A Note To Psychotherapists
A Note To Psychotherapists:
Do Not Bother To Look At The Family. Look Instead At What Schools Have Done.
Over the last 50 years, mental health problems in this society,
including suicide, depression, alcoholism, drug abuse and violent
crime, have all increased in direct proportion to the increase in
education. Yet, mental health professionals have continued to look
toward the family as the source of these psychological difficulties
rather than to look at what is happening to people in schools. Most
mental health professionals were themselves educated in the current
system. We know from our research that current educational practices
damage people in a way that causes them to be blinded to the damage
and its source. So it is with mental health professionals. They are
blinded to the harm which they themselves incurred in school and to
the psychological trauma which was incurred in schools by the people
who come to them seeking help. As a result, mental health
professionals have spent the last 50 years looking in all the wrong
places for the sources of people's psychological problems and their
solutions.
Most mental health professionals believe that family life is the
source of this society's mental health problems, and mental health
professionals have absolutely refused to look at what schools have
done. It is not that parents do not ruin children and do despicable
things to children every day, because they do. But parents have been
doing the same kinds of despicable things to children for centuries
under a wide variety of social, economic and political conditions.
Only since the increases in education over the last 50 years have
mental health problems become a serious threat to large numbers of
people in this society.
As former psychotherapists, we have come to realize that most
people receive improper care during infancy and early childhood in
one form or another depending on the unique qualities of each
parent's personal care-giving system. We have also noticed that
parenting practices in American society have become increasingly more
negligent as people have become more educated. However, from what we
can tell from our limited research, people can come to understand and
in some cases be healed of despicable childrearing situations as long
as they are not exposed to schools. But once people are exposed to
current educational practices past the end of the second grade, their
ability to recover from improper infancy and early childhood care has
been completely destroyed. By the time most children reach the end of
the second grade, they have already used up the majority of their
resources trying to survive the mental violence and psychological
strain of classroom life. As a result, educated people do not have
the resources needed to recover from improper or negligent
childrearing practices. Furthermore, the mental and emotional
apparatus that would have been used to recover from negative
parenting is completely destroyed by the premature separation from
parents combined with the premature introduction of mental subjects
which are forced into children against their will. For more detailed
information about how schools destroy children, read "Great
Education Moves," issues 1 through 4.
Under the conditions found in the classroom, all human beings must
develop sophisticated, unnatural systems for coping with classroom
life. These sophisticated systems are fixed, rigidified behavior
patterns which by their nature preclude a person's ability to receive
any real help. If psychotherapists want to help people find any
relief at all, they must look at what happens to human beings when
they are exposed for over 11,000 hours to the conditions found in
schools. In our opinion, what happens to children in school is every
bit as destructive as what happened to people who were exposed to the
concentration camps of World War II. If you are a psychotherapist,
you probably see traumatized people in your office every day. We
believe that the trauma that you are seeing in people's faces was
incurred in school and not at home. Again, it is not that parents do
not do terrible things to their children, because they do. But what
happens to human beings over the course of 11,000 hours or more of
the extreme psychological duress found in the classroom causes severe
mental and emotional trauma, and under the conditions found in the
classroom the patterns of trauma become fixed in the consciousness.
All of the natural pathways in
the human consciousness that would lead people to do the right things
for themselves in their lives are systematically destroyed in
schools.
Any psychotherapist who was faced with trying to help a
concentration camp victim would know that what happened to that
person in the concentration camp would have to be dealt with first
before looking at anything else that occurred in that person's life.
Schools are institutionalized, state and federally endorsed
concentration camps where children are locked away against their
wills, tortured with information that has no meaning to them and
threatened constantly with public humiliation, a psychological
technique well-known to the Nazis.
Psychotherapists who fail to acknowledge and deal with the
psychological effects of current educational practices will always
fail to be able to provide educated people with any form of real
relief. This society is at a point where people desperately need this
nation's mental health professionals to break free from existing
"theories" and technologies, and to establish a new frame
of reference for working with human beings, one that accounts for a
natural, healthy, undamaged human consciousness. Most honest
psychotherapists know that almost none of the existing
"theories" of psychotherapy or new age technologies work in
the ways that the "experts" claim. None of these theories
or technologies produce effective, repeatable, predictable results by
any research standard. The only psychological theory that has any
basis in reality is behavior modification, in that all human beings
do have a stimulus-response mechanism. Unfortunately, mental health
professionals know so little about the human consciousness that they
have been unable to use this information to help people improve their
lives.
If psychotherapists want to
help people find any relief at all, they must look at what happens to
human beings when they are exposed for over 11,000 hours to the
conditions found in schools.
The reason that existing theories and technologies are so inferior
is that these ideas were born out of the damaged mental systems of
people who were educated in the current system. These theories and
technologies are based on a frame of reference of what psychologists
and psychiatrists have defined as a "normal" human being.
