CCIITTIIZZEENNSS CCOOMMMMIISSSSIIOONN OONN HHUUMMAANN RRIIGGHHTTSS

The Citizens Commission on HumanRights (CCHR) was established in 1969 bythe Church of Scientology to investigateand expose psychiatric violations of humanrights, and to clean up the field of mentalhealing. Its co-founder is Dr. Thomas Szasz,professor of psychiatry emeritus and aninternationally renowned author. Today,CCHR has more than 130 chapters in over30 countries. Its board of advisors, calledCommissioners, includes doctors, lawyers,educators, artists, business professionals,and civil and human rights representatives.

CCHR has inspired and caused manyhundreds of reforms by testifying beforelegislative hearings and conducting publichearings into psychiatric abuse, as well asworking with media, law enforcement andpublic officials the world over.

FOR FURTHER INFORMATION:CCHR International

6616 Sunset Blvd.Los Angeles, CA, USA 90028

Telephone: (323) 467-4242(800) 869-2247 • Fax: (323) 467-3720

www.cchr.orge-mail: humanrights@cchr.org

PSYCHIATRY DESTROYING LIVES

A Public Service Report from Citizens Commission on Human Rights

CHILD DRUGGING

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1 B. K. Eakman, Cloning of the American Mind,Eradicating Morality Through Education (HuntingtonHouse Publishers, Louisiana), 1998, p. 16.2 “International Kraepelin Society,” APA AnnualConvention, Toronto, Canada, May/June, 1998.3 Dr. Rex William Cowdry, Acting Director of theNational Institute of Mental Health, Testimony beforea Subcommittee of the Committee on Appropriations,House of Representatives, 104th Congress, FirstSession, Washington, D.C., 22 Mar. 1995, p. 1205.4 David Kaiser, M.D., “Commentary: Against BiologicPsychiatry,” Psychiatric Times, Dec. 1996.www.mhsource.com/edu/psytimes/p961242.html5 Physicians Desk Reference 1988 (Medical EconomicsCompany, Inc., New Jersey, 1988), p. 1897.6 The Columbia TeenScreen State-One Health Survey,11 Sept. 2001.

7 Joseph Glenmullen, M.D., Prozac Backlash, (Simon &Schuster, NY, 2000), p. 206.8 Lauren Neergard, “Parents Push to Limit Use ofAntidepressants,” The Washington Times, 3 Feb 2004. 9 John Merline, “Public Schools: Pushing Drugs?”Business Daily, 16 Oct. 1997.10 Charles Medawar, “Antidepressants Hooked onthe Happy Drug,” What Doctors Don’t Tell You, Vol. 8.,No.11, Mar. 1998, p. 3.11 Sydney Walker III, The Hyperactivity Hoax (St.Martin’s Paperbacks, New York, 1998), p.165.12 Lawrence W. Sherman, Denise Gottfredson et al.,“Preventing Crime: What Works, What Doesn’t,What’s Promising,” A report to the United StatesCongress, Prepared for the National Institute ofJustice, Chapter 5, “School-Based Crime Prevention,” 1 Apr. 1998, p. 31.

RECOMMENDATIONS

1 You have the right to refuse permission for yourchild to be subjected to any psychological or psy-chiatric questionnaire, test or evaluation in school.

2 If your child has been subjected to psychologi-cal/psychiatric screening without your consent, orcoercively drugged, consult a lawyer to determineyour right to prosecute criminally and civilly theresponsible psychologists or psychiatrists, theircolleges and associations.

3 Psychiatry and psychology must be eliminatedfrom education and the State should not fund theircoercive and unworkable methods.

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Caution: No one should stop taking any psychiatric drug without the advice and assistance of a competent non-psychiatric medical doctor.

This publication was made possible by a grant from the United StatesInternational Association of Scientologists Members’ Trust.

© 2004 CCHR. All Rights Reserved. CITIZENS COMMISSION ON HUMAN RIGHTS, CCHR and the CCHR logoare trademarks and service marks owned by Citizens Commission on Human Rights. Printed in the U.S.A. Item#FLO 19137

IINNTTRROODDUUCCTTIIOONNBETRAYING OUR

CHILDREN

N ewspaper articles often trumpet the“wonders” of modern day psycho-phar-maceutical research for the treatment of

childhood learning and emotional “problems”and “disabilities.”

They sound reasonable. They sound con-vincing ... science again conquers our materialuniverse for the benefit of mankind. Who couldpossibly argue with making a normal life possi-ble for those in trouble?

