Here is the working script for my upcoming YouTube video. Working title: "Debunking ADHD, Fibromyalgia, and Dyslexia Part 1"

Greetings, Shangi Fans. Most of you that are subscribed to my channel are fans of my feminism videos. But that's not all I talk about. What I'm going to talk about now is something I've felt very strongly about for almost all my life. I'm going to say some things that some of you out there are not going to like, but I don't give a fuck. So blow me. What I'm talking about is the fraud that is foisted upon people everyday, the selling of pseudoscientific "disorders" and how they're used to get people hooked on prescription drugs that they don't need, so the pharmaceutical companies can line their pockets. I'm going to talk about three completely bullshit "disorders" in particular: ADHD, Fibromyalgia, and Dyslexia.

And before I start debunking this bullshit, I'm going to bring up an example of the unscientific nature of how these "disorders" are invented. For example, once upon a time "homosexuality" was once labeled as a disorder. Following controversy and protests from gay activists at APA annual conferences from 1970 to 1973, as well as the emergence of new data from researchers such as Alfred Kinsey and Evelyn Hooker, the seventh printing of the DSM-II, in 1974, no longer listed homosexuality as a category of disorder. But through the efforts of psychiatrist Robert Spitzer, who had led the DSM-II development committee, a vote by the APA trustees in 1973, and confirmed by the wider APA membership in 1974, the diagnosis was replaced with the category of "sexual orientation disturbance". That was replaced with the diagnosis of ego-dystonic homosexuality in the DSM-III in 1980, but then was removed in 1987 with the release of the DSM-III-R. A category of "sexual disorder not otherwise specified" continues in the DSM-IV-TR, which may include "persistent and marked distress about one’s sexual orientation."

That's an example of how changing cultural and political attitudes influences what gets put into the Diagnostic Statistical Manual of Mental Disorders - the Bible of the psychiatric industry. A committee, not a team of scientists, got together and voted these disorders into existence, or as in the case of "homosexuality," because there was enough political pressure - something that was considered a "mental disorder" is now magically "not." And these assholes call themselves doctors? Fuck 'em!

I'm going to start with debunking ADHD. And there's a very good reason, why I should start here: they are prescribing dangerous mind-altering narcotics to children as young as five-years-old.

Methylphenidate, also known as Ritalin, is a Schedule II stimulate, structurally and pharmacologically similar to amphetamines and cocaine and has the same dependency profile of cocaine and other stimulants according to the DEA.

Ritalin produces amphetamine and cocaine-like reinforcing effects including increased rate of euphoria and drug liking. Treatment with Ritalin in childhood predisposes takers to cocaine’s reinforcing effects. In humans, chronic administration of Ritalin produced tolerance and showed cross-tolerance with cocaine and amphetamines.

Ritalin is chosen over cocaine in self-administered preference studies in non-human primates. Ritalin produces behavioral, physiological and reinforcing effects similar to amphetamines. Ritalin substitutes for cocaine and amphetamines in scientific studies. Children medicated with Ritalin who tried cocaine reported higher levels of drug dependence than those who had not used Ritalin.

Ritalin abuse is neither benign or rare in occurrence and is accurately described as producing severe dependence. Sweden removed Ritalin from its market in 1968 because of widespread abuse. More high school seniors were abusing Ritalin® than those taking it medically prescribed.

Side-effects of Ritalin:
increased blood pressure, heart rate, respirations and temperature; appetite suppression, weight loss, growth retardation; facial tics, muscle twitching, central nervous system stimulation, euphoria, nervousness, irritability and agitation, psychotic episodes, violent behavior, paranoid delusions, hallucinations, bizarre behaviors, heart arrhythmia, palpitations and high blood pressure; tolerance and psychological dependence and death.

Ritalin will affect normal children and adults the same as those with attention and behavior problems. Effectiveness of Ritalin is not diagnostic.

CHADD (which stands for Children and Adults with Attention Deficit Disorder), a non-profit organization which promotes the use of Ritalin, also receives a great deal of money from the drug’s manufacturer (now known as Novartis. CHADD does not inform its members of the abuse problems of Ritalin, portraying the drug as a benign, mild stimulant that is not associated with abuse or serious side-effects. Statements by CHADD are inconsistent with scientific literature.

The International Narcotics Control Board has expressed concern that CHADD is actively lobbying for the use of Ritalin in children. Ritalin is one of the top ten drugs involved in drug thefts and is being abused by health professionals as well as street addicts. Yeah, these are the kinds of drugs they give to children to "help" them. But, Despite claims of irrefutable science, there are absolutely no objective criteria by which Attention Deficit Hyperactivity Disorder (ADHD) can be confirmed to exist. This is not science.

Nor is there any scientific evidence proving that a chemical imbalance in the brain is responsible for the symptoms attributed to ADHD, or that ADHD is a “brain-based disease.” Yet this is repeatedly claimed as fact by psychiatrists.

