Abuse it, Lose it

Experimental Narcotherapy vs Logical Consequences for Chronic Mischief in Classrooms, by Dr. David West Keirsey (1991)

Editor’s Note: It has been about 30 years since my father wrote this article, which was based on his experience in the 50s, 60’s, and 70’s in the American public school system. Unfortunately, the abuse of psychiatry on their victims has gotten much worse and has spread across the world, and not only children in the American public schools are being abused. Old people, babies, the military, and the general public in mostly the “developed world” — are being fooled and drugged to conformity: to the monetary benefit of psychiatry and the drug companies.

When a child gets up out of his seat at school without permission, his teacher tells him to sit down and get to work. If he is out of his seat every minute or so, say every six minutes in a 360 minute day, that makes 60 times a day. If he’s out of his seat that many times each day, five days a week, that’s 300 Out-Of-Seat-Without-Permissions (OOSWOPs for short). Now 300 is an impressive total of OOSWOPs. The teacher, now and then, reminds him to sit down and go to work, but with little effect. Pretty soon she adds scolding to reminding. Then maybe she gets the principal to spank him. Then maybe his parents are brought into the act. They either get after the school or their son or both. Maybe they take his bike away from him and send him to bed without dinner several times. Something like that. But all to no avail. No matter how many reminders or scoldings or whippings or deprivations, he still rings up his 300 or so OOSWOPs a week.

But the child doesn’t rest his case with just getting out of his seat. There are other kinds of disobedience, other ways to disrupt classroom proceedings. Like making motions and noises while seated. For instance, the disobedient child doesn’t raise his hand with restraint like the other children, but waves it wildly and maybe puffs and whistles to get the teacher’s undivided attention. And he gets it. By that time the child has had so much attention that just raising his hand won’t work, so he’s got to distract the teacher’s attention from the other kids with extra motions and noises, none of which are permitted. Let’s call motion and noise without permission MANWOPs to distinguish them from OOSWOPs. And of course the teacher must remind the child (again without much success) that that is not an acceptable way to get attention. Notice the child’s clever manipulation of the teacher: he is doing what he’s supposed to do — raise his hand to get the teacher’s attention –but in an unacceptable way. Now since an increase of reminding, scolding, threatening, paddling, and depriving doesn’t decrease the frequency of OOSWOPs and MANWOPs appreciably, there seem only two things left to do: remove the child from the classroom, or drug him into inaction. Both work. First, let’s look at drugging the child into inaction. To explain accurately what prescribed drugs are doing to our children, I must first describe in some detail just what drugs we are considering. There are many different kinds of drugs, but only those drugs called “narcotics” are of interest here.

The Evil Practice of Narcotherapy.

By Dr. David West Keirsey (published 1991)

Editor’s Note: It has been about 30 years since my father wrote this article, which was based on his experience in the 50s, 60’s, and 70’s in the American public school system. Unfortunately, the abuse of psychiatry on their victims has gotten much worse and has spread across the world, and not only children in the American public schools are being abused. Old people, babies, the military, and the general public in mostly the “developed world” — are being fooled and drugged to conformity: to the monetary benefit of psychiatry and the drug companies.

Something is wrong with the idea of Attention Deficit. Not just a little wrong, but terribly wrong, and, as it turns out at the turn of the century, tragically wrong. Tragic because it gives the appearance of legitimacy to the practice of prescribing stimulant narcotics for children who are said to be short on attention.

Narcotherapy

During the 1950s the practice of experimental narcotherapy for so-called “hyperactivity” came into vogue. The drugs of choice were amphetamines such as Benzadrine and Dexedrine, and in the late 1950s, methylphenidate (Ritalin), and pemoline (Cylert). At first only the extremely active boys got zapped with stimulants, maybe one or two per school. But since only a few psychologists complained about this questionable practice, and since the “special education” movement was growing rapidly, more and more teachers demanded that somebody else should be held responsible to put a stop to disruptive behavior in the classroom.

During the 1960s and afterwards only the corrective counselors trained and experienced in the methods of Dreikurs, Erickson, and Glasser knew how to control disruptive behavior in the classroom. Not knowing this, parents turned to those local medics who claimed they could control disruptive behavior with drugs. These medics, knowing that activity level could be dampened with drugs that act on the brain, started experimenting with brain-disabling drugs. They’re still experimenting, but they have multiplied exponentially because the practice is so easy and so lucrative. Now there are millions of kids being drugged, whereas there were only thousands in the 1950s.

Drugged Obedience

Experimental Narcotherapy vs
 Logical Consequences for Chronic Mischief in Classrooms

by Dr. David West Keirsey (published 1991)

Drugged Obedience

Editor’s Note: It has been about 30 years since my father wrote this article, which was based on his experience in the 50s, 60’s, and 70’s in the American public school system. Unfortunately, the abuse of psychiatry on their victims has gotten much worse and has spread across the world, and not only children in the American public schools are being abused. Old people, babies, the military, and the general public in mostly the “developed world” — are being fooled and drugged to conformity: to the monetary benefit of psychiatry and the drug companies.