Daniel’s parents would. And so wouldCory’s. They would argue vehemently and pas-sionately. And with an estimated 17 millionschoolchildren worldwide said to have a mentaldisorder that requires them to be chemicallyrestrained by powerful mind-altering psychi-atric drugs, they are far from alone.

Who are Daniel and Cory and why do theirparents disagree? They are children who are notonly unable to lead normal lives because of so-called “miracle” drugs; they are tragically no longer with us at all, because of those“medications.”

Analyze the above more closely.

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The mother took her son to a doctor whopracticed alternative medicine who withdrewhim from the drugs and prescribed nutrientsand vitamins. Tim had food allergies. With thiscorrected, he fell asleep naturally. It was alsodiscovered that Tim didn’t understand what hehad been reading in class. His mother pur-chased a “phonics game,” taught him grammarand his reading level increased from second tosixth grade level.

It is a fact that undiagnosed, but treatablemedical physical conditions often manifest as“psychiatric” symptoms.

According to a U.K. publication, MentalIllness Not All in theMind, “The combinationof any of the following:sub-optimum nutrition,exposure to antinutri-ents, overuse of sugar,stimulants and depres-sants and food allergiesor intolerances—can bea very real contributorto mental and emotionalhealth problems. The

correction of these factors often results in sub-stantial improvement.”

Thousands of children put on psychiatricdrugs are simply “smart.” “These students arebored to tears, “ wrote neurologist and author,Sydney Walker III. “And people who are boredfidget, wiggle, scratch, stretch, and … start look-ing for ways to get into trouble.”11 Tutoring alsoleads to improvements in academic outcomes.12

The end goal of any society when address-ing education must be to raise the ability, theinitiative and the cultural level and, thus, thesurvival level of the society. This will only beachieved when psychiatry and psychology,their prying tests, their invasive and fraudulent“diagnoses” and their harmful drugs areremoved from schools and children’s lives.

“[T]here are no tests available for assessing thechemical status of a living

person’s brain.” Also, no “biological, anatomical

or functional signs have been found that reliably distinguish the brains of

mental patients. “

— Elliot S. Valenstein, Ph.D., Biopsychologist

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Reflect on several of the words and howthey are used. Take “normal,” for example. Youprobably have your own idea of what a normalsort of life is. Does it involve the consumption ofaddictive, mind-altering and potentially dan-gerous psychiatric drugs?

What about the word “medications?” Doesit ease your mind by conjuring up images ofsome benign cough syrup prescribed by a kindly family doctor? Nothing could be furtherfrom the truth. A psychiatric medication is avery powerful addictive drug.

The term “scientific” is often used by psy-chiatry to add legitimacy to its pronouncements.According to the World Book Dictionary, theword implies “systematic; accurate; exact.”Those characteristics have nothing to do withpsychiatry or, for that matter, its cousin, psy-chology.

The trouble is that their worldwide propa-ganda on the subject of children and educationhas thoroughly duped well-meaning parents,teachers and politicians alike, that normal child-hood behavior is no longer normal and that it isa mental illness. And further, that only by con-tinuous, heavy drugging from a very early age,can the “afflicted” child possibly make itthrough life’s worst.

Contrary to psychiatric opinion, childrenare not “experimental animals,” they are humanbeings who have every right to expect protec-tion, care and the chance to reach their fullpotential. They will only be denied this iftrapped within the verbal and chemical strait-jackets that are psychiatry’s labels and drugs.

This publication provides a perspective andinformation not made readily available toparents and others. Children are our future.There is nothing less at stake here than our veryfuture itself.

Jan EastgatePresident, Citizens Commissionon Human Rights International

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P sychiatrists and psychologists haveinvaded our once successful educationsystems and converted them into behav-

ioral laboratories.However, there are many courageous indi-

viduals who have succeeded in the face of thisdecay. Take the example of the young motherwho was called into the school principal’s officewhere a psychologist explained that her son’sbrain had an inability to send signals correctly,which was why he couldn’t concentrate. Timwas put on Ritalin. He lost his appetite, hadheadaches and tired easily, yet it seemed impos-sible for him to sleep at night.

CCHHAAPPTTEERR FFOOUURRTAKING BACK CONTROL

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W alk into an average school today and youcould be forgiven for thinking that youhad walked into a mental health clinic, as

kids line up for their daily stimulant drug dosage.Look closer and you will find a black market drugtrade run by some schoolchildren, dealing in the verysame drugs being prescribed for supposed learningdifficulties.

