Posts Tagged ‘Newtown school shootings’

50 Years After Birmingham, Injustice Is Still Here

Posted: April 29, 2013 in Uncategorized
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“I am in Birmingham because injustice is here.”—Martin Luther King Jr., “Letter from Birmingham Jail”

Bookended by the Newtown school shootings late last year to the most recent Boston explosions, city-wide imposition of martial law and man hunt, we’ve gone from a winter of discontent, turmoil and strife to a spring of more discontent, turmoil and strife.

No one is happy—not the politicians, who want more power, more control and less oversight; not the citizenry, who want fewer taxes, fewer regulations and greater freedom; and not small business owners, who are being strangled to death by the glut of bureaucratic red-tape being directed their way. Indeed, the only two sectors that might be reasonably content with the status quo, profiting as they do from our misery, are the corporations (especially the security and military industrial complexes) and, by extension, the corporate media.

The times are definitely calling for a change, and a significant change at that, not the cosmetic pandering that passes for political and social rhetoric today. What we are grappling with is how that change will be brought about. Clearly, the political process hasn’t worked, as evidenced by the failure in recent years by both political parties and independent movements to achieve any meaningful change. Clearly, violence is also not the answer, neither on the government’s part nor on the part of disgruntled citizens. Violence only leads to more violence.

So where does this leave us?

It was exactly fifty years ago this year that Martin Luther King Jr. found himself faced with a similar dilemma. His answer to a white populace largely satisfied with the status quo and critical of his call to activism and a black citizenry hungry for equality and immediate change was what he would later refer to as “military nonviolent resistance.”

The seething stew that was racial conflict finally boiled over in 1963, with King at the helm, leading demonstrations and marches in one segregated city after another. Jailed for participating in civil rights demonstrations in Birmingham, Alabama—one of the most racially segregated cities in the country at the time, King found himself on the defensive after eight prominent “liberal” Alabama clergypersons, all white, published an open letter castigating King for inciting civil disturbances through nonviolent resistance and calling on him to let the local and federal courts deal with the question of integration.

Although King rarely bothered to defend himself against his critics, he used his time behind bars to put pen to paper and refute those who not only opted to stand silently on the sidelines and do nothing in the face of injustice and oppression but found fault with any who took a more activist stance in the face of an urgent need. The result was King’s stirring “Letter from Birmingham City Jail,” written on April 16, 1963.

King understood that if justice and freedom were to prevail, African-Americans could not afford to be long-suffering. Quoting U.S. Supreme Court Justice Thurgood Marshall, King wrote, “Justice too long delayed is justice denied.”

Action was needed immediately. In his letter, King declared:

We are caught in an inescapable network of mutuality, tied in a single garment of destiny. Whatever affects one directly affects all indirectly. Never again can we afford to live with the narrow, provincial “outside agitator” idea. Anyone who lives in the United States can never be considered an outsider anywhere in this country…. Nonviolent direct action seeks to create such a crisis and establish such creative tension that a community that has constantly refused to negotiate is forced to confront the issue. It seeks so to dramatize the issue that it can no longer be ignored…. We know through painful experience that freedom is never voluntarily given by the oppressor; it must be demanded by the oppressed…. You express a great deal of anxiety over our willingness to break laws. This is certainly a legitimate concern…. One may well ask, “How can you advocate breaking some laws and obeying others?” The answer is found in the fact that there are two types of laws: there are just and there are unjust laws. I would agree with Saint Augustine that “An unjust law is no law at all.”… Any law that uplifts human personality is just. Any law that degrades human personality is unjust…. I submit that an individual who breaks a law that conscience tells him is unjust, and willingly accepts the penalty by staying in jail to arouse the conscience of the community over its injustice, is in reality expressing the very highest respect for law…. We can never forget that everything Hitler did in Germany was “legal” and everything the Hungarian freedom fighters did in Hungary was “illegal.” It was “illegal” to aid and comfort a Jew in Hitler’s Germany. But I am sure that if I had lived in Germany during that time I would have aided and comforted my Jewish brothers even though it was illegal…. It is the strangely irrational notion that there is something in the very flow of time that will inevitably cure all ills. Actually time is neutral. It can be used either destructively or constructively. I am coming to feel that the people of ill will have used time much more effectively than the people of good will…. But as I continued to think about the matter I gradually gained a bit of satisfaction from being considered an extremist. Was not Jesus an extremist in love—“Love your enemies, bless them that curse you, pray for them that despitefully use you.”… Was not Abraham Lincoln an extremist—“This nation cannot survive half slave and half free.” Was not Thomas Jefferson an extremist—“We hold these truths to be self-evident, that all men are created equal.” So the question is not whether we will be extremist but what kind of extremist will we be. Will we be extremists for hate or will we be extremists for love?