In fact, the diagnostic criteria to determine if a child has ADHD were voted on in committee by members of the American Psychiatric Association, by a show of hands. There are many reasons why a child might be displaying behavioral or educational problems. Drugging only masks the real cause. Did you know that schools receive additional money from state and federal government for every child labeled and drugged? This clearly demonstrates a possible "financial incentive" for schools to label and drug children. It also backs up the alarming rise/increase in the labeling and drugging that has taken place in the last decade within our schools.

Did you know that parents receiving welfare money from the government can get additional funds for every child that they have labeled and drugged? In this way, many lower socio-economic parents (many times single mothers) are reeled into the drugging by these financial incentives waved in front of them in hard times, making lifestyle changes possible.

Did you know that a child taking a psycho-tropic, psycho-stimulant drugs like Ritalin after the age of 12 is ineligible for military service? Did you know that the subjective checklists that are being used as criteria for diagnosis are very similar to the checklists used to determine Gifted and Talented Children? These two checklists are almost identical. So nice that we're all drugging the best and brightest of tomorrow into a stupor, huh? ADHD is a convenient diagnosis which excuses parents, teachers, social workers, and even the children themselves from responsibility or any sense of guilt. How can the parents or the teacher be accused of failing when the child is "ill?" Why should I try hard in school if I have a "learning disability?"

There's no point talking about ADHD if I'm not going to make some criticisms of the education system. Which sucks. I remember reading a book by a former teacher named John Taylor Gatto called "Dumbing Us Down," which criticized the American school system, and in my opinion, accurately describes the state of the Canadian school system as well. Here are some quotes of interest from that book:

"School is the first impression children get of organized society. Like most first impressions it is the lasting one. Life is dull and stupid, and only Coke provides relief. And other products, too, of course.

Growth and mastery come only to those who vigorously self-direct. Initiating, creating, doing, reflecting, freely associating, enjoying privacy -- these are precisely what the structures of schooling are set up to prevent, on one pretext or another.

The strongest meshes of the school net are invisible. Constant bidding for a stranger's attention creates a chemistry producing the common characteristics of modern schoolchildren: whining, dishonesty, malice, treachery, cruelty. Unceasing competition for official favor in the dramatic fish bowl of a classroom delivers cowardly children, little people sunk in chronic boredom, little people with no apparent purpose for being alive.

Much of the weird behavior kids display is a function of the periodic reinforcement schedule. And the endless confinement and inactivity slowly drives children out of their minds. Trapped children, like trapped rats, need close management. Any rat psychologist will tell you that.

The cries of true believers are all around the history of schooling, thick as gulls at a garbage dump.

The very clear connection between all the zones of the emerging American hive-world are a sign of some organized intelligence at work, with some organized end in mind.

What should make you suspicious about School is its relentless compulsion.

The net effect of holding children in confinement for twelve years without honor paid to the spirit is a compelling demonstration that the State considers the Western spiritual tradition dangerous.

Who besides a degraded rabble would voluntarily present itself to be graded and classified like meat? No wonder school is compulsory.

The crime of mass forced schooling: it amputates the full argument and replaces it with engineered consensus."

I highly recommend "Dumbing Us Down" because it goes into great detail how the corrupt school system is like a concentration camp, teaching children not to think, shaping them into ignorant, easily manipulated adults and puppets. The schools are very much part of the problem, a man by the name of Dr. Samuel L. Blumenfeld hit the nail on the head in my opinion, in his July 1999 article entitled "Drugging Kids and School Violence." There's a lot of religious bullshit in his writings but here I feel he really gets to the heart of the matter:

"Believe it or not, there are now over 5 million school kids in America on psychotropic drugs, most of which are prescribed and administered by the schools themselves. That's the report we get from Kelly O'Meara, writing in Insight magazine on June 28. In addition, according to Teacher Magazine of December 1996, there are four million kids on Ritalin alone, one of the most powerful of the drugs now being given routinely to children in American schools."

Now we skip ahead to the most important passages...

"Drs. Edward M. Hallowell and John J. Ratey, authors of "Driven to Distraction," write, "ADD lives in the biology of the brain and the central nervous system. The exact mechanism underlying ADD remains unknown." In other words, we are dealing with a neurological enigma wrapped in a biological mystery. But is it possible that there is a much simpler explanation for ADD, one that would put a lot of doctors and drug manufacturers out of business? Indeed, is it not possible that the school atmosphere itself is causing the extreme distractibility and impulsive behavior that are the major symptoms of ADD?

Believe it or not, there was no such thing as ADD or ADHD when I was going to school back in the 1930s and '40s. In fact, you couldn't possibly have Attention Deficit Disorder in the kind of classrooms I was in. First of all, all of the desks and seats were bolted to the floor. You couldn't move them. Also, the walls were generally bare. Maybe a picture of George Washington, or a map. Otherwise there was nothing on the walls to distract anyone. The room was as clean and orderly as a pin.

