It’s the latest thing. Psychiatrists are now giving children in poor neighborhoods Adderall, a dangerous stimulant, by making false diagnoses of ADHD, or no diagnoses at all. Their aim? To “promote social justice,” to improve academic performance in school.
The rationale is, the drugged kids will now be able to compete with children from wealthier families who attend better schools.
Leading the way is Dr. Michael Anderson, a pediatrician in the Atlanta area. Incredibly, Anderson told the New York Times his diagnoses of ADHD are “made up,” “an excuse” to hand out the drugs.
http://www.nytimes.com/2012/10/09/health/attention-disorder-or-not-children-prescribed-pills-to-help-in-school.html
“We’ve decided as a society that it’s too expensive to modify the kid’s environment. So we have to modify the kid,” Anderson said.
It would be hard to find a clearer mission statement from a psychiatrist: mind control.
Read More at thedailysheeple.com . By Jon Rappoport.
Photo Credit: robotson (Creative Commons)
Please share this post with your friends and comment below. If you haven’t already, take a moment to sign up for our free newsletter above and friend us on Twitter and Facebook to get real time updates.
Follow @WestJournalism
Loading ...
I suspect that few of the people reading here are science fiction fen. Too bad. Their loss.
In his 1956 novel The Door Into Summer, Robert A. Heinlein’s protagonist – shanghai’d into “cold sleep” to awaken thirty years in the future – encounters in brave new world in a newspaper headline reading:
Well, there’s the reason for using mixed amphetamine salts (Adderall) “to improve academic performance in school” among children labeled “disadvantaged.”
They’re not diseased. They’re just stupid.
-
SOME KIDS AR SELLING THEIR ADERALL IN SCHOOL TO PEOPLE WHO DON’T NEED IT, IT EFFECTS THEM LIKE UPPERS!!! I KNOW FOR A FACT THIS HELPS CHILDREN WHO ARE INDEED DIAGNOSED WITH ADD OR ADHD, OR BI-POLAR, I HAVE A GRANDSON THAT HAS BEEN DIAGNOSED WITH ADD AND BI-POLAR, ADERALL, DEFINITELY HELPS THIS CHILD, HE IS SEVENTEEN NOW, I ASKED HIM WHAT THE DIFFERENCE WAS ON AND OFF THE PILL, HE STATED THAT IT SLOWS EVERYTHING DOWN, AND IT’S EASIER FOR ME TO TRACK THINGS, OTHER WISE EVERY THING SPINS OUT OF CONTROL, AND MAKES HIM OUT OF CONTROL.
You betcha. Adderall is a compounding of racemic salts of amphetamine first developed and marketed in the 1950s for weight control. Its original trademark name was “Obetrol.”
Adderall is in almost no way different – pharmacologically – from methamphetamine. It’s present extended release (“XR”) formulation slows down the uptake of the drug from the gut, but that has nothing to do with what happens when those amphetamine salts hit the central nervous system.
And Adderall doesn’t do a damned little bit of anything to “slow everything down.” As with all other amphetamines, it speeds up the patient’s mental response to the stimuli he’s encountering, increases his alertness, and enhances (to an extent) his ability to concentrate.
What was making your grandson feel “out of control” was nothing more than his lack of practice in focusing his attention on exacting and unexciting material in school.
Learning requires practice. What you were seeing in his school performance was nothing more or less than lack of training in the basic tasks of education. During his earliest years of government schooling, he simply didn’t get taught how to be a student.
The educrats concentrated on making school “fun.” It’s not. It’s supposed to be work, and work – by definition – is anything but “fun.”
Everything went to hell from there.
-
!00% correct! We are not taught to lead or think for ourselves, we are taught to follow. Excellence doesn’t matter, equal outcome matters. Facts don’t matter, PC matters. We are not being educated, we are being brainwashed!
Excellence never has mattered. It really never should. Contrary to the Lake Woebegone nonsense (“all the children are above average”), you’ve got to bear in mind that a Stanford-Binet (IQ) test score of 100 is an arbitrary average result. Statistically, half the people out there have got to show IQ ratings of 100 or less.
Everybody can’t get to “excellence.” What’s needed instead is a concentration on individual capability at high average levels of performance. That’s achievable. Before “progressive” idiocies in government schooling were imposed, those results – effective literacy, competence in arithmetic, the ability of the American adult to handle abstract concepts – were considered routine minimum educational outcomes.
The measure of how the schools were doing wasn’t how the kids were graded (because “grade inflation” has always been understood) but relative competence. Can the kids do the work?
When we speak about “equal outcomes” today, we’re looking at the educationalists doing everything they can to get a homogenization of test scores, which they’re achieving by “dumbing down” the curricula to ensure that the smartest kids don’t demonstrate intellectual superiority when compared against the performances of the “less advantaged” students.
Overachievers make the ruck look stupid. Therefore teachers have to find ways to handicap the best and the brightest, to drag them down, to prevent real excellence from making an appearance in the classroom.
Thus we’ve got the members of the Teachers’ Unions pressed both by school districts’ policies and by their own professional inclinations to penalize Jeremiah’s “remnant” so as not to make the general failures of the educational system even more obvious.
It’s not possible to expect that government wastoids can ever provide our average children with the structured baseline educational environment required for the kids to develop learning skills. That’s not in the educrats’ objectives. Their policies and procedures don’t allow it.
In our constitutional republic, we’ve managed to keep Jefferson’s “wall of separation” between church and state, preventing each institution from penetrating and degrading the other.
We need to invoke the same wall of separation between education and government.
It’s the only way to ensure that coming generations of Americans can grow up to become reasoning, knowledgeable, and above all else competent human beings.