HARMING YOUTH Screening and Drugs Ruin Young Minds

CONTENTS Introduction: Ideological Abuse of Schoolchildren ...... 2 Chapter One: Tyranny in Our Schools ...... 5

Chapter Two: Strategic Child Mind Control ...... 17

Chapter Three: Inciting School Violence ...... 29 Chapter Four: Diagnostic Lies: Treacherous ‘Care’ ...... 33

Chapter Five: Safeguarding the Future ...... 37

Recommendations ...... 39 Citizens Commission on Human Rights International ...... 40

® INTRODUCTION Ideological Abuse of Schoolchildren

n his 1932 novel, Brave New World, Aldous The group also predicted that the “breadth Huxley depicts a “utopian” but totalitarian of drug use may be trivial when we compare it society, one that is insane and bent on con- to the possible numbers of chemical substances trol. It is a controlled civilization, using, as that will be available for the control of selec- Huxley stated, the “technique of suggestion tive aspects of man’s life in the year 2000.” — through infant conditioning and, later, with [Emphasis added] Today, with more than 20 I 1 the aid of drugs.” million children worldwide consuming mind- In 1967, a group of prominent psychiatrists altering drugs and the almost exclusive use of and doctors met in Puerto Rico to discuss their psychology-based curricula in many schools, objectives for psychotropic drug use on “normal Huxley’s Brave New World is a reality. humans” in the year 2000. In what could well be The reality was reinforced by the release of a sequel to Huxley’s the U.S. New Freedom novel — only it wasn’t Commission on Mental fiction—their plan “Children worldwide are Health Report, which included manufac- recommended that tured “intoxicants”— under extremely dangerous all 52 million American that would create the assault. Today, parents and schoolchildren be same appeal as alcohol, teachers are also deceived in the “screened” for “men- marijuana, opiates and tal illness,” claim- amphetamines, pro- name of improved mental health ing—without proof— ducing “disassociation and better education. that “early detec- and euphoria.” Drugs The results are devastating.” tion, assessment, and to “enhance the learn- links with treatment” ing capacity of the indi- — Jan Eastgate could “prevent men- vidual … would likely tal health problems alter the total educa- from worsening.”5 tional process so that time consumed [educating “Treatment” ultimately means drugs—usually on any subject] would be greatly reduced and the the most expensive ones that effectively cre- scope broadened to include ‘character education’ ate lifetime mental health patients—for which as well.”2 the government and insurance agencies can The Puerto Rico meeting concluded, be billed. “Psychotropic drugs do have something in com- Behavioral control-based screening mon with the new Utopian thought—both may questionnaires already exist in many educational provide a sense of stability and certainty, wheth- systems. Invasive questions such as “How hairy er realistic or not.”3 The resultant report also do you think your parents’ private parts are?” stated, “Those of us who work in this field see or whether “You or someone in your family a developing potential for nearly a total control has ever been raped or sexually molested” are of human emotional status, mental functioning, commonplace.6 Program staff have resorted and will to act. These human phenomena can to giving “incentives” (bribes), such as $5 be started, stopped or eliminated by the use of gift certificates, video rental gifts or “food various types of chemical substances. What we vouchers” to students to secure the return of can produce with our science now will affect the parental consent forms for the screening to be entire society.”4 conducted.7 Most parents are unaware that their child is being assessed. Schools are advised to hire licensed “clinicians” who have “malpractice insurance.” In response to global psychiatric screening, Vera Sharav of the Alliance for Human Research Protection (AHRP) stated: “This dubious initia- tive is a radical invasion of privacy, leaving no room for individual choice — or the freedom for parents to say no to psychotropic drugs for their children. Such mandatory, government- endorsed screening programs contradict the free- doms guaranteed in a democratic society.”8 Children worldwide are under extremely dangerous assault. Today, parents and teachers are also deceived in the name of improved men- tal health and better education. The results are devastating: 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.9 Education achievement standards have plummeted as a result of psychology-based edu- cation curricula. sent new life today and, most importantly, new Since the 1960s the violent crime rate for life tomorrow. under 18-year-olds in the United States increased The information is not easy, comfortable by more than 147%; for drug abuse violations, by reading, but please persist, because ultimately, over 2,900%.10 the harshest reality you will have to face is that Violent crime rates throughout the children urgently need our help and protection. European Union, Australia and Canada have Without that, the future for one and all is at seri- begun to equal and surpass those in the United ous risk. In this cause we ask your help. States.11 We are committed to the idea that it is through Sincerely, the legacy of our children that societies will sur- vive or fail. This publication is written to enlighten those parents who work sincerely and diligently in the hope of guaranteeing their children a better education and a greater hope for success in life. It is for dedicated teachers who also work for the love of children and their well being. In fact, this is for anyone who instinctively understands that Jan Eastgate children not only need love and protection, and President, Citizens Commission on are at all times precious, but also that they repre- Human Rights International IMPORTANT FACTS As a result of psychiatric and psychological intervention in schools, harmful behaviorist programs such as “values 1 clarification,” “outcome based education,” “mastery learning,” “self esteem” classes, and psychotropic (mind-altering) drugs now decimate our schools.

According to educators, “academic, knowledge-based curricula” has been jettisoned 2 in favor of psychology that “places the emotions and belief systems above” educational outcomes.

Frank Furedi, professor of sociology at Kent University in 3 the U.K., said, “The regime of therapeutic education is based on a form of behavior modification that not only targets conduct but also attempts to alter certain forms of feelings and emotions.”

The current psychiatric push 4 for mandatory “mental illness screening” of all schoolchildren has Nazi roots that all govern- ments, educators and parents ignore at their own peril.

These psychological 5 programs have trampled on the rights and roles of parents and have provided society with rising crime, drug abuse and suicide rates.

Schoolchildren are expected to accept unproven and controversial theories about human behavior, answer provocative and personal questionnaires in the classroom, undergo psychiatric evaluations as a result and in many cases, endure enforced drugging—all of which does not bode well for the future of our young. CHAPTER ONE Tyranny in Our Schools

homas Jefferson, one of the USA’s ensuring the child leaves school with the “right” “founding fathers,” said, “I have sworn world view. upon the altar of God, eternal hostility In 1966, schools began to be used as an against every form of tyranny over the ideological platform for the abandonment of self- mind of man.” discipline and morality. The assault on social values TThere is no better example of tyranny over the came with the textbook called Values Clarification: minds of men than what is being given to children A Handbook of Practical Strategies for Teachers and in the name of education and “help” through Students.14 The book laid out 79 strategies and behaviorist programs such as “values clarification,” included a seven-step procedure that called for the “outcome based education,” “mastery learning,” child to first “thaw out” previous values instilled psychological and psy- in him through his chiatric questionnaires family, his home and his and “screening,” “self church. The student was esteem” classes, and “These psychologically based instructed to set these psychotropic (mind- programs are harming values aside. During altering) drugs. the second phase, the Falsely passed off children. … It’s mind control student considered and as necessary to stop from womb to tomb.”12 selected a new set of the downward spiral values that he felt was of school failure, drug — Tom DeWeese of the important to him. Phase abuse, suicidal behavior American Policy Foundation three of the procedure and low “self-esteem,” instructed the child for decades these pro- to refreeze his newly grams have been a destructive failure, in effect chosen values; he was committed to making them escalating the very problems that psychiatrists claim a part of his lifestyle and to act on them. they prevent or resolve. Some sample questions and exercises were: The classroom provides what Beverly Eakman, How many of you think there are times when educator and author of Cloning of the American cheating is justified? Mind, says is a “psychologically controlled envi- How many of you would approve of ronment,” where “scientific” coercion can be used contract marriages in which the marriage could to bring about certain beliefs.13 Terms such as come up for renewal every few years? “modifying behavior,” “targeting attitudes” and Tell me where you stand on the topic “outcomes” are used, which essentially mean of masturbation. “altering beliefs,” “bringing about a particular To whom do you tell your doubts about religion? (psychological or psychiatric) viewpoint,” and I would lie if …15

CHAPTER ONE Tyranny in Our Schools 5 Eakman writes that “The regime of Former teacher Ellen psychiatrists and psy- therapeutic education is Makkai makes clear that chologists’ “clear and based on a form of behavior the emphasis on psy- stated agenda” for a modification that not only targets chological screening in “therapeutic education” schools has led to chil- has been to “jettison conduct but also attempts dren being treated as systematic, academic, to alter certain forms of feelings “guinea pigs”: “What knowledge-based curri- and emotions.” happened to readin’ cula in favor of psychol- — Frank Furedi, Professor of Sociology at Kent and writin’ and ‘rithme- ogized fare that places University in the United Kingdom tic? Today students are the emotions and belief being grilled like delin- systems above any … rational, or communicative quents about non-academics such as sex, drugs and function.” What information youngsters did learn, hooch [alcohol]. Invasive school surveys ask students she said, “was actually harmful.”16 Parents have been if they drink, smoke, snort [drugs] or steal. Are their undermined without their knowledge. parents political, abusive, divorced or dead? Do they Frank Furedi, professor of sociology at Kent believe in God, hell and heaven? Have they ever University in the United Kingdom, explains, “The been bullied, pregnant, arrested or raped? Do they regime of therapeutic education is based on a form of behavior modification that not only targets conduct but also attempts to alter certain forms of feelings and emotions. Training a child how to feel is far more intrusive and coercive than educating a pupil in how to behave.”17

BAD SCIENCE AND FALSE THEORIES HARM YOUTH: Today, in American schools alone, a combined $1 billion a year is spent on psycholo- gists who work full-time to diagnose and label children with “learning disorders” and more than $15 million is spent annually on their “treatment.” To promote this industry, books advocating psychiatry’s unproven claims about childhood mental “illness” are churned out promoting dangerous drugs as a “solution.” floss [teeth], bike or jog? A 2002 report by the Psychiatric agendas Are they fat, skinny or “Over the past century Josephson Institute of have turned schools suicidal? Do they have public education has devolved Ethics, a Los Angeles into clinics where sex, hobbies or a gun? from the classical approach of based non-profit ethics teachers, armed Never are they asked if character plus basics (reading, research organization, with a checklist of they are embarrassed by writing, arithmetic, respect, reveals that “cheating, behaviors, label the questions. Nor are and responsibility), to skills, stealing and lying by students as too active, they read their Miranda high school students shy, etc. Normal 18 to psychological-social (constitutional) rights.” engineering.” have continued their children are then Hans Zeiger, a alarming, decade-long forced into harmful Seattle Times columnist — Hans Zeiger, Seattle Times upward spiral”; 74% mental health columnist and president of the Scout and president of the of students admitted programs. Honor Coalition, Michigan Scout Honor Coalition to cheating on an exam in Michigan, reported: in the past year and “Over the past century public education has 63% admitted to lying to teachers at least twice devolved from the classical approach of character in the past year. 20 plus basics (reading, writing, arithmetic, respect, According to William Kilpatrick, author of Why and responsibility), to skills, to psychological-social Johnny Can’t Tell Right From Wrong, with psychologi- engineering. Today, education ‘experts’ celebrate cal curricula “feelings, personal growth, and a totally their revolutionary doctrines of multiculturalism nonjudgmental attitude” are emphasized. However, and values clarification. Sadly, the experts have “… no models of good behavior are provided, no been too preoccupied with experimental education, reason is given why a boy or girl should want to be diversity training, evolution instruction, and good in the first place. … They come away with the sex education to realize that 68% of students are impression that even the most basic values are mat- unprepared for college.”19 ters of dispute.” He warned, “… it becomes clear why Delinquency, drug abuse, suicide and violence their [educational] scores are low and why morals are have been escalating among youths worldwide. on a steep decline.”21