The room was also silent. You were not permitted to talk to your fellow classmates during class. The teacher was the focus of attention. She sat at her desk in front of the class and exercised a benign, no-nonsense discipline on all of us. She taught us all the same thing, from the blackboard or a textbook, and she used rational methods of teaching, methods that had been proven over the centuries to produce academic results. Our teachers were not interested in our feelings or our sexuality or trying to change our values. Their concern was purely academic, and we all knew that.

Thus, there was no ADD. Any impulsive behavior would have landed you in the principal's office. But now, let's fast forward to 1999 and enter a typical first-grade classroom in today's public school. The kids are no longer seated in rows in desks bolted to the floor. They are now seated around tables, interacting with each other, pestering each other, chatting, interrupting. Each child is doing something different. One may be writing, another reading, another drawing. One child may be under a table reading a book; another may be sprawled on the floor drawing a large picture. Several children may be working on a project.

The walls are now covered with every conceivable kind of distraction: dinosaurs, Mickey Mouse, bulletin boards, pictures of animals, travel posters, you name it. Then there are fish tanks, gerbils, and rabbits to grab one's attention. Mobiles hang from the ceiling, swaying in the breeze. Anything and everything that could possibly distract a child is there.

The teacher, of course, is no longer the focus of attention. She is now a facilitator who wanders around the room, helping one child here, chatting with another there. She is also using the most irrational teaching methods ever devised by so-called educators: whole language, invented spelling, the new new math, plus sensitivity training, values clarification, transcendental meditation, cooperative learning, death ed., sex ed., suicide ed. She's very much interested in your feelings, your sexuality, your family, your thoughts about death, suicide, abortion, feminism, homophobia, the environment, global warming, and world citizenship. She is also practicing psychiatry without a license.

Is it any wonder that so many children suffer the equivalent of a cognitive breakdown in American schools? The entire school configuration is designed to cause distraction, inattention, frustration, impulsiveness, hatred, anger, and violence. And the only way that many children can be forced to endure that atmosphere is by drugging them."

http://www.worldnetdaily.com/news/ar...TICLE_ID=16165

This concludes Part 1. We will continue on with Part 2 as soon as possible.

Originally Posted by MadShangi

Here is the working script for my upcoming YouTube video. Working title: "Debunking ADHD, Fibromyalgia, and Dyslexia Part 1"

Greetings, Shangi Fans. Most of you that are subscribed to my channel are fans of my feminism videos. But that's not all I talk about. What I'm going to talk about now is something I've felt very strongly about for almost all my life. I'm going to say some things that some of you out there are not going to like, but I don't give a fuck. So blow me. What I'm talking about is the fraud that is foisted upon people everyday, the selling of pseudoscientific "disorders" and how they're used to get people hooked on prescription drugs that they don't need, so the pharmaceutical companies can line their pockets. I'm going to talk about three completely bullshit "disorders" in particular: ADHD, Fibromyalgia, and Dyslexia.

And before I start debunking this bullshit, I'm going to bring up an example of the unscientific nature of how these "disorders" are invented. For example, once upon a time "homosexuality" was once labeled as a disorder. Following controversy and protests from gay activists at APA annual conferences from 1970 to 1973, as well as the emergence of new data from researchers such as Alfred Kinsey and Evelyn Hooker, the seventh printing of the DSM-II, in 1974, no longer listed homosexuality as a category of disorder. But through the efforts of psychiatrist Robert Spitzer, who had led the DSM-II development committee, a vote by the APA trustees in 1973, and confirmed by the wider APA membership in 1974, the diagnosis was replaced with the category of "sexual orientation disturbance". That was replaced with the diagnosis of ego-dystonic homosexuality in the DSM-III in 1980, but then was removed in 1987 with the release of the DSM-III-R. A category of "sexual disorder not otherwise specified" continues in the DSM-IV-TR, which may include "persistent and marked distress about one’s sexual orientation."

That's an example of how changing cultural and political attitudes influences what gets put into the Diagnostic Statistical Manual of Mental Disorders - the Bible of the psychiatric industry. A committee, not a team of scientists, got together and voted these disorders into existence, or as in the case of "homosexuality," because there was enough political pressure - something that was considered a "mental disorder" is now magically "not." And these assholes call themselves doctors? Fuck 'em!

I'm going to start with debunking ADHD. And there's a very good reason, why I should start here: they are prescribing dangerous mind-altering narcotics to children as young as five-years-old.

Methylphenidate, also known as Ritalin, is a Schedule II stimulate, structurally and pharmacologically similar to amphetamines and cocaine and has the same dependency profile of cocaine and other stimulants according to the DEA.

Ritalin produces amphetamine and cocaine-like reinforcing effects including increased rate of euphoria and drug liking. Treatment with Ritalin in childhood predisposes takers to cocaine’s reinforcing effects. In humans, chronic administration of Ritalin produced tolerance and showed cross-tolerance with cocaine and amphetamines.

Ritalin is chosen over cocaine in self-administered preference studies in non-human primates. Ritalin produces behavioral, physiological and reinforcing effects similar to amphetamines. Ritalin substitutes for cocaine and amphetamines in scientific studies. Children medicated with Ritalin who tried cocaine reported higher levels of drug dependence than those who had not used Ritalin.