After edging upwards for more than a century,U.S. national Student Aptitude Test (SAT) scoreshave plummeted since 1963, when psychologicalprograms and psychiatric drugs entered the class-room. In South Africa, since the introduction of psy-chological curricula, school examination results for1997 showed a national pass rate of only 47%, whichwas down from 1994’s rate of 58%.

To appreciate the current influence of psychiatricand psychological thinking and practice on theschools and families of the world, it is essential tounderstand how their doctrines have achieved suchan iron grip on the field of education. The storybegins more than a century ago.

In 1879, German psychologist Wilhelm Wundtfounded “experimental psychology.” He declaredman to be an animal, with no soul, that thought was

CCHHAAPPTTEERR OONNEEDISMANTLING

WORKABLE EDUCATION

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anything?”6 The child can be referred to a psycholo-gist or psychiatrist and, usually, prescribed drugs.Joseph Glenmullen of Harvard Medical School saidthe questionnaires of symptoms used to “diagnose”depression “may look scientific,” but “are utterlysubjective measures.”7

The drugs prescribed for “depression” areknown to cause violent and suicidal behavior. In2003, the British medicine regulatory agencywarned doctors not to prescribe SSRI antidepres-sants for under-18 year olds because of the risk ofsuicide. In 2004, the U.S. Food and DrugAdministration (FDA) ordered a “black box” warn-ing about suicide dangers to be prominently placedon SSRI bottles.

The warning came too late for Matt Miller andCecily Bostock. Matt hanged himself in his bed-room closet after one week of starting to take anSSRI antidepressant. Cecily stabbed herself in thechest with a kitchen knife two weeks after shebegan taking an antidepressant.8

A“black box” warning, however, fails to addressthe magnitude of the problem, as more and morechildren die from drugs that are FDA approved andthen prescribed for fictitious disorders. Moreover,psychiatric drugs and school programs are alsolinked to the rise in murderous violence amongstyouth. Psychotic episodes and violent behavior areassociated with chronic stimulant abuse.9 Patientstaking SSRIs can suffer agitation, aggression,hallucinations and depersonalization.10

Violence by teens who have been taking psy-chiatric drugs is an international problem. In 2004,15-year-old Andreas of Germany shot and killedhis foster father after years of taking prescribedpsychotropic drugs. Also in 2004, 19-year-oldRyan Furlough of Maryland, who was taking anantidepressant, was convicted of the 2001 first-degree murder of a friend. In Japan, in 1999, twoboys, aged 15 and 16, who were on a sedativewhich they said made them feel “invincible,”stabbed a 16-year-old.

Educator Beverly Eakman’s advice is, “Givethe mental health industry a leave of absence fromour nation’s homes and schools.”

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merely the result of brain activity andthat “consciousness is of no avail untilthese are derived from chemical andphysical processes.” [Emphasis added]

Key players subsequently imple-mented Wundt’s theories into educa-tion. Some included:

EDWARD LEE THORNDIKE, ani-mal psychologist, after experimentingon monkeys, rats, cats, mice, chickensand other animals, then applied histechniques to children. He stated, “Itwill, of course, be understood thatdirectly or indirectly, soon or late, everyadvance in the sciences of humannature will contribute to our success incontrolling human nature …”

PAUL SCHRODER, professor ofpsychiatry, addressed the first confer-ence of the German Society for ChildPsychiatry and TherapeuticEducation in 1940, attendedby the elite of Nazi psychia-try and proclaimed: “Childpsychiatry has to ... help tointegrate (hereditarily) dam-aged or inadequate childrenfor their own and the pub-lic’s good ... under constantexpert selection of the valu-able and educable ones withjust as strict and resolute sacrifice of those deemedpredominantly worthless and uneducable.”

J. R. REES, co-founder of the World Federationfor Mental Health (WFMH), spoke of psychiatry per-meating every education activity and boasted that ithad made a “useful attack” upon the “teaching pro-fession” for the purpose of promoting “our particu-lar point of view.”

G. BROCK CHISHOLM, co-founder of theWFMH, said, “If the race is to be freed from its crip-pling burden of good and evil, it must be psychia-trists who take the original responsibility.”

JOHN DEWEY, psychologist and promoter ofthe “man is an animal” theory, labeled the urge toteach children to read early in life a “perversion,”

G. Stanley Hall

G. Brock Chisholm

Edward Lee Thorndike

“[W]e have made a useful attack upon a number of professions. The two easiest of them naturally are the teachingprofession and the Church.”