CHAPTER ONE Tyranny in Our Schools 7 SUICIDES scientific evidence that take a devastating toll self-esteem programs on youth, with teen have ever worked.23 An suicide rates escalating “Anger Management for internationally. This Youth Program” used in funeral for a dual schools costs $2,500.24 A teenager suicide left Minnesota-based group a small Florida town that studies children’s stunned. The suicide behavior and beliefs to rate in 1958 for identify their “problems” American teenagers has an annual budget (15 to 19-year-olds) of $10 million.25 And in was 3 per every one Mexican state, the 100,000 teens. By Education Department 1990, it had soared paid around $700,000 from 3.0 to 11.1 for a package of U.S. (267% increase) and psychological assess- in 2000 was up by an ments known as the increase of 800% . “Little Happy Box” for teachers to use on students — a program that was later discarded “No models of good behavior as too invasive.26 are provided, no reason is given “Teen screening” tar- why a boy or girl should want to gets government insur- Psychiatric and be good in the first place. … They ance, advising school Psychological personnel to apply for Gold Digging come away with the impression a grant to secure funds Ellen Makkai that even the most basic values to cover mental health ex plained the financial are matters of dispute.” services for students.27 motives behind men- — William Kilpatrick, author of Allen Jones, a for- tal health programs: Why Johnny Can’t Tell Right from Wrong mer investigator at the “Govern ment and Pennsylvania Office of private grants seduce the Inspector General, [school] districts into revealed that a com- using these student interrogations, which are then prehensive national policy to screen and treat used to convince benefactors that districts need “mental illness” relies on “expensive, patented help — the bigger the problems, the bigger the medications of questionable benefit and deadly prize.” Edward Freeland, associate director of the side effects, and to force private insurers to pick Survey Research Center at Princeton University up more of the tab.”28 says: “If a district proves itself to be in rough Writing in Education Reporter, Diane Alden, enough shape,” financial faucets open.22 research analyst with a background in political One self-esteem consultant in the United science and economics, revealed, “Before the States was making up to $10,000 a day, despite no national self-esteem movement began, kids

CHAPTER ONE Tyranny in Our Schools 8 “As the sociologists and educrats of the ‘60s applied the psychological theories to the schools, education went downhill. The results have been disastrous. … As it turns out, more scientists believe that this overblown self-esteem may actually be one of the causes of violence in public schools and elsewhere.” — Diane Alden, research analyst

earned self-esteem or absorbed it naturally from their parents. When they accomplished something, whether or not they received praise for it, they understood that they had done something good. … However, as the sociologists and educrats of the ‘60s applied the psychological theories to the schools, education went downhill. The results have been disastrous. Test scores, reading and math ability of American children have spiraled downward. … As it turns out, more scientists believe that this overblown self-esteem may actually be one of the causes of violence in public schools and elsewhere.”29 William Bonner, an attorney for the Rutherford Institute, a U.S. civil liberties organization, says that these programs have led to “a massive invasion of the family and the rights of individual students through curricula utilizing psychological programming and experimentation, as well as a broad spectrum of behavior modification techniques. … The traditional interests and rights of parents have been trampled upon, as educators have proceeded on the proposition that professionals know better than parents how to raise children.”30

VIOLENCE AND CRIME rates continue to increase and the outgrowth of psychiatry’s impact on education has been the dismaying fact that our criminals are becoming younger. Manuel Sanchez and John Duncan, both 12, were arrested for the murder of a migrant worker in Washington State, U.S. According to the police, the boys shot the man after he threw rocks at them because they were shooting too close to him. SUBVERTING LEARNING Psychiatry Versus Education Influential educational psychologist Friedrich Wilhelm Meumann, professor of philosophy and education at Leipzig University, sought to radically change schools by the “oppression of the children’s natural inclinations.”32 His book 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.”33 Slowly but surely, these views began to permeate our schools through both psychology and psychiatry. Key players implementing Wundt’s theories in the United States included Edward Lee Thorndike, John Dewey, James Earl Russell, James Cattell and William James, who became known as the “Father of American Psychology.”34 Cattell, president of the American Psychological Assoc iation, eliminated phonics and introduced the “whole word Wilhelm Wundt method,” forcing chil- dren to memorize words he undermining In Basic Principles of Curriculum without understanding of traditional and Instruction, Ralph Tyler, president the logical sequence of education and letters or sounds. T of the Carnegie Foundation, wrote that values can be traced In his 1929 book, to a German psycholo- the “real purpose of education is … to Elementary Principles of gist, Wilhelm Wundt of bring about significant changes in the Education, Thorndike Leipzig University, who students’ pattern of behavior.” It meant called for a reduction in founded “experimental educational basics: “Arti- psychology” in 1879. targeting the child’s emotions, feelings, ficial exercises, like drills Declaring that man beliefs, and, as a secondary on phonetics, multipli- is an animal, with no objective, his intellect. cation tables, and formal soul, he claimed that writing movements, thought was merely are used to a wasteful the result of brain activity—a false premise that has degree. Subjects such as arithmetic, language, and remained the basis of psychiatry until this day.31 history include content that is intrinsically of little Wundt was a strong advocate of Gottlieb value.”35 With his Wundtian, animal-psychology Fichte, head of psychology at the University of background, Thorndike did not see students as self- Berlin in 1810, who believed that “Education willed individuals, capable of choice and decision, should aim at destroying free will so that after but rather as stimulus-response animals. “The aim of pupils are thus schooled they will be incapable the teacher,” Thorndike said, “is to produce desirable … of thinking or acting otherwise than as their and prevent undesirable changes in human beings school masters would have wished.” by producing and preventing certain responses.”36

CHAPTER ONE Tyranny in Our Schools 10 Teachers were to look for psychological outcomes. Psychiatrists and psychologists said three sources of “stress” had to be eliminated from the schools: 1) school failure, 2) a curriculum centered on academics, and 3) disciplinary procedures. School failure was seen as the chief villain, leading to “feelings of inferiority” and behavioral problems like truancy and an unsocial attitude.37 The solution was to eliminate the emphasis on academics and, thereby, rid the student of the stress of school failure. In 1945, Canadian psychiatrist G. Brock Chisholm, director of the World Health Organization (WHO) and co-founder of the World Federation for Mental Health (WFMH) claimed that the idea of “good and bad” had caused American James “frustration, inferiority, neurosis and inability to Cattell, after studying enjoy living.” Therefore, “the re-interpretation in Germany under and eventually [sic] eradication of the concept of Wundt, developed right and wrong” was one of the “objectives of destructive teaching practically all effective psychotherapy.”38 theories which proved a Within a few short years, Ralph Tyler, the presi- dismal failure, despite dent of the Carnegie Foundation (provider of pri- 124 studies over 70 vate funding for education and testing), published years that tried to show James Cattell Basic Principles of Curriculum and Instruction, otherwise. declaring that the “real purpose of education is Benjamin Bloom, who introduced “Mastery … to bring about significant changes in the stu- Learning” into education, declared that the pur- dents’ pattern of behavior.”39 Referred to as “pro- pose of education was “to change the thoughts, gressive education,” it meant targeting the child’s feelings, and actions of children.” In his 1950s emotions, feelings, beliefs, and, as a secondary book, A Taxonomy of Educational Objectives, he objective, his intellect.40 described his idea of mastery: the end result of teaching “critical thinking,” is a “subjective judg- ment … resulting in personal values/opinions with no real right or wrong answers.”41 Therefore, education should be a “process of challenging students’ fixed beliefs.” Consequently, schools were encouraged to make the child’s belief sys- tem the primary target of their budgets.42 Should there be any doubt about the impact of this totalitarian initiative, during a discus- sion of the Holocaust in one New York school John Dewey Edward Lee Thorndike recently, one student commented, “Of course I dislike the Nazis, but who is to say that they are morally wrong?”43

The psychologists shown here, all students of Wilhelm Wundt or his theories, pushed into implementation their harmful experimental ideas, making schools places to manipulate children, not educate them. These theories were forced into the education system with disastrous results—soaring illiteracy, school dropout rates and youth crime. William James G. Stanley Hall STUDENT ‘SCREENING’ Its Nazi Roots he screening of children for “mental ill- elimination of the weak). The educational system ness” is not without precedent. It paral- should be a sieve, through which all children of the T lels the process used in Nazi Germany to country are passed … which will enable the teacher weed out the “inferior elements of society.” to determine just how far it is possible to educate 1920: German psychiatrist Alfred Hoche pub- each child so that he may lead a life of the greatest lished the book The Sanctioning of the Destruction possible usefulness to the state. … It is very desirable of Life Unworthy of that no child escape Living, in which he inspection.” [Emphasis 46 recommended that “Only through the Führer added.] a commission order 1930: Ernst Rüdin, the identification and did our dream of over thirty years, founder of “psychiatric euthanasia of “dead- that of applying racial hygiene to genetics” and an archi- weight characters.” society, become a reality.” tect of the Holocaust, Less than 20 years addressed the Inter- later, Leonardo Conti, — Ernst Rüdin, professor of psychiatry, national Congress head of the Reich’s Commissioner of the German Society on Mental Hygiene Interior Ministry’s for Racial Hygiene, 1943 in Washington, D.C., Health Services Office, where he called for ordered a register to be a united eugenic compiled and submit- approach to weed ted to the government out those known on all those who suf- to bear “hereditary fered from a variety of taint.”47 Heading the mental disorders.44 list of “defects” that U.S. 1922: The U.K. eugenicists would later National Committee on define was “attention Mental Hygiene (now deficit disorder” (ADD) National Mental Health and “hyperactivity.”48 Association) called for 1930s: As a result the establishment of of the psychological “child guidance” clin- eugenics movement, ics: “Psychiatrists … U.S. schools screened must be permitted to children regularly, and enter the schools.”45 those classified as fee- 1926: American ble-minded were sent eugenicists Paul Popenoe to institutions. “Idiot, and Roswell Hill Johnson imbecile and moron recommended “mass were all medical terms. screening” in schools: They were used to “In another and quite define various levels different way, compul- of retardation or sory education is of ser- disability.”49 vice to eu genics (“race 1940: At the betterment” through first conference of Adolf Hitler

CHAPTER ONE Tyranny in Our Schools 12 Alfred E. Hoche Alfred Ploetz DEVALUING LIFE: The insidious plan to screen out “undesirables” through the education system was spearheaded since the 1920s by these and other eugenecists, psychiatrists and psychologists. “Undesirables” to be sent to institutions included “ADHD” children who, it was theorized, would be prone to schizophrenia later in life. Paul Popenoe

Mental Health (WFMH), described the goals of psychiatrists: “We must aim to make [psychiatry] permeate every educational activity in our national life. … [W]e have made a useful attack upon a number of professions. The two easiest of them naturally are the teaching profession and the Church; the two most difficult are law and medicine.” He added, “If we are to infiltrate the Ernst Rüdin professional and social activities of other people, I think we must imitate the Totalitarians and the German Society for Child Psychiatry and organize some kind of fifth column activity!” Therapeutic Education, attended by the elite of [Fifth columnists: Persons living in a country who Nazi psychiatry, Paul Schroder, professor of psy- secretly aid its enemies by sabotage or espionage.] chiatry, stated: “Child psychiatry has to … help to 1945: G. Brock Chisholm, psychiatrist and co- integrate (hereditarily) damaged or inadequate founder of WFMH, further set the trend for world children for their own and the public’s good … psychiatry when he stated, “We have swallowed under constant expert selection of the valuable all manner of poisonous certainties fed us by our and educable ones with just as strict and reso- parents, our Sunday and day school teachers … lute a sacrifice of those deemed predominately and others with a vested interest in controlling worthless and uneducable.”50 us. … If the race is to be freed from its crippling 1940: John Rawlings Rees, British psychiatrist burden of good and evil it must be psychiatrists and co-founder of the World Federation for who take the original responsibility.”

CHAPTER ONE Tyranny in Our Schools 13 1948: A report of the WFMH stated, “… [T] he family is now one of the major obstacles to improved mental health, and hence should be weakened, if possible, so as to free individuals and especially children from the coercion of family life.”51 1950: A U.S. White House Conference on Education report stated, “The school … has an opportunity and a responsibility to detect the physical and mental disabilities which have escaped parental or pre-school observations. … Not only does the child need to be treated, but those around him also need help.”52 1968: A new category of “Behavior Disorders of Childhood and Adolescence” was added to the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders (DSM). The sudden outcropping of childhood disorders appeared only a few years after psychiatry had obtained federal fund- “We have swallowed all manner ing for treating “handi- of poisonous certainties fed us by our capped” children in parents, our Sunday and day school schools. 1970s: Professor teachers … and others with a vested Manfred Müller-Küppers, interest in controlling us. … If the race is a member of the to be freed from its crippling burden of German Society for good and evil it must be psychiatrists Child and Adolescent who take the original responsibility.” Psychiatry, claimed that there should be — G. Brock Chisholm, psychiatrist “no referral to reform and co-founder of WFMH school, no provisions for school attendance without child psychiatric examinations.”53 1980: In the “Infancy, Childhood, and Adolescence” section of the DSM, 32 new mental disorders were added. Another dramatic increase in childhood “mental disorders” appeared in the 1987 revision. By 1994, the DSM contained more than 40 childhood mental disorders with which mental health practitioners could screen students.