Ritalin abuse is neither benign or rare in occurrence and is accurately described as producing severe dependence. Sweden removed Ritalin from its market in 1968 because of widespread abuse. More high school seniors were abusing Ritalin® than those taking it medically prescribed.

Side-effects of Ritalin:
increased blood pressure, heart rate, respirations and temperature; appetite suppression, weight loss, growth retardation; facial tics, muscle twitching, central nervous system stimulation, euphoria, nervousness, irritability and agitation, psychotic episodes, violent behavior, paranoid delusions, hallucinations, bizarre behaviors, heart arrhythmia, palpitations and high blood pressure; tolerance and psychological dependence and death.

Ritalin will affect normal children and adults the same as those with attention and behavior problems. Effectiveness of Ritalin is not diagnostic.

CHADD (which stands for Children and Adults with Attention Deficit Disorder), a non-profit organization which promotes the use of Ritalin, also receives a great deal of money from the drug’s manufacturer (now known as Novartis. CHADD does not inform its members of the abuse problems of Ritalin, portraying the drug as a benign, mild stimulant that is not associated with abuse or serious side-effects. Statements by CHADD are inconsistent with scientific literature.

The International Narcotics Control Board has expressed concern that CHADD is actively lobbying for the use of Ritalin in children. Ritalin is one of the top ten drugs involved in drug thefts and is being abused by health professionals as well as street addicts. Yeah, these are the kinds of drugs they give to children to "help" them. But, Despite claims of irrefutable science, there are absolutely no objective criteria by which Attention Deficit Hyperactivity Disorder (ADHD) can be confirmed to exist. This is not science.

Nor is there any scientific evidence proving that a chemical imbalance in the brain is responsible for the symptoms attributed to ADHD, or that ADHD is a “brain-based disease.” Yet this is repeatedly claimed as fact by psychiatrists.

In fact, the diagnostic criteria to determine if a child has ADHD were voted on in committee by members of the American Psychiatric Association, by a show of hands. There are many reasons why a child might be displaying behavioral or educational problems. Drugging only masks the real cause. Did you know that schools receive additional money from state and federal government for every child labeled and drugged? This clearly demonstrates a possible "financial incentive" for schools to label and drug children. It also backs up the alarming rise/increase in the labeling and drugging that has taken place in the last decade within our schools.

Did you know that parents receiving welfare money from the government can get additional funds for every child that they have labeled and drugged? In this way, many lower socio-economic parents (many times single mothers) are reeled into the drugging by these financial incentives waved in front of them in hard times, making lifestyle changes possible.

Did you know that a child taking a psycho-tropic, psycho-stimulant drugs like Ritalin after the age of 12 is ineligible for military service? Did you know that the subjective checklists that are being used as criteria for diagnosis are very similar to the checklists used to determine Gifted and Talented Children? These two checklists are almost identical. So nice that we're all drugging the best and brightest of tomorrow into a stupor, huh? ADHD is a convenient diagnosis which excuses parents, teachers, social workers, and even the children themselves from responsibility or any sense of guilt. How can the parents or the teacher be accused of failing when the child is "ill?" Why should I try hard in school if I have a "learning disability?"

There's no point talking about ADHD if I'm not going to make some criticisms of the education system. Which sucks. I remember reading a book by a former teacher named John Taylor Gatto called "Dumbing Us Down," which criticized the American school system, and in my opinion, accurately describes the state of the Canadian school system as well. Here are some quotes of interest from that book:

"School is the first impression children get of organized society. Like most first impressions it is the lasting one. Life is dull and stupid, and only Coke provides relief. And other products, too, of course.

Growth and mastery come only to those who vigorously self-direct. Initiating, creating, doing, reflecting, freely associating, enjoying privacy -- these are precisely what the structures of schooling are set up to prevent, on one pretext or another.

The strongest meshes of the school net are invisible. Constant bidding for a stranger's attention creates a chemistry producing the common characteristics of modern schoolchildren: whining, dishonesty, malice, treachery, cruelty. Unceasing competition for official favor in the dramatic fish bowl of a classroom delivers cowardly children, little people sunk in chronic boredom, little people with no apparent purpose for being alive.

Much of the weird behavior kids display is a function of the periodic reinforcement schedule. And the endless confinement and inactivity slowly drives children out of their minds. Trapped children, like trapped rats, need close management. Any rat psychologist will tell you that.

The cries of true believers are all around the history of schooling, thick as gulls at a garbage dump.

The very clear connection between all the zones of the emerging American hive-world are a sign of some organized intelligence at work, with some organized end in mind.

What should make you suspicious about School is its relentless compulsion.

The net effect of holding children in confinement for twelve years without honor paid to the spirit is a compelling demonstration that the State considers the Western spiritual tradition dangerous.

Who besides a degraded rabble would voluntarily present itself to be graded and classified like meat? No wonder school is compulsory.

The crime of mass forced schooling: it amputates the full argument and replaces it with engineered consensus."

