003 a report on “mental health care” presented to the federal government recommended that all 52 million American schoolchildren be screened for “mental illness,” claiming—without a shred of scientific evidence—that “early detection, assessment, and links with treatment” could “prevent mental health problems from worsening.” Already implemented in many states, screening and “intervention” is to be provided through primary health care facilities, schools, juvenile justice and child welfare—to anyone aged between 3 and 21. Millions of taxpayer dollars have already been allocated to this, which means that America’s already burgeoning numbers of children being prescribed potentially lethal psychiatric drugs could treble within a few years to 30 million.

Ten million American children are already prescribed drugs that can kill them or predispose them to later illicit drug abuse, violence or suicide.

Screening Doesn’t Prevent Suicide; Drugs Increase It!

Parents need to know that unlike medical diseases there is no x-ray, blood or other physical test to determine if a child has a “mental disorder;” that mental health screening is based on subjective questions not medical science; that parents must actively sign an informed consent form to allow any such screening; and that any informed consent form must contain the above information.

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

Click here for more information about mental health screening.

Common Core Controversy Continued

Thursday, August 1st, 2013

Common Core Controversy Continued

Opposition to the Common Core State Standards is growing

Four states — Texas, Virginia, Alaska, and Nebraska — have not adopted the Common Core State Standards for public school curricula and testing. Minnesota chose to adopt only the English standards and declined the Mathematics standards.

Nine states which had previously adopted the Standards — Missouri, Kansas, Michigan, Georgia, Indiana, Pennsylvania, Alabama, South Carolina, Utah — are having second thoughts about it in one form or another. For example, in Missouri:

HB 616 “Prohibits the State Board of Education from adopting and implementing the standards for public schools developed by the Common Core Standards Initiative” was introduced by Representative Kurt Bahr (R-102) although it did not come to a vote during the legislative session just ended.
SB 210 “Requires the Department of Elementary and Secondary Education to hold public meetings in each congressional district on the Common Core State Standards” was introduced by Senator John Lamping (R-24) although it did not come to a final vote during the legislative session just ended.

In May, the Texas House of Representatives voted 140-2 to pass language prohibiting Texas from participating in the standards. Texas, however, has never adopted the standards and likely will not.

One flaw of Common Core seems to be around the assessment tests, and the maxim that “what gets tested gets taught.”

Critics also say that the whole Common Core effort is a backdoor way of establishing a national school curriculum, taking educational decisions away from the states. Amendment X to the Constitution of the United States, states that, “The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.” This is taken to mean, in this context, that a national educational curriculum mandate is in violation of the Constitution. Of course, proponents of Common Core point out that these Standards are developed and run by the states, not by the federal government. On the other hand, opponents of Common Core consider it as an end-run around having a federally mandated curriculum; in other words, while it is not officially a federal mandate, there are most certainly federal incentives (read “federal dollars”) for those states who implement it.

Without going any further into the pros and cons of the Common Core Standards themselves, we do want to watch out, however, for the first step down a fast slide toward the federal government telling teachers what should go on in their classrooms, and the conversion of schools and classrooms into the mental health clinics that the White House seems to desperately desire.

The President’s Fiscal Year 2014 Budget includes $205 million for programs to help identify children’s mental health concerns, improve access to mental health services and “support safer school environments,” including $55 million for Project AWARE (Advancing Wellness and Resilience in Education) to provide Mental Health “First Aid” training in schools and communities and to help school districts and their communities work together to ensure that students with mental health issues are referred to the services they need; $50 million to train 5,000 new mental health professionals to serve students and young adults, including social workers, counselors, psychologists, and other mental health professionals; and $25 million for Healthy Transitions, a new competitive grant to help support transitioning youth (ages 16-25) and their families access and navigate behavioral health treatment systems.

The federal government is even now working out how existing group health plans that offer mental health services must cover them at parity under the Mental Health Parity and Addiction Equity Act of 2008. In addition, the Affordable Care Act requires all new small group and individual plans to cover mental health.