Psychiatrist G. Brock Chisholm, co-founder of the World Federation for Mental Health (WFMH), promoted psychiatry’s dehumanizing goal of “freeing” mankind from its “crippling burden of good and evil” when he spoke in October 1945 to psychiatrists at a conference in Washington, D.C. Co-founder of the WFMH, psychiatrist John R. Rees’ stated intent of having psychiatry permeate national life (as written in his 1940 “Strategic Plan for Mental Health”) has been accomplished with psychiatry’s “billing bible” (DSM) which lists normal human problems as “mental disorders” to be treated.

2003: Influenced by psychiatrists and “We must aim to make [psychiatry] psychologists, the U.S. permeate every educational activity in New Freedom Comm- our national life. … We have made a ission on Mental Health recommended, “… useful attack upon a number of professions. the early detection of The two easiest of them naturally are the mental health prob- teaching profession and the Church.” lems in children and adults—through rou- — John Rawlings Rees, British psychiatrist and tine and compre hensive co-founder of the WFMH testing and screen- ing.”54 This would have pleased Nazi psychiatrist Otmar Freiherr von Parents have sued against having psy- Verschuer, who stated: “It is necessary that new chiatric tests administered to their children laws about life are enacted in our legislature, in our without consent in violation of constitutional social order, and above all in the action and rights. 56 thinking of everyone!” 55 Stimulants are known to cause a side effect of TODAY: In the U.S. one testing program aggression and hostility in children. In the U.K. this continues to be conducted in schools in spite of can place them under the control of the court for an 84% error rate. disruptive behavior. IMPORTANT FACTS School mental health programs have been designed to chan- nel the lives of children towards 1 specificideological objectives at the expense of not only the chil- dren’s sanity and well-being, but also that of their parents and of society itself.

Instead of directing children toward genuine achievement and the demonstration of competence 2 they can be properly proud of, the psychiatric “self-esteem” concept is to tell the child he has accomplished something whether he has or not.

Psychiatrists claim “depression screening” has scientific merit, but 3 most say the questionnaires are patently subjective.

Invasive psychological questionnaires ask young students embarrassing and personal questions and pose 4 upsetting moral problems to them.

Invasive psychological questionnaires soliciting data about the child and family are completed often without parental consent. The information is then computerized and the data follows the child through his or her schooling. CHAPTER TWO Strategic Child Mind Control

he entirety of psychological and accomplished something whether he has or not. psychiatric programs for children According to this view, he must be shielded from are founded on the tacit assump- failure or any awareness of failure so his fragile tions that mental health “experts” sense of self can be preserved. know all about the mind and Professor of sociology Frank Furedi refutes Tmental phenomena, know a better way of life, this: “According to many leading educationalists, a better value system and how to improve the the challenge facing schools is to raise children’s lives of children beyond the understanding and self-esteem.” Yet, “there is not even any evidence capability of not only parents, but everyone else that such ‘solutions’ work … there seems to be no in society. attempt to measure or The reality is that account for the resources all child mental health “I have long maintained that spent on efforts to raise programs are designed the child psychiatrist is one of the people’s self-esteem to control the lives of and ‘empower’ them. children towards specific most dangerous enemies, not only What the therapeu- ideological objectives at of children, but also of adults who tic approach does is the expense of not only care for the two most precious encourage a mood of the children’s sanity and emotionalism, where well-being, but also that and most vulnerable things in everyone is always of their parents and of life — children and liberty.” stressed, bullied or 57 society itself. — Thomas Szasz, professor traumatized.” In the words of Dr. of psychiatry emeritus Educator Alan Thomas Szasz, pro fessor Larson tells us, “Children of psychiatry emeritus, who are told they “I have long maintained that the child psychiatrist made it when they didn’t absolutely despise is one of the most dangerous enemies, not only adults. They think they are total fools. of children, but also of adults who care for the And when their whole life is like that, they two most precious and most vulnerable things in become apathetic about it, because the whole life — children and liberty.” world is crazy. They feel bad about hiding the truth (that they didn’t make it) and they withdraw The Perils of Self-Esteem from the area and it produces a complete disas- Instead of pushing children toward genuine sociation of the kid from the subject of education achievement so they know they are competent and because it is a lie. And kids know that the only capable and are thus properly proud of themselves, thing that causes self-esteem is confidence and the psychiatric concept is to tell the child he has production.”58

CHAPTER TWO Strategic Child Mind Control

17 Jim Gottstein, an attorney who repre- sents clients harmed by psychiatry, notes that TeenScreen “ends up being nothing more than a Drugging Dragnet.” “The high rate at which we are drugging America’s children with psycho- tropics,” he says, “is a national disgrace.” “This is junk sci- ence at it’s worst,” says Dr. Jan Johnson, M.D., School psychiatric “follow the money, the “screening” “Depression” Teen “Widespread psychiatric trail leads right back to questionnaires are Screening the drug companies.” A written so that no Psychiatrists and screening of our children isn’t Tennessee Department matter how they are psychologists advise only unnecessary, it’s evil.” of Mental Health answered, any child that the worsening and Developmental could easily be referred state of our youth pro- — Dr. Julian Whitaker, Whitaker Disabilities report said to a psychologist or vides justification for Wellness Institute that one TeenScreen a psychiatrist. “mandatory, universal survey conducted by behavioral” or “mental the National Alliance illness” screening. With this license to inspect every on Mental Illness (NAMI) was funded through child from pre-school to college and university, grants from a major antidepressant manufacturer. they fraudulently claim they can identify those Pharmaceutical companies also fund NAMI. “at risk” of becoming unstable, anti-social and The program’s “health” survey asks students even violent. such questions as, “Has there been a time when The TeenScreen program conducted in the nothing was fun for you and you just weren’t United States and several other countries claims interested in anything?” and “Has there been a that identifying and “treating at risk” children time when you felt you couldn’t do anything well can prevent suicide. In fact, it often leads to teens or that you weren’t as good-looking or as smart being prescribed antidepressants. According to as other people?”59 With enough ticks against former government investigator, Allen Jones, the questions, the next questionnaire, called the “Teen Screen is a nefarious [wicked] effort to “Diagnostic Interview Schedule for Children” recruit our children into the quagmire of biological (DISC), purportedly checks for 18 psychiatric disor- psychiatry.” Dr. David Healy and Graham Aldred ders.60 The child is then referred to a psychologist from the North Wales Department of Psychological or psychiatrist and, usually, prescribed drugs. Medicine, Cardiff University, reviewed published Joseph Glenmullen of Harvard Medical School SSRI antidepressant clinical trials and determined says the questionnaires used to diagnose depres- that they increase the risk of suicide. sion “may look scientific,” but “when one examines

CHAPTER TWO Strategic Child Mind Control

18 the questions asked and The questionnaires used to diagnose 84% failure rate equate the scales used, they to a reliable scientific are utterly subjective depression “may look scientific,” but test?…” measures.”61 “when one examines the questions Not surprising, Dr. Julian Whitaker, asked and the scales used, they are obtaining parental a respected U.S. physi- utterly subjective measures.” consent through the cian and founder of — Joseph Glenmullen, schools has been a the Whitaker Wellness of Harvard Medical School problem. One newslet- Center, tells this story: ter reported, “As many “I took one [depression] of our community part- test, entitled the Zung Assessment Tool, at the ners know, getting signed consent forms back to Prozac website. You respond to 20 phrases with participate in a TeenScreen program is no simple one of the following: not often, sometimes, often, or task. We urge sites to be creative regarding this all the time. Phrases include, ‘I feel downhearted, first step of the program — for example, coming up blue, and sad.’ ‘I have trouble sleeping through the with unique incentives that appeal to the students, night.’ ‘I eat as much as I used to’ ‘I have trouble such as movie rentals or fast food coupons.”63 with constipation.’ ‘My mind is as clear as it used Other incentives include $5 cash, gift certificates, to be.’ ‘I am more irritable than usual.’ ‘I find it food vouchers, a pizza party, pens and offering easy to make decisions.’ (As you see, some of these extra school credit to students who return the questions are confusing, if not irrational). forms signed by their parents by the end of the “I selected ‘sometimes’ for every phrase, as a school week.64 normal, healthy person would. My score was 50, and I was advised to show this test to my doctor and ‘ask him or her to evaluate you for depression.’”62 TeenScreen is the brainchild of psychia- trist David Shaffer who admits that there is a large chance that 84% of children screened could be wrongly iden- tified as suicidal. Kelly Patricia O’Meara, for- mer Congressional staff and author of Psyched Out: How Psychiatry Sells Mental Illness and Pushes Pills That Kill, responded to this: “Since when does an

Psychiatric or psychological school programs purport to find mental problems early and thus prevent them later in life. There are, however, no scientific studies to show any validity to this theory or any benefit to such programs except to the psychiatrists and psychologists who grab and hold onto young clients as long as possible to “treat”—never cure—them.

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19 “Depression screen- plan as an early inter- ing” in the general com- vention. … Screening munity has influenced and early intervention the 60 million prescrip- sounds like a great idea tions for antidepressants until you turn out to be written in the United the one being screened. States — about 10% of Then the problems with the American popula- that approach become tion, including 1.5 million much easier to see”66 children.65 England’s “Defeat Depression Loosening Campaign” resulted A 1993 German report called: Morals, Creating in the “prescribing of Promiscuity antidepressants by gen- “Perversion statt Aufklärung” (Perversion A source of paren- eral practitioners rising Instead of the Birds and the Bees), tal tension in education substantially.” As later exposed how millions of Deutsche marks today is the amount discussed, these drugs had been spent on an AIDS Help Center and type of attention cause or increase vio- that provided pornography and sexually being given to sex lent and suicidal behav- stimulating propaganda (like the above) education programs. ior. The Teen-Screen Mandatory in schools and other “depression for teachers to use to conduct in many countries, most screening” programs sex education classes. of them start with chil- are thereby potential dren 12 years of age, causes of greatly increased youth suicides when although in some countries, sex education begins drugs are prescribed to supposedly “at risk” in kindergarten. children. Who can argue against the merits of sex educa- In 2001, a Minnesota bill which would have tion at some point in a child’s life? The legitimate mandated mental health screening in public questions for parents to ask here are: at what schools was defeated. Discussing his testimony point, by whom and how? However, psychiatry against the bill, psychologist Bill Harley stated, and psychology have dictated the answers while “I asked the members how they would feel about progressively disenfranchising parents. a legislature-wide screening (of politicians) for A controversial British sex education program mental health disorders along with early interven- called “A Pause” is used in about 150 secondary tion. Those doing the screening would be paid by schools. Lynda Brine, an advanced skills science the legislature to provide extensive therapy, if a teacher, writing in the Times Educational Supplement, potential problem were found to exist in any of said the program that she attended did not make them. And, of course, the results of the screening children aware that sexual intercourse under the would be available to a host of individuals, along age of 16 is illegal. She also expressed concern about with the therapeutic plan and their willingness to how teachers are expected to respond to “frequently cooperate with that plan. asked questions.” Brine wrote: “Examples included “Then, I mentioned that I could easily identify when a 14-year-old girl asks: ‘What does semen taste in every legislator an emotional predisposition like?’ … I ask myself why children of this age ask that could possibly create problems for them such things. … A course such as this gives children in the future, and design a lengthy treatment information they do not or should not know.”67 Continued …