I highly recommend "Dumbing Us Down" because it goes into great detail how the corrupt school system is like a concentration camp, teaching children not to think, shaping them into ignorant, easily manipulated adults and puppets. The schools are very much part of the problem, a man by the name of Dr. Samuel L. Blumenfeld hit the nail on the head in my opinion, in his July 1999 article entitled "Drugging Kids and School Violence." There's a lot of religious bullshit in his writings but here I feel he really gets to the heart of the matter:

"Believe it or not, there are now over 5 million school kids in America on psychotropic drugs, most of which are prescribed and administered by the schools themselves. That's the report we get from Kelly O'Meara, writing in Insight magazine on June 28. In addition, according to Teacher Magazine of December 1996, there are four million kids on Ritalin alone, one of the most powerful of the drugs now being given routinely to children in American schools."

Now we skip ahead to the most important passages...

"Drs. Edward M. Hallowell and John J. Ratey, authors of "Driven to Distraction," write, "ADD lives in the biology of the brain and the central nervous system. The exact mechanism underlying ADD remains unknown." In other words, we are dealing with a neurological enigma wrapped in a biological mystery. But is it possible that there is a much simpler explanation for ADD, one that would put a lot of doctors and drug manufacturers out of business? Indeed, is it not possible that the school atmosphere itself is causing the extreme distractibility and impulsive behavior that are the major symptoms of ADD?

Believe it or not, there was no such thing as ADD or ADHD when I was going to school back in the 1930s and '40s. In fact, you couldn't possibly have Attention Deficit Disorder in the kind of classrooms I was in. First of all, all of the desks and seats were bolted to the floor. You couldn't move them. Also, the walls were generally bare. Maybe a picture of George Washington, or a map. Otherwise there was nothing on the walls to distract anyone. The room was as clean and orderly as a pin.

The room was also silent. You were not permitted to talk to your fellow classmates during class. The teacher was the focus of attention. She sat at her desk in front of the class and exercised a benign, no-nonsense discipline on all of us. She taught us all the same thing, from the blackboard or a textbook, and she used rational methods of teaching, methods that had been proven over the centuries to produce academic results. Our teachers were not interested in our feelings or our sexuality or trying to change our values. Their concern was purely academic, and we all knew that.

Thus, there was no ADD. Any impulsive behavior would have landed you in the principal's office. But now, let's fast forward to 1999 and enter a typical first-grade classroom in today's public school. The kids are no longer seated in rows in desks bolted to the floor. They are now seated around tables, interacting with each other, pestering each other, chatting, interrupting. Each child is doing something different. One may be writing, another reading, another drawing. One child may be under a table reading a book; another may be sprawled on the floor drawing a large picture. Several children may be working on a project.

The walls are now covered with every conceivable kind of distraction: dinosaurs, Mickey Mouse, bulletin boards, pictures of animals, travel posters, you name it. Then there are fish tanks, gerbils, and rabbits to grab one's attention. Mobiles hang from the ceiling, swaying in the breeze. Anything and everything that could possibly distract a child is there.

The teacher, of course, is no longer the focus of attention. She is now a facilitator who wanders around the room, helping one child here, chatting with another there. She is also using the most irrational teaching methods ever devised by so-called educators: whole language, invented spelling, the new new math, plus sensitivity training, values clarification, transcendental meditation, cooperative learning, death ed., sex ed., suicide ed. She's very much interested in your feelings, your sexuality, your family, your thoughts about death, suicide, abortion, feminism, homophobia, the environment, global warming, and world citizenship. She is also practicing psychiatry without a license.

Is it any wonder that so many children suffer the equivalent of a cognitive breakdown in American schools? The entire school configuration is designed to cause distraction, inattention, frustration, impulsiveness, hatred, anger, and violence. And the only way that many children can be forced to endure that atmosphere is by drugging them."

http://www.worldnetdaily.com/news/ar...TICLE_ID=16165

This concludes Part 1. We will continue on with Part 2 as soon as possible.

ADD yes! my daughter was diagnosed with this at about 9 years of age

I took her to a child psychiatrist in my ignorance of the psychia-trick mystique and voodoo claptrap they deal in


sure enough he prescribed something like Ritalin ( dexoamphetamine) and I was supposed to dose my daughter with this poison three times a day whilst at school she was to be dosed by one of the teachers - Oh yes !!! the teaching profession is in total cahoots with the pssychiatrists

the psychiatrist wrote out a script but had to ring the national capital where a special register was kept of the issue of this shit; an ordinary doctor cannot prescribe it as it is the same drug that drug addicts take and deal in on the street

I duly got the phial and was about to start dosing my daughter

WH000000000000000000000000000A

I THOUGHT WHAT AM I ACTUALLY GIVING HER !!!!!!!

and like the information from MadShangi above I found that it cause (1)high blood pressure; (2) can precipitate a stroke;(3) causes psychotic behaviour

WTF - I was not about to poison my prepubescent daughter with this psycho-at-trick trendy mind altering shit

so I relegated it to the shit house !!

