“Shoot ’em up” Is No Longer Just for Westerns

Once is happenstance, twice is coincidence, three times is enemy action.”
[with thanks to Charles Stross in The Apocalypse Codex.]

The Citizens Commission on Human Rights (CCHR), a mental health watchdog that has investigated school and other mass shootings since the Columbine High School Shooting in 1999, warns about pouring hundreds of millions of dollars into more mental health services in response to the Marjory Stoneman Douglas High School shooting on Valentine’s Day.

An investigation into the shooting must include what psychotropic drugs the alleged shooter, Nikolas Cruz, has been prescribed and the fact that he had apparently undergone “behavioral health” treatment which did nothing to prevent the murderous outcome. A 2016 Florida Department of Children and Family Services report indicated that he was regularly taking “medication” for Attention Deficit Hyperactivity Disorder (ADHD); these types of psychotropic drugs are known to have violence and suicide as potential side effects.

CCHR International’s investigation into school violence reveals that at least 36 school shootings and/or school-related acts of violence have been committed by those taking or withdrawing from psychiatric drugs resulting in 172 wounded and 80 killed.

At least 27 international drug regulatory agency warnings have been issued on psychiatric drugs being linked to mania, violence, hostility, aggression, psychosis, and homicidal ideation (thoughts or fantasies of homicide that can be planned).

Cruz, 19, charged over the Parkland, Florida shooting, is a prime example of the failure of the mental health system. Expecting better mental health treatment to solve these problems is a forlorn hope, since it promises something that has not and cannot be delivered.

Pouring more funds into a mental health system that keeps failing and continues to use “treatments” that may induce violent and suicidal behavior in a percentage of those taking them, is a recipe for future disaster. Recognize that the repeated violence caused by psychiatric drugging of school children is neither happenstance nor coincidence, and is in fact an enemy action, and the enemy is psychiatry.

The survivors of the Parkland shooting, the families of those killed and the community at large deserves answers and accountability. CCHR is calling on families with knowledge of a loved one who has experienced treatment abuse and for whistleblowers who have concerns about any behavioral facility to contact CCHR by reporting the abuse here.

For more information read this news release.

The Radical Permissiveness of Psychiatry

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.

What Makes Special Education Special?

The Special School District in St. Louis County, Missouri has an annual budget over $400 Million for 7 schools, over 2600 teachers, and over 24,000 students.

The July 2002 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. This finding leaves no doubt that the subjectivity of the term “learning disorder” must be a central point of Special Education reform.

Eighty percent of children (or 2.4 million) labeled as having a “specific learning disability” could be taught in a normal school setting but with greater emphasis on phonics and academic basics. We suspect that all children, not just special school district children, could benefit from this.

State and federal governments are already wasting $28 billion per year due to unscientific categories in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). This money would be better channeled into providing more teachers and workable educational methods that get actual results.

The DSM-5 lists these ridiculous items of “mental illness”:

  • “Academic or educational problem”
  • “Specific learning disorder”
  • “Specific learning disorder, With impairment in mathematics”
  • “Specific learning disorder, With impairment in reading”
  • “Specific learning disorder, With impairment in written expression”

The primary purpose of Congress’ original IDEA (Individuals with Disabilities in Education Act) law in 1975 was to provide a free and appropriate education for children with hearing, sight, speech and other physical handicaps. When the term “handicapped” was changed to “learning disabled,” children who fidget, interrupt their teachers, or simply fall behind academically were suddenly considered “disabled.”

Over the ensuing years, the funding has been largely funneled, instead, to children with “learning disorders,” a term so subjective that children who fidget, butt into line or interrupt their teachers are so labeled. In most cases the children were subsequently prescribed cocaine-like, mind-altering drugs. Many of these children simply have never been taught to read. Clearly, there is a critical need to provide an objective, scientifically based definition of “learning disability,” and this must be the central point of reforming IDEA.

Labeling a child with these “disorders” led to school personnel threatening parents to place their child on a psychiatric drug as a requisite to remaining in class, or face the child being dismissed from school.

Due to the hazards of these drugs, in order to receive federal funds under the IDEA, 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.'”

Email Special School District Superintendent Don Bohannon at dbohannon@ssdmo.org and let him know what you think about this.

Click here for more information about mental health screening in schools.

Doctors in Schools

Through psychiatry’s stigmatizing labels, false explanations, easy-seizure commitment laws and often brutal, depersonalizing “treatments” and deadening, mind-altering drugs, thousands needlessly fall into psychiatry’s coercive system every day all over the world. It is a system which exemplifies human rights abuse.

“In the Australian state of Victoria, a state program kicked in at the beginning of 2017 to mandate that children as young as 12 should see a doctor in school at least once a week, to receive drugs and medical treatment without parental consent.”

“Select Victorian Government secondary schools will work together with local general practices to enable primary health care services to be delivered on school premises.

One suspects that this “Doctors in Schools” program is actually intended to consolidate government control over children and line the pockets of pharmaceutical corporations. You know that these doctors will be prescribing psychiatric drugs to these schoolchildren.

In his 1932 novel, Brave New World, Aldous Huxley depicts a “utopian” but totalitarian society, one that is insane and bent on control. It is a controlled civilization, using, as Huxley stated, the “technique of suggestion – through infant conditioning and, later, with the aid of drugs.”

In 2003 the release of the U.S. New Freedom Commission on Mental Health Report recommended that all 52 million American schoolchildren be “screened” for “mental illness,” claiming – without proof – that “early detection, assessment, and links with “treatment” could “prevent mental health problems from worsening.” “Treatment” ultimately means drugs – usually the most expensive ones that effectively create lifetime mental health patients – for which the government and insurance agencies can be billed.

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

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.

In Missouri, Medicaid spends $16 Million per year on psychiatric drugs for roughly 20,000 children in state foster care. Foster care babies less than a year old are being given barbiturates to make them sleep. The side effects of barbiturates include addiction, depression, disorientation, hallucinations, kidney disease, and liver disease.

This information is not easy, comfortable reading. Ultimately the harshest reality you will have to face is that children urgently need our help and protection. Without that, the future for one and all is at serious risk.

For more information on harmful mental health screening, assessments, evaluations and programs within our schools, go to http://www.cchrstl.org/screening.shtml.

Migrant Children, a New Psychiatric Patient Pool?

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

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

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

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

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:


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:


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

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.

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