For more information about the dangers of mandated mental health insurance coverage, download and read the CCHR report “The Vital Case Against Mandated Mental Health Parity.”

For more information about harmful psychiatric influences in education, download the CCHR report “Harming Youth — Psychiatry Destroys Young Minds — Report and recommendations on harmful mental health  assessments, evaluations, and programs within our schools.”


As a result of psychiatric and psychological intervention in schools, harmful behaviorist programs and psychotropic (mind-altering) drugs now decimate our schools. These programs have trampled on the rights and roles of parents and have provided society with rising crime, drug abuse and suicide rates.

Contact your local, state and federal representatives and let them know what you think about turning our schools into mental health clinics and turning our children into mental health patients.

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

Common Core Controversy

Sunday, July 28th, 2013

Common Core Controversy

The Common Core State Standards Initiative (CCSSI) is a set of educational standards for each grade level (K-12) that are intended to provide a consistent, clear understanding of what students are expected to learn, so that teachers and parents know what they need to do to help their students and children. There are currently only standards for Math and English, and they incorporate both content and skills standards.

The official authors, publishers and copyright holders of the Common Core State Standards are the National Governors Association Center for Best Practices and the Council of Chief State School Officers.

Since its inception in 2008, forty-five states, the District of Columbia, four territories, and the Department of Defense Education Activity have adopted the Common Core State Standards.

Missouri Governor Jay Nixon and Commissioner of Education Chris L. Nicastro, with the approval of the State Board of Education, signed a Memorandum of Agreement in 2009 permitting Missouri to work with other states on the development of the Common Core State Standards for English language arts and mathematics. The Missouri State Board of Education (not the Missouri legislature) adopted the Common Core State Standards on June 15, 2010 with full implementation expected during the school year 2014-15.

There will be a new set of assessment tests aligned with the Common Core Standards. Because the tests are computer-based, schools will need adequate computer technology and bandwidth available to conduct the assessments.

Both ACT and the SAT have announced that these tests will become aligned with the Common Core State Standards.

Missouri has allied itself with the Smarter Balanced Assessment Consortium to develop the Common Core assessment tests for Math and English, which will replace the current Missouri Assessment Program (MAP) tests for these subject areas.

There are a number of groups opposing this initiative for a variety of reasons, including ParentalRights.org, MissouriEducationWatchdog.com, MOAgainstCommonCore.webs.com, The American Principles Project, Concerned Women of America, National Coalition of Organized Women, UtahnsAgainstCommonCore.com, and PioneerInstitute.org.

While CCHR does not particularly endorse nor oppose CCSSI, there may be ramifications in the mental health field about which you may wish to know.

The main objection voiced that might relate to CCHR interests is that these standards raise the prospect of privacy violations and data mining of private student information. The fear is that this data could include such items as family income, religion, family voting history, mental health screenings, and disciplinary actions. (In fact, current data reporting already includes disciplinary actions.)

Currently the Missouri Department of Education collects 119 data points for each student. These are a combination of requirements from Missouri state law, Missouri state Department of Education, court rulings, federal Individuals with Disabilities Education Act, federal Carl D. Perkins Career and Technical Education Improvement Act, and federal Elementary and Secondary Education Act.

While the Common Core Standards officially do not contain data collection or reporting requirements, the means of assessing students and the data that results from those assessments are up to the discretion of each state. There is also a separate data collection effort called the Common Core of Data which is a program of the U.S. Department of Education, although this ostensibly uses aggregate statistics only and not individually identifiable information.

A less well-known, hard to find and disturbing bit of information comes from the CCSSI co-author Council of Chief State School Officers web site, which lists one of its prime principles as “Continued Commitment to Disaggregation,” referring to making the data collection and reporting systems provide more data that is tied to individuals rather than aggregated solely as statistics.

In a 2009 interview with Charlie Rose, U.S. Secretary of Education Arne Duncan advocated having healthcare clinics associated with schools. He also indicated that schools should be the center of community life and be open 7 days a week, 12 hours a day, 12 months a year. When not operating strictly as a school, they should be partnered with community service organizations to operate the facilities and hold various programs.