However, this definition of a "normal" human being,
developed over the last 50 years, reflects what psychologists and
psychiatrists were able to perceive as "normal" after a
person has been ravaged by the educational system. Current
educational practices systematically destroy the natural needs,
interests, instincts, feelings, thoughts, skills, goals, hopes and
dreams of everyone exposed to this system past the end of the second
grade. There is nothing natural or healthy left in adult human beings
educated in this society. Psychologists and psychiatrists who have
themselves been ravaged by this educational system and stripped of
all their natural ways, needs, feelings and thoughts are unable to
establish a frame of reference for working with people that is based
on a natural, healthy, undamaged human being. What psychologists and
psychiatrists have been unable to see is that what they have
established as a "normal" human being today (someone who
has survived being ravaged by the educational system) is very
different from what would have been established as a
"normal" human being 150 years ago before the introduction
of current educational practices. While human beings of 150 years ago
had psychological problems, they had their natural systems for living
in the world still intact. People of 150 years ago were more able to
follow their natural inclinations and instincts. People who liked
carpentry actually became carpenters and people who enjoyed working
on the land actually spent their lives farming. Under the influence
of modern education, people who love carpentry are becoming lawyers
and corporate executives, and people who want to design houses are
becoming hairdressers. All of the natural pathways in the human
consciousness that would lead people to do the right things for
themselves in their lives are systematically destroyed in schools.
What today's mental health professionals have called theories are
nothing more than hypothetical conjectures. In reality, a theory
about anything is only established after considerable evidence to
support that idea or set of principles has been gathered. If
anything, all of the existing data suggests that none of these
existing theories are correct and that psychologists and
psychiatrists have been unable to establish an effective system for
restoring human beings to psychological health and well-being.
Over the last 50 years, mental
health problems in this society, including suicide, depression,
alcoholism, drug abuse and violent crime, have all increased in
direct proportion to the increase in education.
Under the influence of modern education, psychologists and
psychiatrists, like the rest of us, have been damaged in a way that
severely limits their ability to perceive human behavior. Mental
health professionals have no understanding or knowledge of the inner
workings of the human consciousness. Their ideas about how human
beings work would be comical if they were not so inherently
destructive. When a psychologist or psychiatrist looks at a person,
their ideas about what is going on with that person are limited to
what they can see and observe. And from those limited observations of
human behavior, psychologists and psychiatrists attempt to help
people find relief from mental and emotional distress. Imagine that
you were having a problem with your car. Let's say that the engine
was making unusual noises and your car was stalling every time you
had to come to a stop. You would probably take you; car to an auto
mechanic to be repaired. Imagine now that your auto mechanic listens
to your engine, describes the unusual noises to you and gives you a
detailed account of the exterior of your car. He (or she) tells that
in addition to the fact that your engine is making unusual noises,
your car is red, has four white-wall tires and two doors on either
side. Without ever looking at the inner workings of your car, he
thanks you for your business and hands you a bill.
This is what goes on in the offices of mental health professionals
every day in this country. Psychologists and psychiatrists, using
their limited psychological "theories" and new age
technologies, cannot see the inner workings of the human
consciousness. Mental health professionals can describe only that
which is observable, and even then these descriptions are severely
limited because of the damage to the mental systems which they
incurred in school. Any preschool child whose mental and emotional
apparatus is still intact could probably do a more accurate and
complete job of describing patients' observable behaviors than an
educated, sophisticated psychotherapist could do.
We know that it is difficult for mental health professionals to
extricate themselves from established ideas about human beings that
are not based in reality. We know because we ourselves have come from
mental health backgrounds and we have had great difficulty
extricating ourselves from these ideas. We also know that the extent
and degree of mental and emotional destruction that Americans have
incurred as a result of current educational practices is so severe,
that an enormous effort will be necessary if people in this society
are ever to recover from what has happened to them in school. We
realize, too, that most mental health professionals were themselves
successful within the current educational structure. As formerly
successful students, they have been brainwashed into believing that
they must be successful psychotherapists who make a name for
themselves and who earn a large salary doing so. However, this
society needs mental health professionals to sacrifice making a
"name" for themselves and to sacrifice their "big
buck" practices in order to help this nation recover from the
psychological destruction that the majority of educated people have
incurred.
Psychologists and psychiatrists need to break free from all the
established systems and ideas, because unless they do so they will
never begin to unravel the real mysteries of the human consciousness.
We ask mental health professionals who insist on using existing
psychological "theories" on people who have been ravaged by
schools to consider the following paradigm.
Every day, children are forced to sit silently and passively in
hard wooden chairs for hours at a time. They are forced to memorize
large quantities of information which is of no interest to them
personally and is in no way related to their everyday lives. Children
are forced to do these things under conditions of severe
psychological duress, where they are threatened, punished and
publicly humiliated for the slightest infractions. Then, after
subjecting children to these torturous conditions, teachers say,
"Now, Class, how are we all doing today?" And the children,
whose primary and single most unifying thoughts are about being free
of school, respond to the teacher in unison, "We are fine, Mrs.
Smith." And Mrs. Smith carries on with the torture.
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