CHAPTER TWO Strategic Child Mind Control

20 THE ‘LIFE BOAT’ EXERCISE Education or Indoctrination?

ne of the ways that Nazi psychiatrists were makes an excellent nurse; a male criminal; a men- able to indoctrinate the population about tally disturbed man; a salesman; a crippled boy Oracial hygiene and “inferior races” was paralyzed since birth; a married couple — the hus- through the education system, where students band is a construction worker who drinks a lot and were a captive audience. In 1936, schoolbook texts the wife is a housewife with two children at home; asked students to calculate the costs of maintaining a Jewish restaurant owner married with three chil- the frail and invalid, aimed at showing they were dren at home; a teacher; a Catholic nun; an unem- a financial burden on the country. “Problem No. ployed man, formerly a professor of literature and 95” asked, “The construction of an insane asylum a survivor of a concentration camp; and another requires 6 million RM [Reichsmarks]. How many married Irish couple, deeply in love but with housing units @ 15,000 RM could be built for no children.69 the amount spent on Phyllis Schlafly, insane asylums?” One founder of the parents high school mathemat- group Eagle Forum, ics textbook asked stu- tells us: “The most fre- dents if 100 RMs are quently used class- spent on the “mentally room dilemma is the ill” in various institu- ‘lifeboat game’ (and its tions, what is the aver- numerous variations, age cost to the state such as the fallout shel- per inhabitant per year? ter). … The student is Using the results, how vested with the authority much does it cost the to decide who lives and state for patients who who dies. Shall it be the stay longer than 10, 20 famous author, or the and 25 years?68 “The student is vested with pregnant woman, or the Compare this to a the authority to decide who lives rabbi, or the Hollywood lesson taught in English and who dies. Shall it be the famous dancer, or the police- and American schools: author, or the pregnant woman, or man? Any answer is “A passenger liner is acceptable — whatev- wrecked at sea and 15 the rabbi, or the Hollywood dancer, er each student feels people find themselves or the policeman? Any answer comfortable with is together in a lifeboat. is acceptable.” OK, and the students The lifeboat however, can all choose dif- — Phyllis Schlafly, founder can only support 9 peo- of the parents group Eagle Forum ferent drowning tar- ple. If 6 are not elimi- gets because there are nated everyone will die. no right or wrong If you were in command of the lifeboat, whom answers. No wrong answers, that is, except one. would you choose to survive? … You are required One mother told our … Parents Advisory Center in groups of 2 to reach a joint decision as to which that her child answered the question by saying, passengers will be eliminated.” ‘Jesus brought another boat and nobody had to The list includes: a doctor; an African American drown.’ That child got an ‘F’ for giving an unac- minister; a prostitute with no parents but who ceptable answer.”70

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21 In Mainz, Germany, the Health Ministry produced a booklet called, “Let’s Talk About Sex” in which a youth asks the question: “How long should a couple be together before you start becoming intimate?” The answer given is: “There is no rule, nothing you have to do. Do what you like and when you want. Your emotions (feelings) are what count.” A 1993 German report called: “Perversion statt Aufklärung” (Perversion Instead of the Birds and the Bees), exposed how millions of Deutsche marks had been spent on an AIDS Help Center that provided pornography and sexually stimulating propaganda for teachers to conduct sex educa- tion classes. Nothing less than brainwashing, the programs for 12-year-olds and above called for a child to pick a card that displayed the subject for open group discussion. Some of the topics include: “Have you ever seen a pornographic film?” (There are multiple answers to choose from ranging from thinking it stupid to feeling excited by it.) “Have you ever fondled someone in a car?” “How impor- tant is sexuality in your life?” 71 Under a nationwide U.S. lesson called “Pornography Debate,” students are asked to research and debate the pros and cons of por- nography and the law in relation to “limiting or broadening their First Amendment right (freedom of speech).”72 “As a result of the indoctrination I In 2003, Minnesota received as a student, I began abusing parent Denise Walker drugs and became sexually promiscuous. I testified before the State became pregnant twice, and twice aborted legislature that schools my babies, the effects of which are still should require students evident with me today.” to be taught abstinence as part of sex education: “My — Kay Fradenecks, life was a living hell as a student who received values clarification indoctrination result of a curriculum that basically said, ‘Do what you want to, but use a con- dom.’” Jennifer Beecher, a high school senior testifying on the same issue said that sexually transmitted dis- eases and teen pregnancy are a problem in her school and that abstinence is not given much attention in the classroom. “They never really gave any time on it. ... They basically taught us how to have safe sex.”73 A ‘BIG BROTHER’ STATE ‘Profiling’ Kids the desktops of college admissions officers, exec- utives, security officers, credit bureaus, or any- body with an axe to grind. If your child falls into one of the above shadowy categories, how will he fare in the job market — or as an airline security risk, for By Beverly Eakman that matter? Dr. Darrel Regier, Beverly Eakman is an director of research educator, former science at the American Psy- editor, technical writer chiatric Association and editor-in-chief of the “No matter what your politics, lauded the Freedom official newspaper for the your religion, or your viewpoint on Commission on Mental National Aeronautics and the hot-button issues of the day, Health’s proposed Space Administration, mandatory screening and counseling screening initiative, of author of Cloning of requires our full attention. The so-called course. Kevin P. Dwyer, the American Mind: president of the National Eradicating Morality psychiatric prison is one of the easiest Association of School Through Education, and ways to get rid of opponents, Psychologists and Dr. executive director of the by declaring such individuals Graham Emslie are typi- U.S. National Education a danger to society.” cal among the mental

Consortium. — Beverly Eakman health cabal in defend- ing early, mass screen- o we really want ing. This “valuable infor- to institutionalize mandatory psychiatric mation [is] almost impossible to obtain from any D counseling and screening? other source,” complains Dwyer. True, most adults This information is often collected by would see right through such attempts. That’s teachers at the behest of state and federal grant why he worries that the current flood of lawsuits recipients such as the Institute on Violence and from parents over invasive, personal test questions Destructive Behavior. Teachers are taught by the under the cover of academic testing might result in Institute’s educational psychologists to match a negative court ruling that prompts legislators to the classroom and playground conduct of pupils nix all psychological surveys in schools. against a list of behavior patterns. This means No matter what your politics, your religion, that “recess” is no longer about playtime. Certain or your viewpoint on the hot-button issues of the “markers” (or “red flags”) signal a child’s need for day, mandatory screening and counseling requires professional help. These youngsters are referred to our full attention. The so-called psychiatric prison a school psychologist, counselor or other “mental is one of the easiest ways to get rid of oppo- health professional” who makes a determination nents, by declaring such individuals a danger to about each kid’s “counterproductive behaviors.” society. Psychiatric prisons in Nazi Germany, the The child is taught alternative, “adaptive” behav- Soviet Union, Cuba, and, more recently, South iors to use as “coping mechanisms.” Parents are Africa are now legendary. And if we think it expected to reinforce these alternatives. can’t happen here, better look at our schools and The child (even his or her parents) rarely think again. sees what all is contained in a student’s “elec- To parody a line from the film “One Flew Over tronic portfolio.” Loopholes in privacy laws make the Cuckoo’s Nest”: Every day, in every way, this it difficult to stop your child’s file from landing on initiative keeps getting “worser and worser.” BRAVE NEW TODAY Child Conditioning by the ‘Experts’ n Brave New World, reflex” from an infamous Huxley opens with series of experiments Ithe fictitious futuris- in which dogs, hav- tic scene of the “Central ing learned that food London Hatchery and is always accompanied Conditioning — Center” by the ringing of a bell, where children are man- would thereafter salivate ufactured through test at the bell’s mere sound. tubes.74 Infants are born Holes were cut in the not to parents, but to the dogs’ cheeks to measure State. In this way, chil- the amount they salivat- dren can be predestined ed in response to differ- and preconditioned: “All ent stimuli.77 This laid the conditioning aims at groundwork for much of … making people like behavioral psychology their unescapable social used in schools today. destiny,” the director Adherents included states.75 In the “Infant psychologists John B. Nurseries: Neo-Pavlovian Watson and Burrhus Conditioning Rooms,” Frederic Skinner. Watson, eight-month-old babies professor and director of are placed in front of As Professor Szasz points the psychological labora- bowls of colorful roses out: “Psychiatrists have been tory of Johns Hopkins and books opened invit- University in Baltimore, ingly at images of fish largely responsible for creating the Maryland from 1908 to and birds. As the babies problems they have ostensibly tried 1920, took Pavlov a step crawl towards these, a to solve.” They are the last people further. Whereas Pavlov nurse presses a lever and was concerned with a violent explosion and to whom we should turn to solve brain processes, Watson siren can be heard. The the problems of our children. insisted that psychology children are startled and address “the prediction begin screaming, their and control of observable faces distort with terror. “Now we proceed to rub behavior.” All responses, he believed, were the result in the lesson with a mild electric shock,” the director of outside stimuli and therefore could be controlled by says. The screaming increases; their little bodies twitch anyone who was able to produce those stimuli.78 and stiffen. The electroshock and loud noises suddenly In his book, Psychological Care of Infant and stop. The children are offered the flowers and books Child in 1928, Watson advised parents that if they again. At the mere sight of them, the infants shrink wanted the best results in their children, never away in terror. The director beams: “They’ll grow up show them affection. He wrote: “Never hug and with what the psychologists used to call an ‘instinc- kiss them, never let them sit on your lap. If you tive’ hatred of books and flowers. Reflexes unalterably must, kiss them once on the forehead when they conditioned.”76 say goodnight. Shake hands with them in the “Unalterably conditioned” best describes what is morning. … Remember when you are tempted to being done to students in our classrooms today. Its pet your child, that mother’s love is a dangerous roots lie in behavioral psychology. instrument. An instrument that may inflict a never- In 1884, Russian psychologist and physiologist healing wound, a wound which may make infancy Ivan Pavlov and his countryman Vladimir Bekhterev unhappy, adolescence a nightmare, an instrument studied in Leipzig University, Germany, under the which may wreck your adult son or daughter’s “Father of Experimental Psychology,” Wilhelm Wundt. vocational future and their chances for marital They later developed what they called “conditioned happiness.”79 After a series of experiments on an 11-month-old infant, Watson said: “Give me the baby, and I’ll make it climb and use its hands in constructing buildings of stone or wood. … I’ll make it a thief, a gunman or a dope fiend. The possibilities of shaping in any direction are almost endless.”80 Watson’s own child, Albert, epitomized the psychologist’s theory and results. Albert would crawl along the floor, and to condition him, a white rabbit would be let out of a cage. As soon as the rabbit would emerge, Albert would become excited and go towards it. When almost near it, Watson would drop a big steel bar behind him that made him jump and cry. This was done repeat- edly until Albert was afraid of anything white or furry — fear that lasted all of his life.81 The son of the “Father of Behaviorism” committed suicide in his twenties.82 Ivan Pavlov B.F. Skinner modified the tenets of behaviorism to fit his own discoveries that he called “operant BEHAVIORISM AND MAN conditioning.” “Conditioning” was the research term Seeing no difference between for learning. “Operant” referred to Skinner’s idea that man and animals, behaviorists — any organism “operates” on (responds involuntarily from Pavlov, Watson and Skinner to 83 to) his environment. In 1948, as a professor in the present-day—psychologists—have Department of Psychology at Harvard University, he performed experiments on dogs and published a novel, Walden Two, which described a fic- rats for decades. Relying on that 84 tional utopia based on behavioral engineering. Not dubious research, behaviorism fictional was his idea that individual freedom didn’t supposedly explains what makes man exist. Man’s actions, he said, were nothing more than tick. What is lacking from the sub- a set of behaviors shaped by his environment over ject, however, is any sort of practical, 85 which he had no control. beneficial results for man. By deny- As such, he believed people were going to ing the soul, behaviorism and all be manipulated. “I just want them to be manipu- of psychology’s bogus conclusions 86 lated effectively,” he said. Skinner used a method of are destructive; denigrating the “desensitization” that repeatedly forced the subject to complex nature of human experience view disturbing images until no anxiety is produced. to nothing but stimulus-response Eventually, the subject becomes immune (numb) to behavior. even the most extreme images.87 B.F. Skinner On his first television appearance, Skinner was asked, “Would you, if you had to choose, burn your children or your books?” He answered that he would burn his children because “his contribution to the future would be greater through his work than through his genes.”88 Today, treated in effect like animals, students are numbed by the questionnaires and tests about sex, drugs, behavior, emotions and their mental state. As Professor Szasz points out: “Psychiatrists have been largely responsible for creating the prob- lems they have ostensibly tried to solve.” They are the last people to whom we should turn to solve the problems of our children. John B. Watson Watson conducts an experiment on an infant. VIOLATION OF PRIVACY Invasive Questionnaires llen Makkai, a former teacher, warned that bizarre you the same again.” For the first question, students and offensive questions were being asked of stu- are required to respond in a journal that is graded by dents and that anonymity was not always guar- the teacher and to publicly discuss their response in E 89 anteed. “Notification and permission slips [consent class. For the second question, if students reply, “No forms] are so vague, no one suspects what’s happen- comment,” the teacher reminds them that they are ing,” said Carole Nunn, whose complaint prompted graded on their participation. Students are asked to legislation in New Jersey that requires public schools also discuss the problem or secret in class so that other to obtain prior written parental consent before students can offer their experiences or solutions.92 administering surveys that ask students personal History Class: In an advanced history class, stu- information. 90 dents had to complete a 195-question survey covering The following comprises just some of the types self-esteem, self-perception, interests, and “high-risk” of invasive and behavior-manipulating question- behaviors — with 20% of the survey covering parents naires currently in use: and family. The information sought included: •each par- “Health Enhancement Survey”: 10-year-old stu- ent’s/step-parent’s religious affiliation (including denomi- dents at one Montana elementary school were asked nation); •parents marital status; •age of student if/when personal and degrading questions such as, “How parents separated; •years of marriage; •yearly income hairy do you think your parents’ private parts are? of each family member; •cost of home (or rent per How fat do you think your month); •if the father is parents are?” And for the “positive” at home about boys: “Circle the picture Ten-year-old students at one his job; •if the student has that shows the size of “positive feelings” about your penis.” For the girls: Montana elementary school were various family members; “Circle the picture that asked personal and invasive questions •amount of time spent at shows the size of your such as, “How hairy do you a separated or divorced breasts.” One girl became think your parents’ private parts parent’s home; •whether distraught, shamed and are? How fat do you think parents’ relationships with humiliated by the ques- your parents are?” each other are “happy tions and her school grades and satisfying”; •whether subsequently dropped dra- matically.91 “Do you know yourself?”: During an Advanced English course, students are asked to complete a questionnaire as part of their curricu- lum. Two of the ques- tions are, “Do you know yourself?” and “Tell us the most embarrass- ing thing or the biggest secret you have that will make us never look at

