Children were designed by God to play and explore. Frolic, discovery, and the desire to feel the emotion we call fun is common to all people of all ages to varying degrees. And we are not alone. Rats, it has been found, also get involved in rough and tumble play within the confines of familial units.
Rats also laugh. They laugh at a pitch that the human ear cannot hear, but special instruments have been used to connect a laugh-like sound that rats make to play, tickling, and social activity. Human infants die if they are not touched. Children without fathers grow up maladjusted with a much higher propensity to fail in school, commit crimes, and fail to make valuable social bonds as adults.
Fathers have an instinct to play with children, to simulate monsters and combat. Children socialize each other, making unsupervised play as important as rough and tumble play with an adult. This is an instinctual teaching method that makes children learn to be well coordinated, to feel comfortable in their own skin, to develop a sense of fairness, and to learn how to dance.
Play and curiosity are strong emotional drivers, pushing us into behaviors that enable our brains and bodies to make critical connections. These instincts, when allowed to flourish and function, make us strong, happy and well adjusted. But we have turned our backs on these needful things, we have attempted to force ourselves to fit into fun-less environments where nothing must be broken and exploration is forbidden, where sudden movements and loud vocalizations will get a person arrested and shunned.
We all suffer terribly from this stifling of our dynamic nature. But no one suffers it more than children.
The modern public school system couldn’t be better designed to pervert the natural development of children and to break their spirits at an early age. The school system as we know it is a place where only children who are unusually still and obedient can flourish- the rest cannot compete. And those who cannot compete with oddly attentive children are considered “minimally exceptional.”
But we know that the most brilliant people are the ones who did not fit in, who did not get good grades or who got such good grades that the school couldn’t hold them. It’s the misfits who truly excel, while the school system does everything it can to extinguish their inspired and creative minds.
When uninspired teachers who cannot handle a room full of children when one of them becomes unruly, psychiatry has a special tool that will enable them to make the room quiet and restore the pall of boredom. That tool is an arbitrary psychiatric diagnosis.
Today, the most common psychiatric diagnosis placed on energetic children is Attention Deficit Hyperactivity Disorder, (ADHD).
Sanford Newmark, MD; in an article for Psychiatry Advisor, calls it an ‘epidemic of overdiagnosis.’
He writes, “In 2011, the CDC reported that the prevalence of attention-deficit/hyperactivity disorder in children ages 4 to 17 years was 11%, with 6.4 million children diagnosed with ADHD and 4.2 million taking psychostimulants.”
Newmark comments that this is part of a dramatic increase in diagnosis and medication of children occurring over the past 30 years. In the 1980s, so-called disorders like ADHD affected an estimated 3% of all children attending public school. Between the years 2003 and 2011 it jumped to 30%.
Now, this increase in diagnoses can be attributed to three general causes. One possible cause is that something is naturally going wrong with the children. Another possibility is that something in the children’s environment and experience is damaging their ability to pay attention. The final possibility is that the psychiatric community has changed the way it operates for its own internal reasons.
All of these possibilities could be working together. However, chances are there is nothing wrong with the children that is not due to external factors. That leaves us with one or both of the final two options. Either, the children are being adversely affected by something around them, the psychiatric community is malfunctioning – or both.
That answer satisfies the intuition and it is logical. What we have here is a systemic failure to treat the source of a problem. Drugging children when they are “hyperactive” is like taking antihistamine as a matter of policy rather than eating foods that build the immune system. It is not the children who should have their brains altered, it is the toxic infrastructure, the mercenary psychiatrists, and low-energy teachers who should be changed, replaced- and if need be- punished.
The kids are alright.
~ Health Scams Exposed