— John R. Rees, Co-Founder World Federation for Mental Health

John Dewey

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Inhibitors (SSRIs). With these, psychiatrists are creat-ing a generation of drug addicts. The manufacturerof methylphenidate (Ritalin) admits it is a drug ofdependency.5 And addictive drugs spawn a culture ofdrug dealing and abuse. Ritalin and other stimu-lants are now sold illicitly in schools in numerouscountries for $2 to $10 a pill. More potent thancocaine, children crush the tablets and snort them.

Thomas Moore, author of Prescriptions forDisaster said that the current use of drugs likeRitalin is taking “appalling risks” with a generationof kids. The drug is given, for “short-term controlof behavior—not to reduce any identifiable hazardto [children’s] health. Such large-scale chemicalcontrol of human behavior has not been previouslyundertaken in our society outside of nursing homesand mental institutions.”

WHAT IS REALLY HAPPENING IN CLASS?Today, students are often screened or “profiled”

by using questionnaires that inquire about their ownand their parents’ attitudes and behaviors. One U.S.“teen screen” program surveys students with ques-tions such as, “Has there been a time when nothingwas fun for you and you just weren’t interested in

Psychiatric drugs and psychological practices were behind theviolence in U.S. high schools, such as the shooting in Columbine,Colorado (above) in 1999, and have been implicated in teenviolence in other countries.

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and advocated that schools should take on the role ofsocial, rather than academic, institutions.

G. STANLEY HALL, first president of theAmerican Psychological Association, explained edu-cation for the masses was not necessary. “We mustovercome the fetishism of the alphabet, of the multi-plication tables, of grammar,” he said. “It would beno serious loss if a child never learned to read.”

JAMES CATTELL, a later American Psycholo-gical Association president, theorized that “little isgained by teaching a child sounds and letters as thefirst step to being able to read.” His “whole word”reading method proved to be disastrous, crashing lit-eracy rates everywhere it was used.

MANFRED MÜLLER-KÜPPERS, of theGerman Society for Child and Adolescent Psychiatry,asserted in the 1970s that there should be “no provi-sions for school attendance without child psychiatricexaminations.”

The influence is still prevalent. In 2003, psychia-trists and psychologists advised a U.S. New FreedomCommission on Mental Health to recommend,“[T]he early detection of mental health problems in[school] children … through routine and comprehen-sive testing and screening.”

Author and educator Beverly Eakman states,“Most people today suspect that education is notreally about literacy, ‘basics,’ or proficiency at any-thing. What is less well understood is that thereexists in this country, and indeed throughout theindustrialized world, what can best be described asan ‘Illiteracy Cartel’—ostensibly aimed at furthering‘mental health.’ This cartel derives its power fromthose who stand to benefit financially and politicallyfrom ignorance and educational malpractice; fromthe frustration, the crime, the joblessness and socialchaos that mis-education produces.”1

Preaching their false and disturbing creed, psy-chiatrists and psychologists have successfully insinu-ated themselves into positions of authority in schoolsand completed an almost total overthrow of educa-tion. As a result, our once strong and effectivescholastic-based systems have been seriously com-promised, and with them, the impressive results ofbetter years.

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cardiac arrest; Travis, 13, prescribed a stimulantand suffered cardiomyopathy; Randy, 9, given astimulant and several other drugs and died fromcardiac arrest; Cameron, 12, prescribed a stimulantand died from hyper-eosinophilic syndrome[abnormal increase in white blood cells]. This is ahigh price to pay for the ‘treatment’ of a ‘disease’that does not exist.”

Psychiatry’s most recent theory is that all men-tal problems stem from a “chemical imbalance” inthe brain. Psychiatrist David Kaisler is unequivocalabout this lie: “[M]odern psychiatry has yet to con-vincingly prove the genetic/biologic cause of anysingle mental illness. … Patients [have] been diag-nosed with ‘chemical imbalances’ despite the factthat no test exists to support such a claim, and ...there is no real conception of what a correct chemi-cal balance would look like.”4

In 2001, Ty C. Colbert, Ph.D., wrote, “As withall other mental disorders, there is no biological testor biological marker for ADHD.” He cites the U.S. National Institutes of Health ConsensusConference on ADHD that concluded,“Researchers have vigorously attempted to findproof that ADHD is caused by a chemical imbal-ance, but have come up with nothing.”

When this idea of a “chemical imbalance” issuccessfully used to secure the cooperation ofunwitting parents, it establishes a dangerous prece-dent. “These children believe they have somethingwrong with their brains that makes it impossiblefor them to control themselves without using apill,” says Dr. Baughman.