CHAPTER TWO Strategic Child Mind Control 26 the relationship between parents and child are “happy One parent stated: “My child participated in a and satisfying”; •whether parents make their child feel Challenge Day. … It sounded like a disaster with chil- “special” in the family.93 dren crying, adults prying and children feeling coerced “How Am I? Checking Up on Yourself” is a into ‘telling all.’”96 A Seattle Times editorial noted, “The survey given to 12- to 16-year-olds and involves 55 emotional intensity of the workshops is troublesome. personal questions about the use of alcohol and illegal Schools should not assist in placing children in situa- drugs, sexual behavior, and illegal, anti-social, and tions where adults break them down emotionally and, demeaning behavior. Students are required to take the purportedly, rebuild them into better people.”97 survey and provide their names (thus losing the right One Iowa survey asked students, “If you could of anonymity) for which they receive credit towards eliminate an entire race, would you? Which one?” 98 their school certificate.94 In another survey, the street names where illegal “Crossing the Line”: As part of a “Challenge drugs are sold are listed and students are asked which Day” program, students are moved to one side substances they have sampled. 99 of the room, with a white line down the middle. Steven H. Aden, chief litigation counsel for the Students are told to cross the line “if you have Rutherford Institute was emphatic: “It is an outrage blonde hair … blue eyes [or] … if you are an only that such explicit and private questions can be asked child,” “if you have ever been made fun of for being to children without their parents’ consent. ... We fat” or “told to stop acting like a girl, or to be more wouldn’t allow strangers on the street to ask our chil- of a man,” “if you or someone in your family has dren these types of questions, so why should we be ever been raped or sexually molested,” “if you have more lenient just because they’re in school.”100 ever been hit by someone who said, ‘I love you,’” “if Ellen Makkai best sums up what should be you or someone in your family is or has been strug- done about this: “When I taught 30 years ago, fam- gling with an addiction to prescription, or illegal ily sovereignty was honored, except in unique crises. drugs,” “if someone in your family is an alcoholic,” Students concentrated on academics, athletics, and “if you have ever felt unsafe in your own home,” “if the arts. Today, educators must refocus on that you have ever thought seriously of, or if someone original scholastic mandate. And ditch the ignoble you care about has ever seriously thought of, or school survey, which is little more than a sociological ever attempted, committing suicide.”95 strip search.”101

CHAPTER TWO Strategic Child Mind Control 27 IMPORTANT FACTS

Psychiatric drugs and programs have been implicated in increasing child violence. Skyrocketing youth suicide rates have also followed in 1 the wake of widespread psychiatric, drug-based, child programs and psychological school curricula.

Government agencies in Britain, the U.S., Canada, Australia and Europe have warned doctors not to prescribe certain antidepressants to children 2 under 18 due to the increased risk of suicide.

“Death education,” which has been used in many countries since the 1970s, requires students to discuss suicide, and 3 write their own wills and epitaphs. The Columbine high school shooters had participated in a “death education” class where they were asked to “imagine their own death.” Shortly afterwards, they committed their deadly massacre.

Research analyst Diane Alden stated, “We have had years of counseling, therapy, drugs and touchy-feely 4 non-academics, and what we have gotten for this is dumb kids who feel good about being dumb and violent.”

While on a psychiatric drug known to cause “mania” and violent tendencies, Eric Harris and partner Dylan Klebold (inset) arrived to school and began shooting (above). When it was over, 12 students and a teacher were dead; the pair then killed themselves. CHAPTERInciting THREE School Violence

n 1967— a year after “values clarification” In February 2004, Andreas B., aged 15, of programs were unleashed on schools — a Germany, shot and killed his foster father while psychiatric research study group was formed to taking prescribed psychotropic drugs.104 consider the “possibility of enhancing the qual- Teenager Ryan Furlough of Maryland was ity of human life by chemicals and a review of convicted of the first-degree murder of a school Ithe effects of these chemicals when prescribed to the friend, committed while Ryan was on a prescribed non-psychotic, and possibly non-neurotic patients.” antidepressant on May 17, 2004. The resulting publication released in 1971, In Japan, in July 1999, two boys, aged 15 and “Psychotropic Drugs in 16, stabbed a third boy the Year 2000, Use while under the influ- By Normal Humans,” ence of a sedative (sleep- reported that “… major While forthrightly exposing ing pill) which, they efforts [had been] ini- millions of children to the said, made them feel tiated by the pharma- “invincible.” ceutical industry to violence — and suicide-inducing Children are particu- look for new chemi- nature — of psychiatric drugs on larly vulnerable to such cal substances which drugs because their bod- would have mind-alter- one hand, psychiatry and ies are still developing. ing properties.”102 The psychology offer classes in The drugs can create hor- hoped-for end result of rific physical and mental this drug research was a “anger management” and “death side effects including, but future “pill-taking culture education” on the other. not limited to, hostility, with a drug of choice for spasms, grimacing move- all ages,” including ments, manic reactions, “‘mind-expanders’ for and seizures. They are the youth.”103 also potentially addictive, and withdrawal from them The publication also predicted the possibility of can be far more difficult than from illegal drugs. drugs being “invented and used in ways which are A 1996 French study entitled, “Suicide and not beneficial to mankind.” As the following violent Psychotropic Drugs,” established that “suicide legacy indicates, that possibility has become a harsh attempts are more frequent among patients taking reality. antidepressants.”105 In other words, suicidal impulses At least 18 recent U.S. school shootings were are a known side effect of mind-altering, psychiatric committed by teens who had been taking pre- drugs. It is small wonder then that skyrocketing scribed psychotropic drugs known to cause violent youth suicide rates have followed in the wake of behavior. widespread psychiatric, drug-based child programs.

CHAPTER THREE Inciting School Violence 29 Matt Miller hanged himself in his drugs can cause suicide. But this warning does bedroom closet one week not go far enough. after being prescribed Children are dying, are killing others or an anti-depressant. being turned into addicts because of these and Ten-year-old Raymond other psychiatric drugs. Their future will only Perrone and 16-year- be safeguarded when the unscientific “mental old Brad Eckstein both disorders” they are diagnosed with are abolished hanged themselves and dangerous psychotropic drugs are banned. No government funds, including insurance while in the throes of Matt Miller Raymond Perrone withdrawal from a plans, should support prescribed stimulant. the psychiatric drug- Suicidal impulses are a known ging of children. side effect of mind-altering, John L. Whitehead, psychiatric drugs. It is small wonder well-known consti- tutional attorney and then that skyrocketing youth suicide author, has warned: rates have followed in the wake “The sad fact is that our of widespread psychiatric, public schools and par- drug-based child programs. ents have been duped Brad Eckstein by the psychiatric and drug industries. … [W]e The child casualties are tragic: as a nation must move away from the concept of Matt Miller hanged himself in his bedroom drugs of any kind as an answer. By [not] doing so, we closet one week after being prescribed an antidepres- have opened the door to manipulation by unscrupu- sant. Another boy taking an antidepressant hung lous drug marketers who would dope us up or drug himself with a belt from a rafter. He left behind a us for a profit. If we, as a society, really mean that we letter pinned to his clothes thanking his parents for are anti-drug, then let it start at home and at school.” 14 wonderful years of life.106 In Canada, 25 days after being labeled as Psychologizing Young Minds to “oppositional defiant,” a 14-year-old boy took his Violence and Death. own life while on an antidepressant. While forthrightly exposing millions of chil- Three other Canadian teens were revealed as dren to the violence- and suicide-inducing effects having committed suicide while taking prescribed of psychiatric drugs on one hand, psychiatry and antidepressants.107 psychology offer classes in “anger management” The British medicine regulatory agency warned and “death education” on the other. doctors not to prescribe Selective Serotonin Reuptake Death education, which has been used in many Inhibitor (SSRI) antidepressants for under-18-year countries since the 1970s, requires children to discuss olds, because of the risk of suicide. The follow- suicide, and write their own wills and epitaphs. One ing year, the U.S. Food and Drug Administration U.S. “death education” class (euphemistically called (FDA) issued a similar warning, as did Australian, “forensic education courses”) involved taking stu- Canadian and European agencies. In September dents to a deserted river shoreline to observe a mock 2004, an FDA advisory panel took this further recom- crime scene complete with a “dismembered manne- mending that a “black box” warning be prominently quin in the car trunk, a severed arm in a grocery bag placed on SSRI bottles, emphasizing the fact that the and a bloody hacksaw.”108

CHAPTER THREE Inciting School Violence

30 A 2004 U.K. article on anger management and grief for delivering anger management courses.111 “There counseling programs being used in several schools are as many ways to approach [anger management] under the “Healthy Lifestyle Project,” revealed students as there are people,” said W. Doyle Gentry, a clinical undergoing “grief counseling” were “drawing pictures psychologist and director of the Institute for Anger of life and death or writing letters of things they wished Free Living in Virginia. “And it’s created a lot of con- they could have said to their loved ones.”109 fusing, even bizarre methods that can’t be taken seri- Critics cite Colorado’s Columbine High School ously. I mean, if they ask you to beat a mattress with a teens Eric Harris and Dylan Klebold as prime examples tennis racquet [to work out your anger], it’s not going of the failure of “anger management” and “death to do you any good.”112 One anger management stu- education.” Both boys had attended a court-ordered dent beat up a classmate so badly that six days later counseling program, including anger management, for the boy was still hospitalized.113 stealing a car. Then they participated in a death educa- Research analyst Diane Alden says, “We have tion class at school in which students were asked to had years of counseling, therapy, drugs, and touchy- imagine their own death. Harris, who was also taking feely non-academics, and what we have gotten for an antidepressant known to cause hostility and suicidal this is dumb kids who feel good about being dumb reactions, subsequently had a dream where he and and violent.”114 Klebold went on a shooting rampage in a shopping Dr. Samuel L. Blumenfeld, internationally center. Harris wrote about his dream and handed it in renowned educator and author warns, “There must to the teacher. Shortly afterwards, he and Klebold acted be something wrong with an education system that out the dream when they went on a shooting rampage, requires so many children to be drugged just to killing 12 students, a teacher, and wounding 23 others attend school. … This is a cruel and criminal activity.” before shooting and killing themselves.110 As for solutions, he warns, “You cannot reform While claiming to teach individuals to control education without first divorcing it from behavioral their aggression and anger, there are no standards psychology.”115

THE TRENCH COAT KILLERS: Critics cite Colorado’s Columbine High School teens Eric Harris and Dylan Klebold (right) as chilling examples of the failure of “anger management” and “death education.” Harris was also taking a violence- inducing psychiatric drug at the time of the killings.

CHAPTER THREE Inciting School Violence 31 IMPORTANT FACTS

The labeling of children’s educational problems as “mental disorders” is based 1 on a diagnostic system that has no scientific basis.

Experts and professionals acknowledge that there is no known “biological” or 2 “genetic” cause for any psychiatric diagnosis.

Student psychiatric reports that many teachers are expected to fill out, are 3 worded by psychiatrists in such a way that no student could escape being labeled mentally ill at some point during their education. These reports can result in psychological or psychiatric intervention in the lives of a child and his or her family.