my daughter is now almost nineteen well adjusted and is a year away from graduating from an apprenticeship in professional cooking

she has a regular guy for a boyfriend and has saved her money for an overseas holiday next January

had I continued with the politically correct shrink's advice I am convinced she would have been a basket case now an probably a chronic addict to some psychotropic drug

Originally Posted by shaazam

ADD yes! my daughter was diagnosed with this at about 9 years of age

I took her to a child psychiatrist in my ignorance of the psychia-trick mystique and voodoo claptrap they deal in


sure enough he prescribed something like Ritalin ( dexoamphetamine) and I was supposed to dose my daughter with this poison three times a day whilst at school she was to be dosed by one of the teachers - Oh yes !!! the teaching profession is in total cahoots with the pssychiatrists

the psychiatrist wrote out a script but had to ring the national capital where a special register was kept of the issue of this shit; an ordinary doctor cannot prescribe it as it is the same drug that drug addicts take and deal in on the street

I duly got the phial and was about to start dosing my daughter

WH000000000000000000000000000A

I THOUGHT WHAT AM I ACTUALLY GIVING HER !!!!!!!

and like the information from MadShangi above I found that it cause (1)high blood pressure; (2) can precipitate a stroke;(3) causes psychotic behaviour

WTF - I was not about to poison my prepubescent daughter with this psycho-at-trick trendy mind altering shit

so I relegated it to the shit house !!

my daughter is now almost nineteen well adjusted and is a year away from graduating from an apprenticeship in professional cooking

she has a regular guy for a boyfriend and has saved her money for an overseas holiday next January

had I continued with the politically correct shrink's advice I am convinced she would have been a basket case now an probably a chronic addict to some psychotropic drug

No doubt about that. The sad reality is, most of these children that are labeled with ADHD grow out of their childhood habits, except of course if they're on a heavy diet of drugs. I can tell you straight up from experience what taking these drugs are like. Paxil for example, a drug I was taking in grade nine. It has the same euphoric high that smoking cannabis does, but instead of getting the munchies when you come down from that high, you become a neurotic mess. Your ability to think just seems to shut down, and you're a tangle of jittery emotions. That's how they program you to be dependent on their bullshit drugs. These psycho-tropic drugs do nothing but reinforce the ADHD "symptoms."

I'm not going to lie and pretend that I was a normal child growing up. I was a deeply troubled lad, and in a lot of ways I'm still deeply troubled. But the fact is these drugs they put me on did nothing to change my behavior, but made it worse. Normal kids are being lumped in with people like me who do have real psychological problems, and it's just not fair. A lot of real medical problems go overlooked because these dipshits are too quick to label someone with ADHD, which seems to take them all of five minutes to do. Everyone and their dog seems to have ADHD. It's bullshit.

Another thing that's holding most kids back are these bullshit special-education programs. They just lump all the troubled kids into one class and say "to hell with them." It's a classroom with three or four teachers looking after five or six students. I was in a classroom like this before, when I was really young. This particular teacher, the head teacher, had a particularly goofy system involving uncooked beans. These beans were a form of currency distributed to students who are "being good" so that later they can use these beans and "pay" for privileges such as playing Nintendo (yeah, our class had a Nintendo system) or such other activity. Going to gym class also had a price, something like three beans to go to gym class. It's the stupidest shit! They're basically bribing children into good behavior. Children don't learn responsibility, they learn to always expect a reward.

Has anyone ever seen that episode of The Simpsons where Homer gets a new job in another town. It's all swanky and nice, but Bart's new school puts him in special Ed? There's a joke where they're learning the letter "A." And Bart says, "We're behind all the other kids in school, and we're catching up with the letter A?"

That's actually a dead-on parody of what special-Ed is. I tell you it's these goofball teachers that need to be in special-Ed.

awesome-bring on part 2

Originally Posted by outdoors

awesome-bring on part 2

Thanks, man. I have a feeling these are going to be my best videos.

Well said. I think there is a discrepancy, though, between 1) your evidence that school is a place for tamping down creativity and imagination (the "Dumbing us Down" quote, which I loved), and 2) your final paragraphs, which seem to be lamenting loss of authoritarian school teachers with a strict adherence to academic development. I'd argue that if education today is crushing creativity and individual initiative that school in the 1930s and 1940s, based on your description, did the same only with physical constraints rather than drugs. I'm don't think that was your intention, but it comes across as a "back in MY day we knew how to keep kids in line, you young whippersnappers!" sort of argument.

One aspect of ADD or ADHD not often discussed is the role that familiar discord plays in drawing out the symptoms of ADD/ADHD. "Attention" means that which the mind is actively processing upon in the foreground of consciousness. Thoughts come and go in an almost random or chaotic way but actually we know that there are some obvious triggers for thoughts - for instance, a loud bang will take over the foreground and all attention will be focused on the cause of the noise, or looking around for and guessing about what caused it. If the cause is found and it is interesting, like a car crash, then the attention will continue to focus on the cause. If one is a pedestrian at the time one will look at the smashup, look to see if someone is injured, look to see what other pedestrians are doing, and consider whether one should try to help out or call authorities. If one is in a car at the time, one may have to keep moving with the traffic and in about 1 minute one will stop thinking about the smashup.