The word “extremist” has taken on negative connotations over the years, but it is appropriate here. When talking about the urgent need for transformative change, there can be no room for timidity or lukewarm emotions. What we need is passion and dedication and courage.

Fifty years after Martin Luther King Jr. urged Americans to stop standing on the sidelines and become extremists for love and gadflies for change, relying on militant nonviolent resistance as the means for that change, we’re in dire need of that pep talk once again, because injustice is still here. — John W. Whitehead

The Psycho-Therapeutic School System: Pathologizing Childhood

Posted: April 9, 2013 in Uncategorized
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“There’s a tremendous push where if the kid’s behavior is thought to be quote-unquote abnormal — if they’re not sitting quietly at their desk — that’s pathological, instead of just childhood.”—Dr. Jerome Groopman, professor of medicine at Harvard Medical School

According to a recent report by the Centers for Disease Control, a staggering 6.4 million American children between the ages of 4 and 17 have been diagnosed with attention deficit hyperactivity disorder (ADHD), whose key symptoms are inattention, hyperactivity, and impulsivity—characteristics that most would consider typically childish behavior. High school boys, an age group particularly prone to childish antics and drifting attention spans, are particularly prone to being labeled as ADHD, with one out of every five high school boys diagnosed with the disorder.

Presently, we’re at an all-time high of eleven percent of all school-aged children in America who have been classified as mentally ill. Why? Because they “suffer” from several of the following symptoms: they are distracted, fidget, lose things, daydream, talk nonstop, touch everything in sight, have trouble sitting still during dinner, are constantly in motion, are impatient, interrupt conversations, show their emotions without restraint, act without regard for consequences, and have difficulty waiting their turn. 

The list reads like a description of me as a child. In fact, it sounds like just about every child I’ve ever known, none of whom are mentally ill. Unfortunately, society today is far less tolerant of childish behavior—hence, the growing popularity of the ADHD label, which has become the “go-to diagnosis” for children that don’t fit the psycho-therapeutic public school mold of quiet, docile and conformist.

Mind you, there is no clinical test for ADHD. Rather, this so-called mental illness falls into the “I’ll know it if I see it” category, where doctors are left to make highly subjective determinations based on their own observation, as well as interviews and questionnaires with a child’s teachers and parents. Particular emphasis is reportedly given to what school officials have to say about the child’s behavior.

Yet while being branded mentally ill at a young age can lead to all manner of complications later in life, the larger problem is the routine drugging that goes hand in hand with these diagnoses. Of those currently diagnosed with ADHD, a 16 percent increase since 2007, and a 41 percent increase over the past decade, two-thirds are being treated with mind-altering, psychotropic drugs such as Ritalin and Adderall.

Diagnoses of ADHD have been increasing at an alarming rate of 5.5 percent each year. Yet those numbers are bound to skyrocket once the American Psychiatric Association releases its more expansive definition of ADHD. Combined with the public schools’ growing intolerance (aka, zero tolerance) for childish behavior, the psychiatric community’s pathologizing of childhood, and the Obama administration’s new mental health initiative aimed at identifying and treating mental illness in young people, the outlook is decidedly grim for any young person in this country who dares to act like a child.

As part of his administration’s sweeping response to the Newtown school shootings, President Obama is calling on Congress to fund a number of programs aimed at detecting and responding to mental illness among young people. A multipronged effort, Obama’s proposal includes $50 million to train 5,000 mental health professionals to work with young people in communities and schools; $55 million for Project AWARE (Advancing Wellness and Resilience in Education), which would empower school districts, teachers and other adults to detect and respond to mental illness in 750,000 young people; and $25 million for state efforts to identify and treat adolescents and young adults.

One of the key components of Obama’s plan, mental health first-aid training for adults and students, is starting to gain traction across the country. Incredibly, after taking a mere 12-hour course comprised of PowerPoint presentations, videos, discussions, role playing and other interactive activities, for instance, a participant can be certified “to identify, understand and respond to the signs of mental illness, substance use and eating disorders.”

While commendable in its stated goals, there’s a whiff of something not quite right about a program whose supporting data claims that “26.2 percent of people in the U.S. — roughly one in four — have a mental health disorder in any given year.” This is especially so at a time when government agencies seem to be increasingly inclined to view outspoken critics of government policies as mentally ill and in need of psychiatric help and possible civil commitment. But I digress. That’s a whole other topic.