By “pill” of course is meant hazardous andaddictive amphetamine-like stimulants or antide-pressants like Selective Serotonin Reuptake

“‘Biological psychiatry’ hasyet to validate a single

psychiatric condition ... asanything ‘neurological,’‘biological,’ ‘chemically

imbalanced’ or ‘genetic.’”— Dr. Fred A. Baughman Jr.,Pediatric Neurologist, 2002

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CCHHAAPPTTEERR TTWWOOINVENTING PSYCHIATRIC‘DIAGNOSES’

S uccessfully masquerading as a science requiresthat certain appearances be maintained. It wasGerman psychiatrist Emil Kraepelin, a Wundt

student, who first devised a system of codification ofhuman behavior, while simultaneously acknowledgingthat psychiatry had no effective treatments or cures for mostpsychiatric disorders. [Emphasis added.]2

Over a century later, things haven’t changed. In1995, Dr. Rex Cowdry, then-director of the U.S.National Institute of Mental Health (NIMH) admitted,“We do not know the causes [of any mental illness]. Wedon’t have methods of ‘curing’ these illnesses yet.”[Emphasis added.]3

Since Kraepelin, the number of psychiatric con-demnations of human behavior has steadily expanded.Today, they are codified in the American PsychiatricAssociation’s (APA) Diagnostic and Statistical Manual ofMental Disorders (DSM).

In 1987, “attention deficit hyperactivity disorder”(ADHD) was literally voted into existence by a show ofhands of APA committee members and enshrined inDSM-III-R. Within one year, 500,000 children in theU.S. alone were labeled with this. Today, the numberhas risen alarmingly to 6 million.

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Internationally, the number of children diagnosedwith ADHD has been skyrocketing since the 1990s. Between 1989 and 1996, France experienced a600% increase in the number of children labeled“hyperactive.”

So-called symptoms of ADHD include: fails togive close attention to details or may make carelessmistakes in schoolwork; work is often messy or care-less; has difficulty sustaining attention in tasks or playactivities; fails to complete schoolwork, chores or otherduties; often fidgets with hands or feet or squirms inseat; often runs about, climbs or talks excessively—symptoms that effectively capture all children.

In 2002, Assistant Professor Eva Karfve, a Swedishsociologist and author, disputed any validity to thisdisorder. “The claim that ADHD is biologically causedor stems from a metabolic disturbance in the brain isnot scientifically founded in any way.”

Often the child is simply bored. Fred Shaw Jr., aformer Los Angeles deputy sheriff who now runs sev-eral California homes for boys (alternatives to prison),tells this story about a boy labeled as ADHD by a psy-chologist: “I asked the young man: ‘What’s the longestyou’ve ever talked with a girl on the phone?’ Three tofive hours. ‘How long can you play a video game?’Eight hours straight. ‘What about reading books?’From the beginning to end—the ones he liked. So itappeared to me that he could pay attention to anythingthat he was interested in.”

Having infiltrated and secured positions ofauthority within the education system, and set thescene for a patterned onslaught of psychiatric diagno-sis, psychiatry unleashed its next, most dangerous andmost lucrative weapons on our youth—addictive, psy-chotropic drugs posing as medication.

CCHHAAPPTTEERR TTHHRREEEECHILD DRUG PUSHING

W hen James was first diagnosed withAttention Deficit Disorder, his motherrefused to put him on psychiatric drugs.

The school urged a psychological evaluation bedone. Matters soon deteriorated. “At school, myboy was labeled, drugged and almost died,” hismother said. Three days after being put on thedrug she received an urgent call from the schoolthat her son was having severe chest pains and hadto be rushed to the hospital. The doctors told herit was a reaction to the drug. When she stoppedgiving her son pills, the danger passed.

James was lucky. Millions of children aroundthe world just like him are not.

Pediatrician Fred Baughman Jr., reports: “Thefollowing children are no longer hyperactive orinattentive—they are dead. Between 1994 and2001, I was consulted, medically or legally, formal-ly or informally, in the following death cases:Stephanie, 11, prescribed a stimulant and died ofcardiac arrhythmia; Matthew, 14, prescribed astimulant and died of cardiomyopathy [disease ofheart muscle]; Macauley, 7, prescribed a stimulantand three other psychiatric drugs, suffered a

Numerous books show that health and educational problems alonecan cause attention and behavioral problems, thereby discreditingthe “ADHD” learning disorder monopoly. 9

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