Dr. Keirsey explains in this article what are the kinds of drugs, and their effects.

Narcotherapy

When a child gets up out of his seat at school without permission, his teacher tells him to sit down and get to work. If he is out of his seat every minute or so, say every six minutes in a 360 minute day, that makes 60 times a day. If he’s out of his seat that many times each day, five days a week, that’s 300 Out-Of-Seat-Without-Permissions (OOSWOPs for short). Now 300 is an impressive total of OOSWOPs. The teacher, now and then, reminds him to sit down and go to work, but with little effect. Pretty soon she adds scolding to reminding. Then maybe she gets the principal to spank him. Then maybe his parents are brought into the act. They either get after the school or their son or both. Maybe they take his bike away from him and send him to bed without dinner several times. Something like that. But all to no avail. No matter how many reminders or scoldings or whippings or deprivations, he still rings up his 300 or so OOSWOPs a week.

Pages: 1 2

It’s a Slow Idea

Many people have asked why is Keirsey Temperament Theory not known broadly as “it should be.”

For a long time, I couldn’t give a good answer.

The answer is: “It’s a Slow Idea.”

My father outlines “The History of Madness”  in his lectures.  And the Wholistic Theory of Madness is a slow idea, its roots going back to over a century with my father adding the idea of Temperament in the last half century.   Fast Ideas about “madness” have been around since Homo Sapens possessed language.

The roots of the Idea of Keirsey Temperament also go back to ancient times.

In addition, there is the idea of: Slow Ideas <=> Fast Ideas

The root of this idea appeared just recently, thanks to Atul Gawande.

Dave Keirsey: Les Shuck remembers

Editor’s Note.

[Les Shuck was an important colleague of my father, Dr. David West Keirsey, for Les, as a school administrator, often ran cover for David’s “experiments” in human intervention for helping “troubled and troublesome kids.” — without punishment and drugs. For an analog, the dog whisperer Cesar Millan, changes the dog owner’s behavior as much as the dog’s behavior.  “Fixing the kid” also involved changing the adults (both parents and school personnel) behaviors too: not an easy task since the adults never saw themselves as part of the problem.    Les and my father often worked together to get results.  With the backing of Les and Leeland Newcomer, a Fieldmarshal Rational, (ENTJ in those days) my father gathered and developed his techniques of “corrective intervention” in Covina and Newport-Mesa School Districts.   In the bureaucratic school system, even in the fifties and sixties, it took significant strategic intelligence to swim against the traditional “simple fix” (which often made things worse) tide of beatings, other punishments, or chemical pill pushing.  Although chemistry wasn’t used as much in the fifties on children (most of psychiatry hadn’t caught on that easy money making trick yet),  it has grown wild ever since (because of money). ]

Les Shuck remembers:

How’s Business?

Randy Cima talks about how Big Pharma is making a fortune off the backs of the Americans.

Your Kids Aren't Sick

Business has never been better, thanks for asking.

As long as the public – you and I – continue to demand newer and better quick fix chemicals, we act as a sales force for this huge industry.  Psychiatry, like any business, is subject to market pressure.  Right now, there is pressure to create more and more chemicals for more and more “diseases.”  Our demand is met, happily, by their supply.

Let’s take a quick look at “ADHD,” just one example out of hundreds of fake diseases.  “ADHD” has been a financial boon for Big Pharma.  It’s been increasing nearly 6% a year for the past decade.  In America – like no other country on earth – one of every 12 children between the ages of 3 and 17 are given this tag, most of them prescribed an amphetamine (“speed”).  That’s more than five million American teenagers, grammar school kids, and…

View original post 1,132 more words

Towards Ethical Psychology

Randy has been busy, like all of us.  Still Big Pharma is also busy and profitable as ever. Not that being profitable is bad, but when you do it partially from fraud, that is bad.

The United States uses 90% of the world’s drugs.

Your Kids Aren't Sick

~~~~~~~~~~~~~~~~~~~

Well, maybe not so brief an interlude.

I’ve been off my blog for several months, though I haven’t been idle.  I’m ready to get back to it.  Let me tell you why.

I’m now on the Board of Directors of the International Society for Ethical Psychiatrists and Psychologists (ISEPP), and I’m the newly named Membership Director.  I joined ISEPP three years ago when I retired.  It’s the only group I’ve ever joined.  We are professionals, parents, psychiatric survivors, and others dedicated to ending the use of the medical model and those abusive chemicals we take for fictitious diseases.  As a reminder, I’m here to convince you the use of chemicals to “treat” unwanted behaviors in adults and children is modern day voodoo.  We count ourselves in the hundreds at ISEPP, though our network has tens of thousands  – and we’re growing.  You can find more about ISEPP here.

View original post 1,542 more words