Dr. Julian Whitaker says such mental health reports based on a false scientific 4 screening, are used by the mental health industry to get access to millions of new patients — our schoolchildren.

Despite mass-media promotion that finding and “treating” so-called “learning disorders” is good for students, the results of those treatments are not improved academic performance, but money in the pockets of psychiatrists and psychologists who push dangerous drugs as the solution. CHAPTERDiagnostic Lies: FOUR Treacherous ‘Care’

he purportedly scientific diagnostic annoyed, act spiteful, blame others for their mis- tool that underlies the drugging and takes, get angry and resentful or swear.116 mental health screening of children Two years later the symptom list has is an invented diagnostic system, the expanded to practically every emotion or behav- American Psychiatric Association’s ior conceivable. T(APA) Diagnostic and Statistical Manual of Mental Today teachers are expected to fill out Disorders IV (DSM). different reports on the psychiatric and psycho- In 1952, the DSM contained no categories for logical behavior of their students using DSM- infants or children except for three “adjustment based forms. reactions.” By 1980, an almost 1,000% increase The “Teacher’s Report Form for Ages 6-18” in the number of rates 112 behaviors for childhood psychiatric each child. The child’s “disorders” included name is listed on the mathematics, arith- The Disruptive Behaviors form. The list of sup- metic, spelling and Disorders (DBD) Rating Scale posed mental disorder language disorders. contains 61 questions, of which symptoms include: In 1987, “Attention Fails to finish things Deficit Hyperactivity 39 are taken directly from the DSM. he/she starts, defi- Disorder” (ADHD) Teacher evaluation is expected. ant, talks back to staff, was literally voted “The youngster can be labeled as bragging, boasting, into existence by APA ‘mentally ill’ for typically childish can’t sit still, restless, members and included or hyperactive, con- —Beverly Eakman in the DSM. conduct.” fused or seems to be Psychiatrists now in a fog, fidgets, day- also redefine teen dreams or gets lost in behavior as mental “diseases” with diagnoses his/her thoughts, disobedient in school, breaks such as “Conduct Disorder” and “Oppositional school rules, over-conforms to rules, easily jeal- Defiant Disorder” (when a child argues with his ous, hangs around with others who get into parent or teacher). In his book, The Culture of Fear, trouble, bites fingernails, picks nose, skin, or Barry Glassner, a sociologist at the University of other body parts, has difficulty learning, poor Southern California, said the DSM makes children schoolwork, secretive, keeps things to self, show- good candidates for imprisonment in psychiatric ing off or clowning, speech problem, stares blank- wards if they do any five of the following: Argue ly, fails to carry out assigned tasks, talks too with adults, defy adult requests, do things that much, and underachieving, not working up to annoy others, lose their tempers, become easily potential.

CHAPTER FOUR Diagnostic Lies: Treacherous ‘Care’ 33 The “Teacher Problem Rating” on which the ‘dysfunctional.’ A ‘developmental delay’ or a death child’s name is also listed, supposedly evaluates in the family can result in a DSM label that triggers the child’s relationship with other children, the what is called in some U.S. states an ‘Individualized teacher, his academic progress and his self-esteem. Family Service Plan.’ This plan, in essence, allows The teacher is expected to make the evaluation the school to intervene into family affairs.”117 which can range anywhere from no problem to The UK system of ASBOs (Antisocial Behavior extreme problem. Orders) is based on the DSM criteria. Frighteningly, The “Disruptive Behaviors Disorders (DBD) parents of children with “antisocial behavior” can Rating Scale” contains 61 questions, of which 39 be forced to sign “parenting contracts” and under- are taken directly from the DSM. Teacher evalua- go “parent training,” defined by psychiatric and tion is again expected. psychological concepts. “The youngster can be The fact that there labeled as ‘mentally The fact that there is is no child that at some ill’ for typically child- no child that at some time time wouldn’t be tagged ish conduct,”—warned mentally ill, using these Beverly Eakman. “Even wouldn’t be tagged mentally assessments, indicates more troubling,” she ill, using these assessments, that this process is continued, “is the fact nothing more than a that if a child is tagged indicates that this process is child patient recruit- with a mental health, or nothing more than a child ment tool. Once labeled, emotional disability, his patient recruitment tool. a child is automatically family may also be deemed considered to have a chronic psychiatric dis- order — in other words the patient recruitment line is for life. The DSM is also devoted to the categoriza- tion of symptoms only, not scientifically verifi- able pathology. In his book, The Complete Guide to Psychiatric Drugs, Edward Drummond, M.D., Associate Medical Director at Seacoast Mental Health Center in Portsmouth, New Hampshire, stated, “First, no biological etiology [cause] has been proven for any psychiatric disorder … in spite of decades of research. … So don’t accept the myth that we can make an ‘accurate diagnosis.’ “118 Professor Szasz stated: “There is no blood or other biological test to ascertain the presence or absence of a mental illness, as there is for most bodily diseases. If such a test were developed (for what, heretofore, had been considered a psy- chiatric illness), then the condition would cease to be a mental illness and would be classified, instead, as a symptom of a bodily disease.”

Teachers are required to evaluate their students, not on academic performance, but against a checklist of behaviors, that arbitrarily designates the children as hyperactive—and thus subject to psychiatric intervention in their lives.

CHAPTER FOUR Diagnostic Lies: Treacherous ‘Care’ 34 CHILD DEATHS

Dr. Fred Baughman, Jr., a pediatric neurologist A High Price to Pay and author of The ADHD Fraud, says, “‘Biological psychiatry’ has yet to validate a single psychiatric condition/diagnosis as an abnormality/disease, or he controversial and as anything ‘neurological,’ ‘biological,’ ‘chemically unscientific labeling of imbalanced’ or ‘genetic.’ With no abnormality in the T children with “learning ‘ADHD child,’ the pseudo-medical label is nothing disorders” is happening around but stigmatizing, and the unwarranted drug treat- the world. ment that invariably follows, a physical assault. The Despite psychiatric claims ‘medication’ typically prescribed for ADHD and to the contrary, the practice of ‘learning disorders’ is a hazardous and addictive prescribing cocaine-like drugs amphetamine-like drug.” to deal with such problems is Dr. Julian Whitaker warns us about the far removed from conclusive effects of adding mandatory screening of children science. using the DSM. Referring to the New Freedom There are no scientific Stephanie Hall Commission on Mental Health, he said that its studies to show any validity “report goes on to say, ‘the extent, severity, and far- to the theories popularized in reaching consequences make it imperative that our mass media or any proven long- Nation adopt a comprehensive, systemic approach term benefit of such treatments to improving the mental health status of children.’ except to the psychiatrists and That means drugging them!” Or as he captures it: 119 psychologists who grab and “52 million potential customers.” hold onto young clients as long Dr. Baughman reminds us of the cost in human as possible to “treat”, but never lives: “The following children are no longer hyper- cure them. active or inattentive — they are dead. Between 1994 That the drugs can make and 2001, I was consulted, medically or legally, for- their children violent, even sui- mally or informally, in the following death cases: Stephanie, 11, prescribed a stimulant and cidal, or have fatal side effects is Matthew Smith died of cardiac arrhythmia. not made clear to the parents. Matthew, 13, prescribed a stimulant and died Nor are they provided infor- of cardiomyopathy [disease of heart muscle]. mation about the increas ing Macauley, 7, prescribed a stimulant and three number of government warn- other psychiatric drugs, suffered a cardiac arrest. ings on the dangers of these Travis, 13, prescribed a stimulant and suf- substances. fered cardiomyopathy. Each of the children pictured Randy, 9, given a stimulant and several other here are not only unable to lead drugs and died from cardiac arrest. normal lives because of so-called Cameron, 12, prescribed a stimulant and “safe and effective” drugs, they died from hyper-eosinophilic syndrome [abnormal are tragically no longer with us; increase in white blood cells]. dead because of those drugs, Over a 10 to 15 year period, there were a purportedly prescribed to “help” reported 345 child deaths from stimulants, antide- them perform better in school. Shaina Dunkle pressants and antipsychotics in the United States. More deaths were reported in Australia. IMPORTANT FACTS

Parents have a constitutional right to raise their families free from psychiatric intervention 1 in their children’s lives. Parents should know that if psychiatrists or psychologists are using schools to test or assess their child, they have the 2 right to say no and to refuse to have their child drugged.

Undiagnosed, untreated physical conditions are often wrongly interpreted as 3 mental or behavioral disorders. Mercury, environmental toxins and allergies, for example, can affect behavior and academic performance and can create symptoms similar to Attention Deficit Hyperactivity Disorder. Parents should have their child examined by a competent non-psychiatric medical doctor.

If a child is not learning, is behind in school, doesn’t enjoy his or her classes, or can’t seem 4 to concentrate, a competent tutor should be employed.

Real interest in a child’s reading ability, and getting them to understand the meanings of the words they are studying, will prove invaluable to their education and future. CHAPTERSafeguarding FIVE the Future

laiming that even normal childhood Cartel’— ostensibly aimed at furthering ‘mental behavior is a mental disorder and health.’ This cartel derives its power from those that drugs are the solution, psy- who stand to benefit financially and politically chiatrists and psychologists have from ignorance and educational malpractice; from insinuated themselves into positions the frustration, the crime, the joblessness and social Cof authority over children. Through a virtual chaos that miseducation produces.”121 coup d’etat in our schools, our once strong and According to the Rutherford Institute, effective scholastic-based schools have turned “Parents have a constitutional right to direct into explosive test tubes. and control the upbringing of their children, and Professor Frank Furedi stated, “If present laws or governmental actions that unreason- trends continue, soon ably infringe the rights there will be little to of parents to raise and distinguish school “Refuse to sign those consent educate their children from a mental health according to their own institution. … If we forms when they come home values are constitution- treat difficult chal- from your child’s school — if ally suspect.” 122 lenges as an expe- Dr. Whitaker offers rience with which [psychiatrists] can’t test them, this advice: “Folks, children cannot cope, sometimes feeling irri- pupils will pick up the they can’t drug them.” table, unable to sleep, message and regard it — Dr. Julian Whitaker, advice to parents etc., are hardly indica- with dread. However, tive of a serious mental if we back off from malfunction. Feeling playing doctor and patient and concentrate on out of sorts from time to time is a normal part developing children’s strength through creative of being human. … Think back on your child- teaching, then the kids will cope. … [S]heltering hood. Remember your experiences. Now ask children from pressure and new experiences rep- yourself, would you be better off today if five or resents a lack of faith in their potential to develop six years of your childhood had been spent in a through new challenges.”120 drugged-out state?” As Eakman also wrote, “Most people today Furthermore, here’s what he advises parents to suspect that education is not really about lit- do: “First of all, refuse to sign those consent forms eracy, ‘basics,’ or proficiency at anything. What when they come home from your child’s school— if is less well understood is that there exists in this they can’t test them, they can’t drug them.”123 country, and indeed throughout the industrialized If a child is exhibiting learning and/or world, what can best be described as an ‘Illiteracy behavioral problems, there are many things that

CHAPTER FIVE Safeguarding the Future 37 aggressive, depressed or hyperactive.”126 Dr. L.M.J. Pelsser of the Research Center for Hyper activity—and ADHD in Middelburg, the Netherlands, says 62% of children diag- nosed with “ADHD” showed—significant improvements in behav- ior simply by changing their diet.127 Therefore, take the child to a com- petent doctor of envi- ronmental medicine and have him or her properly tested for allergies and toxins. Studies show that tutoring leads to can be done besides the Contrary to psychiatric opinion, improvements in aca- exclusive drug- and children are not “experimental demic outcomes. If a behavior modification- animals.” They are human beings child is not learning, based options that are is behind in school, the backbone of school- who have every right to expect doesn’t enjoy his or her based mental health protection, care, love and the classes or can’t seem services today. chance to reach their full to concentrate, a com- Undiagnosed, potential in life. petent tutor should be untreated physical con- employed. ditions can often mani- Contrary to psy- fest as a “psychiatric symptom.” The term “mad chiatric opinion, children are not “experimental as a hatter” derives from the sizeable number of animals.” They are human beings who have hatters that became “mad” as a result of chronic every right to expect protection, care, love and mercury pollution.124 Workers used mercury to the chance to reach their full potential in life. prepare felt hats and the mercury fumes ingested Professor Szasz says that child psycholo- produced an organic deterioration resulting even- gists and psychiatrists “rob the child of his most tually in dementia. important possession, himself. … Thrusting Medical doctors have established that mercury fake intimacy and pretended care on them … poisoning, environmental toxins and allergies can is our distinctively modern method of harming affect behavior and academic performance and children in the name of helping them. can create symptoms similar to “ADHD.”125 “Child psychology and child psychiatry Gases, cleaning fluids, scents and other chemi- cannot be reformed. They must be cals can make a child “irritable, inattentive, spacey, abolished.”