If one was in a car and now is no longer thinking about the smashup since it is no longer in view and one considers that there is nothing to be done, then the next thought materializes. Thoughts materialize and take precedence over each other according to their pressure. Thoughts with more pressure behind them push to the forefront. In the absence of anything in the environment commanding one's attention then thoughts from memory come up for processing by the foremind according to their pressure. One may turn one's thought to worrying about where a parking space will be found when the destination is reached(memory about where one is going). Without a pressure pushing a near-future thought to the foreground, thoughts from the past often come up, such as what so-and-so said last night at dinner that was upsetting for some reason. But then a song on the radio may trigger a memory about a good or bad time associated with that song, or the lyrics may trigger thoughts from memory associated with them, and such thoughts may be about the past or about memory of plans for the future, or they may clairfy or reinforce general thoughts about the human condition, but all of this is pulled from memory.

All thinking uses up calories and so depends on blood sugar. Thoughts - thinking itself - also depends on having enough neurotransmitters to enable the thoughts to progress. The neurotransmitters are produced in the intestines and it is rare that anyone has a deficit of such molecules. What is not understood by neuroscience is what is it behind thinking that causes thinking, especially when there is nothing happening in the immediate environment to call attention to it. There seems to be a "self" that can direct thinking and to decide upon what is being thought and perceived. But this self is clearly not producing all thoughts, since so many of our thoughts seem to float to the forefront of consciousness seemingly out of nowhere.

But regardless of how the thoughts come up they use up calories and neurotransmitters. Too much thinking, which includes worrying, depletes the blood sugar (glucose) and the neurotransmitters. When this happens one feels mental fatigue. Illnesses like intestinal flu cause mental fatigue even when one has not been thinking too much. A similar mental fatigue is associated with the hangover. This suggests the brain is not getting some fuels and molecules that it needs to think. A person with flu or hangover wil experience an alleviation of the mental fog by snorting cocaine. The cocaine raises the level of dopamine in the brain, so it seems this is the missing ingredient. The cocaine will also increase heartrate, bringing more glucose and oxygen to the brain so those ingredients may have been missing also. But simply increasing heartrate does not dispell the mental fog very much, certainly not even remotely as much as cocaine.

Children who suffer familial discord are worrying alot even if they hide it from the parental units. Not only are the children worrying about the loss of the warm family unit, some primal part of their psyche may also worry about loss of support - food, shelter, etc. With the onset of familial discord many children will exhibit poorer concentration is school because their poor little brains are worn out.

In school we require a special kind of attention from students: commanded attention. Commanded attention is neither the normal attention to an interesting or threatening event in the environment, nor is it the attention given to thoughts as they float up for review. With commanded attention we are asking the student to suppress or let go of all other thoughts that might normally come up. Commanded attention likely requires even more brain fuel - glucose and neurotransmitters - which in the child suffering familial discord may be at lower levels. As children in the Western world do not suffer lack of food it is not likely that they have used up their glucose supply. Also, children suffering discord may have lots of dreams and nightmares which require dopamine and other neurotransmitters for creation and processing - they don't get a good night's rest. It may be that sleep is required to replenish neurotransmitters and who knows what else. People who are sleep deprived suffer brain fog similar to flu or hangover.

"Acting out" and agression, often cited as symptons of ADD/ADHD, also spike up among children suffering familial discord. This is a different mechanism than the brain fog caused by too much worry, awake and dreaming, but most experts and non-experts agree that their must be a causal connection between the familial discord and the aggression.

The brain fog caused by worry and the aggression can lead to the diagnosis of ADD/ADHD, but the real cause is the familial discord. Parents, and I know some of these parents, are too willing to accept a medical diagnosis for their child as that, they think, exhonerates them from the blame of being the cause of the child's brain fogging and aggression.

ADHD, which is ADD with hyperactivity, is a variety of ADD that occurs in a child who has naturally higher energy than average. This energy can be drained with physical activity such as a strenuous sport like soccer (futbal).

A man (Tim Grandage of Future Hope) who rescues street children in Kolkata (Calcutta) noticed that all the kids exhibity ADHD, except for a small percent who have ADD. These children are freaked out due to parental abandonment and live in a state of constant worry about where the next meal will come from and avoiding capture by police. They take to tobacco, alcohol, ganga and glue to calm their nerves. Some time after beginning to rescue these kids he discovered by accident that handling them became infinitely easier after he initialed daily rugby practice. (His team is now top ranked in India). With their worries put aside and their hyper active energy drained regularly they totally normalize - in fact they become model children, better than most with parents. Often after first rescue a child sleeps fitfully due to nightmares. The nightmares go away in about one month.