The White House Office of Science and Technology Policy issued a Fact Sheet January 19, 2012 called “Unlocking the Power of Education Data for All Americans,” announcing a number of public and private data collection and reporting initiatives.

It is certainly no secret that the White House strongly supports mental health efforts in schools. Quoting from the White House blog:

“The budget supports initiatives to help teachers and other adults identify early signs of mental health problems and refer young people to services they may need, and to advance new state-based strategies to prevent young people ages 16 to 25 with mental health or substance abuse problems from falling through the cracks when they leave home. The budget will help 8,000 schools implement evidence-based behavioral practices to improve school climate and behavioral outcomes for all students.”

We’re not particularly prone to cry “where there’s smoke, there’s fire,” having stirred up enough fireless smoke ourselves. All we’re really saying here is, there might be something to watch about all this — dig a little deeper when the news media says how wonderful some new program is, especially if it involves an area already infiltrated by the psychiatric industry such as education.

For more information about harmful psychiatric influences in education, download the CCHR reportHarming Youth — Psychiatry Destroys Young Minds — Report and recommendations on harmful mental health assessments, evaluations, and programs within our schools.”

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.

Petition to Release Adam Lanza Toxicology Reports

Thursday, March 14th, 2013

A few weeks ago, AbleChild, a parents’ group (www.ablechild.org) started a petition requesting that the Newtown Selectwoman and Connecticut lawmakers take the necessary steps to ensure that the complete autopsy/toxicology results of alleged Sandy Hook shooter, Adam Lanza, be released to the public. This is important because toxicology tests would determine whether Lanza was yet another school shooter under the influence of, or in withdrawal from, psychiatric drugs, documented to cause violent behavior.

In just a few weeks, there are already 2,200 signatures on this petition but in order to get this to occur, they need more signatures. So please sign it if not already done and forward it to your friends and associates to help get this widely supported.

Here is the link to the petition:
http://www.gopetition.com/petitions/release-adam-lanza-toxicology-reports.html

For more information about psychiatric drug side effects click here.

Connecticut Shooting Wake Up Call

Tuesday, December 18th, 2012

Wake Up Call for Federal Investigation of America’s  Failed Mental Health System

In the coming days, as a nation, we will respectfully bow our heads for those brief moments of silence in remembrance of the victims of Newtown, CT. Then, with the same outrage expressed at the murderous act, the nation must rise up and demand a sweeping investigation behind all the possible causes, including the mental health system itself.

According to news reports, the Sandy Hook shooter, Adam Lanza, was a product of the mental health system and had been taking “medication” since the age of ten and reportedly seeing a psychiatrist from at least the age of 15.  Lanza’s mother reportedly told friends that Lanza “was getting worse” and “she was having trouble reaching him.” The questions that need to be answered is when did Adam Lanza first receive mental health treatment, what diagnoses did he receive and what drugs had he been prescribed over his short life.

The larger question is how many times does this senseless scenario have to play out before lawmakers finally acknowledge that the supporting data already exist and, to date, has repeatedly and deliberately been ignored. Between 1998 and 2012, fourteen school shootings occurred, taking the lives of 58 and wounding 109. All fourteen of those shooters were taking or withdrawing from a psychiatric drug and seven of them had been under the “care” of a psychiatrist or psychologist.

In other mass shootings, such as James Holmes, the suspected perpetrator of the July 20, 2012 mass shooting at a movie theatre in Aurora, Colorado, it is known that Holmes was seeing psychiatrist Lynne Fenton, yet no mention has been made of what psychiatric drugs he had been prescribed.

The majority of these shooters had been prescribed psychiatric mind-altering drugs that had not been approved by the Food and Drug Administration, FDA, for treatment of children under the age of 18. Yet, antidepressants are at the top of the list of drugs indicted in these shootings, including Prozac, Trazodone, Effexor, Celexa and Luvox, to name a few.

Click here now to read the rest of this article.

Sign the Petition for Federal Investigation into the relationship between school shootings and psychiatric drugs.