CHAPTER FIVE Safeguarding the Future 38 RECOMMENDATIONS Recommendations

You have the right to refuse permission for your child to be subjected to any psychological or psychiatric questionnaire, test or evaluation in school. Ensure 1 you place your child in a school that supports this. If your child has been subjected to psychological/psychiatric screening without your consent, or coercively drugged and harmed, consult a lawyer to determine your right to prosecute criminally and civilly, especially against the authors of the 2 questionnaires and, if psychologists or psychiatrists, against their colleges and associations.

Support legislative measures that will protect children from psychiatric and psychological interference and which will remove their destructive influence 3 from schools.

Speak out—be your child’s voice. Start or join a parents’ group where parents can speak out about the wrongful labeling and drugging of our children and provide 4 support for each other.

Legal protections should be put in place to ensure that psychiatrists and psychologists are prohibited from violating the right of every person to exercise 5 all civil, political, economic, social and cultural rights as recognized in the Universal Declaration of Human Rights, the International Covenant on Civil and Political Rights, and in other relevant instruments.

Ultimately, psychiatry and psychology must be eliminated from all education systems and their coercive and unworkable methods should never be funded 6 by the State.

HARMING YOUTH Recommendations 39 Citizens Commission on Human Rights International

he Citizens Commission on Human CCHR’s work aligns with the UN Universal Rights (CCHR) was established in Declaration of Human Rights, in particular the 1969 by the Church of Scientology following precepts, which psychiatrists violate on to investigate and expose psychiatric a daily basis: violations of human rights, and to Article 3: Everyone has the right to life, clean up the field of mental heal- liberty and security of person. ing. Today, it has more than 250 chapters in over T Article 5: No one shall be subjected to torture 34 countries. Its board of advisors, called or to cruel, inhuman or degrading treatment or Commissioners, includes doctors, lawyers, educa- punishment. tors, artists, business professionals, and civil and human rights representatives. Article 7: All are equal before the law and are entitled without any discrimination to equal While it doesn’t provide medical or protection of the law. legal advice, it works closely with and supports medical doctors and medical practice. A key CCHR Through psychiatrists’ false diagnoses, stig- focus is psychiatry’s fraudulent use of subjective matizing labels, easy-seizure commitment laws, “diagnoses” that lack any scientific or medical brutal, depersonalizing “treatments,” thousands of merit, but which are used to reap financial ben- individuals are harmed and denied their inherent efits in the billions, mostly from the taxpayers or human rights. insurance carriers. Based on these false diagno- CCHR has inspired and caused many hun- ses, psychiatrists justify and prescribe life-dam- dreds of reforms by testifying before legislative aging treatments, including mind-altering drugs, hearings and conducting public hearings into psy- which mask a person’s underlying difficulties and chiatric abuse, as well as working with media, law prevent his or her recovery. enforcement and public officials the world over.

CITIZENS COMMISSION on Human Rights 40 MISSION STATEMENT

THE CITIZENS COMMISSION ON HUMAN RIGHTS investigates and exposes psychiatric violations of human rights. It works shoulder-to-shoulder with like-minded groups and individuals who share a common purpose to clean up the field of mental health. We shall continue to do so until psychiatry’s abusive and coercive practices cease and human rights and dignity are returned to all.

Chris Brightmore, other mental health professionals. The over- Former Detective Chief Superintendent, drugging, the labeling, the faulty diagnosis, Metropolitan Police United Kingdom: the lack of scientific protocols, all of the things “Since I first came into contact with that few people realize are going on, have CCHR I have developed a great respect for all been exposed at one time or another by the organization, particularly its work to CCHR. Ultimately, CCHR has successfully safeguard children from being labeled with faced up to and restricted the steam-rolling dubious mental disorders so they can be effect of the psychiatric profession.” prescribed dangerous mind-altering drugs. My association with CCHR has also alerted Bob Simonds, Th.D., me to the role of malevolent psychiatry President, U.S. National Association in social decline and the breakdown of of Christian Educators: family values.” “We are deeply grateful to CCHR for not only leading the fight to stop the crimi- Dr. Julian Whitaker M.D., nal psychiatric abuse of our public school Director of the Whitaker Wellness children, but for serving as a catalyst to all Institute Author of Health & Healing: religious, parental and medical groups to “CCHR has been a profound resource to fight this abuse. Without CCHR’s compelling parents and children who have been terribly research and credibility, these groups could abused by psychiatrists and psychologists and not be as effective.”

For further information: CCHR International 6616 Sunset Blvd. Los Angeles, CA, USA 90028 5FMFQIPOF


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IVNBOSJHIUT!DDISPSH CCHR INTERNATIONAL Board of Commissioners

CCHR’s Commissioners David Egner, Ph.D. Sandra Gorcia Rojas Harriet Schock act in an official Seth Farber, Ph.D. Steven Hayes, Esq. Dennis Smith capacity to assist CCHR Mark Filidei, D.O. Gregory Hession, J.D. Michelle Stafford in its work to reform the Nicolas Franceshetti, M.D. Sen. Karen Johnson Cass Warner field of mental health and to secure rights for Marta Garbos, Psy. D. Erik Langeland, Esq. Miles Watkins the mentally ill. Howard Glasser, M.A. Leonid Lemberick, Esq. Kelly Yaegermann Patti Guliano, D.C. Vladimir Leonov, M.P. International President Edward C. Hamlyn, M.D. Lev Levinson EDUCATION Jan Eastgate Brett Hartman, Psy.D. Doug Linde, Esq. Dr. Samuel Blumenfeld Citizens Commission Lawrence Hooper, M.D. Jonathan W. Lubell, LL.B. Cassandra Casey on Human Rights Dr. Joseph Isaac Jeff Lustman Gleb Dubov, Ph.D. International, Los Angeles Georgia Janisch, R.D. Kendrick Moxon Beverly Eakman National President Dr. Derek Johnson Rep. Curtis Oda Professor Antony Flew,

Bruce Wiseman Jonathan Kalman, N.D. Col. Stanislav Pylov Ph.D. Citizens Commission on Dr. Peter Kervorkian, D.C. Rep. Guadalupe Rodriguez Dr. Wendy Ghiora, Ph.D. Human Rights United Professor Oleg Khilkevich Sandro Garcia Rojas Professor Hector Herrera States Kenichi Kozu, Ph.D. Timothy Rosen, Esq. Wendy McCants-Thomas Citizens Commission on Eric Lambert, R. Ph. Steven Russell, Esq. Sonya Muhammad, M.S. Human Rights Board Anna C. Law, M.D. Rep. Aaron Tilton, (UT) James Paicopolos Member Richard Lippin, M.D. Rep. Mark Thompson Nickolai Pavlovsky Isadore M. Chait Otani Logi Rep. Michael Thompson Anatoli Prokopenko Founding Lloyd McPhee Rep. Matt Throckmorton Gayle Ruzicka Commissioner Dr. Bari Maddock Joel Turtel Dr. Thomas Szasz, Joan Mathews-Larson, ARTS, Shelley Ucinski Professor of Psychiatry Ph.D. ENTERTAINMENT Micheal Walker Emeritus at the State Conrad Maulfair, D.O. & MEDIA Charles Whittman, III University of New York Colleen Maulfair Kirstie Alley Health Science Center Clinton Ray Miller Anne Archer BUSINESS Dr. Robert Morgan, Ph.D. Jennifer Aspen Lawrence Anthony SCIENCE, MEDICINE & Craig Newnes Catherine Bell Michael Baybak HEALTH Gwen Olsen David Campbell Phillip Brown Rohit Adi, M.D. Mary Jo Pagel, M.D. Raven Kane Campbell Luis Colon Ivan Alfonso, M.D. Vladimir Pshizov, M.D. Nancy Cartwright Bob Duggan Professor Garland Allen Lawrence Retief, M.D. Kate Ceberano Joyce Gaines Giorgio Antonucci, M.D. Franklin H. Ross, M.D. Chick Corea James A. Mackie Ann Auburn, D.O. Megan Shields, M.D. Bodhi Elfman Cecilio Ramirez Mark Barber, D.D.S. Allan Sosin, M.D. Jenna Elfman Sebastien Sainsbury Lisa Bazler, B.A., M.A. David Tanton, Ph.D. Cerise Fukuji Roberto Santos Ryan Bazler, B.S., MBA William Tutman, Ph.D. Isaac Hayes Margarethe von Beck, Tony Urbanek, M.D., Donna Isham RELIGION DLitt et Phil D.D.S. Mark Isham Rev. Doctor Jim Nicholls Shelley Beckmann, Ph.D. Margaret von Beck, Ph.D. Jason Lee Pastor Michael Davis Lisa Benest, M.D. Wanda von Kleist, Ph.D. Geoff Levin Bishop Samuel V.J. Peter Bennet Julian Whitaker, M.D. Gordon Lewis Rowland Mary Ann Block, D.O. Spice Williams-Crosby, Juliette Lewis John Breeding, Ph.D. BSc, MFS, CFT John Mappin ACTIVISTS/HUMAN Lisa Cain Michael Wisner Jaime Maussan RIGHTS Anthony Castiglia, M.D. Sergej Zapuskalov, M.D. Jim Meskimen Paul Bruhne Roberto Cestari, M.D. Norman Zucker, M.D. Tamra Meskimen Janice Hill James Chappell, D.C. Marisol Nichols Nedra Jones, Ph. D. N.D., Ph.D. POLITICS & LAW John Novello Elvira Manthey Beth Clay Rep. Russell Albert David Pomeranz Sheila Matthews Bishop David Cooper Lewis Bass, M.S., J.D. Kelly Preston Lynette Riley-Mundine Jesus Corona Timothy Bowles, Esq. Tariz Nasim Ghulam Abbas Sajan Ann Y. Coxon, M.B., B.S. Robert Butcher, LLB Kelly Patricia O’Meara William Tower Moira Dolan, M.D. Robert E. Byron, LLC Leah Remini Ishrat Nasim Mary Ann Durham, B.S. Lars Engstrand Lee Rogers Patricia Weathers Dan L. Edmunds, ED.D., Guillermo Guzmán de Carrina Ricco Allan Wohrnitz, B.Sc. M.A., B.C.S.A. la Garza Raul Rubio Lloyd Wyles CCHR National Offices