There are other causes of excessive worry in children that can lead to ADD/ADHD, such as having been molested or raped. Many children will not report such events, especially when the perpetrator is a family member. (about 1/3 of street children in India, most of whom are boys, have been molested or raped.) Such a suppressed event constitutes a worry and wears down the child's mind.

There are yet other causes of worry for a child, among them being the object of bullying or fearing parental disapproval for poor performance in some realm. A child who may not be a natural good learner may slump into being an even worse learner due to too much worry which causes him/her to sort of give up, yet all the time feeling bad about it and worrying.

What is needed is a study of the ADD/ADHD diagnosed childrens home lives and their worries. Also their diet and exersize regimen. And also their social lives - are they getting outside enough and running around and playing and being themselves for enough hours per day or week, unworried about family, school or other matters.

If the children who are suffering a worrisome mental world are deducted from the total number of those diagnosed with ADD/ADHD I think the remaining number will be very small.

And then there is the matter of the learning process. If one step is not learned their will be difficulty learning other steps that depend on it. This is especially true of math. Children are expected to pass tests and when they fail there is rarely a "forensic" effort made to determine which steps they have missed that caused them to fail a test. Teaching methods are not rigorous enough and the student is often not taught in an algorithmic way, and the algorithms given to them in printed form, so that they may always go back and study the algorithmic tree to see for themselves where they went wrong - instead, materal is presented in a way that generally requires rote learning of facts that are connected, but for which the connections are not made explicit nor emphasized.

It is likely that most of the symptoms of ADD/ADHD can be made to go away with good family environment, strenuous physical activity and good, classical teaching methods. When a good family environment is not possible, aunts, uncles and grandparents can help to give the child a feeling that everything will be OK, and social groups like Scouts, church social groups, etc. can help. The child must be mentored. Children/teens like being mentored - it makes them feel secure because it makes them feel valuable.

There are solutions other than drugs - but someone has to take the initiative.

Rob Harvey, trustee
StreetKidSupport.org

It's wonderful whenever a person who has been to college, learned how to think, and earned a degree by studying in a field begins to practice in that field and give advice to people based on scientific studies conducted by themselves and others like them.

and then there are the "i'm so bored that i'm going to espouse my own mental feces with an interwebs blog" retards that slobber out an article like this without having a damn clue what ADHD is, what causes it, and what options there are(n't) to treat it.

I actually can't blame you for fearing what you don't understand. statistically speaking, a few out of every hundred humans who are born are bound to exhibit one or more characteristics of the primitive beasts from which mankind evolved. you're just one of the lucky ones
so smile, smile in your mirror. then smile on the inside while you shake your fists in anger at doctors, psychiatrists, philosophers, and teachers. after all, you're only being the very best *you* that *you* can be. . .

-----------------
You should go to Harvard university, walk up to the dean and say to her, with a straight face, "ever heard of plato? aristotle? socrates? - Morons!" then ask her for an honorary degree based on that.

While I'm not convinced that we should be treating children with drugs for children thought to be ADHD, there is no doubt in my mind that ADHD is a real condition. I also wouldn't be surprised if ADHD was later split into a more refined set of conditions and better tests developed.

30 years of suffering with ADHD and epilepsy, as well as recently being diagnosed with a tumor affecting the brain, has taught me that some conditions are very visible and obvious and others are not but, all can be serious.

The neurologists that treated me were incredibly brilliant, well intentioned, and provided excellent treatment. That said, there is a great deal they still don't understand regarding the causes, effects, and ideal treatment for epilepsy. However, I am damn glad they treated me before waiting to fully understand epilepsy.

Originally Posted by Unregistered

I actually can't blame you for fearing what you don't understand.

So everyone who dislikes anything is automatically afraid of this?

I'll have to go let my wife know that she must have a deep-seated childhood fear of broccoli since she's hated the vegetable ever since she was a child.

Originally Posted by Unregistered

Rob Harvey, trustee
StreetKidSupport.org

This guy rocks!

There are those who have sought to tranquilize children since the fifties at least, I write not to disagree with you but rather to offer a suggestion for thought, in three veins.
[1] If you can watch for anecdotal correlation to boys activities and the wish to tranq them
[2] Given the inclusion of boys AND girls, should you come across research of brain activity level by region or entirety correlated with the perception of hyper acitivty, that would be interesting to read.
[3] As I understood your post this is a video in the future, might you announce completion in the announcements area?

Ever hear of Dr. Fred Baughman? He's a neurologist that says ADHD is a load of crap.

I've had a teacher suggest I drug my son and I flat-out told her, that is NOT an option. He has displayed aggressive behavior, but fish oil seems to help with that. Lots of times kids who misbehave might have a deficiency, or they're eating the wrong things. You can't put sugar in a gas tank and expect your car to run right, if at all!

As someone diagnosed with ADHD as a child I do support it although I believe it is over diagnosed. Some of you say that ritalin and drugs like it act the same way on everyone...If that is true, then why is it that ritalin, a stimulant, calms me down and keeps me from being as hyper and fidgety and to more often think before I speak as well as many other things? Wouldn't the average person react to stimulants by being MORE active and hyper?