Getting back to young people, Dr. Thomas Friedan, director of the CDC, has characterized the nation’s current fixation on ADHD as an over diagnosis and a “misuse [of ADHD medications that] appears to be growing at an alarming rate.”

Indeed, not that long ago, the very qualities we now identify as a mental illness and target for drugging were hallmarks of the creative soul. Many of the artists, musicians, poets, politicians and revolutionaries whom we have come to revere in our society were unable to sit still, pay attention, concentrate on their work, and stay within the confines which had been set out for them in the classroom.

Visionaries as varied as Mahatma Gandhi, Richard Feynman, John Lennon, Pablo Picasso, Jackson Pollock, Thomas Edison, Susan B. Anthony, Albert Einstein, and Winston Churchill would have all been labeled ADHD had they been students in the public schools today. Legendary filmmaker Woody Allen claims to have “paid attention to everything but the teachers” while in school. Despite being put in an accelerated learning program due to his high IQ, he felt constrained, so he often played hooky and failed to complete his assignments. Of his school days, Gandhi said, “They were the most miserable of his life” and “that he had no aptitude for lessons and rarely appreciated his teachers.” In fact, Gandhi opined that it “might have been better if he had never been to school.”

One can only imagine what the world would have been like had these visionaries of Western civilization instead been diagnosed with ADHD and drugged accordingly. Writing for the New York Times, Bronwen Hruska documents what it was like as a parent being pressured by school officials to medicate her child who, at age 8, seemed to have “normal 8-year-old boy energy.”

Will was in third grade, and his school wanted him to settle down in order to focus on math worksheets and geography lessons and social studies. The children were expected to line up quietly and “transition” between classes without goofing around… And so it began. Like the teachers, we didn’t want Will to “fall through the cracks.” But what I’ve found is that once you start looking for a problem, someone’s going to find one, and attention deficit has become the go-to diagnosis… A few weeks later we heard back. Will had been given a diagnosis of inattentive-type A.D.H.D….The doctor prescribed methylphenidate, a generic form of Ritalin. It was not to be taken at home, or on weekends, or vacations. He didn’t need to be medicated for regular life. It struck us as strange, wrong, to dose our son for school. All the literature insisted that Ritalin and drugs like it had been proved “safe.” Later, I learned that the formidable list of possible side effects included difficulty sleeping, dizziness, vomiting, loss of appetite, diarrhea, headache, numbness, irregular heartbeat, difficulty breathing, fever, hives, seizures, agitation, motor or verbal tics and depression. It can slow a child’s growth or weight gain. Most disturbing, it can cause sudden death, especially in children with heart defects or serious heart problems.

As Hruska relates in painful detail, each time the overall effects of the drugs seemed to stop working, their doctor increased the dosage. Finally, towards the middle of fifth grade, Hruska’s son refused to take anymore pills. From then on, things began to change for the better. Will is now a sophomore in high school, 6 feet 3 inches tall, and is on the honor roll.

The drugs prescribed for Ritalin and Adderall and their generic counterparts are keystones in a multibillion dollar pharmaceutical industry that profits richly from America’s growing ADHD fixation. For example, between 2007 and 2012 alone, sales for ADHD drugs went from $4 billion to $9 billion.

If America could free itself of the stranglehold the pharmaceutical industry has on our medical community, our government and our schools, we may find that our so-called “problems” aren’t quite as bad as we’ve been led to believe. As Hruska concludes:

For [Will], it was a matter of growing up, settling down and learning how to get organized. Kids learn to speak, lose baby teeth and hit puberty at a variety of ages. We might remind ourselves that the ability to settle into being a focused student is simply a developmental milestone; there’s no magical age at which this happens.

Which brings me to the idea of “normal.” The Merriam-Webster definition, which reads in part “of, relating to, or characterized by average intelligence or development,” includes a newly dirty word in educational circles. If normal means “average,” then schools want no part of it. Exceptional and extraordinary, which are actually antonyms of normal, are what many schools expect from a typical student.

If “accelerated” has become the new normal, there’s no choice but to diagnose the kids developing at a normal rate with a disorder. Instead of leveling the playing field for kids who really do suffer from a deficit, we’re ratcheting up the level of competition with performance-enhancing drugs. We’re juicing our kids for school.

We’re also ensuring that down the road, when faced with other challenges that high school, college and adult life are sure to bring, our children will use the coping skills we’ve taught them. They’ll reach for a pill.