CCHR Australia CCHR Finland CCHR Italy CCHR Russia Citizens Commission on Citizens Commission on Citizens Commission Citizens Commission on Human Rights Australia Human Rights Finland on Human Rights Italy Human Rights Russia P.O. Box 6402 Post Box 145 (Comitato dei Cittadini per i Borisa Galushkina #19A North Sydney 00511 Helsinki, Finland Diritti Umani ONLUS — CCDU) 129301, Moscow New South Wales 2059 Phone: 358-9-8594-869 Viale Monza 1 Russia CIS Australia 20125 Milano, Italy Phone: (495) 540-1599 Phone: 612-9964-9844 CCHR France E-mail: [email protected] E-mail: [email protected] E-mail: [email protected] Citizens Commission on Human Rights France CCHR Japan CCHR South Africa CCHR Austria (Commission des Citoyens pour Citizens Commission on Citizens Commission on Citizens Commission on les Droits de l’Homme—CCDH) Human Rights Japan Human Rights South Africa Human Rights Austria BP 10076 2-11-7-7F Kitaotsuka P.O. Box 710 (Bürgerkommission für 75561 Paris Cedex 12 , France Toshima-ku Tokyo Johannesburg 2000 Menschenrechte Österreich) Phone: 33 1 40 01 09 70 170-0004, Japan Republic of South Africa Postfach 130 Fax: 33 1 40 01 05 20 Phone/Fax: 81 3 3576 1741 Phone: 011 27 11 624 3538 A-1072 Wien, Austria E-mail: [email protected] E-mail: E-mail: [email protected] Phone: 43-1-877-02-23 [email protected] E-mail: [email protected] CCHR Germany CCHR Spain Citizens Commission on CCHR Latvia Citizens Commission on CCHR Belgium Human Rights Germany Citizens Commission on Human Rights Spain Citizens Commission on (Kommission für Verstöße Human Rights Latvia (Comisión de Ciudadanos por los Human Rights Belgium der Psychiatrie gegen Dzelzavas 80-48 Derechos Humanos—CCDH) (Belgisch comite voor de rechten Menschenrechte e.V.—KVPM) Riga, Latvia 1082 c/Maestro Arbos No 5 – 4 van de mens) Amalienstraße 49a Phone: 371-758-3940 Oficina 29 Postbus 338 80799 München, Germany E-mail: [email protected] 28045 Madrid, Spain 2800 Mechelen 3, Belgium Phone: 49 89 273 0354 Phone: 34-91-527-35-08 E-mail: [email protected] Fax: 49 89 28 98 6704 CCHR Mexico E-mail: E-mail: [email protected] Citizens Commission [email protected] CCHR Canada on Human Rights Mexico Citizens Commission on CCHR Greece (Comisión de Ciudadanos por CCHR Sweden Human Rights Canada Citizens Commission on los Derechos Humanos— CCDH) Citizens Commission on 27 Carlton St., Suite 304 Human Rights Greece Cordobanes 47, San Jose Human Rights Sweden Toronto, Ontario P.O. Box 31268 Insurgents (Kommittén för Mänskliga M5B 1L2 Canada Athens 47, Postal Code 10-035 México 03900 D.F. Rättigheter—KMR) Phone: 1-416-971-8555 Athens, Greece Phone: 55-8596-5030 Box 2 E-mail: Phone: 210-3604895 E-mail: 124 21 Stockholm, Sweden [email protected] [email protected] Phone/Fax: 46 8 83 8518 CCHR Holland E-mail: [email protected] CCHR Colombia Citizens Commission on CCHR Nepal Citizens Commission on Human Human Rights Holland Citizens Commission CCHR Switzerland Rights Colombia Postbus 36000 on Human Rights Nepal Citizens Commission P.O. Box 359339 1020 MA, Amsterdam P.O. Box 1679 on Human Rights Lausanne Bogota, Colombia Holland Kathmandu, Nepal (Commission des Citoyens pour Phone: 57-1-251-0377 Phone/Fax: 3120-4942510 Phone: 977-1-448-6053 les droits de l’Homme— CCDH) E-mail: [email protected] E-mail: [email protected] E-mail: [email protected] Case postale 5773 1002 Lausanne, Switzerland CCHR Czech Republic CCHR Hungary CCHR New Zealand Phone: 41 21 646 6226 Citizens Commission on Human Citizens Commission on Citizens Commission on E-mail: [email protected] Rights Czech Republic Human Rights Hungary Human Rights New Zealand Obcanská komise za Pf. 182 P.O. Box 5257 CCHR Taiwan lidská práva 1461 Budapest, Hungary Wellesley Street Citizens Commission on Václavské námestí 17 Phone: 36 1 342 6355 Auckland 1141, New Zealand Human Rights Taiwan 110 00 Praha 1, Czech Republic Fax: 36 1 344 4724 Phone/Fax: 649 580 0060 Taichung P.O. Box 36-127 Phone/Fax: 420-224-009-156 E-mail: [email protected] E-mail: [email protected] Taiwan, R.O.C. E-mail: [email protected] Phone: 42-471-2072 CCHR Israel CCHR Norway E-mail: [email protected] CCHR Denmark Citizens Commission Citizens Commission on Citizens Commission on on Human Rights Israel Human Rights Norway CCHR United Kingdom Human Rights Denmark P.O. Box 37020 (Medborgernes Citizens Commission on (Medborgernes Menneskerettig- 61369 Tel Aviv, Israel menneskerettighets-kommisjon, Human Rights United Kingdom hedskommission—MMK) Phone: 972 3 5660699 MMK) P.O. Box 188 Faksingevej 9A Fax: 972 3 5663750 Postboks 308 East Grinstead, West Sussex 2700 Brønshøj, Denmark E-mail: [email protected] 4803 Arendal, Norway RH19 4RB, United Kingdom Phone: 45 39 62 90 39 Phone: 47 40468626 Phone: 44 1342 31 3926 E-mail: [email protected] E-mail: [email protected] Fax: 44 1342 32 5559 E-mail: [email protected]. REFERENCES References

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Martin and David Caul. The TeenScreen News, Volume 1, Issue 2, Apr. 2002; The 43. Ibid., p. 412. TeenScreen News, Newsletter Issues: Sep. 2002, Volume 44. Karl Binding and Alfred Hoche, Die Freigabe der 87. Ibid. 1, Issue 3; Dec. 2002, Volume 1, Issue 4 and Spring 2004, Vernichtung lebensunwerten Lebens. Ihr Maß und ihre Form 88. David Hothersall, History of Psychology (Temple Volume 3, Issue 1. (Leipzig, 1920), p. 51. University Press, Philadelphia, 1984), p. 395. 8. Vera Sharav, Alliance for Human Research Protection 45. Sol Cohen, “The Mental Hygiene Movement, 89. Op. cit., Ellen Makkai. (AHRP), http://www.ahrp.org, 11 Aug. 2004. The Development of Personality and the School: The 90. Ibid. 9. Karen Thomas, “By third grade…,” USA Today, 14 Medicalization of American Education,” History of Education Quarterly, Summer 1983, p. 124. 91. Op. cit., John Fitzgerald; Statement by M.T. on file at July 2002; Elizabeth Shogren, “FDA Probes Downsides of CCHR International. 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Zeitschrift für Kinderforschung, published by Reiter, 94. “2nd Nosy Survey Lawsuit Filed,” Education Report, 1993-2001, Nov. 2003, Federal Bureau of Investigation, U.S. Villinger, Hoffmann and Zutt, Vol. 49, Issue 1 (Publishing EagleForum.org, Feb. 2003. Department of Justice, p. 43; “Table 4.33 —Arrest rates (per House J. Springer, Berlin, 1941), p. 14. 95. Ana Bolling, “Challenge Day,” Whole Earth, Spring 2003. 100,000 inhabitants) for drug abuse violations,” Sourcebook 51. “Proceedings of the International Conference on Mental of Criminal Justice Statistics 1993, Bureau of Justice Statistics, 96. Letter to the Editor by Sharon Hendrickson, The Seattle Hygiene,” International Congress on Mental Health, London, Times, 18 Apr. 2002. U.S. Department of Justice, p. 457; “Section One —Juvenile vs. 1948, ed. J.C. Flugel, D.Sc. (Columbia University Press, New Adult, Age-specific Arrest Rates by Sex, United States-Drug York, 1949), Vol. 4, 16-21, Aug. 1949, p. 259. 97. “Schools Shouldn’t Endorse Psycho-Fests,” The Seattle Abuse Violations,” Age-Specific Arrest Rates and Race-Specific Times, 12 Apr. 2002. 52. “Summaries of Work Group Opinions,” Proceedings of Arrest Rates for Selected Offenses 1993–2001, Nov. 2003, Federal 98. Op. cit., Ellen Makkai. Bureau of Investigation, U.S. Department of Justice, p. 49. the Midcentury White House Conference on Children and Youth (Health Publications Institute, Inc., Raleigh, North Carolina, 99. Ibid. 11. Eli Lehrer, “Crime Without Punishment,” The Weekly 3-7 Dec. 1950), ed. Edward A. Richards, p. 176, 242. Standard, Vol. 007, Issue 22, 27 May 2002. 100. “Religious Freedom News,” NLJ Online, Apr. 2000. 53. Die Zeit, No. 38, 1992. 12. Thomas A. DeWeese, press statement for American Policy 101. Op. cit., Ellen Makkai. Foundation, 21 June 1995. 54. “Achieving the Promise: Transforming Mental Health 102. Op cit., Wayne O. Evans, and Nathan S. Kline, p. xix. Care in America,” The President’s New Freedom Commission on 13. Beverly K. Eakman, Report on “How to Counter Group Mental Health Report, 22 July 2003, p. 11. 103. Ibid., p. xx. Manipulation Tactics,” 2001, pp. 2–3, 6. 55. Robert N. Proctor, Racial Hygiene, Medicine Under the 104. Sven Loerzer, “Keine Garantie auf Wunder,” Süddeutsche 14. William Kilpatrick, Why Johnny Can’t Tell Right From Nazis (Harvard University Press, 1988), pp. 42–43. Zeitung, 25 Mar. 2004, translation. Wrong (Simon & Schuster, New York, 1992), p. 80. 56. B.K. Eakman, “What? Are You Crazy?,” 2004, published 105. Abstract from: M. Lejoyeux, F. Rouillon, “Suicide and 15. Bruce Wiseman, Psychiatry —The Ultimate Betrayal in Chronicles. Psychotropic Drugs,” Encephale, Dec. 1996, Vol. 22, Spec. (Freedom Publishing, Los Angeles, California, 1995), p. No. 4, pp. 40–45. 57. 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Richard Restak, “The ‘Inner Child’, the ‘True Self’ and Conservative Online, 9 Feb. 2004, Internet address: http:// of School-Aged Children,” Dr. Whitaker’s Health Update, 19 the Wacky Map of Eupsychia,” The Washington Times, 18 www.intellectualconservative.com, accessed: Aug. 2004. Aug. 2002. 18 June 2004. 63. Op. cit., The TeenScreen News. 111. All Things Considered, National Public Radio (NPR), 20. Ibid. 64. Ibid. 28 Oct. 2003; “Help for hotheads,” Los Angeles Times, 21. William Kilpatrick, Why Johnny Can’t Tell Right From 65. Op. cit., Joseph Glenmullen, p. 15. 19 Jan. 2004. Wrong (Simon & Schuster, New York, 1992), pp. 22, 80; 112. Op. cit., Diane Alden; Ibid., “Help for hotheads.” Greg Williams, “Why Are America’s Morals Declining?”, 66. “What’s Wrong with Mental Health Screening in Public The Oregon Observer, June 1995. Schools,” Minnesota Family Council/Minnesota Family 113. Tamer Lewin, “Class Time and Not Jail Times for Anger, Institute Press Release, May 2001. but Does It Work?” The New York Times, 1 July 2001. 22. Op. cit., Ellen Makkai. 67. “Sex Lessons ‘Got Too Far’,” BBC News, 21 Feb. 2003. 114. Op. cit., Diane Alden. 23. John Stossel, “Feel Good About Failure,” ABC 20/20, 1 Aug. 1999. 68. Op. cit., Robert N. Proctor, p. 183–184. 115. Dr. Samuel L. Blumenfeld, “Liberal Senators Block Child Medication Safety Act of 2003,” 25 Nov. 2003. 24. “On-Site Program Models Anger Management 69. “A-Level Sociology: An Introductory Lesson — The for Youth Program,” Internet address: http://www. Lifeboat Game,” Sociology Central, 9 May 1996, Internet 116. Paul Campos, “Our Modern Day Witch Hunts,” San schoolmediationcenter.org. address: http://point.futureeasyspace.com/pcgame.htm, Diego Union-Tribune, 4 Jul. 2003. accessed 17 June 2004. 25. “A Timeline History of Search Institute, 1958 –1998, 117. Op. cit., B.K. 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(Freedom Publishing, Los Angeles, California, 1995), p. 226. Caul, “Mind Control: A Navy School for Assassins,” Napa 125. Marla Cones, “Cause for Alarm over Chemicals” Los 32. Edited by Wolfgang G. Bringman, ., A Pictorial History Sentinel, 22 Oct. 1991; “A Short History of Psychiatry at Angeles Times, 20 Apr. 2003. of Psychology (Quintessence Publishing Co., Illinois, 1996), Leipzig University,” Internet address: http://www.uni- 126. Becky Gillette, “Breaking The Diet–ADD Link,” p. 316, 319. leipzig.de. E Magazine, 5 Mar. 2003. 33. Ibid., pp. 317–318. 78. Dr. Tana Dineen, Manufacturing Victims (Robert Davies Publishing, Quebec, Canada, 1996), p. 113. 127. “Controlling the diagnosis and treatment of hyperactive 34. Paolo Lionni and Lance J. Klass, Leipzig Connection children in Europe,” Parliamentary Assembly Council of (Portland, Oregon: Heron Books, 1980), p. 35–36. 79. Jan Strydom and Susan du Plessis, The Myth of ADD Europe Preliminary Draft Report, Mar. 2002, point 19.